EDUCATION and PURPOSES OF THE LAW
is closely associated with all the 5 purposes of the Law: morality, life, progeny, intellect, and resources. Thus the system
of medical education adopted must aim at producing physicians who will uphold the higher purposes of the law in their medical
students should learn basic and clinical sciences in addition to learning how medicine and its practice influence or are influenced
by social conditions. They should be able to appreciate the relationship of the social background to disease causation and
of medicine a communal obligation. Each community is obliged to make sure that it trains a number of physicians sufficient
for its population and disease profile.
are 6 conceptual issues in medical education: objective, integration, balance, service, leadership, and research.
OBJECTIVE OF MEDICAL EDUCATION
objective of medical education is producing physicians whose practice fulfills the 5 purposes of the Law within a holistic
context. Such physicians will have the following characteristics: health and not disease oriented, focused on quality and
not quantity of life, humble to recognize limitations to their abilities, holistic in outlook, able to understand society,
are endowed with scientific capability, clinical expertise, and leadership skills.
OF MEDICAL EDUCATION
medicine is fragmented by organ, disease process, and is not holistic. It is atomistic, analytic, and not synthetic. It lacks
an integrative paradigm. The teaching of medicine was in the past fragmented as was the practice of medicine. This is however
now improving with medical curricula emphasizing holistic approaches to medicine and integrating basic sciences with clinical
sciences. Teaching basic and clinical sciences separately and by organ system had the advantage of in-depth knowledge but
had the disadvantage of not integrating various parts of knowledge with one another. Modern teaching methods including the
problem-based approach integrate knowledge but may not provide the detailed information that was found in the traditional
system. The modern systems are more related to actual patient management which requires integration of information and skills
in a multi-disciplinary context. The modern medical education systems also integrate social aspects in medicine which also
reflects the reality of medical practice because the physician must understand the social background of the patients.
an integrating paradigm, modern medicine has until recently not been able to observe balance and equilibrium in its therapeutic
approaches. The result has been therapeutic approaches that have caused side effects that are worse than the disease they
were trying to cure in the first place. The harm could be physical, social, psychological, or even spiritual or moral. To
ensure a balanced approach, physicians should be trained to have a holistic approach in medical practice.
MEDICINE AS SERVICE
education should integrate the teaching of social service. It should prepare the future physician to provide service to the
community. This will require skills of understanding and responding to community needs that can be acquired by spending part
of the training period in a community setting away from the high technology hospital environment.
skills must be integrated into the medical curriculum. The medical school curriculum and experience should be a lesson in
social responsibility and leadership. The best physician should be a social activist who goes into society and gives leadership
in solving underlying social causes of ill-health. The physician as a respected opinion leader with close contact with the
patients must be a model for others in moral values, attitudes, and thoughts. He must give leadership in preventing or solving
ethical issues arising out of modern biotechnology. He must understand the medical, legal, and ethical issue involved and
explain them to the patients and their families so that they can form an informed decision. He should also provide leadership
in advocating for the less privileged and advocacy for human rights.