Ways to address the challenges of a modern medical curriculum: Living academic medicine at the University of Split, School of Medicine

Ivica Grković, Damir Sapunar, Matko Marušić


Structure of a modern medical curriculum should follow recommendationsof professional bodies (like World Federation for Medical Education)in order to educate and train medical professionals equippedwith problem solving/critical thinking skills entering a world ofevidence-based medicine and demands of contemporary medicalpractices. Also, political and socio-economic realities in addition totraditional and cultural values should be taken into account in orderto avoid creating an unsustainable program. Requests for curricularchanges by the European Union Commission were used as a chanceto shape our program into an original blend of traditional pre-clinicaland clinical subjects with several vertically integrated subjects focusingon mastering clinical skills, professional attitudes, informationmanagement and critical as well as evidence-based reasoning and decisionmaking. Reasons for introducing curricular changes in additionto detailed structure of current medical course at the Universityof Split School of Medicine is presented in this paper.


Education; Medical; Curriculum; Contemporary

Full Text:



Marusic M. History of School of Medicine in Split In: Jankovic S, Boban M, editors. University of Split, School of Medicine, 1997-2007. Split: University of Split School of Medicine, 2007. p. 17-35.

Marusic M. On the advancement of science in developing countries: an example of seventy croatian young scientists educated in Germany and USA. Croat Med J. 1996;37(4):273-82.

Marusic M. War and medical education in Croatia. Acad Med. 1994;69(2):111-3.

Marusic A. Revitalization of academic medicine: looking into the future. Croat Med J. 2005;46(1):1-3.

Awasthi S, Beardmore J, Clark J, Hadridge P, Madani H, Marusic A, et al. Five futures for academic medicine. PLoS Med. 2005;2(7):e207.

Novak K, Miric D, Jurin A, Vukojevic K, Aljinovic J, Caric A, et al. Awareness and use of evidencebased medicine databases and Cochrane Library among physicians in Croatia. Croat Med J. 2010;51(2):157-64.

Final Report of the Commission on Medical Education. California and western medicine. 1933;38(2):112-3.

Swanson AG, Anderson MB. Educating medical students. Assessing change in medical educationthe road to implementation. Acad Med. 1993;68(6 Suppl):S1-46.

WFME task force on defining international standards in basic medical education. Report of the working party, Copenhagen, 14-16 October 1999. Med Educ. 2000;34(8):665-75.

International standards in medical education: assessment and accreditation of medical schools educational programmes. A WFME position paper. The Executive Council, The World Federation for Medical Education. Med Educ. 1998;32(5):549-58.

Grkovic I. Transition of the medical curriculum from classical to integrated: problem-based approach and Australian way of keeping academia in medicine. Croat Med J. 2005;46(1):16-20.

Croatian Parliament. Zakon o reguliranim profesijama i priznavanju inozemnih stručnih kvalifikacija. Zagreb: Narodne Novine. 2009; 124/09. Available from: http://narodne-novine.nn.hr/clanci/sluzbeni/2009_10_124_3045.html

Accessed: January 03, 2012.

Sapunar D. The Medical School of Split-overview of its activity from independence until today. Lijecn Vjesn. 2001;123(9-10):221-30.

Dusek T, Bates T. Analysis of European medical schools’ teaching programs. Croat Med J. 2003;44(1):26-31.

EUR-lex. Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications 2005. Available from: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=CELEX:32005L0036:en:NOT Accessed: January 03, 2012.

Wershof Schwartz A, Abramson JS, Wojnowich I, Accordino R, Ronan EJ, Rifkin MR. Evaluating the impact of the humanities in medical education. Mt Sinai J Med. 2009;76(4):372-80.

Lindgren S, Karle H. Social accountability of medical education: aspects on global accreditation. Med Teach. 2011;33(8):667-72.

Banaszek A. Medical humanities courses becoming prerequisites in many medical schools. CMAJ. 2011;183(8):E441-2.

Education WFfM. Basic Medical Education: WFME Global Standards for Quality Improvments. In: 2003 WOUoCD, 2003. Available from: http://www.iaomc.org/wfme.htm Accessed: January 03, 2012.

Marusic A, Marusic M. Teaching students how to read and write science: a mandatory course on scientific research and communication in medicine. Acad Med. 2003;78(12):1235-9.

Laskowitz DT, Drucker RP, Parsonnet J, Cross PC, Gesundheit N. Engaging students in dedicated research and scholarship during medical school: the long-term experiences at Duke and Stanford. Acad Med. 2010;85(3):419-28.

Neville AJ, Norman GR. PBL in the undergraduate MD program at McMaster University: three iterations in three decades. Acad Me.d 2007;82(4):370-4.

Wittert GA, Nelson AJ. Medical education: revolution, devolution and evolution in curriculum philosophy and design. Med J Aus. 2009;191(1):35-7.


  • There are currently no refbacks.

2019 Department of Medical Sciences, Academy of Sciences and Arts of Bosnia and Herzegovina, Sarajevo, Bosnia and Herzegovina. All rights reserved.
The full text of articles published in this journal can be used free of charge for personal and educational purposes while respecting authors and publishers’ copyrights. For commercial purposes no part of this journal may be reproduced without the written permission of the publisher.