MUSC Bulletin | Introduction
Philosophy of Education
MUSC has a long heritage of preparing graduates for careers in the health professions and in biomedical research. In this regard, the University offers undergraduate, graduate, and post-graduate programs in medicine, dental medicine, health professions, nursing, and pharmacy, as well as graduate research training in the health sciences. The University also provides educational opportunities for existing health professionals in support of their ongoing professional growth and development. In addition, MUSC assists the people of South Carolina in optimizing their health through the provision of information regarding health promotion, disease prevention, and use of the health care system.
Environmental influences now challenge the University to institute meaningful change in the way it carries out its mission of education. The impact of health care reform, the development of new technology to assist learning, the imperative to address the needs of the community and society, and changing funding patterns in higher education and health care are all influences to which MUSC must respond.
The education mission must be focused on and compatible with the strengths and purposes of the institution, as well as with the needs of the community and the health care system it serves. The University must provide education that is innovative and that is continually improved through ongoing evaluation of its programs. The integration of education, research, and clinical activities of MUSC must be strengthened to ensure optimal learning and professional development of its students, residents, fellows, and faculty.
One of the central debates which recurs in any educational institution is that regarding the extent to which central planning and direction of the educational enterprise is desirable.
MUSC must balance the focus which emanates from the individual colleges having autonomy and authority for their discipline-specific program with the need for central coordination and governance to assure coherence among programs, effective use of resources, and the achievement of University-wide goals. Central educational governance and coordination are necessary to ensure that
- A reasonable balance is achieved among the three elements of the education goal, constant with the particular strength of MUSC and with the needs of the people of South Carolina.
- A general increase in educational outreach is sustained, with broader geographic delivery of programs, expanded community-based1 and service-learning2 opportunities, increased interinstitutional collaboration, and heightened attention to underserved populations in South Carolina.
- The human, technical, and physical resources necessary for education to occur in its most effective form are provided in an adequate, timely, and equitable fashion.
A University-wide commitment is made to promote a positive environment for learning, characterized by attitudes of mutual respect and collegiality and to foster an environment that values diversity in its work-force, students, pedagogy, and curricula.
- Policies and procedures are implemented to ensure that all education programs prepare their graduates with the core competencies3 needed for lifelong success in their chosen professions.
- The importance of ongoing professional development of MUSC faculty is emphasized.
- Continuous improvement of the educational enterprise is assured through the design and implementation of a comprehensive institutional assessment program.
1 Community-based education - educational experiences located in the community-at-large beyond traditional boundaries associated with tertiary care centers, which provide learning environments and clinical experiences based on community needs and reflect the role demands of professionals in real-life career practice.
2 Service-learning - a partnership between the University and a community (e.g., a neighborhood, small rural town, school, church congregation, retirement home, etc.), in which learners and community residents work together toward mutually agreed upon goals. Service-learning takes place in and with, rather than for, the community and gives equal emphasis to educational outcomes and service activities that benefit the community and the learners.
3 Core competencies - a set of competencies that should be acquired by all students in the course of their education in order to be prepared for practice or research careers in the evolving health care and biomedical sciences environments.
|Last updated:||December 4, 2012 2:47 PM|