The International Virtual Medical School: no science fiction

Frank Sullivan and Ronald Harden explain why the International Virtual Medical School could be an important contribution to the establishment of a global academic partnership

Aplace at medical school remains a privilege denied to many qualified candidates who could benefit from the opportunities it provides but fail to be admitted. Since there is also a shortage of doctors in many countries and a crisis in academic medicine, we need to look for more creative ways to unite the untapped pool of potential students with the educational technologies they require. The International Campaign to Revitalise Academic Medicine (ICRAM)^w1 has suggested a global academic partnership to revitalise academic medicine. This article describes one way forward: the International Virtual Medical School (IVIMEDS).^w2

What does IVIMEDS look like? The three elements of the title say it all.

International
The organisation is necessarily international to reflect the challenges and talents of the global community. Any medical school can cobble together a wide range of electronic resources for their students, but even the wealthiest cannot deliver a high quality integrated product for all its students wherever they may be.^w3 Box 1 lists the medical schools involved at this stage of development; several other schools are considering joining. Although many of the current schools are based in the more developed world, it is important that the benefits are realised more widely. An IVIMEDS foundation is being established to support the education, training, and development of health professionals in developing countries.

Virtual
The learning environment is one which combines electronic learning resources such as reusable learning objects with face to face teaching adapted to suit the differing circumstances of partner institutions and individual students. Reusable learning objects are blocks of educational software created by international colleagues and assembled by the staff of participating institutions using a set of tools to which all may contribute and from which all benefit (box 2).^w4 Some resources are as flat as a PowerPoint file, while others have the integrative power of a curriculum map which displays the key elements of a curriculum and the relationships between them.^w5 The cardiovascular system is fairly complete within IVIMEDS, and substantial progress has been made with the central nervous system and the virtual practice. Work is underway in another five body systems.

Medical school
The term school is subject to two different interpretations. The first is that all medical students need to enrol in an accredited “medical school” and successfully complete its curriculum in order to satisfy their examiners that they have achieved the necessary standards in their state or country. The regulations determining who is qualified to practise vary in different jurisdictions and at different times.

The second interpretation is that, in a global sense, IVIMEDS is a “school of thought” which enables students to benefit from the best teachers using the most effective learning technologies in the most appropriate setting. The medical profession already maintains an international stance in sharing its ideas and movement of qualified staff. As shown by their involvement in electives, medical students are able and willing to work with the wider community from an earlier point in their career. In time, IVIMEDS itself will extend beyond the undergraduate curriculum into the postgraduate years and continuing professional development. Parallel development in IVINURS (nursing) and IVIDENT (dentistry) will complement work in our own profession.

Why now?
The theoretical basis for sharing educational resources has been developing almost as quickly as the technological advances which underpin the new learning models. The necessary financial resources are now being made available.

The educational philosophy underpinning IVIMEDS is “just for you” learning (that is, learning customised to the content, educational strategy, and distribution needs of the individual student) and “just in time” learning (learning resources available to students when they are required). E-learning provides a bridge between the cutting edge of education and training and outdated procedures embedded in institutions and professional organisations.

The annual doubling of processing power while the price keeps halving means that previously unimaginable computational processes can be undertaken at affordable prices. Broadband connections and wireless local area networks throughout many learning institutions, hospitals, and homes means easier access for students to learning objects. Although some parts of the world still have inadequate information and power infrastructures to guarantee services everywhere and at all times, the technological reach of IVIMEDS is increasing all the time.

Participating medical schools have shown their commitment to the process over the past three years by contributing an annual subscription and providing staff time and some of their own software developments. Educational authorities in Scotland and England have also given considerable amounts of money to what is now a multi-million dollar operation. As more institutions join the organisation it is anticipated that international bodies, charitable bodies, and philanthropic individuals will recognise the importance of IVIMEDS in revitalising academic medicine and increasing the medical workforce in underserved areas of the world.

How can medical students become involved?

The options for involvement depend on the extent of current or potential involvement of your own medical school in current developments. Students in the current partner schools who are developing reusable learning objects to share around the world, can volunteer to comment on content as it is developed and help in the evaluation process. For students in institutions hesitating over the decision whether to join, your opinion could help make the decision. It would be good to have you on board.

 

Ronald Harden, director of education,IVIMEDS, Dundee DD2 1LR

Frank Sullivan, professor of research and development in general practice and primary care, Community Health Sciences Division, University of Dundee, Dundee DD2 4BF
Email: f.m.sullivan@chs.dundee.ac.uk

studentBMJ 2005;13:397- 440 November ISSN 0966-6494

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