The practice of Medicine appears as classic as the human race itself. Teacher-pupil apprentice model was followed for teaching of medicine in the very beginning. Around the 10th century the first modern teaching hospital has been established in Baghdad, Iraq. Latter on in 1910 there was an improvement over the older system of unstructured apprenticeship when Abraham Flexner advocated teaching for 1-2 decades of basic sciences and for 2-3 decades of clinical subjects. From the end of 20th century Flexnerian version was adopted throughout the world and it ruled the medical colleges for approximately a century. The Flexnerian version was criticized because of its artificial separation between clinical and basic sciences and has been faded away by fresh idea of integration across the disciplines. In 1992 Johnson Wood Made among his significant recommendation to make a central coordinating body within the medical schools to execute the many alterations in medical education and to plan, execute, monitor, evaluate, review the program and to reward teaching excellence.
Founding of Medical Education Units (MEUs) or Departments in medical schools can be acknowledged as the pinnacle of improvements in medical education in the modern epoch. Keeping up the standards of health education is not a trivial mission. Medical schools that believe it seriously have established such units throughout the planet. MEUs are launched in Response to increased public expects concerning health care, tendencies of society for greater accountability, educational developments, amplified concerns about what to teach and how to educate.
Suppleness is the key to recruiting for a department of health education. So as to offer a multi-professional and multi-dynamic team with a range of experience, various contractual arrangements are required. Based on the requirements of individual institution the exact structure of this department will be different. The director offers bashir Dawood academic leadership for the division and in addition to other duties also helps advertising of staff cooperation, career fostering and producing local, regional and worldwide links. External funding Agencies, authorities or university resources may offer financial support for MEUs however there is cases that these departments are financially self-supporting also.
MEUs play a major role in development of faculty by providing training of employees in medical pedagogy, bedside teaching, student assessment and program evaluation. MEUs also train medical students in class dynamics during small group learning activities and Problem Based Learning. MEUs help in tracking and development of the program providing suitable design and innovations. MEUs help curriculum committee in regions of instructional procedures, clinical instruction and student assessment. MEUs assist in restructuring of the educational environment to meet the new program objectives and to encourage pupils to grow as a self-learner and the instructor to be a facilitator.