Number of Citations: 0

Submitted: 11 February 2025
Accepted: 11 July 2025
Published online: 7 October, TAPS 2025, 10(4), 97-99
https://doi.org/10.29060/TAPS.2025-10-4/II3669

Suryanti Chan¹, Hamzah Hamzah² & Insan Sosiawan Tunru³

¹Department of Medical Education, Faculty of Medicine, Universitas Dian Nuswantoro, Indonesia; ²Airlangga Teaching Hospital, Airlangga University, Indonesia; ³Faculty of Medicine, University Yarsi, Indonesia

I. INTRODUCTION

Medical education is a cornerstone of effective healthcare delivery, directly shaping professionals responsible for addressing the complex and evolving needs of patients, families, and communities. Over the last few decades, medical education has undergone significant transformations due to global trends that have influenced curricula structures, learning methodologies, and competency requirements for healthcare professionals. These shifts reflect broader societal, technological, and policy changes, necessitating adaptable and forward-thinking medical education systems.

One key driver of change is globalisation, fostering interconnected healthcare systems and necessitating curricula that emphasise global health perspectives, cultural competence, and cross-disciplinary collaboration.

Additionally, technological advancements, such as simulation-based learning, virtual reality (VR), augmented reality (AR), and telemedicine training, have revolutionised medical education, improving accessibility and enhancing learning experiences.

The increasing importance of accreditation and quality assurance frameworks ensures standardisation in medical education across regions, promoting transparency and continuous improvement (Bedoll et al., 2021). Simultaneously, the shift towards outcome-based education (OBE) prioritise competency-driven frameworks over traditional content-heavy curricula, aligning medical training with healthcare needs. Furthermore, cultural and contextual adaptations are crucial in tailoring curricula to regional healthcare priorities while maintaining global standards.

This paper examines how these international trends, globalisation, technological advancements, accreditation, outcome-based education, and cultural contextualisation, are shaping the future of medical education and influencing curricula to remain responsive to evolving healthcare demands.

II. APPROACH TO SYNTHESIS

Drawing on peer-reviewed articles, academic texts, and authoritative reports published over the past decade, this paper explores key international trends influencing medical education curricula. Sources were identified through a purposive review of major databases, such as PubMed, Scopus, and Web of Science, using keywords including “medical education curriculum,” “globalisation,” “technological change in education,” and “outcome-based education.” Selection was guided by relevance, conceptual contribution, and alignment with contemporary educational discourse. Through interpretive synthesis, the emerging themes were organised to highlight the evolving priorities and challenges in curriculum development across diverse global settings.

III. GLOBAL TRENDS SHAPING MEDICAL EDUCATION

Synthesising insights from the existing literature, several key themes emerge, including globalisation, technological advancement, accreditation and quality assurance, and the shift toward outcome-based education, each significantly shaping curriculum design in medical education.

A. Globalisation and Medical Education

Globalisation necessitates the integration of global health perspectives in medical curricula, enhancing students’ cultural competence, global awareness, and adaptability in diverse clinical settings. Imafuku et al. (2021) report that international electives and exposure to various healthcare systems foster a broader understanding of global health challenges. Rukadikar et al. (2022) emphasise embedding cultural competence longitudinally rather than as isolated modules. However, integrating global content can be hampered by linguistic, ethical, and logistical barriers, particularly in low-resource regions. There is also a risk of curricular homogenisation that overlooks local relevance. Initiatives such as the ASEAN Medical Schools Network attempt to address this tension by fostering regional collaboration while maintaining context-sensitive design. Ultimately, globalisation challenges medical educators to balance international standards with localised priorities, cultivating graduates who are both globally minded and locally responsive.

B. Technological Advancements

The digital transformation of medical education, catalysed by the COVID-19 pandemic, has reshaped how knowledge and clinical skills are imparted. Simulation-based learning, virtual patients, high-fidelity manikins, and telemedicine platforms offer realistic, risk-free environments for students to practise complex procedures (Castro et al., 2021). Virtual and augmented reality hold immense promise, especially in underserved areas where traditional clinical exposure is limited (Li et al., 2024). Nevertheless, adoption remains uneven. Barriers such as digital illiteracy, inadequate infrastructure, and resistance to change among faculty hinder optimal implementation. Furthermore, technological integration demands a pedagogical shift towards student-centred, self-directed learning models that not all institutions are prepared to adopt. Addressing these challenges requires systemic investment in digital infrastructure, faculty development, and curriculum redesign to fully harness the potential of educational technology.

C. Accreditation and Quality Assurance

Global accreditation standards, such as those set by the WFME, aim to enhance comparability and mobility of medical graduates by ensuring a baseline of quality and accountability (Bedoll et al., 2021). These frameworks advocate for continuous self-evaluation, peer review, and outcome monitoring. However, rigid adherence to international benchmarks may marginalise unique local needs and strain under-resourced institutions. For example, some Southeast Asian medical schools struggle to meet standards due to shortages in qualified faculty, simulation resources, or research infrastructure. Regional mechanisms like the ASEAN-QA (Asian University Network-Quality Assurance) Framework provide a more flexible model, supporting capacity-building and mutual recognition of quality. Moving forward, accreditation should not be seen solely as a compliance mechanism but as a catalyst for meaningful institutional improvement rooted in contextual realities.

D. Outcome-Based Education

OBE represents a fundamental paradigm shift, placing student competencies at the heart of curriculum design and assessment. Instead of focusing on the amount of content delivered, OBE emphasises the achievement of predefined clinical, ethical, and interpersonal outcomes. The model supports accountability and alignment between educational outcomes and healthcare needs. Ten Cate advocates for the use of Entrustable Professional Activities (EPAs) to operationalise OBE, offering a structured way to assess readiness for clinical practice. However, the practical implementation of OBE remains challenging. Many institutions lack robust tools for assessing soft skills, professional attitudes, and interprofessional collaboration. Furthermore, faculty may be unfamiliar with the principles of formative, feedback-oriented assessment that OBE requires. Successful implementation demands long-term commitment to faculty development, curriculum mapping, and resource allocation, as well as a cultural shift toward continuous quality improvement.

IV. CONCLUSION

The evolution of medical education is shaped by globalisation, technological advancements, accreditation, cultural adaptation, and outcome-based education. These trends emphasise the need for medical curricula that are adaptable, inclusive, and aligned with global healthcare challenges. Moving forward, medical education must remain dynamic and forward-thinking to prepare graduates for both current and future healthcare landscapes.

Notes on Contributors

Suryanti Chan (SC) contributed to the study design, data collection, and manuscript writing. She was responsible for analysing the findings and drafting the discussion.

Hamzah Hamzah (HH) contributed to the study design, literature review, and manuscript revision. He provided insights on the impact of international trends on medical education curriculum, particularly from the perspective of clinical training and healthcare service management in teaching hospitals.

Insan Sosiawan Tunru (IST) contributed to the study design, literature review, and manuscript revision. He provided insights on the impact of international trends on medical education curriculum, particularly from the perspective of accreditation regulation in Indonesia.

Ethical Approval

This manuscript is a literature review based on existing published studies and does not involve any original data collection or interaction with human participants.

Acknowledgement

Authors would like to express their deepest gratitude and appreciation to Prof. Ir Edi Noersasongko, M.Kom, Prof. Pulung Nurtantio Andono, S.T., M.Kom, Dr. Abdul Syukur, M.M, Dr. Hendriani Selina, Sp. A (K), MARS which has supported during this review.

Funding

This study did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Declaration of Interest

The authors declare that there are no conflicts of interest related to this study.

References

Bedoll, D., Van Zanten, M., & McKinley, D. (2021). Global trends in medical education accreditation. Human Resources for Health, 19(70), 1­­–15. https://doi.org/10.1186/s12960-021-00588-x

Castro, M. R. H., Calthorpe, L. M., Fogh, S. E., McAllister, S., Johnson, C. L., Isaacs, E. D., Ishizaki, A., Kozas, A., Lo, D., Rennke, S., Davis, J., & Chang, A. (2021). Lessons from learners: Adapting medical student education during and post COVID-19. Academic Medicine, 96(12), 1671–1679. https://doi.org/10.1097/ACM.0000000000004148

Imafuku, R., Saiki, T., Hayakawa, K., Sakashita, K., & Suzuki, Y. (2021). Rewarding journeys: Exploring medical students’ learning experiences in international electives. Medical Education Online, 26(1), 1913784. https://doi.org/10.1080/10872981.2021.1913784

Li, X., Elnagar, D., Song, G., & Ghannam, R. (2024). Advancing medical education using virtual and augmented reality in low- and middle-income countries: A systematic and critical review. Virtual Worlds, 3(3), 384–403. https://doi.org/10.3390/virtualworlds3030021

Rukadikar, C., Mali, S., Bajpai, R., Rukadikar, A., & Singh, A. K. (2022). A review on cultural competency in medical education. Journal of Family Medicine and Primary Care, 11(8), 4319–4329. https://doi.org/10.4103/jfmpc.jfmpc_2503_21

*Suryanti Chan
MD, MPH, MMed, PhD (Health Sciences), FIHFAA
Universitas Dian Nuswantoro,
Pendrikan Kidul Number 184,
Semarang, Central Java Province, Indonesia
(62)851-011-56248
Email: suryanti83@yahoo.com