ABSTRACT
The laddering approach, discussed in the previous chapter, is used at the University of the Philippines (UP) Manila School of Health Science (SHS), which was ‘established by UP in response to the brain drain and maldistribution of health manpower prevailing in the country in the 1970s’.153 Another major factor in the 1970s was that UP was concerned that ‘its programs in the health sciences were breeding a generation of individualistic, self-centered, and grade-conscious students who did not care whether their education would help them serve the country’. Recognising that a major change was necessary, an Extraordinary Curriculum Committee of the UP College of Medicine ‘was tasked to design a medical curriculum that would train graduates who are scientifi cally disciplined, medically competent, and more importantly, socially conscious, community-oriented, and fi rmly committed to serve the people’.
