It links very much to the AFMC changes and the CanMEDS role, the competencies that are out there. Before that—and I'm not talking about just the last 10 years; I will get to that—we had doctors who were experts. They knew everything about medicine, but there wasn't much emphasis on their being health advocates, how to be collaborative, how to be communicators with the patients.
With the arrival of technology about 10 years ago, as I said, I removed all the lectures, so it gives me more options in an anatomy lecture to tell my students how they should communicate with each other. From the first year of medical school it's no longer just about books, it's about how to talk with people. And it's important for a health care professional to know how to talk to patients. These are the changes that are made.
One thing I must say is that I know about this stuff, so it was easy for me to produce my own. But now we have a lab where people can come—clinicians, nurses, kinesiotherapists—to sit and produce these. Many of this generation of professors are not tech-savvy, so we still need to have a central place for people to go to produce this.
Now, for the outcomes, just to tell you for the anatomy, I teach a lot and I'm also unit leader, so I look at the curriculum in different ways. I have been in contact with radiologists.... You need to know why we teach anatomy. I don't want my students to know anatomy just for anatomy. Anatomy is the base of a physical exam. When a doctor is examining you, that's the base of anatomy. To tell me this is an artery on a cadaver is not the point. They're trying to go with a higher level of stuff.
For example, radiologists—