Learning Credo

The Bicol University College of Medicine is an academic institution that adheres to transformative education, i.e., the development of an integrative health care and a proactive health care delivery system that will result in wellness, coherence and resiliency. It is a socially accountable medical school that subscribes to the values of relevance, quality, cost-efectiveness, and equity.

The administration, faculty and staff of the BUCM believe in the following principles to guide their thinking and action:

The Learner is a qualified person who is self-directed, open to change, committed to a healthy life-style, and willing to serve local communities and institutions.

The Learning Process is interactive and uses the principles of andragogy. It is enabling and empowering for both learners and teachers.

The Learning Environment is characterized culture of critical thinking and inquiry, teamwork and professionalism that continuously seek innovations and practical solutions to health issues.

The Learning Resources consist of (1) the faculty, who are experts in their field, role models, facilitators and co-learners; and, (2) state-of-the art facilities and technology that are accessible on campus, in hospitals and other developmental institutions and in communities.

The Learning Outcomes will be:

  1. 5-star Physicians (health service provider, teachers, resarchers, managers and leaders, and social mobilizers) imbued with attributes of being a servant-leader, systems and strategic thinker, clinically proficient, globally competitive and locally relevant practitioner,  health emergency and disaster management specialist; and, a nationalist.
  2. Self reliant and self managed communities
  3. Responsive and caring health care institutions

The BUCM itself will be a learning organization “where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and, where people are continually learning how to learn together”. (Senge, 1990)