Transforming medical education for the 21st century : megatrends, priorities and change /
George R. Lueddeke ; foreword by Manuel M. Dayrit ; epilogue by Ruth Collins-Nakai.
London : Radcliffe Pub., c2012.
xxii, 212 p. : col. ill. ; 25 cm.
1846199697 (pbk.), 9781846199691 (pbk.)
More Details
London : Radcliffe Pub., c2012.
1846199697 (pbk.)
9781846199691 (pbk.)
general note
"Commentaries by experts who participated as members of The Lancet Commission on Education's Health Professionals for a New Century; Nigel Crisp, Patricia J. Garcia, Afaf I. Meleis."
catalogue key
Includes bibliographical references (p. 189-204) and index.
A Look Inside
This item was reviewed in:
Doody's Reviews, August 2012
Reference & Research Book News, August 2012
To find out how to look for other reviews, please see our guides to finding book reviews in the Sciences or Social Sciences and Humanities.
Long Description
Drawing on key international reports and input from leading healthcare practitioners and educators worldwide, this ground-breaking book closely examines the real issues facing medicine and medical education. With a wide-ranging, evidence-based approach, the author identifies key drivers of change in both the developing and developed world.He examines national and international medical education priorities, suggests practical educational development and change management strategies to translate reforms into reality, and reviews the role of the medical profession as part of the wider healthcare community. This highly detailed, full-colour text offers thought-provoking reading for all healthcare educators and professionals.Healthcare managers and policy makers will find invaluable the practical, specific guidance for change. Healthcare students too, will find the accessible advice for personal direction and development both eye-opening and inspirational.Dr Lueddeke is very well placed to write this book as he has worked in both secondary and higher education, including medical, in remote and large urban communities, in both Canada and the United Kingdom. His expertise in educational development has also brought him to different corners of the world. I am confident that you will find this book an enjoyable and informative companion. Manuel M Dayrit, in his ForewordWith commentaries by experts who participated as members of The Lancet Commission on Education of 'Health Professionals for a New Century: Transforming Education to Strengthen Health Systems in an Interdependent World' Lord Nigel Crisp, House of Lords, London, United Kingdom Professor Patricia J. Garcia, Dean, School of Public Health and Administration, Cayetano Heredia University, Lima, Peru Professor Afaf I. Meleis, Margaret Bond Simon Dean of Nursing, University of Pennsylvania, United States and an epilogue on 'Leadership in Medicine and Healthcare for the 21st century' by Dr Ruth Collins-Nakai, former president of the Canadian Medical Association and chair of the Canadian Medical Foundation, Ontario, Canada
Table of Contents
Forewordp. vii
Commentaries by members of The Lancet Commission on Education's Health Professionals for a New Centuryp. x
Prefacep. xv
About the authorp. xvii
Acknowledgementsp. xviii
Figures and tablesp. xxi
Introductionp. 1
Key drivers of changep. 5
Changing demographics and redefining health prioritiesp. 5
Social determinants of healthp. 7
Obesity: 'a diet to disaster'p. 8
Malnutrition: 'the face of worldwide hunger'p. 16
Impact of rising costs on healthcarep. 19
Improving health literacyp. 30
Global health: 'putting families and communities at the hub'p. 32
Scientific megatrends in healthcare and information technologyp. 35
Breaking down inter/trans-professional barriersp. 37
The Lancet commission report and concluding commentsp. 43
National reviews of medical educationp. 45
Common issues and concerns in medical educationp. 45
National reports and the possible need to 'dig deeper'p. 46
Balancing primary care and the specialtiesp. 47
Barriers to achieving reformsp. 53
Educational priorities in medical educationp. 55
A synthesis of key educational priorities in medical educationp. 55
Systemic problems in medical educationp. 55
Curriculum reform in medical education: returning to first principles?p. 58
Main purpose of restructuring healthcare education and trainingp. 59
Competencies for the twenty-first centuryp. 60
Refocusing medical education: from teaching to learningp. 61
Considering Confucian and Socratic learning philosophiesp. 62
Educational challenges in implementing 'transformative' learningp. 63
Enhancing understanding and acquisition of professional skillsp. 65
Medical education: learning systems review and developmentp. 67
Rationales for change: a recapp. 67
Three approaches to planning and operating educational systemsp. 68
Reconceptualising healthcare education and trainingp. 71
Mapping population health and competency needs using the DACUM processp. 74
Benefits of applying DACUM in healthcare curriculap. 77
Case examples: learning systems implementationp. 79
The University of the Philippines Manila School of Health Science: 'where health workers are trained to stay and serve'p. 79
From competencies to learning outcomesp. 83
A case study in curriculum mapping of core medicinep. 85
Adapting healthcare curricula to the twenty-first centuryp. 87
Learning outcome componentsp. 87
Learning systems design: ensuring patient safety and learning effectivenessp. 88
An example of creating an interprofessional, innovative and engaging learning environmentp. 91
Learning that lasts: the 'law of cumulative ignorance'p. 93
Medical education and the management of changep. 97
Improving postgraduate education: lessons from a national studyp. 97
National Health Service cultures and organisational performance: research findingsp. 97
The adaptive-generative development model to guide change and innovationp. 99
Enacting change: 'think globally, act locally'p. 102
Building an action culturep. 103
Interactional leadership: valuing emotions and social interactionp. 105
Implications of applying the leadership framework in healthcarep. 106
Toward professional standards in healthcare educationp. 107
'Choosing' to leadp. 108
The physician-patient contractp. 109
Changing physician-patient relationshipsp. 109
Public perceptions of physiciansp. 109
Toward a new physician-patient contractp. 110
Professional as 'authority': a patient's storyp. 113
Defining patient rights to good medical practice in the twenty-first centuryp. 115
Professional as 'partner': a junior doctor's storyp. 115
Realising the aims of medicine in the twenty-first centuryp. 123
Patients in the twenty-first centuryp. 123
Role of medicine: cure illness, extend life or 'medicalise' society?p. 126
Developed nations: cutting costs - prioritising patients and resources?p. 131
Developing nations: key ingredients for success?p. 131
Healthcare by 2020 and beyond: 'back to the future'?p. 132
From academic centres to academic systems and longitudinal integrated rotations or clerkshipsp. 133
Remote care requirements for NASA and community-based medicinep. 134
Reducing costs, yet safer and more efficient treatment?p. 135
'What's past is prologue': revitalising medical education and training for the twenty-first centuryp. 137
Transforming medical education: seizing the momentp. 137
Factors underpinning long-term, highly successful organisationsp. 138
Organisational reorientation: shifting the paradigmp. 140
Expanding from local and national to global health systemsp. 141
Toward new curriculum models of healthcare education and trainingp. 142
Building teamwork, not 'team work'p. 145
Future technological advances and healthcarep. 148
Managing the change processp. 150
Facing limitations and challenges: broadening the field of medicine and medical education in the twenty-first centuryp. 161
Human population growth and global carrying capacityp. 161
Finding solutions to emerging needs and problemsp. 163
International beacons of change and innovation in medical educationp. 171
Medical and healthcare education at a crossroadp. 176
A closing word and the 'pale blue dot'p. 181
Leadership in medicine and healthcare for the 21st centuryp. 184
Referencesp. 189
Indexp. 205
Table of Contents provided by Ingram. All Rights Reserved.

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