Main description:

With 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 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 Foreword 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.

Contents:

.Foreword .Commentaries by members of The Lancet Commission on Education's Health Professionals for a New Century .Preface .About the author .Acknowledgements .Figures and tables .Introduction .Key drivers of change .Changing demographics and redefining health priorities .Social determinants of health .Obesity: 'a diet to disaster' .Malnutrition: 'the face of worldwide hunger' .Impact of rising costs on healthcare .Improving health literacy .Global health: 'putting families and communities at the hub' .Scientific megatrends in healthcare and information technology .Breaking down inter/trans-professional barriers .The Lancet Commission report and concluding comments .National reviews of medical education .Common issues and concerns in medical education .National reports and the possible need to 'dig deeper' .Balancing primary care and the specialties .Barriers to achieving reforms .Educational priorities in medical education .A synthesis of key educational priorities in medical education .Systemic problems in medical education .Curriculum reform in medical education: returning to first principles? .Main purpose of restructuring healthcare education and training .Competencies for the twenty-first century .Refocusing medical education: from teaching to learning .Considering Confucian and Socratic learning philosophies .Educational challenges in implementing 'transformative' learning .Enhancing understanding and acquisition of professional skills .Medical education: learning systems review and development .Rationales for change: a recap. .Three approaches to planning and operating educational systems .Reconceptualising healthcare education and training .Mapping population health and competency needs using the DACUM process .Benefits of applying DACUM in healthcare curricula .Case examples: learning systems implementation .The University of the Philippines Manila School of Health Science: 'where health workers are trained to stay and serve' .From competencies to learning outcomes .A case study in curriculum mapping of core medicine .Adapting healthcare curricula to the twenty-first century .Learning outcome components .Learning systems design: ensuring patient safety and learning effectiveness .An example of creating an interprofessional, innovative and engaging learning environment .Learning that lasts: the 'law of cumulative ignorance' .Medical education and the management of change .Improving postgraduate education: lessons from a national study .National Health Service cultures and organisational performance: research findings .The adaptive-generative development model to guide change and innovation .Enacting change: think globally, act locally .Building an action culture .Interactional leadership: valuing emotions and social interaction .Implications of applying the leadership framework in healthcare .Toward professional standards in healthcare education .'Choosing' to lead .The physician-patient contract .Changing physician-patient relationships .Public perceptions of physicians .Toward a new physician-patient contract .Professional as 'authority': a patient's story .Defining patient rights to good medical practice in the twenty-first century .Professional as 'partner': a junior doctor's story .Realising the aims of medicine in the twenty-first century .Patients in the twenty-first century .Role of medicine: cure illness, extend life or 'medicalise' society? .Developed nations: cutting costs - prioritising patients and resources? .Developing nations: key ingredients for success? .Healthcare by 2020 and beyond: 'back to the future'? .From academic centres to academic systems and longitudinal integrated rotations or clerkships .Remote care requirements for NASA and community-based medicine .Reducing costs, yet safer and more efficient treatment? .'What's Past is Prologue': Revitalising Medication Education and training for the 21st Century .Transforming medical education: seizing the moment .Factors underpinning long-term, highly successful organisations .Organisational reorientation: shifting the paradigm .Expanding from local and national to global health systems .Toward new curriculum models for healthcare education and training .Building teamwork, not 'team work' .Future technological advances and healthcare .Managing the change process .Facing limitations and challenges: broadening the field of medicine and medical education in the twenty-first century .Human population growth and global carrying capacity .Finding solutions to emerging needs and problems .International 'beacons of change and innovation' in medical education .Medical and healthcare education at a crossroad .A closing word and the 'pale blue dot' .Epilogue: Leadership in medicine and healthcare for the 21st Century .References .Index