Health Professions Education A Bridge to Quality (2003) / Chapter Skim
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1. Introduction
1. Introduction
Pages 19-28
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From page 19... ...
In the face of these system failures, the Quality Chasm report stresses that the rapidly increasing chronic care population only compounds the need for a redesigned health system. Fully 40 percent of the U.S.
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The Committee on the Health Professions Education Summit was formed for this purpose. The committee included members with expertise and experience in academic and continuing allied health, medical, nursing, and pharmacy education; multidisciplinary clinical training; health professions licensure and oversight processes; professional credentialing; and health care delivery and quality.
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Following the plenary sessions, participants worked in small interdisciplinary groups to draft proposed strategies for integrating one of the above five competencies into clinical education (see Box 1-1~. The committee then reviewed and synthesized these strategies and, using prioritization tools, chose seven priority strategies for the reform of health professions education on which summit participants focused for the next day.
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Building Upon Previous Reform Efforts In carrying out its charge, the committee was cognizant of the many outstanding efforts that have been made to articulate a vision for the reform of health professions education (Beliack and O~eil, 2000; Council on Graduate Medical Education, 1999; Halpern et al., 2001; Harmening, 1999; Hegge, 1995; Long, 1994; Mennin, 1998; O~eil and the Pew Health Professions Commission, 19984. There has been no shortage of good ideas on how to reform clinical education, the striking feature of these ideas being their similarity with regard to ~ A current Institute of Medicine study addressing academic health centers is considering financing questions.
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A number of reasons have been cited for the lack of reform. Health professions education frequently occurs in an environment of separately housed professional schools and separate clinical arenas governed by separate deans, directors, and department chairs, often resulting in the protection of specific specialties or interests at the cost of the educational goals ofthe school (Enarson and Burg, 1992; ReganSmith, 1998~.
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Education, Competency, and Oversight The term education as used in this report refers to formal efforts to provide information and experience and develop new skills and competencies among students or practicing health professionals. Continuing education refers to organized educational activities undertaken by health professionals who have graduated from their respective degree programs and are already in professional practice.
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2000. Recreating nursing practice for a new century: Recommendations and implications of the PEW health professions commissions final report.
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1999. "Pioneering Allied Health Clinical Education Reform.
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From page 27... ...
Journal of Urban Health 78 (34:535-49. Wirthlin Worldwide.
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