Healthcare systems and the sciences of health professional education

Abstract

Health professions education is that part of the education system which applies educational philosophy, theory, principles and practice in a complex relationship with busy clinical services, where education is not the primary role. While the goals are clear—to produce the health workforce that society needs to improve health outcomes—both education and healthcare systems continue to evolve concurrently amidst changes in knowledge, skills, population demographics and social contracts. In observing a significant anniversary of this journal, which sits at the junction of education and healthcare systems, it is appropriate to reflect on how the relationship is evolving. Health professions educators must listen to the voices of regulators, employers, students and patients when adapting to new service delivery models that emerge in response to pressures for change. The recent COVID-19 pandemic is one example of disruptive change, but other factors, such as population pressures and climate change, can also drive innovations that result in lasting change. Emerging technology may act as either a servant of change or a disruptor. There is a pressing need for interdisciplinary research that develops a theory and evidence base to strengthen sustainability of change.

Students’ and Teachers’ Perspective on the Implementation of Online Medical Education in China: A Qualitative Study

“…Medical simulation technologies such as VR and in-site training may be indispensable for clinical students. Emerging technology, though it may act as a servant of a disruptor sometimes, 20 is a promising way of teaching practical courses online. A mixture of online and in-person teaching incorporated into these effective learning methods would be a direction in the future.…”

Perceptions of medical students and teachers to online medical education: online surveys in Eastern China

“…Current form of online education is not suitable for practical courses according to the clinical students. Emerging technology, though may act as a servant of a disruptor sometimes [13], is a promising way of teaching practical courses online.…”

Integrating socially accountable health professional education and learning health systems to transform community health and health systems

“… 1 , 4 , 10 For social accountability, rigid curricula and regulations, misaligned pedagogy, siloes across health professions and sectors, fee‐for‐service payment structures in service delivery and clinical teaching, and emphasis on personalized and specialty medicine are barriers to meaningful community engagement and relevant, contextualized education, research, and services. 4 , 10 , 37 , 38 The LHSs literature is rich with technological innovations to facilitate data‐driven, population‐based learning, but lacks clarity around the roles, responsibilities, and rights of individuals during data collection, management, and sharing and as such, these systems face barriers in acquiring appropriate funding 1 , 2 …”

“…Continuous improvement cycles and interventions in health organizations and educational institutions would draw from data ethics, complexity theory, and social science approaches to advance priorities agreed upon by actors across both health and education systems. 22 , 38 , 39 Integrating health professional education within the health system acknowledges that learning, teaching, and assessment is not just a node early in the health system pipeline. Rather, education is a dynamic, interdependent system that should bring together patients, community leaders, health professionals, educators, administrators, funders, and other health system stakeholders to collectively effect change in health and care outcomes, as well as broader societal impacts (eg, equity).…”