In recent decades, researchers have studied the cultures of medicine and the ways in which context and identity shape both individual experiences and structural barriers in medical education. The essays in this collection offer new insights into the deep histories of these processes, across time and around the globe. Transforming Medical Education compiles twenty-one historical case studies that foreground processes of learning, teaching, and defining medical communities in educational contexts. The chapters are organized around the themes of knowledge transmission, social justice, identity, pedagogy, and the surprising affinities between medical and historical practice. By juxtaposing original research on diverse geographies and eras – from medieval Japan to twentieth-century Canada, and from colonial Cameroon to early Republican China – the volume disrupts traditional historiographies of medical education by making room for schools of medicine for revolutionaries, digital cadavers, emotional medical students, and the world’s first mandatory Indigenous community placement in an accredited medical curriculum. This unique collection of international scholarship honours historian, physician, and professor Jacalyn Duffin for her outstanding contributions to the history of medicine and medical education. An invaluable scholarly resource and teaching tool, Transforming Medical Education offers a provocative study of what it means to teach, learn, and belong in medicine.

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 examin

EDUCATING PHYSICIANS The current blueprint for medical education in North America was drawn up in 1910 by Abraham Flexner in his report Medical Education in the United States and Canada. The basic features outlined by Flexner remain in place today. Yet with the past century's enormous societal changes, the practice of medicine and its scientific, pharmacological, and technological foundations have been transformed. Now medical education in the United States is at a crossroads: those who teach medical students and residents must choose whether to continue in the direction established over a hundred years ago or to take a fundamentally different course, guided by contemporary innovation and new understandings about how people learn. Emerging from an extensive study of physician education by The Carnegie Foundation for the Advancement of Teaching, Educating Physicians calls for a major overhaul of the present approach to preparing doctors for their careers. The text addresses major issues for the future of the field and takes a comprehensive look at the most pressing concerns in physician education today. The key findings of the study recommend four goals for medical education: standardization of learning outcomes and individualization of the learning process; integration of formal knowledge and clinical experience; development of habits of inquiry and innovation; and focus on professional identity formation. Like The Carnegie Foundation's revolutionizing Flexner Report of 1910, Educating Physicians is destined to change the way administrators and faculty in medical schools and programs prepare their physicians for the future.

Transforming Medical Education compiles twenty-one historical case studies that critically foreground processes of learning, teaching, and defining medical communities in educational contexts. As a collection, this book makes a powerful argument about the contextual diversity of instruction and identity formation in medicine.

Medical education has undergone a substantial transformation from the traditional models of the basic classroom, laboratory, and bedside that existed up to the late 20th century. The focus of this text is to review the spectrum of topics that are essential to the training of 21st-century healthcare providers. Modern medical education goes beyond learning physiology, pathophysiology, anatomy, pharmacology, and how they apply to patient care. Contemporary medical education models incorporate multiple dimensions, including digital information management, social media platforms, effective teamwork, emotional and coping intelligence, simulation, as well as advanced tools for teaching both hard and soft skills. Furthermore, this book also evaluates the evolving paradigm of how teachers can teach and how students can learn – and how the system evaluates success.

Focusing on the social, intellectual, and political context in which medical education took place, Thomas Neville Bonner offers a detailed analysis of transformations in medical instruction in the United Kingdom, France, Germany, and the United States between the Enlightenment and World War II. From a unique comparative perspective, this study considers how divergent approaches to medical instruction in these countries mirrored as well as impacted their particular cultural contexts. The book opens with an examination of key developments in medical education during the late eighteenth century and continues by tracing the evolution of clinical teaching practices in the early 1800s. It then charts the rise of laboratory-based teaching in the nineteenth century and the progression toward the establishment of university standards for medical education during the early twentieth century. Throughout, the author identifies changes in medical student populations and student life, including the opportunities available for women and minorities.

Medical Education: Theory and Practice is a new text linking the theory and the practice for graduate students and educators who want to go beyond the basics. The scholarship of medical education is, above all, a ‘practice’, but one that has a strong theoretical foundation. Neither theory nor practice stand still, and both are grounded in research. The novelty of this book lies in its interweaving of practice, theory, innovation and research. The book starts with a theorised, contemporary overview of the field. Next, it explores the theoretical foundations of medical education in depth. The remainder of the book reviews a whole a range of educational contexts, processes and outcomes. This work has been edited by a distinguished, international team of medical educationalists and written by equally accomplished authors from across the globe representing a spectrum of disciplines. This will be an invaluable text for all Masters Students in health professions education as well as PhD students and education researchers wanting a background to the discipline. Educators and medical students will also find it a very useful resource. Written by key figures in medical educational research combined with a strong editorial influence from the international editorial team. The text has a strong evidence-based approach that is fully cognisant of research methodology issues, The book provides a scholarly explanation on the topic, rather than aiming to say the last word. Written throughout in a clear and comprehensible style. The content is extensively referenced with additional suggestions for further reading.

Medicine in the twenty-first century will be very different from the medicine of today; scientific, technological, economic, and ethical conditions of practice will be transformed. What do these changes portend for medical education? What knowledge should all medical students acquire? How can medical educators prepare students in the most cost-effective way? -- This book describes efforts made at Harvard Medical School during the past to reorient general medical education. Harvard's New Pathway has received national attention since its inception--including a multipart special on PBS's Nova --because it offers a radical restructuring of the traditional medical school curriculum. Its creators, most of them contributors to this book, designed a program that gives students not only a core of scientific, biomedical, and clinical knowledge but also the skills, tools, and attitudes that will enable them to become lifelong learners, to cope with and use new information, and--most important--to provide better patient care. New Pathways to Medical Education also tells the inside story of how a traditional and research-oriented faculty was persuaded to cooperate with colleagues outside their departments in adopting a student-centered, problem-based approach to learning. Central to this transformation was the Patient-Doctor course, which the book describes in detail. This course--which teaches students to LISC the patient-doctor relationship for the benefit of patients--is considered one of the most significant contributions to medical education in the New Pathway. New Pathways to Medical Education will inspire physicians, medical scientists, and medical educators around the world to think and act more decisively to reform medical education. And because it documents the development of an innovative curriculum, this study will interest educators in all fields.

The field of medical education and training has undergone dramatic changes within the past few years, and continues to evolve. Modernising Medical Careers, changes in the statutory role of the Postgraduate Medical Education and Training Board, and the Good Doctors, Safer Patients report from Liam Donaldson, Chief Medical Officer, are just some of the factors affecting the way doctors are now learning. In this book, Yvonne Carter and Neil Jackson, experienced medical educators of both undergraduates and postgraduates who have demonstrated a long standing commitment to multi-professional education and training, bring together a prestigious team of contributors with a wide variety of experience across diverse academic, service and lay backgrounds, to provide a comprehensive, up to date review of medical education and training. With the demands on young doctors increasing, along with higher patient expectations, the need for ongoing education and training within the medical profession has never been higher. This book offers theoretical and practical guidance for those planning, delivering, and receiving education and training in ever-changing healthcare environments. Themes covered include assessment, professionalism and medical regulation, educational standards, patients' expectations, Continuing Professional Development, leadership and management, the European Working Time Directive, Fitness to Practice, interprofessional learning, the development of the NHS workforce, equality and diversity, and ethical and legal issues. Medical education needs to be a lifelong process, and this book integrates both undergraduate and postgraduate issues throughout, to encourage continued learning. This book will help ensure that future generations of doctors are trained to meet the changing needs of our population.

Now more than ever, an increased emphasis is needed on educational changes and innovations to effectively prepare health and social service professionals for 21st-century practice. Earlier work of the Lancet Independent Global Commission has been instrumental in validating the need for curricula change to include a focus on social determinants, public health priorities, and strategies to sustain healthy communities. The need to further strengthen the public health focus within health and social service education has been fuelled by the COVID-19 pandemic and the growing recognition of specific issues challenging society such as that highlighted within the technical report recently released by the World Health Organization recognizing Parkinson’s Disease as a public health issue. Each is an example of the need to prepare a future health and social service workforce well equipped in responding to major public health issues while contributing to global health and human wellbeing. The goal of this Research Topic is to provide additional evidence-based contributions to strengthen the public health focus in health and social service education. We aim to commission and publish a broad range of works including original research, case studies, pedogeological innovations, curriculum developments, program evaluations, and debate.