Highly Commended - BMA Awards 2007 - "I would certainly reccomend this book to all in Medical Education" Medical education, both for undergraduate and postgraduate students and for those training in their chosen specialty, is currently undergoing great change. In Medical Education: Past, Presant and Future: Handing on Learning, Sir Kenneth Calman puts this change in its proper historical context and also examines the current upheavals and their implications for the future. An ambitious but timely project made readable and specific by the use of a case-based approach - a book of this range and type has not been attempted since the early 20th century Written by a known expert in the field and therefore individualistic - but with a real insider's attributes of being able to discriminate between what does and does not matter - the insider viewpoint - especially of someone so recently involved at the centre of political and educational debate The overall theme of "regulation" covers not just the professionals' viewpoint but also the public's - and therefore covers political influences on the educational and regulatory process

The purpose of medical education is to benefit patients by improving the work of doctors. Patient centeredness is a centuries old concept in medicine, but there is still a long way to go before medical education can truly be said to be patient centered. Ensuring the centrality of the patient is a particular challenge during medical education, when students are still forming an identity as trainee doctors, and conservative attitudes towards medicine and education are common amongst medical teachers, making it hard to bring about improvements. How can teachers, policy makers, researchers and doctors bring about lasting change that will restore the patient to the heart of medical education? The authors, experienced medical educators, explore the role of the patient in medical education in terms of identity, power and location. Using innovative political, philosophical, cultural and literary critical frameworks that have previously never been applied so consistently to the field, the authors provide a fundamental reconceptualisation of medical teaching and learning, with an emphasis upon learning at the bedside and in the clinic. They offer a wealth of practical and conceptual insights into the three-way relationship between patients, students and teachers, setting out a radical and exciting approach to a medical education for the future. “The authors provide us with a masterful reconceptualization of medical education that challenges traditional notions about teaching and learning. The book critiques current practices and offers new approaches to medical education based upon sociocultural research and theory. This thought provoking narrative advances the case for reform and is a must read for anyone involved in medical education.” - David M. Irby, PhD, Vice Dean for Education, University of California, San Francisco School of Medicine; and co-author of Educating Physicians: A Call for Reform of Medical School and Residency "This book is a truly visionary contribution to the Flexner centenary. It is compulsory reading for the medical educationalist with a serious concern for the future - and for the welfare of patients and learners in the here and now." Professor Tim Dornan, University of Manchester Medical School and Maastricht University Graduate School of Health Professions Education.

The last century has witnessed tremendous changes in the education and training system of medical students, as well as medical and surgical residents, in short, our future physicians. This has been the result of the changes in the educational philosophy, the technology, and the needs of our patients, just to name a few. The challenge is to learn more about the various systems in medical education throughout the world and identify advantages and disadvantages, a process from which we can all (and most importantly our patients) benefit from. This book is a compilation of the experiences, thoughts, and "best-practice" advice of a panel of international experts on medical and surgical education.

Pivotal to Asia's future will be the robustness of its medical universities. Lessons learned in the past and the challenges facing these schools in the future are outlined in this collection, which offers valuable insights for other medical education systems as well. The populations in these rapidly growing countries rely on healthcare systems that can vigorously respond to the concerns of shifting demographics, disease, and epidemics. The collected works focus on the education of physicians and health professionals, policy debates, cooperative efforts, and medical education reform movements.

Bioterrorism, drug-resistant disease, transmission of disease by global travel . . . there's no shortage of challenges facing America's public health officials. Men and women preparing to enter the field require state-of-the-art training to meet these increasing threats to the public health. But are the programs they rely on provide the high caliber professional training they require? Who Will Keep the Public Healthy? provides an overview of the past, present, and future of public health education, assessing its readiness to provide the training and education needed to prepare men and women to face 21st century challenges. Advocating an ecological approach to public health, the Institute of Medicine examines the role of public health schools and degree-granting programs, medical schools, nursing schools, and government agencies, as well as other institutions that foster public health education and leadership. Specific recommendations address the content of public health education, qualifications for faculty, availability of supervised practice, opportunities for cross-disciplinary research and education, cooperation with government agencies, and government funding for education. Eight areas of critical importance to public health education in the 21st century are examined in depth: informatics, genomics, communication, cultural competence, community-based participatory research, global health, policy and law, and public health ethics. The book also includes a discussion of the policy implications of its ecological framework.

There are four major dilemmas at work in the rapid decline of the United States' healthcare system: the disappearing primary care sector, healthcare insurance reform, the influence of the pharmaceutical industry on the practice of medicine, and reform of malpractice litigation. In this book, Dr. Robert A. Linden provides a comprehensive explanation of these dilemmas, from the perspective of a primary care physician who has spent 30 years working directly with patients and seeing first-hand how changes in the system have impacted patients and physicians. Dr. Linden sorts out the fragments of information that most readers get through the media and fills in the blanks to provide a clear picture of what's wrong with the U.S. healthcare system, an impartial review of proposed solutions, and a look at what other countries have done to reform their healthcare systems. Unlike many academician authors who have covered the problems only in part with skewed information, this book will finally help the healthcare consumer understand the problems facing us and form their own assessments of what should be done to restore the American healthcare system.

The Future of Nursing explores how nurses' roles, responsibilities, and education should change significantly to meet the increased demand for care that will be created by health care reform and to advance improvements in America's increasingly complex health system. At more than 3 million in number, nurses make up the single largest segment of the health care work force. They also spend the greatest amount of time in delivering patient care as a profession. Nurses therefore have valuable insights and unique abilities to contribute as partners with other health care professionals in improving the quality and safety of care as envisioned in the Affordable Care Act (ACA) enacted this year. Nurses should be fully engaged with other health professionals and assume leadership roles in redesigning care in the United States. To ensure its members are well-prepared, the profession should institute residency training for nurses, increase the percentage of nurses who attain a bachelor's degree to 80 percent by 2020, and double the number who pursue doctorates. Furthermore, regulatory and institutional obstacles-including limits on nurses' scope of practice-should be removed so that the health system can reap the full benefit of nurses' training, skills, and knowledge in patient care. In this book, the Institute of Medicine makes recommendations for an action-oriented blueprint for the future of nursing.

A landmark work which precipitated major reforms in medical education. It recommended closing commercial schools and reducing the overall number of medical schools from 155 to 31, with the aim of raising standards. Includes frank evaluative sketches of each school based on site visits by the author.

In 2008, as the price of oil surged above $140 a barrel, experts said it would soon hit $200; a few months later it plunged to $30. In 1967, they said the USSR would have one of the fastest-growing economies in the year 2000; in 2000, the USSR did not exist. In 1911, it was pronounced that there would be no more wars in Europe; we all know how that turned out. Face it, experts are about as accurate as dart-throwing monkeys. And yet every day we ask them to predict the future — everything from the weather to the likelihood of a catastrophic terrorist attack. Future Babble is the first book to examine this phenomenon, showing why our brains yearn for certainty about the future, why we are attracted to those who predict it confidently, and why it’s so easy for us to ignore the trail of outrageously wrong forecasts. In this fast-paced, example-packed, sometimes darkly hilarious book, journalist Dan Gardner shows how seminal research by UC Berkeley professor Philip Tetlock proved that pundits who are more famous are less accurate — and the average expert is no more accurate than a flipped coin. Gardner also draws on current research in cognitive psychology, political science, and behavioral economics to discover something quite reassuring: The future is always uncertain, but the end is not always near.

Tomorrow's best physicians will be those who continually learn, adjust, and innovate as new information and best practices evolve, reflecting adaptive expertise in response to practice challenges. As the first volume in the American Medical Association's MedEd Innovation Series, The Master Adaptive Learner is an instructor-focused guide covering models for how to train and teach future clinicians who need to develop these adaptive skills and utilize them throughout their careers. - Explains and clarifies the concept of a Master Adaptive Learner: a metacognitive approach to learning based on self-regulation that fosters the success and use of adaptive expertise in practice. - Contains both theoretical and practical material for instructors and administrators, including guidance on how to implement a Master Adaptive Learner approach in today's institutions. - Gives instructors the tools needed to empower students to become efficient and successful adaptive learners. - Helps medical faculty and instructors address gaps in physician training and prepare new doctors to practice effectively in 21st century healthcare systems. - One of the American Medical Association Change MedEd initiatives and innovations, written and edited by members of the ACE (Accelerating Change in Medical Education) Consortium – a unique, innovative collaborative that allows for the sharing and dissemination of groundbreaking ideas and projects.