A leading authority in the history of medicine provides an insightful look at medical education in America since 1910, warning of the negative impact of managed care on medical schools and the practice of medicine. 10 line illustrations.

Professional education forms a key element in the transmission of medical learning and skills, in occupational solidarity and in creating and recreating the very image of the practitioner. Yet the history of British medical education has hitherto been surprisingly neglected. Building upon papers contributed to two conferences on the history of medical education in the early 1990s, this volume presents new research and original synthesis on key aspects of medical instruction, theoretical and practical, from early medieval times into the present century. Academic and practical aspects are equally examined, and balanced attention is given to different sites of instruction, be it the university or the hospital. The crucial role of education in medical qualifications and professional licensing is also examined as is the part it has played in the regulation of the entry of women to the profession. Contributors are Juanita Burnby, W.F. Bynum, Laurence M. Geary, Faye Getz, Johanna Geyer-Kordesch, S.W.F. Holloway, Stephen Jacyna, Peter Murray Jones, Helen King, Susan C. Lawrence, Irvine Loudon, Margaret Pelling, Godelieve Van Heteren, and John Harley Warner.

This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1970.

The History and Bioethics of Medical Education: "You’ve Got to Be Carefully Taught" continues the Routledge Advances in the History of Bioethics series by exploring approaches to the teaching of bioethics from disparate disciplines, geographies, and contexts. Van Rensselaer Potter coined the phrase "Global Bioethics" to define human relationships with their contexts. This and subsequent volumes return to Potter’s founding vision from historical perspectives and asks, how did we get here from then? The patient-practitioner relationship has come to the fore in bioethics; this volume asks: is there an ideal bioethical curriculum? Are the students being carefully taught and, in turn, are they carefully learning? This volume will appeal to those working in both clinical medicine and the medical humanities, as vibrant connections are drawn between various ways of knowing.

A risk factor is anything that increases the risk of disease in an individual.

This fascinating guide to medical education introduces the reader to the historical development of this important subject through 100 powerful images from the prestigious Wellcome Library Collection that highlight key figures in the field and innovations that have taken place, not just in the recent past but over the centuries. The readable text that accompanies each image both describes that image and shows how the ideas arising from it have helped to shape modern medical education, with relevance to current clinical practice. This will be an invaluable and visual introduction for students, academics, managers and practitioners looking to gain a better understanding of the evolution of educational practice in medicine, and how it might progress in the future.

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.

The Indiana University School of Medicine: A History tells the story of the school and its faculty and students in fascinating detail. Founded in the early 20th century, the Indiana University School of Medicine went on to become a leading medical facility, preparing students for careers in medicine and providing healthcare across Indiana. Historian William Schneider draws on a treasure trove of historical images and documents, to recount how the school began life as the Medical Department in 1903, and later became the Indiana University School of Medicine, which was established as a full four-year school after merging with two private schools in 1908. Thanks to state support and local philanthropy, it quickly added new hospitals, which by the 1920s made it the core of a medical center for the city of Indianapolis and the only medical school in the state. From modest beginnings, and the challenges of the Great Depression and the Second World War, the medical school has grown to meet the demands of every generation, becoming the leading resource for not only the education of physicians and for the conducting of medical research but also for the care and treatment of patients at the multi-hospital medical center. Today, the school boasts an annual income of over $1.5 billion, with over 2,000 full-time faculty teaching 1,350 MD students, and over $250 million in external research funding.