This book compiles state-of-the art and science of health professions education into an international resource showcasing expertise in many and varied topics. It aligns profession-specific contributions with inter-professional offerings, and prompts readers to think deeply about their educational practices. The book explores the contemporary context of health professions education, its philosophical and theoretical underpinnings, whole of curriculum considerations, and its support of learning in clinical settings. In specific topics, it offers approaches to assessment, evidence-based educational methods, governance, quality improvement, scholarship and leadership in health professions education, and some forecasting of trends and practices. This book is an invaluable resource for students, educators, academics and anyone interested in health professions education.

In the late nineteenth century, medical educators intent on transforming American physicians into scientifically trained, elite professionals recognized the value of medical school design for their reform efforts. Between 1893 and 1940, nearly every medical college in the country rebuilt or substantially renovated its facility. In Building Schools, Making Doctors, Katherine Carroll reveals how the schools constructed during this fifty-year period did more than passively house a remodeled system of medical training; they actively participated in defining and promoting an innovative pedagogy, modern science, and the new physician. Interdisciplinary and wide ranging, her study moves architecture from the periphery of medical education to the center, uncovering a network of medical educators, architects, and philanthropists who believed that the educational environment itself shaped how students learned and the type of physicians they became. Carroll offers the first comprehensive study of the science and pedagogy formulated by the buildings, the influence of the schools’ donors and architects, the impact of the structures on the urban landscape and the local community, and the facilities’ privileging of white men within the medical profession during this formative period for physicians and medical schools.

Once upon a time, specifically ranging from 1866 until the end of the 1950s, almost all of the attending staff at Cook County Hospital (CCH)-and thus the instructors who prepared physicians for their roles in the world-were unpaid volunteers. In all large public teaching hospitals, like CCH, appointment to the staff was both an honor and public recognition of the appointee's status, his or her reputation among his or her peers. Prior to the advent of all-fulltime salaried positions in the 1970s and 1980s, nearly all of the attending staff were non-paid volunteers. Consequently, for all of CCH history up to that point, the list of surgical faculty is a virtual "Who's Who" of Chicago surgeons. This book examines the development of the medical disciplines that historically fell under the aegis of the department of surgery at CCH and other similar institutions. The individuals who taught successive new generations of surgeons were not necessarily famed in their time. Already respected, however, they gained legendary status as their former students realized just how effectively these men had taught them. From relevant anecdotes about individual interactions with these instructors to a collection of "quotable quotes" and historical vignettes and personal experiences from physicians and nurses, this books looks at a unique time and collection of individuals who conspired to achieve something remarkable. It is more than a history of a building on Chicago's west side-it is an inside look at the people who made Cook County Hospital a center of top-flight medical education and world-class care through the years.

Includes the college's Hospital standardization report.

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.

Minimally Invasive Surgical Oncology is aimed at the minimal invasive surgeon as well as at the general surgeon and surgical trainee who wish to explore this field. It covers disciplines like gastroenterology, gynecology, urology, thoracic and pediatrics and builds bridges to oncologists and internal medicine. It gives a state-of-the art overview and perspectives for future developments and research as well. The book serves as an operative guide for a new generation of surgeons and offers the extraordinary feature being a text book, an operative atlas and a quick reference guide as well. The reader is provided with a tool in hand which synthesizes the latest knowledge in traditional therapies like chemotherapies and gives a comprehensive overview how to proceed in treating a cancer patient using minimal access techniques.

An innovative, deeply researched history of Chinese medicine in America and the surprising interplay between Eastern and Western medical practice Chinese medicine has a long history in the United States, with written records dating back to the American colonial period. In this intricately crafted history, Tamara Venit Shelton chronicles the dynamic systems of knowledge, therapies, and materia medica crossing between China and the United States from the eighteenth century to the present. Chinese medicine, she argues, has played an important and often unacknowledged role in both facilitating and undermining the consolidation of medical authority among formally trained biomedical scientists in the United States. Practitioners of Chinese medicine, as racial embodiments of “irregular” medicine, became useful foils for Western physicians struggling to assert their superiority of practice. At the same time, Chinese doctors often embraced and successfully employed Orientalist stereotypes to sell their services to non-Chinese patients skeptical of modern biomedicine. What results is a story of racial constructions, immigration politics, cross-cultural medical history, and the lived experiences of Asian Americans in American history.