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Educ. Sci. 2017, 7(2), 58; doi:10.3390/educsci7020058

Structuring Medical Education for Workforce Transformation: Continuity, Symbiosis and Longitudinal Integrated Clerkships

1
Department of Medicine, Brigham and Women’s Hospital, Harvard Medical School, Boston, MA 02115, USA
2
Departments of Surgery, Cambridge Health Alliance, Harvard Medical School, 1493 Cambridge Street, Cambridge, MA 02139, USA
3
Department of Internal Medicine, Cambridge Health Alliance, Harvard Medical School, 1493 Cambridge Street, Cambridge, MA 02139, USA
4
Department of Pediatrics, Cambridge Health Alliance, Harvard Medical School, 1493 Cambridge Street, Cambridge, MA 02139, USA
5
Department of Obstetrics and Gynecology, Cambridge Health Alliance, Harvard Medical School, 1493 Cambridge Street, Cambridge, MA 02139, USA
*
Author to whom correspondence should be addressed.
Academic Editor: Nicky Hudson
Received: 1 April 2017 / Revised: 17 May 2017 / Accepted: 26 May 2017 / Published: 2 June 2017
(This article belongs to the Special Issue Health Professional Education: Responding to Population Health Needs)
View Full-Text   |   Download PDF [202 KB, uploaded 2 June 2017]

Abstract

Health systems worldwide are increasingly unable to meet individual and population health needs. The shortage of healthcare workers in rural and other underserved communities is compounded by inadequate primary care infrastructure and maldistribution of services. At the same time, the medical education system has not changed to address the growing mismatch between population health needs and care delivery capacity. Internationally, leaders are calling for change to address these challenges. Substantive changes are needed in medical education’s stance, structure, and curricula. Educational continuity and symbiosis are two guiding principles at the center of current clinical educational redesign discourse. These principles rely on empirically-derived science to guide educational structure and improve outcomes. Educational continuity and symbiosis may improve student learning and support population health through workforce transformation. Longitudinal integrated clerkships (LICs), growing out of workforce imperatives in the 1970s, have demonstrated sustainable educational and workforce outcomes. Alongside the success of LICs, more innovation and more reaching innovation are needed. We propose restructuring clinical medical education specifically to address workforce needs and develop science-minded (rigorous, inquisitive, and innovative) and service-minded (humanistic, community-engaged, and socially accountable) graduates. View Full-Text
Keywords: medical education design; workforce; continuity; longitudinal integrated clerkship; symbiosis; transformation medical education design; workforce; continuity; longitudinal integrated clerkship; symbiosis; transformation
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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MDPI and ACS Style

Osman, N.Y.; Atalay, A.; Ghosh, A.; Saravanan, Y.; Shagrin, B.; Singh, T.; Hirsh, D.A. Structuring Medical Education for Workforce Transformation: Continuity, Symbiosis and Longitudinal Integrated Clerkships. Educ. Sci. 2017, 7, 58.

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