Health Professions Education: A Bridge to Quality (Quality by Institute of Medicine, Board on Health Care Services,

By Institute of Medicine, Board on Health Care Services, Committee on the Health Professions Education Summit, Elisa Knebel, Ann C. Greiner

The Institute of drugs learn Crossing the standard Chasm (2001) instructed that an interdisciplinary summit be held to extra reform of well-being professions schooling to be able to improve caliber and sufferer safeguard. "Health Professions schooling: A Bridge to caliber" is the persist with as much as that summit, held in June 2002, the place one hundred fifty individuals throughout disciplines and occupations constructed rules approximately the best way to combine a center set of talents into well-being professions schooling. those middle abilities contain patient-centered care, interdisciplinary groups, evidence-based perform, caliber development, and informatics. This publication recommends a mixture of ways to overall healthiness schooling development, together with these on the topic of oversight approaches, the educational atmosphere, study, public reporting, and management. Educators, directors, and well-being execs can use this booklet to aid in achieving an method of schooling that larger prepares clinicians to satisfy either the wishes of sufferers and the necessities of a altering health and wellbeing care method.

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Miller, C. Reese , V. Viehmann, and J. Holt. 2001. Interdisciplinary health professional education: A historical review. Advances in Health Sciences Education 6 (1):25-47. C. 2002. Building and assessing competence: the potential for evidence-based graduate medical education. Qual Manag Health Care 11(1):39-44. C. 2002. Competence is a habit. Journal of the American Medical Association 287 (2):243-44. , R. Redman, and P. Hinton. 1999. " Online. [accessed Mar. 19, 2002]. M. Poses, L. A. Duefield.

Each of these recommendations focuses on ways of integrating a core set of competencies into health professions education. Taken together, they represent a mix of approaches related to oversight processes, the practice environment, research, public reporting, and leadership. The staging of these recommendations is important. The first step is to articulate common terms so that shared definitions can inform interdisciplinary discussions about core competencies. Once the disciplines have agreed on a core set of competencies, public and private oversight bodies can consider how to incorporate such competencies into their processes—providing a catalyst for many educational institutions and professional associations, as well as support for those who have already moved toward adopting a competency-based approach.

Thomson O'Brien, and N. Freemantle. 2000. Review: Interactive, but not didactic, continuing medical education is effective in changing physician performance. Database of Abstracts of Reviews of Effectiveness Volume 132 (2 ):75. E. 1997. Knowledge: A mountain or a stream? Science 275 (5308):1859. M. Hundert. 2002. Defining and assessing professional competence. Journal of the American Medical Association 287 (2):226-35. Federation of State Medical Boards. 2002. " Online. org/PLASmain. , 2002]. L.

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