Healthcare systems and the sciences of health professional education
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Healthcare systems and the sciences of health professional education R. B. Hays1 · S. Ramani2 · A. Hassell3 Received: 28 July 2020 / Accepted: 27 October 2020 / Published online: 18 November 2020 © Springer Nature B.V. 2020
Abstract Health professions education is that part of the education system which applies educational philosophy, theory, principles and practice in a complex relationship with busy clinical services, where education is not the primary role. While the goals are clear—to produce the health workforce that society needs to improve health outcomes—both education and healthcare systems continue to evolve concurrently amidst changes in knowledge, skills, population demographics and social contracts. In observing a significant anniversary of this journal, which sits at the junction of education and healthcare systems, it is appropriate to reflect on how the relationship is evolving. Health professions educators must listen to the voices of regulators, employers, students and patients when adapting to new service delivery models that emerge in response to pressures for change. The recent COVID-19 pandemic is one example of disruptive change, but other factors, such as population pressures and climate change, can also drive innovations that result in lasting change. Emerging technology may act as either a servant of change or a disruptor. There is a pressing need for interdisciplinary research that develops a theory and evidence base to strengthen sustainability of change. Keywords Health sciences education · Social contract · Curriculum development · Assessment · Graduate outcomes
Introduction The goal of the World Health Organisation is: ‘To improve equity in health, reduce health risks, promote healthy lifestyles and setting, and respond to underlying determinants of health’ (World Health Organisation 2020). Making progress poses enormous challenges because health outcomes are open to influence from so many factors, both individual and societal. Substantial resources are invested in building stronger societies through improving * R. B. Hays [email protected] 1
College of Medicine & Dentistry, James Cook University, Townsville, Australia
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Brigham and Women’s Hospital and Harvard Medical School, Boston, MA 02115, USA
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School of Medicine, Keele University, Newcastle upon Tyne, UK
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education and health outcomes, although access to healthcare and education, their cost and their outcomes may vary across populations and nations. Health professions’ education provides the workforce, functioning at the convergence of two large fields of knowledge and practice—education and health care. Each is a ‘system’ in its own right, defined by a set of knowledge, skills and behaviours that shape interactions with participants that include potentially almost every human on the planet. Both systems are demand driven and are so large that they are often among the largest items of national expenditure. Both public and private enterprise models strive for effe
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