Health professionals for a new century: transforming education to strengthen health systems in an interdependent world

Harvard School of Public Health, Boston, MA, USA (Prof J Frenk MD); China Medical Board, Cambridge, MA, USA (L Chen MD); Aga Khan University, Karachi, Pakistan (Prof Z A Bhutta PhD); George Washington University Medical Center, Washington, DC, USA (Prof J Cohen MD); Independent member of House of Lords, London, UK (N Crisp KCB); James P Grant School of Public Health, Dhaka, Bangladesh (Prof T Evans MD); US Institute of Medicine, Washington, DC, USA (H Fineberg MD, P Kelley MD); School of Public Health Universidad Peruana Cayetano, Heredia, Lima, Peru (Prof P Garcia MD); Peking University Health Science Centre, Beijing, China (Prof Y Ke MD); National Health Laboratory Service, Johannesburg, South Africa (B Kistnasamy MD); School of Nursing, University of Pennsylvania, Philadelphia, PA, USA (Prof A Meleis PhD); University of Toronto, Toronto, ON, Canada (Prof D Naylor MD); The Rockefeller Foundation, New York, NY, USA (A Pablos-Mendez MD); Public Health professionals for a new century: transforming education to strengthen health systems in an interdependent world

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Health Professionals for a New Century: Transforming education to strengthen health systems in an interdependent world

Context The relationship between professionalism and distress among medical students is unknown. Objective To determine the relationship between measures of professionalism and burnout among US medical students. Design, Setting, and Participants Cross-sectional survey of all medical students attending 7 US medical schools (overall response rate, 2682/4400 [61%]) in the spring of 2009. The survey included the Maslach Burnout Inventory (MBI), the PRIME–MD depression screening instrument, and the SF-8 quality of life (QOL) assessment tool, as well as items exploring students' personal engagement in unprofessional conduct, understanding of appropriate relationships with industry, and attitudes regarding physicians' responsibility to society. Main Outcome Measures Frequency of self-reported cheating/dishonest behaviors, understanding of appropriate relationships with industry as defined by American Medical Association policy, attitudes about physicians' responsibility to society, and the relationship of these dimensions of professionalism to burnout, symptoms of depression, and QOL. Results Of the students who responded to all the MBI items, 1354 of 2566 (52.8%) had burnout. Cheating/dishonest academic behaviors were rare (endorsed by Conclusion Burnout was associated with self-reported unprofessional conduct and less altruistic professional values among medical students at 7 US schools.

https://jamanetwork.com/journals/jama/articlepdf/186582/joc05089_1173_1180.pdf

Relationship between burnout and professional conduct and attitudes among US medical students.

The Carnegie Foundation for the Advancement of Teaching, which in 1910 helped stimulate the transformation of North American medical education with the publication of the Flexner Report, has a venerated place in the history of American medical education. Within a decade following Flexner's r

http://ogg.osu.edu/media/documents/fd4me/Calls_for_Reform_of_Medical_Education_by_the.18%5b1%5d.pdf

Calls for Reform of Medical Education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010

Objective: To provide an estimation of how often peer teaching is applied in medical education, based on reports in the literature and to summarize reasons that support the use of this form of teaching.Method: We surveyed the 2006 medical education literature and categorised reports of peer teaching according to educational distance between students teaching and students taught, group size, and level of formality of the teaching. Subsequently, we analysed the rationales for applying peer teaching.Results: Most reports were published abstracts in either Medical Education's annual feature ‘Really Good Stuff’ or the AMEE's annual conference proceedings. We identified twelve distinct reasons to apply peer teaching, including ‘alleviating faculty teaching burden’, ‘providing role models for junior students’, ‘enhancing intrinsic motivation’ and ‘preparing physicians for their future role as educators’.Discussion: Peer teaching appears to be practiced often, but many peer teaching reports do not become full len...

Peer teaching in medical education: twelve reasons to move from theory to practice

This article introduces a series of reports on medical education. It outlines the main areas of success and the problems that have arisen since the Flexner report was issued.

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William Sullivan

Papers

American Medical Education 100 Years after the Flexner Report