Format

Send to

Choose Destination
Acad Med. 2013 Oct;88(10):1418-23. doi: 10.1097/ACM.0b013e3182a36a07.

Just imagine: new paradigms for medical education.

Author information

1
Dr. Mehta is associate professor of medicine and director of education technology, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio. Dr. Hull is professor of medicine and associate dean for curricular affairs, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio. Dr. Young is professor of medicine and executive dean, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio. Dr. Stoller is Jean Wall Bennett Professor of Medicine and Chairman, Education Institute, Cleveland Clinic, Cleveland, Ohio.

Abstract

For all its traditional successes, the current model of medical education in the United States and Canada is being challenged on issues of quality, throughput, and cost, a process that has exposed numerous shortcomings in its efforts to meet the needs of the nations' health care systems. A radical change in direction is required because the current path will not lead to a solution.The 2010 publication Educating Physicians: A Call for Reform of Medical School and Residency identifies several goals for improving the medical education system, and proposals have been made to reform medical education to meet these goals. Enacting these recommendations practically and efficiently, while training more health care providers at a lower cost, is challenging.To advance solutions, the authors review innovations that are disrupting higher education and describe a vision for using these to create a new model for competency-based, learner-centered medical education that can better meet the needs of the health care system while adhering to the spirit of the above proposals. These innovations include collaboration amongst medical schools to develop massive open online courses for didactic content; faculty working in small groups to leverage this online content in a "flipped-classroom" model; and digital badges for credentialing entrustable professional activities over the continuum of learning.

PMID:
23969368
DOI:
10.1097/ACM.0b013e3182a36a07
[Indexed for MEDLINE]

Supplemental Content

Full text links

Icon for Wolters Kluwer
Loading ...
Support Center