changestomedicaleducation2
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Capella University *
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BHA4002
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Medicine
Date
Dec 6, 2023
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docx
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6
Uploaded by MatePower11387
Changes in Medical Education
Vanesa Navar
Capella University
BHA4002: History of the United States Health Care System
Chanadra Whiting
October 28, 2023
1
Introduction
Medical Profession has seen tremendous changes. Patients anticipate that
physicians will be flexible and knowledgeable enough to handle the increasing number
of jobs required of them. I intend to elaborate on the changes that have been made to
medical education between the 1800s and the present in this paper. Second, explain
the history of the internships and compare it with the traditional forms of medical
education. Finally, consider how important it is to understand the background of medical
education and how it might help prepare future medical professionals.
The Changing Scope of Medical Education
Throughout history, medicine has undergone major changes to become what it is
now. These improvements have helped the advancement of medicine in how we
educate physicians. While we are amazed by the volume of information that medical
students need to acquire, let’s consider the evolution of medical education from the
1800s to the present.
John Morgan established the country’s first medical school in 1765. The
University of Pennsylvania replaced the Philadelphia College of Medicine (Slawson,
2012). Preceptors taught medical students in the 1800s with little to no supervision or
structure. Prospective medical students needed to fulfill the following prerequisites in
order to receive a degree in the medical field: They must have completed two years of
formal education and three years of training, and be at least 21 years old (Slawson,
2012). Each semester’s duration was sixteen-weeks. The schools did not require for
students to take prerequisites or entrance exams (Slawson, 2012).
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Today’s schools are not like the ones from the 1800s. Today medical students
must obtain a four-year bachelor’s degree before being considered for admissions to a
medical program. Once the future medical student is accepted the program they must
take and pass the Medical College Admission Test. Once started in the medical
program, the student will have demanding coursework and demanding clinical residency
that involves rotations through different medical specialties. Finally, after achieving all
these prerequisites, the medical student will need to pass the United States Medical
Licensing exam (Dezee, et al., 2012).
Apprenticeship Models vs. Academic Model
Describe Both Models
Two of the main components that have influenced medical school standards today are
academic approaches and apprenticeships. Each of these models creates a framework
for professional development by providing future medical students with possibilities for
growth and education. The apprenticeship concept gives medical students hands-on
experience in a clinical setting. With the hands-on experience student can foster the
development of problem-solving abilities and build knowledge of medical problems. An
experienced practicing physician will supervise medical students during their
apprenticeship. William Osler thought that medical students should devote more time in
clinical settings than . Osler established the first residency program at Johns Hopkins
School of Medicine (Buja, 2019).
The academic model places a strong emphasis on task-driven assessments and
lecture-based instruction (DeZee, et el., 2012). In 1910, Abraham Flexner wrote a report
on changes to medical school requirements and curriculum in both the US and Canada
3
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(Barzansky, 2010). Flexner said that medical schools should have low requirements for
admission, follow a demanding curriculum that includes clinical training and practical
lab.
When combined, the academic and apprenticeship models, a doctor
develops their versatility. Osler and Flexner felt that for practicing physicians to succeed
in the medical profession they need to be educated and competent, have a strong
foundation, and demonstrate practical skills. Both ideas eventually came together and
changed into what medical school is today.
Importance of Understanding History of Medicine
Medical students can understand the background of medical theory, how
scientific intervention benefited in the delivery of care, and why it is essential to base
treatment decisions on evidence when reviewing the history of medicine. The
fundamentals of modern medical education which teaches students a problem’s history,
theory, and science all at once (Caelleigh, 2002). Knowing the history of healthcare and
how it relates to the present helps the medical community avoid making the same
mistakes that have been done in the past. Consider the sterile procedures used by
surgeons throughout the 1800s, they were unaware of the significance of the modern
standard of hand washing (Newsom, 2003). During that time, infection rates were high.
At times surgeons did not wash their hands, they would just rinse their hands under
water, only if water was available, then would proceed to operate on the patient without
proper personal protective equipment.
Conclusion
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To summarize what was stated above, medicine had advanced and improved
tremendously over the years. Modern medicine has advanced to cutting edge
technology through bright advancements and integration with scientific approaches
(DeZee, 2012). Education of these innovators was equally important to the
advancement of medicine to get it to where it is today. Different learning models, such
as the apprenticeship and academic techniques, gave teachers the freedom to choose
how best to teach medical students the necessary skills. When their concepts are
implemented together, as medical schools do now, students acquire knowledge and
profit from it.
References
Barzansky, B. (2010). Abraham Flexner and the Era of Medical Education Reform.
Academic Medicine, 85(9), S19-S25. doi: 10.1097/ACM.0b013e3181f12bd1.
Buja, L. M. (2019). Medical education today: All that glitters is not gold. BMC Medical
Education, 19 doi:
http://dx.doi.org.library.capella.edu/10.1186/s12909-019-1535-
9
Caelleigh, A. (2002). Time to heal: American medical education from the turn of the
century to the era of managed care. Education for Health, 15(1), 95-96.
http://library.capella.edu/login? qurl=https%3A%2F%2Fsearch.proquest.com
%2Fdocview%2F2258169883%3Faccountid %3D27965
DeZee, K. J., Artino, A. R., Elnicki, D. M., Hemmer, P. A., & Durning, S. J. (2012).
Medical education in the United States of America. Medical Teacher, 34(7), 521–
525. https://doi- org.library.capella.edu/10.3109/0142159X.2012.668248
5
Newsom, S. (2003). British Journal of Infection Control, 4(2), 22-25.
doi:10.1177/175717740300400208
Rassie, K. (2017). The apprenticeship model of clinical medical education: Time for
structural change. The New Zealand Medical Journal (Online), 130(1461), 66-72.
Slawson, R. G. (2012). Medical Training in the United States Prior to the Civil War.
Journal of Evidence-Based Complementary & Alternative Medicine, 17(1), 11–27.
https://doi.org/10.1177/2156587211427404
6
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