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BHA4002
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Medicine
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Dec 6, 2023
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Changes in Medical Education
Regan Ford
Capella University
BHA-FPX4002: History of the United States Health Care System
Mary Baker
August 2023
Changes in Medical Education
Medical education has come a long way since the 1800s, with significant changes in
training and education of healthcare professionals. This essay aims to analyze the scope of
change in medical education from the 1800s to today, comparing the apprenticeship and
academic models of medical education, and highlighting the importance of understanding the
history of medicine to improve medical education in the future.
The Changing Scope of Medical Education
The scope of medical education has expanded significantly since the 1800s. In the 19
th
century, medical education was primarily through hands-on training and the apprenticeship
program, where aspiring physicians were only as good as the doctors that were training them
(Artino, et al., 2018, p. 121). However, it was discovered that there was a need for standardized
education and learning in the classroom became just as important. Today, medical education
includes a combination of classroom instruction, clinical rotations, and hands-on training (Young
& Kroth, 2018, p 143).
In the 1800s, medical students primarily relied on observation and apprenticeship, with
limited access to books and resources. Today, medical students have access to a plethora of
digital resources, such as online databases, medical simulation, and virtual reality, which enhance
their learning experience (Sharifabadi, et al., 2019, p 667). These technologies have greatly
expanded the scope of medical education, allowing students to gain a more comprehensive
understanding of medical concepts and procedures.
In the 20
th
century, there was a growing recognition of the need for standardized medical
education and licensure. This lead to the establishment of accrediting bodies and the
development of prescribed curricula for medical schools (Pohontsch, et al., 2018, p. 231).
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Additionally, cultural changes, such as the increasing recognition of the importance of patient-
centered care and the inclusion of diverse perspectives, have led to changes in medical education
to incorporate these values (Pohontsch, et al., 2018, p. 231). These mandated changes and
cultural shifts reflect the evolving needs of society and aim to improve the quality of medical
education.
Apprenticeship Model vs. Academic Model
The apprenticeship model of medical education in the 1800s was hands-on training for
medical students under the careful eye of experienced doctors. Medical students would learn
through observation and gradually take on more responsibilities as they gained experience. This
model lacked formal structure and standardized education, leading to variations in the quality of
training (Artino, et al., 2018, p. 142).
In contrast, the academic model emerged in response to the need for standardized
education. In the 1960s, medical schools adopted a more structured curriculum and introduced
classroom instruction alongside clinical training (Sharifabadi, et al., 2019, p. 670). The academic
model aimed to provide a more well-rounded education so students would learn the reasons why
they were performing the hands-on skills, rather than just knowing how. However, it also faced
criticism for being too theoretical and detached from clinical practice.
In the early 2000s, medical education underwent further changes, with a focus on
problem-based learning and the integration of basic science and clinical practice (Sharifabadi, et
al., 2019, p. 669). This shift aimed to bridge the gap between theory and practice, preparing
students for the complex challenges they would face in their future careers. Today, medical
education continues to evolve, with a growing emphasis on interprofessional education, the
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incorporation of technological advancements, and the integration of social determinants of health
into the curriculum (Young & Kroth., 2018, p. 160).
Importance of Understanding History of Medicine
Understanding the history of medical education is allows for medical education to
continue to evolve and improve in the future. By examining the development and evolution of
medical education, we can identify what works and what does not in making successful medical
programs for aspiring physicians.
The history of medical education provides insight into the impact of different models on
the quality of patient care. For example, the apprenticeship model had limitations in terms of
standardization and consistency. The academic model, on the other hand, brought about more
structure but was criticized for its detachment from clinical practice. By understanding the
evolution of the models, educators can develop hybrid models that integrate the strengths of both
approaches to provide a comprehensive and practical education for future healthcare
professionals.
Conclusion
The scope of change in medical education over the decades has been vast and continues
to be influenced by technological advancements, mandated changes, and cultural shifts. The
apprenticeship model, prevalent in the 1800s, has transformed into the academic model and,
more recently, a combination of both. Understanding the history of medical education is crucial
for enhancing its future by learning from past experiences and making informed decisions. By
continuously evolving and embracing new technologies, teaching methods, and patient care
approaches, medical education can strive for excellence and meet the changing healthcare needs
of society.
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References
Artino, A. R., Jr., Cervero, R. M., DeZee, K. J., Holmboe, E., & Durning, S. J. (2018). Graduate
programs in health professions education: Preparing academic leaders for future
challenges.
Journal of Graduate Medical Education, 10
(2), 119–122.
Young, K. M., & Kroth, P. J. (2018). Medical Education and the Changing Practice of Medicine.
In
Sultz & Young’s health care USA: Understanding its organization and delivery
(9
th
ed.). Jones & Bartlett Learning (9
th
ed., pp. 141-167). Jones & Bartlett Learning.
Sharifabadi, A. D., Clarkin, C., & Doja, A. (2019). Perceptions of competency-based medical
education from medical student discussion forums.
Medical Education, 53
(7), 666-676.
https://doi.org/10.1111/medu.13803
Poohontsch, N. J., Stark, A., Ehrhardt, M., Kotter, T., & Scherer, M. (2018). Influences on
students’ empathy in medical education: an exploratory interview study with medical
students in their third and last year.
BMC Medical Education, 18
(1), 231.
https://doi.org/10.1186/s12909-018-1335-7
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