Medical Education Unit 3 Assignment 1
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Capella University *
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BHA 4002
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Dec 6, 2023
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Running head: CHANGES IN MEDICAL EDUCATION
Changes in Medical Education
Eveline Louis
Capella University
BHA 4002
U03a1
1
CHANGES IN MEDICAL EDUCATION
Introduction
The year medicine started in the 1800s when it first developed; medical knowledge was
limited. There was a lack of understanding of the disease; health outcome was low; surgery was
unsanitary, and no anesthesia. Today people live longer and better than in earlier years. This
paper will analyze the medical education industry changes, like the scope of medical education
from the 1800s to today, examine the apprenticeship model vs. the academic model and how it
has evolved, and understanding the History of Medicine. Thus, improving healthcare medical
education requirements be discussed and approached by every individual associated with the
healthcare industry.
The Changing Scope of Medical Education
Medical education has evolved considerably over the past several decades. Whether
technological advancement, cultural shift, and regulation changes, it has emerged an entirely
different industry. As specified by Young and Kroth (2017), among the first medical schools in
America was established in 1756 at the College of Philadelphia (later the University of
Pennsylvania). From that moment, other new schools were established; also, physicians provided
unregulated training. During this time, the American Medical Association (AMA) became
established, moreover, formulated rules, and restricted requirements for practicing medicine
(Young and Kroth, 2017). These regulations would require students to earn a four-year degree;
they would have to get training in the medical field before they are named physicians. At this
point, many institutions' purposes were to be an addition to the medical education systems, even
if they could provide the teaching. As times and regulations revisions, apprenticeship was no
longer a form of education, and well-organized knowledge improved the major pathway of
medical education.
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CHANGES IN MEDICAL EDUCATION
In 1910, the Flexner Report, “Medical Education in the United States and Canada”, was
published to shed light on medical programs and education facilities. The report would include
medical training programs in the United States during this era in history. Following Young and
Kroth (2017), not all of the observations from this report were negative: Harvard, Western
Reserve, McGill, the University of Toronto, and John Hopkins, were described as a “model for
medical education.” During this time, many institutions urged to reduce the number from 155 to
31. Decades later, it only reduced by 85. the Flexner Report gave increased leverage to medical
reformers. Due to this the AMA and AAMC’s efforts to organize an accreditation for training
programs. Thus, making one of Flexner's report, the most important outcomes was its stimulation
of financial support for medical education from foundations and wealthy individuals (Young and
Kroth, 2017).
Multiple changes occurred in the years that followed. Federal research grants by 1960
would embolden research-oriented medical institutions as well as their teaching hospitals to
become the country’s centers of scientific and technological advances in health care (Young and
Kroth, 2017). At this time, patients had complicated medical conditions and seen by the tertiary-
care hospitals affiliated, then the ones that were not. By 1960 regional medical program
legislation sponsored the programs across the United States, which would provide more
knowledge about the leading causes of death: heart disease, cancer, and stroke. The regional
medical programs supported research etc. Because of the large number of programs, some would
argue based on the growing numbers of program quality. Or even whether or not the personal
supply and the specialty distribution was responsive. A shortage of physicians in the United
States for various reasons, particularly concerning aging populations and the increased numbers
of individuals with complex, chronic diseases (Young and Kroth, 2017). In 2006, the U.S.
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CHANGES IN MEDICAL EDUCATION
medical school graduate had a 30 percent increase, called by the AAMC. Currently, Congress has
not passed any legislation to increase residency for more than 20 years. In 2010 the Patient
Protection and Affordable Care Act (ACA) authorized CMS to reassign spot for more training in
the hospitals that were closed or that was not utilized.
Apprenticeship Models vs. Academic Model
Describe Both Models
The apprenticeship model has been a fundamental teaching methodology for thousands of
years, used across the centuries until now recently by physicians. While in 1974, the academic
model became the center of groundbreaking advancements in research and clinical medicine. The
apprenticeship model is connected with an education that focuses on an initial occupational
where it develops an individual through their workplace practices. Medical education's academic
model has more set standards and requirements before an individual can proceed with a career in
the medical field as a physician.
Analyze How They Have Evolved & Impact on Quality of Care
Over time the apprenticeship model and the academic model have evolved. A vast
amount of physicians from medical schools began to outnumber those from the apprentice
system, the Doctor of Medicine (MD) degree became the standard of competence (Young and
Kroth, 2017). As a result, the increasing medical school educated the medical school over
apprenticeship training. By the 1980s, a growing number of medical schools through federal
support by 127. Academic health centers became the principal places where education and
training for physicians and other healthcare personnel etc. Today, the health academic health
centers fulfill patient care needed by trauma centers, burn centers, neonatal intensive care
centers, etc. As the health shifted from an era of abundant resources, the academic health centers
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CHANGES IN MEDICAL EDUCATION
have been under a great deal of time demand to bring down the cost of activities. reduce high-
cost activities or face ballooning deficits that could threaten their survival (Young and Kroth,
2017). The apprenticeship model has been a fundamental teaching methodology for thousands of
years, used across the centuries until now recently by physicians. While in 1974, the academic
model became the center of groundbreaking advancements in research and clinical medicine. The
apprenticeship model is connected with an education that focuses on an initial occupational
where it develops an individual through their workplace practices. Medical education's academic
model has more set standards and requirements before an individual can proceed with a career in
the medical field as a physician. Throughout the years, the apprenticeship model and the
academic model have evolved. A vast number of physicians from medical schools began to
outnumber those from the apprentice system, the Doctor of Medicine (MD) degree became the
standard of competence (Young and Kroth, 2017). As a result, the increasing medical school
educated the medical school over apprenticeship training. By the 1980s, a growing number of
medical schools through federal support by 127. Academic health centers became the principal
places where education and training for physicians and other healthcare personnel etc. Today, the
health academic health centers fulfill patient care needed by trauma centers, burn centers,
neonatal intensive care centers, etc. As the health shifted from an era of abundant resources, the
academic health centers have been under a great deal of time demand to bring down the cost of
activities.
Importance of Understanding History of Medicine
Many experiences in medicine have gone wrong with the relationship between medicine
and the community. History has taught professionals and many of the institutions to do better
from their mistakes through advanced medicine. A physician must obtain a license from the state
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CHANGES IN MEDICAL EDUCATION
medical board in which they plan to practice. Physicians must have completed a 3- to 7-year
graduate medical education (Young and Kroth, 2017).
In 2000, the Accreditation Council for
Graduate Medical Education (ACGME) became an independent, not-for-profit organization with
the following mission: “We improve health care and population health by assessing and
advancing the quality of resident physicians’ education through accreditation (Young and Kroth,
2017). Any Medical training requires to have a clarification between accreditation and
certification. Given this will ensure they have the necessary resources, about physicians, the
boards were formed for each specialty to provide a process to ensure physicians who “pass” are
adequately trained and capable to practice medicine safely and effectively. To keep their license
active, physicians partake in a program called Maintenance of Certification (MOC). This
program challenges professional knowledge self-assessments and/or practice improvement
activities in the specialty or subspecialties (Young and Kroth, 2017). Some physicians might
disagree with this program due to the lengthy time; however, in 2015, the MOC program has
developed a plan to address these weaknesses
Conclusion
In the final analysis, the clinical education of medical education is under continuous
decay. Simultaneously, the population changes in the increase they serve, and industrial and
organizational changes in the health care system designed to respond to these pressures. Medical
students shouldn't expect the same kind of extensive and overall experience due to the outcome
related to the patients that may have been accepted as ordinary a century ago. Medical education
requires inclusive and inventive changes so that students can manage. Thus, by carefully
directing education to optimize experiences.
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References
Young, K. M., & Kroth, P. J. (2018). Sultz & Young's health care USA: Understanding its
organization and delivery (9th ed.). Burlington, MA: Jones & Bartlett Learning.
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