Hays, RB, Ramani, S and Hassell, A (2020) Healthcare systems and the sciences of health professional education. Advances In Health Sciences Education, 25 (5). 1149 - 1162.

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Abstract

Health professions education is that part of the education system which applies educational philosophy, theory, principles and practice in a complex relationship with busy clinical services, where education is not the primary role. While the goals are clear-to produce the health workforce that society needs to improve health outcomes-both education and healthcare systems continue to evolve concurrently amidst changes in knowledge, skills, population demographics and social contracts. In observing a significant anniversary of this journal, which sits at the junction of education and healthcare systems, it is appropriate to reflect on how the relationship is evolving. Health professions educators must listen to the voices of regulators, employers, students and patients when adapting to new service delivery models that emerge in response to pressures for change. The recent COVID-19 pandemic is one example of disruptive change, but other factors, such as population pressures and climate change, can also drive innovations that result in lasting change. Emerging technology may act as either a servant of change or a disruptor. There is a pressing need for interdisciplinary research that develops a theory and evidence base to strengthen sustainability of change.

Item Type: Article
Additional Information: The final accepted version of this manuscript and all relevant information related to it, can be found online at; https://link.springer.com/article/10.1007%2Fs10459-020-10010-1
Subjects: L Education > L Education (General)
R Medicine > R Medicine (General)
R Medicine > RA Public aspects of medicine > RA0421 Public health. Hygiene. Preventive Medicine
Divisions: Faculty of Medicine and Health Sciences > School of Medicine
Related URLs:
Depositing User: Symplectic
Date Deposited: 16 Dec 2020 16:35
Last Modified: 16 Dec 2020 16:35
URI: https://eprints.keele.ac.uk/id/eprint/9022

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