Innovations in the Education of Health Professionals

Abstract

Dramatic and unprecedented changes in health care have altered the health care landscape and have significant implications for health professions education. This issue of the NCMJ explores these changes and highlights innovative models across the health professions that are designed to prepare graduates to practice in the emerging health care system and to deliver high-quality care in a cost-effective manner. These new educational programs-which include training for future doctors, nurses, dentists, pharmacists, and various allied health professionals-aim to prepare providers to meet the needs of North Carolina communities, and they use new educational models to give graduates the competencies they need to practice in health care teams and to contribute in other ways to improved health outcomes for the people of the state.

Recursos humanos em saúde: crise global e cooperação internacional

“…Globalization, aging populations and changes in the behavior and expectation of patients with reference to health professionals have dramatically shifted the demands placed on the health workforce (HWF). This has created the need for new discussions on the critical component of good sector performance and subsequently for reaching the national and global health goals [2][3][4] .…”

Training for Future Generations

“…The dynamically changing health environment demands a re-envisioned workforce. As health systems dramatically shift the manner in which care is delivered, physician leaders require new competencies [14]. Lifelong learning, change management, and the ability to teach quality improvement become required skills of training.…”

Development of Real World Learning Opportunities in Community Exercise Prescription for Health Professional Programmes - ‘Physio Hub’

“…Ireland as elsewhere is facing unprecedented health system challenges with an aging population and a high prevalence of chronic, lifestyle diseases, demanding a shift in the focus of health care from an acute hospital service model, which treats disease, to a service which focuses on prevention and health promotion in community care settings. (Bacon and Newton, 2014 ;Hajat and Stein, 2018;Lupton and Easton, 2015;O Donoghue et al , 2014; Wang and Wang, 2016) With an essential element of any effort to change a healthcare system being the education of future clinicians who will practice new approaches in new contexts (Allan et al, 2004) contemporary education needs to re ect the move away from the traditional focus on episodic care of individuals in hospitals to initiatives that foster learning in community health promotion and engagement (Dean 2009;Mc Mahon et al 2014a,b Mc Mahon et al 2016 ; WHO, 2013) Physical activity promotion and exercise prescription are integral to this approach, highlighted by the Exercise is Medicine initiative (Pedersen & Saltin, 2015), with systematic embedding of exercise theory and practice in entry level health professional education programmes, including physiotherapy, critical. (Cardinal et al2015;Dean, 2009;Gates et al , 2017Gates et al , & 2018Stoutenberg et al, 2020)Clinical education traditionally provided in hospital settings, limits the opportunity for a preventive health approach and there are signi cant shortfalls in terms of opportunities for students to gain practical health promotion experience due to a lack of community health promotion and exercise programmes in the primary healthcare setting.…”