Interface between university and medical school: the way ahead?

Catto, G. R. D.

doi:10.1136/bmj.320.7235.633

Cited by 20 publications

(23 citation statements)

References 2 publications

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“…Through the combination of central coordination and local management, the course has helped to increase cooperation between the university and the healthcare service, between our department and the region's GPs, leading to greater understanding and knowledge of the conditions of academic general practice [20]. Our model has also spread to two other regions in Sweden and to two regions in Denmark [13].…”

Section: Summing Upmentioning

confidence: 99%

Research methods courses as a means of developing academic general practice

Håkansson

Beckman

Hansson

et al. 2005

Scandinavian Journal of Primary Health Care

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Since 1989, the authors have given courses in research methodology, and these courses are now given at six venues in southern Sweden, as well as in Denmark. The course corresponds to half a year's full-time study, with half the time devoted to lectures and studies of literature, while the rest is spent on an individual project under supervision. To enable part-time study, the course extends over 1(1/2) years. In 15 years roughly 1000 people, mainly physicians, have been given training in basic research methods. The course model has been appreciated by clinically active colleagues, who have been able to attend a course and simultaneously work with patients. Among the GPs in the region, one in five has taken this course, and one in five has then gone on to start formal PhD studies. The authors have thus succeeded in their goal of giving basic scientific schooling to many physicians and recruiting some for further research.

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Section: Summing Upmentioning

confidence: 99%

Research methods courses as a means of developing academic general practice

Håkansson

Beckman

Hansson

et al. 2005

Scandinavian Journal of Primary Health Care

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“…In American medical schools income generated by faculty members from practice plans may contribute a substantial part of the total institutional revenue, although most funding derives from public sources 5 , 6 . In the United Kingdom there is fiscal dependency of medical schools on a single public (tax) payer, channelled through different government agencies 7 . The financial relationships and business aspects will not be discussed further, but it is apparent that these administrative and financial tangles have contributed to the status of contemporary medical schools as being amongst the most intricate of all human organisations.…”

Section: Current Relationshipsmentioning

confidence: 99%

“…Health systems have progressively strengthened their control of public funds for undergraduate and postgraduate education of health care professionals, and are now better able to stipulate their requirements. Health services have also developed internal governance arrangements with priorities that can differ from those of the professional organisations that determine professional standards for their members 7 . In this climate of conflicting interests there is need for collaboration on agreed goals that would consolidate the relationships.…”

Section: Taxonomy Of Functional Relationshipsmentioning

confidence: 99%

The functional relationships of medical schools and health services

Lewkonia

2002

Medical Education

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Medical schools need good functional relationships with the health systems in which their students, graduates and staff will learn and work. With increasing complexity and rising costs of health delivery the 2 types of organisation have become more interdependent but not always as collaborating partners. Recent changes in the organisation of undergraduate medical education have been reactive to re-structuring of health services. For example, traditional teaching hospitals have become more specialised and less suitable for general medical education. While this has helped to decentralise medical education into appropriate clinical environments, these and other changes have generally been adaptive to the health systems rather than being instigated by the medical schools for educational reasons. This discussion paper examines the nature of the relationships and their contributory elements. A taxonomy of functional relationships is proposed with primary categories of (i) autonomy (ii) contiguity (iii) interdependence (iv) collaboration, and (v) obligation. It is suggested that medical schools should become more assertive in application of their creative talents and educational resources throughout the environment in which their graduates will use their medical skills, and in which they will work with other health care professionals.

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“…You can expect no reward for this other than the satisfaction of seeing the job done well. Teaching activities remain the ‘poor relation’ in the groves of medical academe, despite robust protests to the contrary 17 . Research endeavours, measured by the capacity to attract grants and publish in high impact peer review journals still hold supreme 18 …”

mentioning

confidence: 99%