Transformations in medical education: A prudential perspective

Abstract

BACKGROUNDA decade ago we asked the question, "Is there something in medicine that is eternal or enduring?" Our aim was to write a manuscript entitled, "That which does not change in medicine." The publication begins as follows: "The practice of medicine involves continual change, driven by a constant stream of developments in the understanding of biological structure and function relevant to human diseases, and the parallel improvements in pharmacologic and other technological interventions. This change is also driven by evolving social philosophies, ethical trends, and lifestyles." [1] That preamble reverberates as strongly now as then, perhaps even more so, given the velocity of technological change. When we deliberated on which aspects of medical practice should remain stable, we had few premonitions that implantable chips, robotic surgery, virtual reality, and artificial intelligence (AI) would soon become ubiquitous. The needle has clearly moved, propelled by extraordinary advances in bioengineering, computer and data sciences; major shifts in the governance and organization of clinical practice; and powerful sociocultural trends.