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Changes in Medical Education
This paper discusses and analyses the development of medical education, meaning the changes that medical education has gone through from the 1800s to the present day, In BHA FPX 4002 Assessment 2 changes in medical education students, ways of teaching, technologies applied in teaching, and expansion of knowledge on how to cure diseases. These developments will be followed in this article together with their effect on medical education. The following work is a qualitative investigation that explores the changes that have occurred in the course of medical education the shift from an apprenticeship-based system to a more scholarly one.
BHA FPX 4002 Assessment 2 Clinical Clerships
Thus, the nature of this inquiry will be historical, exploring how past practice has possibly influenced the present educational paradigms that might be used to enhance the practice of medicine in the future. Most of the medical students and residents in the nineteenth century graduated and received their training through clinical clerkships or informal on-the-job training with physicians. It’s an element of that idea but the lessons were not set or systematic. You look at the changes happening relatively shortly with the Flexner report where he was arguing for not just a more formal academic approach to medical education, but many more changes that needed to be made (Young & Kroth, 2019). Gradually this change initiated the modernization of the framework of medical education with features like uniform curricula and evaluation.
The Changing Scope of Medical Education
Thus, a transformation was affected early in the twentieth century by the Flexner Report of 1910. Crucial in relation to the formation process of contemporary medical education, this agreement termed Lix defined a strict schedule. BHA FPX 4002 Assessment 2 guidelines also pointed out general requirements for the structure and duration of the medical courses and the requirement of science methods in medical education (Young, & Kroth, 2018 as cited in Jabareen, 2018). Thus, this reform gave birth to the academic medical institution and the organized system of doctor production in the nation.
Technological Advancements
Due to the impact of technology, medical education advanced greatly in the second half of the twentieth and at the dawn of the twenty-first century. Simulation labs and the use of AR and VR have transformed medical education because they afford students the opportunity to work on live patients using modern techniques that do not pose a risk to the patients’ lives (Harden & Laidlaw, 2019). This is because, through the enhancements in the technological aspect, students are able to practice and even excel especially in critical cases and thereby gain more experience in real-life medical practices.
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Medical schools are also affected by other technological innovations including; minimally invasive procedures and robotic surgeries. For this reason, game 2 of Kisi To ensure that doctors are adequately prepared to use these new technologies, training and course development must integrate the necessary procedures and abilities (Gordon et al., 2021). With the shift of medical education toward the patient and the integration of the network, RPM and telemedicine also become more significant (Gordon et al., 2021).
Mandated and Cultural Changes
Interestingly, cultural forces turned out to be as significant as the pressures from without to influence change in the structure of medical education. The guidelines on BHA FPX 4002 Assessment 2 medical education and practice have been developed by significant reforms for instance the Flexner Report that set the standards for education and work (Young & Kroth, 2018). They are crucial in that they help in ascertaining that those offering medical treatment are qualified and skilled in their work.
Apprenticeship Model vs. Academic Model
The practice of medicine in the 1800s was done by apprenticing at a physician’s office or a hospital and receiving on the job training. This system meant that to become a doctor one had to simply copy what other doctors were doing. This method was intended to show you how more experienced practitioners work, with special focus on the techniques gained from the direct contact with the patients (Young & Kroth, 2019). But this concept was not without problems. The first one was that there was no standard course of action that all organizations had to adhere to, and so employees received a very ambiguous amount of training based on their position. As there was no theoretical foundation, lectures took a very short time, and it was usual that the animals were employed as teaching aids with no preparation.
BHA FPX 4002 Assessment 2 Medical Education
It can be noticed that significant changes took place in the history of medical education in the United States over the course of the nineteenth and early twentieth century by the 1960s as the recommendations of the Flexner Report issued in 1910 were gradually implemented. The proposed official academic format in this study was the integration of reasonable and organized curriculum and approved training programs into medical schools (Young & Kroth, 2018). The academic model provided both theoretical background and the practical approach to the problem. New educational modules for the experts were developed, and the license exports were introduced together with the theoretical background for practical experience. The aim of this change was to increase the scientific component and inclusiveness of medical didactics.
Moreover, the enhancement of medical education continused in the early 2000s with the incorporation of new technologies. Some areas of clinical skills can be practised on simulated patients without the real-life patients because of the incorporation of simulation lab in the curriculum (Harden & Laidlow, 2019). In this period, the technologies such as augmented and virtual reality (AR/VR) were firstly applied to education and multimedia became a part of teaching and learning process. Also, the changes brought by the reform led to the enhancement of the awareness of the importance of communication and collaboration and increased interest in the evidence-based medicine and patient safety.
Importance of Understanding the History of Medicine
In order to enhance existing practices, one must be able to understand the training strategies, determine the strengths and weaknesses, and lay out a plan for future enhancements. This is why medical education history is so crucial. This paper postulates that teachers and politicians will be in a better position to understand the logic behind current systems’ evolution and may be in a position to suggest improvements if they comprehend the history of the field.
It is possible to use historical knowledge to support findings and practices of modern and current educational methods. Potentially, one may influence the present state of a discipline by asking about its history. However, BHA FPX 4002 Assessment 2 evaluations may still encourage people to change the situation or implement changes in their sphere. For instance, in 1910, the Flexner report focused on the general framework of medical education and stressed the necessity of the scientific approach to studying; this resulted in major changes in the medical curriculum. Knowing the background that has been outlined here, it is easy to understand why today’s medical schools employ the most reliable methods and clear curricula. According to it, two essential principles are the solid education base and the ability to update the existing knowledge with the new scientific findings.
Guiding Future Innovations
When new system or technology is introduced to improve on things, it is seen and recorded in history. For instance, in the early 2000s, due to the necessity of enhancing the training methods, the use of simulation laboratories that applied AR and VR as efficient training tools became popular. The identified innovations stem from an analysis of previous educational paradigms and the continuous improvement attitude towards the change. Thus, future educators may use the history of these innovations to predict what students will require in the future and how they should be taught given the fact that the healthcare industry is constantly changing.
Conclusion
In conclusion BHA FPX 4002 Assessment 2, it is important to state that the history of medical education started in the 1800s and the methods and tools applied to students to prepare them for the profession have evolved a lot. Over the past one hundred years there has been a clear progression of the quality of the medical practitioner training models starting from the more casual apprenticeship model of the nineteenth century, through the more academic model of the twentieth century, and finally to today`s technologically advanced model. Therefore, due to the increased formality and standardization of medical education from the apprentice-based training to the academic model, the quality of education was enhanced. Today’s medical college curriculum which is a combination of academic and clinical is an outcome of the Flexner Report and the subsequent changes.
Technological tools which include simulation laboratories, AR, and VR are some of the methods that have enhanced skill development training. Technological advancement has greatly influenced modern medical education programs through the development of such innovations as robotic surgery, telemedicine, and customized care. Due to these changes, the healthcare industry is reconsidering its focus on technology readiness and patient needs. The use of these technologies in patient care is popular in today’s diverse and constantly changing healthcare systems and settings and thus their integration into the training programs is vital in achieving positive patient outcomes.
References
Postgraduate Medical Journal, 98(1159), postgradmedj-2021-140032. https://doi.org/10.1136/postgradmedj-2021-140032
Pottle, J. (2019). Virtual reality and the transformation of medical education. Future Healthcare Journal, 6(3), 181–185. https://doi.org/10.7861/fhj.2019-0036
So, H. Y., Chen, P. P., Wong, G. K. C., & Chan, T. T. N. (2019). Simulation in medical education. Journal of the Royal College of Physicians of Edinburgh, 49(1), 52–57. https://doi.org/10.4997/jrcpe.2019.112