Academic medicine : journal of the Association of American Medical Colleges
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Comparative Study
Competencies and frameworks in interprofessional education: a comparative analysis.
Health professionals need preparation and support to work in collaborative practice teams, a requirement brought about by an aging population and increases in chronic and complex diseases. Therefore, health professions education has seen the introduction of interprofessional education (IPE) competency frameworks to provide a common lens through which disciplines can understand, describe, and implement team-based practices. Whilst an admirable aim, often this has resulted in more confusion with the introduction of varying definitions about similar constructs, particularly in relation to what IPE actually means. ⋯ They are the Interprofessional Capability Framework (United Kingdom), the National Interprofessional Competency Framework (Canada), the Core Competencies for Interprofessional Collaborative Practice (United States), and the Curtin University Interprofessional Capability Framework (Australia). The authors highlight the need for further discussion about establishing a common language, strengthening ways in which academic environments work with practice environments, and improving the assessment of interprofessional competencies and teamwork, including the development of assessment tools for collaborative practice. They also argue that for IPE frameworks to be genuinely useful, they need to augment existing curricula by emphasizing outcomes that might be attained only through interprofessional activity.
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Comparative Study
The gender gap in academic medicine: comparing results from a multifaceted intervention for stanford faculty to peer and national cohorts.
To assess whether the proportion of women faculty, especially at the full professor rank, increased from 2004 to 2010 at Stanford University School of Medicine after a multifaceted intervention. ⋯ Increased satisfaction and proportion of women faculty, especially full professors, suggest that the intervention may ameliorate the gender gap in academic medicine.
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To quantify the relative prevalence of traditional (education, research, service) and emerging (prevention, diversity, primary care, distribution, cost control) themes in medical school mission statements. ⋯ The traditional themes of education, research, and service dominate medical school mission statements. DO-granting and community-based medical schools, however, more often have incorporated the emerging themes of primary care and distribution. Although including emerging themes in a mission statement does not guarantee tangible results, omitting them suggests that the school has not embraced these issues. Without the engagement of established medical schools, the national health care problems represented by these emerging themes will not receive the attention they need.
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Comparative Study
A tale of two cities: understanding the differences in medical professionalism between two Chinese cultural contexts.
To compare stakeholders' constructs of medical professionalism in two Chinese cultural contexts. ⋯ The resemblance between the Chinese and Taiwanese frameworks in the prominence of morality and integrity suggests the influence of Confucianism. The exclusively Chinese articulations of teamwork, health promotion, and economic considerations appear to derive from social, political, and economic factors unique to Mainland China. This study demonstrates the dynamic influence of cultural values, social history, and health care systems on the construction of medical professionalism frameworks and calls for further research to adapt global frameworks to fit specific local contexts.