Croatian medical journal
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Academic medicine consists of three vocations: clinical care, research, and teaching. Many argue that academic medicine is undergoing a crisis. ⋯ The debate is to examine "the fundamental nature of academic medicine." The present editorial seeks to explore one problematic feature of academic medicine: the fact that it consists of three vocations. This problematic feature is fundamental to academic medicine.
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Scientific approach to academic medicine crisis would require research to provide evidence for the present state of academic medicine and future actions. The prerequisites for such a research would be clear definitions, appropriate indicators, and measuring instruments. The approach should be holistic, covering tripartite academic medicine activity: education, research, and health care.
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Croatian medical journal · Jun 2004
Academic medicine--experiences from Finland and suggestions for the future.
This article presents the basic facts about education, health care system, and academic medicine in Finland. The issue of the academic medicine in the world is discussed and Finnish models compared with those of the rest of the world. Possible solutions for the recovery of academic medicine, education, and research are proposed.
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Academic medicine comprises education, research, and medical care, respectively provided by medical schools, research institutions, and teaching hospitals. Thus far, academic medicine has been unsuccessful in establishing, protecting, promoting, and improving the quality of care. Its role in that area should therefore be reconsidered. ⋯ Early exposure of medical students to the principles and practices of quality of care improvement would be a starting point for a life long process of experience-based learning that allows physicians to change and improve practice through the application of relevant knowledge and skills. It is essential that changes in graduate and postgraduate education and training be introduced, to improve an understanding of the importance of focusing on the care process from the patient's perspective as well as on the need for interdisciplinary cooperation and team performance as prerequisites for good medical care. Their education should also emphasize the measurement of the quality of delivered care, provide an understanding of the demand of society for accountability and how to meet it, as well as competence in using the principles and practice of quality improvement to provide, document, and improve the quality of care in institutions of academic medicine.