Maturing of Pharmaceutical Education

1976 ◽  
Vol 10 (3) ◽  
pp. 153-160 ◽  
Author(s):  
Joseph V. Swintosky
Keyword(s):  
Twentieth Century ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Health Professions ◽  
Historical Events ◽  
Graduate Medical ◽  
The Past ◽  
Professional Doctor ◽  
Doctor Of Pharmacy ◽  
Pharmaceutical Education

In this paper the author recommends that American pharmaceutical education should move rapidly in the direction of a single terminal professional doctor of pharmacy degree for all of its graduates. An attempt is made to review for the reader: (1) some of the historical events of the twentieth century that influenced the direction of education in pharmaceutical, medical and related health professions,1,2,3,4 (2) the Pharmaceutical Survey of 19485,6 which was the last major introspective study prior to the present work underway by the Millis Commission, (3) the report of the Citizens Commission On Graduate Medical Education7 which appeared in 1966, (4) several tracts of the past few decades2,3,8,9,10 which have focused on the changing scene in American pharmaceutical education, (5) the development7,10 in medical education which have provided important precedents for pharmacy and (6) several recent papers11,12 which have espoused the professional doctor of pharmacy degree. The author particularly calls upon direct quotes and recommendations from the Findings And Recommendations of the Pharmaceutical Survey of 1948. Also, he draws upon and paraphrases remarks of The Report of the Citizens Commission and Graduate Medical Education, chaired by John S. Millis, and which appeared in 1966.

scholarly journals Patterns of Change in ACGME-Accredited Residency Programs and Positions: Implication for the Adequacy of GME Positions and Supply of Physicians in the United States

2014 ◽  
Vol 6 (2) ◽  
pp. 399-403 ◽  
Author(s):  
Kathleen D. Holt ◽  
Rebecca S. Miller ◽  
Ingrid Philibert ◽  
Thomas J. Nasca
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Graduate Medical Education ◽  
Primary Care Physicians ◽  
Population Data ◽  
The United States ◽  
Graduate Medical ◽  
The Past ◽  
Accredited Institutions ◽  
The Impact

Abstract Background Recent studies suggest that the supply of primary care physicians and generalist physicians in other specialties may be inadequate to meet the needs of the US population. Data on the numbers and types of physicians-in-training, such as those collected by the Accreditation Council for Graduate Medical Education (ACGME), can be used to help understand variables affecting this supply. Objective We assessed trends in the number and type of medical school graduates entering accredited residencies, and the impact those trends could have on the future physician workforce. Methods Since 2004, the ACGME has published annually its data on accredited institutions, programs, and residents to help the graduate medical education community understand major trends in residency education, and to help guide graduate medical education policy. We present key results and trends for the period between academic years 2003–2004 and 2012–2013. Results The data show that increases in trainees in accredited programs are not uniform across specialties, or the types of medical school from which trainees graduated. In the past 10 years, the growth in residents entering training that culminates in initial board certification (“pipeline” specialties) was 13.0%, the number of trainees entering subspecialty education increased 39.9%. In the past 5 years, there has been a 25.8% increase in the number of osteopathic physicians entering allopathic programs. Conclusions These trends portend challenges in absorbing the increasing numbers of allopathic and osteopathic graduates, and US international graduates in accredited programs. The increasing trend in subspecialization appears at odds with the current understanding of the need for generalist physicians.

scholarly journals An Examination of Advocacy Education in Residency Training

2019 ◽  
Vol 144 (4) ◽  
pp. 497-499
Author(s):  
Candice C. Black ◽  
Amy Motta
Keyword(s):  
Medical Education ◽  
Residency Training ◽  
Graduate Medical Education ◽  
Chief Resident ◽  
Home Program ◽  
External Resources ◽  
Graduate Medical ◽  
The Past ◽  
Core Requirements ◽  
Selection Of

Context.— Pathology-related advocacy is best when performed directly by pathologists. Practicing advocacy is included in the Milestones 2.0 and should be introduced during residency training. Objective.— To understand advocacy education in residency training we surveyed pathologists to ask what training they had in residency, what resources were available, and what experiences were most impressionable. Design.— Two types of inquiry were performed. First, a survey to program graduates asking about leadership and advocacy activities during training and about leadership and advocacy activities since graduation. Secondly, focused email and telephone inquiries were made to 12 pathologists—4 in practice for more than 20 years, 4 within the first 10 years of practice, and to 4 PGY4 (postgraduate year 4) residents—asking what training and experiences were available to them, and how they became motivated to become active in practice. Results.— Our results showed that resources available outside of the home program have changed through the years and more national resident groups are available that were not available in the past. These groups may educate trainees in leadership and advocacy. Internally, opportunities to shadow faculty at interdepartmental leadership meetings, as well as selection of the chief resident, are enduring tools for honing these skills. Conclusions.— Teaching advocacy in training is important and part of the Accreditation Council for Graduate Medical Education core requirements as well as a level 5 Milestone. Education may require a balance of internal and external resources since different programs may offer different opportunities. Shadowing during real advocacy events was the most impressionable experience.

scholarly journals Educating Tomorrow's Cardiac and Thoracic Surgeons in Canada: An Evolving Process

1996 ◽  
Vol 2 (1) ◽  
Author(s):  
David S. Mulder
Keyword(s):  
Medical Education ◽  
Cardiac Surgery ◽  
Thoracic Surgery ◽  
Graduate Medical Education ◽  
Royal College ◽  
General Surgery ◽  
Task Force ◽  
Graduate Medical ◽  
The Past ◽  
Primary Specialty

Societal (1), technological, organizational (2), and educational developments during the past ten years havebrought about increasing pressures for change in the graduate medical education of cardiac and thoracicsurgeons (3). These changes effectively lengthened their training to eight years and created a double standardfor the education of a thoracic surgeon. A task force mandated by the Royal College of Physicians andSurgeons of Canada nucleus committees in both cardiac and thoracic surgery, with the support of theCanadian Society of Cardiovascular and Thoracic Surgeons, addressed these issues and made the followingrecommendations: cardiac surgery and thoracic surgery should each become a primary specialty with its ownnucleus committee. Each specialty would require six years of training, with the possibility of obtainingcertification in both specialties after an additional eighteen months of training. Each specialty could also beentered after the completion of full training in general surgery. In addition, the task force urged thedevelopment of a curriculum to guide educational objectives in each specialty. These changes promise tocreate a flexible, shorter, and more focused program for cardiac and thoracic surgeons in both university andcommunity settings.

A Historical and Current Analysis for the DPM Acquiring an MD or DO Degree and an Unrestricted Medical License

2012 ◽  
Vol 102 (2) ◽  
pp. 172-176
Author(s):  
Leonard A. Levy
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Graduate Medical Education ◽  
Medical Profession ◽  
Historical Context ◽  
Current Analysis ◽  
Graduate Medical ◽  
The Past ◽  
Medical License

The podiatric medical profession has evolved substantially in the past 80 years. This evolution includes major changes in scope, in the requirements necessary to enter a podiatric medical school, and in the curriculum that must be completed to earn the degree of Doctor of Podiatric Medicine. Entrance requirements to the schools are now identical to the prerequisites for admission to MD and DO institutions, and licensure requires the completion of graduate medical education. Much of the curriculum also is the same as it is in MD and DO schools. In the past decade, discussion focusing on the ability of the DPM to acquire the MD or DO degree has intensified. An analysis is provided using a historical context regarding this potential initiative. (J Am Podiatr Med Assoc 102(2): 172–176, 2012)

scholarly journals Modernization of Anatomy and Graduate Medical Education from the Past to the Present

2021 ◽  
Vol 35 (S1) ◽  
Author(s):  
Orien Tulp ◽  
Frantz Sainvil ◽  
Helen Wu ◽  
Yosef Feleke ◽  
George Einstein ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Graduate Medical ◽  
The Past

scholarly journals JGME-ALiEM Hot Topics in Medical Education: Analysis of a Multimodal Online Discussion About Team-Based Learning

2017 ◽  
Vol 9 (1) ◽  
pp. 102-108 ◽  
Author(s):  
Jeff Riddell ◽  
Catherine Patocka ◽  
Michelle Lin ◽  
Jonathan Sherbino
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Thematic Analysis ◽  
Journal Club ◽  
Health Professions ◽  
Health Professions Education ◽  
Digital Platforms ◽  
Graduate Medical ◽  
Team Based Learning

ABSTRACT Background  Team-based learning (TBL) is an instructional method that is being increasingly incorporated in health professions education, although use in graduate medical education (GME) has been more limited. Objective  To curate and describe themes that emerged from a virtual journal club discussion about TBL in GME, held across multiple digital platforms, while also evaluating the use of social media in online academic discussions. Methods  The Journal of Graduate Medical Education (JGME) and the Academic Life in Emergency Medicine blog facilitated a weeklong, open-access, virtual journal club on the 2015 JGME article “Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching.” Using 4 stimulus questions (hosted on a blog as a starting framework), we facilitated discussions via the blog, Twitter, and Google Hangouts on Air platforms. We evaluated 2-week web analytics and performed a thematic analysis of the discussion. Results  The virtual journal club reached a large international audience as exemplified by the blog page garnering 685 page views from 241 cities in 42 countries. Our thematic analysis identified 4 domains relevant to TBL in GME: (1) the benefits and barriers to TBL; (2) the design of teams; (3) the role of assessment and peer evaluation; and (4) crowdsourced TBL resources. Conclusions  The virtual journal club provided a novel forum across multiple social media platforms, engaging authors, content experts, and the health professions education community in a discussion about the importance, impediments to implementation, available resources, and logistics of adopting TBL in GME.

Critique of the Final Report of the Graduate Medical Education National Advisory Committee

PEDIATRICS ◽  
1981 ◽  
Vol 67 (5) ◽  
pp. 585-596
Author(s):  
James G. Hughes ◽  
Peter P. Budetti ◽  
Daniel D. Chapman ◽  
Henry G. Cramblett ◽  
Allen W. Mathies ◽  
...  
Keyword(s):  
Medical Education ◽  
Advisory Committee ◽  
Graduate Medical Education ◽  
Health Professions ◽  
The United States ◽  
Final Report ◽  
Policy Statement ◽  
Care Needs ◽  
Graduate Medical ◽  
Department Of Health

I. INTRODUCTION: THE GMENAC REPORT In 1976, the federal government took two major steps that were to have a major impact on public attitudes and policies toward the health professions. (1) Congress passed the Health Professions Educational Assistance Act of 1976, formally declaring an end to the notion that there was an overall shortage of physicians in the United States, and emphasizing geographic and primary care shortages instead. (2) Earlier, in April of the same year, the Department of Health, Education and Welfare (DHEW), now the Department of Health and Human Services (DHHS), established the Graduate Medical Education National Advisory Committee (GMENAC) to advise the Secretary of DHEW on a set of issues related to the health professions. The formal charge to GMENAC included five specific questions: (a) What number of physicians is required to meet the health care needs of the nation? (b) What is the most appropriate specialty distribution of these physicians? (c) How can a more favorable geographic distribution of physicians be achieved? (d) What are the appropriate ways to finance the graduate medical education of physicians? (e) What strategies can achieve the recommendations formulated by the Committee? After 4½ years of meetings, analysis, and developing and applying a complex methodology, GMENAC has now completed its work. Its recently published conclusions and recommendations are the subject of this policy statement. II. GMENAC's APPROACH GMENAC chose a ten-year span for its analysis, producing separate estimates for supply of and requirements for health professionals in 1990. Decisions on whether there would be a "shortage" or a "surplus" in a given field were based on a comparison of estimated supply with estimated requirements; the Panel's recommendations were, in turn, based on those decisions.

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