ABSTRACT
Figure 3.1 summarises priorities for medical education in the next decade drawn from multiple sources, including national reports – Australia,100 Canada,101 the US,102-106 and the United Kingdom107,108 – as well as drawing on other papers,117,118 categorised under three main headings: systemic factors, curriculum and learning.
Systemic issues call for better balance and integration of a number of curriculum aspects with greater emphasis on preventive medicine, collaboration, and public and global health with improvements to educational resources including consideration for localising medical and social care. In terms of training physicians, they also have a management planning and human resource dimension. As decisionmaking will increasingly move toward local communities, physicians and other professionals will need to become more knowledgeable about resource planning, working with structures and organisations that may also support localised patient and social care. Educational research to evaluate progress and identify potential solutions should become a built-in requirement of all initiatives.104 Echoing fi ndings from the World Health Organization 2008 World Health Report,56 the 20 professional and academic leaders of The Lancet-commissioned report Health Professionals for a New Century: transforming education to strengthen health systems in an interdependent world56 conclude that the problems with twenty-fi rst-century healthcare education are also mostly systemic (see Figure 3.2).
