|
A significant number of changes affecting health care delivery are described in the Institute of Medicine's Crossing the Quality Chasm report namely, a shift from acute to chronic care, the need to integrate a continually expanding evidence base and technological innovations, more clinical practice occurring in teams, complex delivery arrangements, and changing patient clinician relationships.
In response to the changes, the Chasm report stresses that the health care workforce needs adequate preparation. Responding to the changing needs of populations and making use of new knowledge requires that health professionals develop new skills and assume new roles. This requires educating, in both academic and the practice settings, health professionals differently.
On June 17-18, 2002 over 200 leaders and experts from health professions education, regulation, policy, advocacy, quality, and industry attended the Health Professions Education Summit to discuss and develop strategies for restructuring clinical education to be consistent with the principles of the 21st-century health system. The ideas generated at this summit informed the work of the Health Professions Education Committee who authored Health Professions Education: A Bridge to Quality
Current Project System
NAS web pages that provide information about this and other IOM studies can be found in the Current Project System.
Summit Coordinating Organizations
The Health Resources and Services Administration (HRSA), through its advisory committees the Council on Graduate Medical Education (COGME) and the National Advisory Council on Nurse Education and Practice (NACNEP) have actively worked in consultation with the Committee on Health Professions Education Summit and IOM staff in coordinating the summit.
Summit Supporting Organizations
Health Resources and Services Administration (HRSA) has provided generous contributions to support the summit and related report. The ABIM Foundation and the California Healthcare Foundation have also provided generous contributions.
|