BHA FPX 4002 Assessment 2 Changes in Medical Education

Changes in Medical Education

Education in the United States (BHA FPX 4002 Assessment 2 Changes in Medical Education) is quickly evolving, particularly in medicine. Becoming a doctor has always been difficult, and it remains so today. Since the 1800s, the training process for doctors has developed continually, and it shows no indications of slowing down. A physician’s job takes long-term commitment and dedication.

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BHA FPX 4002 Assessment 1 Evolution of the Hospital Industry

The Changing Scope of Medical Education

Medical education is a continuous process with no end in sight. Once you enter the medical industry, you are subject to rigorous standards and tight rules. Since the 1800s, medical education has advanced substantially. Initially, doctors educated apprentices by observation, which is still utilized today in clinical settings. As the population swelled, large-city institutions formalized medical education, including hospital-based instruction to help students get started.

Becoming a physician includes pre-medical school, medical school, and an internship or fellowship. This organization has remained mostly intact for decades (Ruddock, 2021). The Flexnerian Era brought the concept that students might concurrently learn, give clinical treatment, and engage in research (Nasser Alzerwi, 2023).

As interest in medical education developed, the curriculum expanded to include more research, but clinical bedside ethics frequently fell behind.

Physicians spend a lot of time studying scientific observation, but they are sometimes unprepared for the complexity of medical insurance. Programs such as Medicare and Medicaid have highlighted the need for medical practitioners to understand the business of healthcare. Today, as in the 1960s, these initiatives continue to shape how medical personnel treat patients. Medical schools and educational institutions are always adapting to help professionals thrive, but integrating excellent patient care with corporate needs remains a struggle.

Incorporating medical ethics and commercial principles into medical education will better equip physicians to deliver treatment in any setting. The ever-changing world of medical insurance and patient care will keep medical education relevant.

Apprenticeship Model vs Academic Model

Education promotes competitiveness, and this is no different for medical students aiming to a successful career in medicine. A medical student’s continuing education options include selecting between an apprenticeship and an academic form of training. Students pursuing apprenticeships desire to gain hands-on experience. The Oxford English Dictionary defines an apprentice as “a learner of craft, bound to serve, and entitled to instruction from their employer for a specified period” (Dornan, 2019). Students want to be the greatest in their field and frequently seek mentorship from prominent physicians.

However, some students choose the academic paradigm following medical school. They appreciate being in a laboratory atmosphere, performing research, and dealing with scientific data. This atmosphere enables them to pursue personal ambitions while also contributing to institutional aims. Despite the lure of research, many students prefer to apply their knowledge in real-world situations through apprenticeships. The opportunity to use their talents and learn directly from seasoned physicians is encouraging.

The academic approach emphasizes knowledge acquisition in order to offer patients the finest scientific treatment possible (Vainauskienė & Vaitkienė, 2021). Apprenticeships, which have changed over time, entail accompanying experienced physicians through a variety of clinical scenarios in hectic medical settings. This hands-on approach helps young physicians establish a professional identity by connecting with the community and providing patient care. 

In contrast, the academic approach (BHA FPX 4002 Assessment 2 Changes in Medical Education) focuses on developing intangible traits that allow for meaningful contributions to medicine (Center for Substance Abuse Treatment, 2019). Choosing between the apprenticeship and academic models might be difficult for medical graduates, but both offer essential experiences that will prepare them for future developments in the sector.

Understanding Medical History

Medical education used to be mostly on scientific research for future physicians. Today, it focuses on clinical decision-making in patient care. Historically, medical education focused significantly on research and laboratory work to prepare students for their jobs. While knowing the science of medicine is critical, the patient was sometimes disregarded in favor of scientific endeavor.

Medical institutions are currently changing their curricula to ensure physicians’ commitment to lifelong learning. Medical students acquire real-world experience by working as apprentices in hectic hospital environments. Understanding the business aspect of medicine also helps students learn what will work best in their practice and with patients. Looking ahead, medical education will continue to merge previous models with contemporary procedures, changing clinically to fit modern demands.

Conclusion – BHA FPX 4002 Assessment 2 Changes in Medical Education

Medical education has undergone substantial transformations, shifting from a research-focused approach to one that combines clinical decision-making with patient care. Both the apprenticeship and academic programs provide essential experiences that prepare medical students for the challenges of modern healthcare. As the sector evolves, combining ethics, financial acumen, and clinical abilities will be critical for developing well-rounded physicians.

References

BHA FPX 4002 Assessment 2 Changes in Medical Education: Center for Substance Abuse Treatment. (2019). Brief Humanistic and Existential Therapies. Nih.gov; Substance Abuse and Mental Health Services Administration (US). https://www.ncbi.nlm.nih.gov/books/NBK64939/

BHA FPX 4002 Assessment 2 Changes in Medical Education: Dornan, T. (2019). Osler, Flexner, apprenticeship and “the new medical education.” Journal of the Royal Society of Medicine, 98(3), 91–95. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1079407/#:~:text=The%20Oxford%20English%20Dictionary%20defines

BHA FPX 4002 Assessment 2 Changes in Medical Education: Nasser Alzerwi. (2023). Flexner has fallen: Transitions in medical education system across time, a gradual return to pre-Flexnerian state (de-Flexnerization). World Journal of Clinical Cases, 11(21), 4966–4974. https://doi.org/10.12998/wjcc.v11.i21.4966

BHA FPX 4002 Assessment 2 Changes in Medical Education: Ruddock, A. (2021). Special Treatment: Student Doctors at the All India Institute of Medical Sciences. In Google Books. Stanford University Press. https://books.google.com.pk/books?hl=en&lr=&id=L2U4EAAAQBAJ&oi=fnd&pg=PT6&dq=Becoming+a+physician+includes+pre-medical+school

BHA FPX 4002 Assessment 2 Changes in Medical Education: Vainauskienė, V., & Vaitkienė, R. (2021). Enablers of Patient Knowledge Empowerment for Self-Management of Chronic Disease: An Integrative Review. International Journal of Environmental Research and Public Health, 18(5), 2247. https://doi.org/10.3390/ijerph18052247

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