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Abstract
The aesthetic medicine industry has seen significant growth due to technological advancements and increasing demand for minimally invasive procedures. This sector's influence on educational institutions is profound, often shaping curricula to align with industry standards. However, this focus can sometimes narrow educational scope, potentially compromising the broader intellectual and ethical development of medical professionals. This study employs a comprehensive literature review to examine the influence of the aesthetic medicine industry on medical education. A systematic search was conducted across academic databases including PubMed, Google Scholar, and ScienceDirect, focusing on articles published between January 2003 and December 2023. Inclusion criteria encompassed studies examining the impact of industry on medical education, financial relationships, ethical implications, and student outcomes. Out of 279 studies identified, 21 met the inclusion criteria. The analysis highlighted themes such as the need for a balanced curriculum integrating both theoretical and practical training, the impact of financial incentives on educational integrity, and the importance of ethical guidelines. The literature underscores the necessity for standardised curricula and enhanced regulatory oversight to ensure comprehensive and unbiased education. The aesthetic medicine industry's significant influence on medical education necessitates a balanced approach that integrates industry advancements with ethical and comprehensive educational practices. Addressing these challenges requires collaboration between academic institutions and industry partners, alongside stringent regulatory oversight. By ensuring educational integrity and fostering holistic training, the field can produce well-rounded professionals capable of ethical and effective practice in aesthetic medicine. This journal requires that authors assign a level of evidence to each article. For a full description of these Evidence-Based Medicine ratings, please refer to the Table of Contents or the online Instructions to Authors www.springer.com/00266 .
Published Version
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