Abstract
Today’s fast-moving societal, economic and technological changes are reshaping the medical profession. The movement of both patients and doctors within the European Union (EU) has focused even greater attention on the competence of doctors and their fitness to practice. Horsley et al. [1] have described the variation between continuing professional development systems across EU countries, arguing for harmonisation of accreditation systems to simplify this process. At the same time, technological changes have introduced new concepts and challenges in how we conduct medical education, both by instruction and assessment, such as e-learning, simulators and simulation scenarios. These trends will particularly impact on the practice of respiratory medicine and it is therefore crucial that the profession keeps pace. This requires particular effort in education and training. Medical education reforms have become relevant and call for: 1) standardisation of learning outcomes and individualisation of the learning process; 2) promotion of multiple forms of integration; 3) methods of self-reflection and self-improvement; and 4) focus on the progressive formation of the physician’s professional identity [2]. These reforms will need to be supported appropriately by the EU and its member states. Therefore, the European Respiratory Society (ERS) is in a unique position to propose EU-wide principles, values and measures. For …
Highlights
T oday’s fast-moving societal, economic and technological changes are reshaping the medical profession
Technological changes have introduced new concepts and challenges in how we conduct medical education, both by instruction and assessment, such as e-learning, simulators and simulation scenarios. These trends will impact on the practice of respiratory medicine and it is crucial that the profession keeps pace
The ERS has engaged in a critical self-reflection of the current state of educational policies within the Society, as well as determining future directions
Summary
T oday’s fast-moving societal, economic and technological changes are reshaping the medical profession. Technological changes have introduced new concepts and challenges in how we conduct medical education, both by instruction and assessment, such as e-learning, simulators and simulation scenarios. Medical education reforms have become relevant and call for: 1) standardisation of learning outcomes and individualisation of the learning process; 2) promotion of multiple forms of integration; 3) methods of selfreflection and self-improvement; and 4) focus on the progressive formation of the physician’s professional identity [2]. They came together to discuss the future trends and challenges of medical education in respiratory medicine.
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