Abstract
Promoting optimal health outcomes for diverse patients and populations requires the acknowledgement and strengthening of interdependent relationships between health professions education programs, health systems, and the communities they serve. Educational programs must recognize their role as integral components of a larger system. Educators must strive to break down silos and synergize efforts to foster a health care workforce positioned for collaborative, equitable, community-oriented practice. Sharing interprofessional and interinstitutional strategies can foster wide propagation of educational innovation while accommodating local contexts. This paper outlines how member schools of the American Medical Association Accelerating Change in Medical Education Consortium leveraged interdependence to accomplish transformative innovations catalyzed by systems thinking and a community of innovation.
Highlights
They argue that transformative educational reform ‘should be systems based’ and will require that ‘all health professionals ... be educated to mobilise knowledge and to engage in critical reasoning and ethical conduct so that they are competent to participate in patient and population-centred health systems as members of locally responsive and globally connected teams’ (Frenk et al 2010)
Educational programs should collaborate with community leaders to identify and develop interprofessional educational initiatives that promote the development of critical competencies in learners while providing sustainable solutions to community needs
The following examples highlight community and systems grounded reforms at and among consortium member institutions as a starting point for envisioning even more systemic, interdependent, and interprofessional innovations. These reforms hinge on fundamental shifts in medical education that result in an equity-oriented health care workforce prepared to care for diverse populations and communities in addition to individual patients
Summary
They argue that transformative educational reform ‘should be systems based’ and will require that ‘all health professionals ... be educated to mobilise knowledge and to engage in critical reasoning and ethical conduct so that they are competent to participate in patient and population-centred health systems as members of locally responsive and globally connected teams’ (Frenk et al 2010). Embracing the interdependence of health professions educational programs with health systems and the communities they serve is necessary to advance needed transformations of medical education. A systemic, interprofessional approach has great potential to develop an interdependent workforce that engages in the work of education, health care, and service to communities in a more synthetic manner.
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