Reforming medical education in the United Kingdom: lessons for Australia and New Zealand.

Reforming medical education in the United Kingdom: lessons for Australia and New Zealand. Research Abstract Details 

Research Abstract Table of Contents

Jump to the:

Reforming medical education in the United Kingdom: lessons for Australia and New Zealand. Abstract Text:

Richard B Hays,Richard B Hays,

Medical education faces global challenges because of the changing health care needs of an ageing and more demanding society, and the consequent requirement for increased health care workforce capacity and different workforce models. In the United Kingdom, education reform has spanned the medical, nursing and allied health professions, and has introduced new health professions with specific roles within a new, team-based model of comprehensive health care. In medical education, the UK reforms span undergraduate, prevocational, vocational and continuing education, with the aim of providing a framework for faster, more flexible career development that can adapt to future changes in workforce need. While some reforms are controversial, most appear sensible and are supported by most observers. The Modernizing Medical Careers process suffered implementation difficulties in 2007: the national, web-based application scheme for vocational training posts could not cope with such a large process, disrupting both the recruitment of an appropriate workforce for hospitals and the career progression of many recent UK medical graduates. The main problem appears to have been in management of change--too much was attempted too quickly on too large a scale--resulting in a backlash against any significant change. There may be lessons for Australia and New Zealand, which face similar challenges and are considering broadly similar changes.

Reforming medical education in the United Kingdom: lessons for Australia and New Zealand. Publishing Authors By Initials

RB Hays,RB Hays,

For similar abstracts research abstracts see: abstracts research

PUBMED ID PMID:

MEDLINE DATE:

Reforming medical education in the United Kingdom: lessons for Australia and New Zealand. Journal Published:

PUBLICATION TYPE: Journal Article

Journal: The Medical journal of Australia

VOLUME: 187

Page Numbers: 400-3

Journal Abbreviation: Med. J. Aust.

ISSN: 0025-729X

DAY: 1

MONTH: Oct

YEAR: 2007

Reforming medical education in the United Kingdom: lessons for Australia and New Zealand. Information

Number of References:

LANGUAGE: eng

NlmUniqueID: 400714

Reforming medical education in the United Kingdom: lessons for Australia and New Zealand. Keywords Mesh Terms:

KEYWORDS:

MESH TERMS:

Chemical & Substance for Abstract: Reforming medical education in the United Kingdom: lessons for Australia and New Zealand. Information

Substance Name:

Registry Number:

Grant and Affiliation Information for Reforming medical education in the United Kingdom: lessons for Australia and New Zealand.

AFFILIATION: School of Medicine, Keele University, Staffordshire, UK. r.b.hays@keele.ac.uk

Country: Australia

AGENCY:

GRANT:

ACRONYM:

MEDLINETA: Med J Aust

REFSOURCE:

DATABASENAME:

ACCESSION NUMBER:

Number Hits: 0

Reforming medical education in the United Kingdom: lessons for Australia and New Zealand Related Publications

• A mechanism-based cancer risk assessment for 1,4-dichlorobenzene.
• Acute effects of cocaine in two models of inhibitory control: implications of non-linear dose effects.
• Cognitive-behavioural treatment for men with intellectual disabilities and sexually abusive behaviour: a pilot study.
• Correlated physical and mental health summary scores for the SF-36 and SF-12 Health Survey, V.I.
• Developing a Spanish-language consumer report for CAHPS health plan surveys.
• Direct observation of regulated ribonucleoprotein transport across the nurse cell/oocyte boundary.
• Discrimination between wild-type and ampicillin-resistant Escherichia coli by matrix-assisted laser desorption/ionization time-of-flight mass spectrometry.
• Doppler line profile analysis for a multichannel Fabry-Perot interferometer.
• Drusilla rageu poole 1921-1981.
• Effect of halogenated ethylamines on cardiac arrhythmias induced by epinephrine, nicotine and cyclopropane.
• Human DNA mismatch repair: coupling of mismatch recognition to strand-specific excision.
• Human monoclonal IgM anti-Gal(beta 1-3)GalNAc autoantibodies bind to the surface of bovine spinal motoneurons.
• Localization of GM1 and Gal(beta 1-3)GalNAc antigenic determinants in peripheral nerve.
• Localization of neural epitopes that bind to IgM monoclonal autoantibodies (M-proteins) from two patients with motor neuron disease.
• Lost in translation.
• Manifest refraction.
• Mitochondrial membrane depolarization in Drosophila apoptosis.
• On the cover.
• Parenteral thyroxine administration.
• Pressurized oxygen therapy; final report of a new method.
• Reaching East.
• Reforming medical education in the United Kingdom: lessons for Australia and New Zealand.
• Reliability, validity, and minimally important differences of the SF-6D in systemic sclerosis.
• Retention of B vitamins after large-scale cooking of meat; suitability of left and right muscles for retention studies.
• Retention of B vitamins in beef and veal after home canning and storage.
• Role of oxidative stress in arsenic-induced toxicity.
• Solving the puzzle of hormone replacement.
• The SF-36 physical and mental health factors were confirmed in cancer and HIV/AIDS patients.
• The role of the bifactor model in resolving dimensionality issues in health outcomes measures.
• What is sufficient evidence for the reliability and validity of patient-reported outcome measures?