BHAFPX4002_FordRegan_Assessment2-1

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Capella University *

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BHA4002

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Medicine

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Dec 6, 2023

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1 Changes in Medical Education Regan Ford Capella University BHA-FPX4002: History of the United States Health Care System Mary Baker August 2023

Changes in Medical Education Medical education has come a long way since the 1800s, with significant changes in training and education of healthcare professionals. This essay aims to analyze the scope of change in medical education from the 1800s to today, comparing the apprenticeship and academic models of medical education, and highlighting the importance of understanding the history of medicine to improve medical education in the future. The Changing Scope of Medical Education The scope of medical education has expanded significantly since the 1800s. In the 19 th century, medical education was primarily through hands-on training and the apprenticeship program, where aspiring physicians were only as good as the doctors that were training them (Artino, et al., 2018, p. 121). However, it was discovered that there was a need for standardized education and learning in the classroom became just as important. Today, medical education includes a combination of classroom instruction, clinical rotations, and hands-on training (Young & Kroth, 2018, p 143). In the 1800s, medical students primarily relied on observation and apprenticeship, with limited access to books and resources. Today, medical students have access to a plethora of digital resources, such as online databases, medical simulation, and virtual reality, which enhance their learning experience (Sharifabadi, et al., 2019, p 667). These technologies have greatly expanded the scope of medical education, allowing students to gain a more comprehensive understanding of medical concepts and procedures. In the 20 th century, there was a growing recognition of the need for standardized medical education and licensure. This lead to the establishment of accrediting bodies and the development of prescribed curricula for medical schools (Pohontsch, et al., 2018, p. 231). 2

Additionally, cultural changes, such as the increasing recognition of the importance of patient- centered care and the inclusion of diverse perspectives, have led to changes in medical education to incorporate these values (Pohontsch, et al., 2018, p. 231). These mandated changes and cultural shifts reflect the evolving needs of society and aim to improve the quality of medical education. Apprenticeship Model vs. Academic Model The apprenticeship model of medical education in the 1800s was hands-on training for medical students under the careful eye of experienced doctors. Medical students would learn through observation and gradually take on more responsibilities as they gained experience. This model lacked formal structure and standardized education, leading to variations in the quality of training (Artino, et al., 2018, p. 142). In contrast, the academic model emerged in response to the need for standardized education. In the 1960s, medical schools adopted a more structured curriculum and introduced classroom instruction alongside clinical training (Sharifabadi, et al., 2019, p. 670). The academic model aimed to provide a more well-rounded education so students would learn the reasons why they were performing the hands-on skills, rather than just knowing how. However, it also faced criticism for being too theoretical and detached from clinical practice. In the early 2000s, medical education underwent further changes, with a focus on problem-based learning and the integration of basic science and clinical practice (Sharifabadi, et al., 2019, p. 669). This shift aimed to bridge the gap between theory and practice, preparing students for the complex challenges they would face in their future careers. Today, medical education continues to evolve, with a growing emphasis on interprofessional education, the 3

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