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Biomedical subjects

Kenneth M Ludmerer

Publications and source records attributed to Kenneth M Ludmerer.

8 recordsLinked to original sources
PubMed2005

Reforming graduate medical education.

Because of the traditional subordination of education to service, graduate medical education (GME) in the United States has never realized its full educational potential. This article suggests 4 strategies for reasserting the primacy of education in GME: limit the number of patients house officers manage at one time, relieve the resident staff of noneducational chores, improve educational content, and ease emotional stresses. Achieving these goals will require regulatory reform, adequate funding, and institutional competency in the use of educational resources. Modern medicine grows ever more complex. The need to address the deficiencies of GME is urgent.

Congresses as Topic↗
PubMed2003

Curricular reform in musculoskeletal medicine: needs, opportunities, and solutions.

Musculoskeletal medicine is not taught adequately in American medical schools and the predictable consequences are seen. Students cannot show cognitive mastery of the subject and lack confidence in this topic. To address this, the Academic Orthopaedic Society held a symposium on medical school education at its annual meeting in 2001. There, the panelists presented an analysis of the problem and proposed solutions. Specifically, it was noted that because of the autonomy of the various schools and their varied approaches to teaching, it would be unlikely that one monolithic and mandated plan could be effective on a national basis. Rather, successful reform would comprise a coalition-based effort to define learning objectives, to provide teaching materials, and to create forums for sharing resources. Recruitment of national organizations was thought to be essential. Finally, it was felt that although inadequate education is neither new nor necessarily unique among disciplines, the coming year or two, the beginning of the Bone and Joint decade, was seen to be a particularly auspicious time for attempting curricular reform.

Curriculum↗
PubMed2003

The internal challenges to medical education.

This presentation shall discuss the major "internal" challenges to medical education--that is, challenges to achieving effective medical teaching that have arisen from the evolution of the science and practice of medicine. These issues are defined as "internal" in that they reflect the internal evolution of the profession and of academic medical centers, independent of the perturbations in medical education we are presently experiencing as a result of the hostile external environment of health care. Examples of these internal challenges include the growing "bench-bedside gap," the traditional tensions at medical schools between teaching and research, and the need to adjust medical education to meet the challenges imposed by chronic diseases. The need for "internal" leadership from within the profession to help solve some of the "external" problems of medical education shall also be discussed.

Academic Medical Centers↗
PubMed2002

The embattled academic health centre.

Lozon and Fox have provided a thoughtful analysis of Canadian academic health centres. However, their account is incomplete. Their emphasis on the "shared purposes and goals" of the component groups of academic health centres overlooks the profound tensions and disagreements that have always existed between medical schools and teaching hospitals. In addition, their claim that academic health centres "have endured in more or less the same form throughout their history" ignores the profound growth, changing organization and evolving missions that have characterized these institutions for over a century. Lastly, they do not address the most profound dilemma of all of the academic health centres: that current financial pressures are causing an erosion of their educational work. These three aspects of academic health centres are discussed in this commentary.

Academic Medical Centers↗
PubMedDate not supplied

The clinical experience in medical education: past, present, future.

In the nineteenth century, clinical education in the United States was entirely didactic. Medical students attended lectures all day and were expected to commit the many details to rote memory. In the modern era, the clinical clerkship transformed students from passive observers to active participants in the learning process. In addition, the internship and residency provided learners the opportunity to assume responsibility in patient care. The strength of this clinical experience depends not only on the will of medical faculties but on the quality of the hospital learning environment.

Academic Medical Centers↗