The Future of Academic Medicine: Five Scenarios to 2025
The Future of Academic Medicine: Five Scenarios to 2025
This report is one of three similar and simultaneous publications about current challenges to and alternative futures for academic medicine. The authors, members of the International Campaign to Revitalise Academic Medicine (ICRAM), want to stimulate discussion among colleagues who work in academic medicine, as well as practitioners and students of medicine and other health professions. They also hope to reach the men and women who set priorities for academic medicine and allocate resources to and within it.
The three publications—articles in BMJ* and PLoS Medicine* and this Milbank Report—differ in the extent to which the authors compress and document their discussion of what they call current “instabilities in academic medicine.” For this report, the authors expanded their discussion and documentation of these instabilities in order to provide additional context for readers who do not spend their professional lives in academic medicine.
Jocalyn Clark jclark@bmj.com and Richard Smith richard_s_smith@uhc.com
The authors define academic medicine as the “capacity” of the health sector to “think, study, research, discover, evaluate, innovate, teach, learn, and improve.” Each country allocates responsibility for these tasks differently. In all countries, however, schools of medicine and other health professions and the hospitals, ambulatory care settings, and research units associated with them are central in carrying them out.
This report is one of three similar and simultaneous publications about current challenges to and alternative futures for academic medicine. The authors, members of the International Campaign to Revitalise Academic Medicine (ICRAM), want to stimulate discussion among colleagues who work in academic medicine, as well as practitioners and students of medicine and other health professions. They also hope to reach the men and women who set priorities for academic medicine and allocate resources to and within it.
The three publications—articles in BMJ* and PLoS Medicine* and this Milbank Report—differ in the extent to which the authors compress and document their discussion of what they call current “instabilities in academic medicine.” For this report, the authors expanded their discussion and documentation of these instabilities in order to provide additional context for readers who do not spend their professional lives in academic medicine.
Jocalyn Clark jclark@bmj.com and Richard Smith richard_s_smith@uhc.com
The authors define academic medicine as the “capacity” of the health sector to “think, study, research, discover, evaluate, innovate, teach, learn, and improve.” Each country allocates responsibility for these tasks differently. In all countries, however, schools of medicine and other health professions and the hospitals, ambulatory care settings, and research units associated with them are central in carrying them out.
posted by Aloyzio Achutti | 6:23 AM
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