Publications from the National Academies of Sciences, Engineering, and Medicine provide objective and straightforward advice to decision makers and the public. This site includes Health and Medicine Division (HMD) publications released after 1998. A complete list of HMD’s publications from its establishment in 1970 to the present is available as a PDF.
A Design Thinking, Systems Approach to Well-Being Within ...
Released: October 11, 2018
The Global Forum on Innovation in Health Professional Education held a 1.5 day workshop titled, A Systems-Approach to Alleviating Work-Induced Stress and Improving Health, Well-Being, and Resilience of Health Professionals Within and Beyond Education. The workshop was a result of a multiyear discussion on stress and burnout globally, throughout all health professions.
Improving Health Professional Education and Practice ...
Released: April 25, 2018
The Global Forum on Innovation in Health Professional Education hosted a 1.5-day public workshop to explore gaps within education and across the continuum of health professional education to practice. The discussions looked at current and future technologies that could bridge the identified gaps in order to optimize health and education system performance and access in high-, middle-, and low-income regions.
Exploring a Business Case for High-Value Continuing ...
Released: November 09, 2017
Continuing education, continuing professional development, and high-value Continuing Professional Development (CPD) exist along a continuum. The Global Forum on Innovation in Health Professional Education (Global Forum) hosted a workshop on April 6–7, 2017, to explore the value proposition for CPD. Forum members and workshop participants gathered in Washington, DC, to learn about innovative CPD programs around the world, to consider the perspectives of those who invest in CPD, and to discuss the businesses case for CPD.
Future Financial Economics of Health Professional Education ...
Released: April 05, 2017
The Government Accountability Office (GAO), World Health Organization (WHO), and the World Bank all agree that “an adequate, well-trained, and diverse health [care] workforce is essential for providing access to quality health [care] services.” However, according to the World Bank, efforts to scale up the supply of health workers are falling short. The resulting health workforce shortage affects people’s access to quality health care around the globe, and can result in untreated sickness, disability, and adverse economic consequences.
Exploring the Role of Accreditation in Enhancing Quality and ...
Released: October 05, 2016
The purpose of accreditation is to build a competent health workforce by ensuring the quality of training taking place within those institutions that have met certain criteria. Given the rapid changes in society, health, and health care, members of the Global Forum on Innovation in Health Professional Education elected to take on the topic of accreditation and to explore the effect of societal shifts on new and evolving health professional learning opportunities to best ensure quality education is offered by institutions regardless of the program or delivery platform.
Envisioning the Future of Health Professional Education ...
Released: September 14, 2015
In 2009, 20 experts from around the globe gathered to create a roadmap for transforming health professional education for advancing health. Their ideas were captured in the Lancet Commission report on health professions education for the 21st century.
Empowering Women and Strengthening Health Systems and ...
Released: February 09, 2015
On September 9–11, 2014, the Global Forum on Innovation in Health Professional Education and the Forum on Public–Private Partnerships for Global Health and Safety of the Institute of Medicine convened a workshop on empowering women and strengthening health systems and services through investing in nursing and midwifery enterprise. This report highlights examples and explores broad frameworks for existing and potential intersections of different sectors that could lead to better health and well-being of women around the world, and how lessons learned from these examples might be applied in the United States.
Building Health Workforce Capacity Through Community ...
Released: October 03, 2014
On May 1–2, 2014, members of the Institute of Medicine’s (IOM’s) Global Forum on Innovation in Health Professional Education came together to substantively delve into issues affecting the scale-up and spread of health professional education in communities. A purpose of the workshop was to challenge the participants to think about community in new ways that could provide fertile ground for educating health professional students. This document summarizes the workshop.
Assessing Health Professional Education - Workshop ...
Released: April 30, 2014
In an era of evolving technology and changing health and health care environments, creative thinking about assessment methods and tools could be the driver for innovations that are affordable, easily integrated into education, and assess competencies at all levels. On October 9-10, 2013, the IOM Global Forum on Innovation in Health Professional Education held a workshop to explore the challenges, opportunities, and innovations in assessment across the education-to-practice continuum. Issues such as assessment of learners and educators of IPE and team-based care were discussed.
Establishing Transdisciplinary Professionalism for Improving ...
Released: October 07, 2013
In a time of rapidly changing environments and evolving technologies, health professionals and those who train them are being challenged to work beyond their traditional comfort zones and often in teams. A new professionalism might be a mechanism for achieving improved outcomes by applying a “transdisciplinary professionalism” throughout health care and wellness that emphasizes cross-disciplinary responsibilities and accountabilities. The IOM held a workshop to discuss how a shared understanding can be integrated into education and practice to promote a transdisciplinary model of professionalism. Participants in the workshop also explored the barriers to transdisciplinary professionalism as well as the impact of an evolving professional context on health system users, learners, and others within the health system.