Academic health centers: leading change in the 21st century by Institute of Medicine, Board on Health Care Services,

By Institute of Medicine, Board on Health Care Services, Committee on the Roles of Academic Health Centers in the 21st Century, Linda T. Kohn

Policymakers might want to create incentives to help innovation and alter in AHCs. In reaction, AHCs might want to bring up the extent of co-ordination and integration throughout their roles and the person agencies that contain the AHC in the event that they are to effectively adopt the kinds of adjustments wanted. "Academic future health facilities" lays out a method to begin a continual and long term means of swap.

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Additional resources for Academic health centers: leading change in the 21st century

Sample text

Because the committee has defined an AHC by its purpose and function, this report focuses on the roles and responsibilities of AHCs rather than their organizational components. A BRIEF DESCRIPTION OF AHCS As noted in the definition presented above, today’s AHCs link several functions and responsibilities. These linkages came about through a series of events during the 20th century that together produced the AHC we recognize today. First, the Flexner Report of 1910 called for reform of medical education to include a 4-year curriculum comprising 2 years of basic sciences and 2 years of clinical teaching; university affiliation (instead of proprietary schools); requirements for entrance to medical schools; encouragement of active learning, with limited use of lectures and learning by memorization; and emphasis on problem solving and critical thinking (Regan-Smith, 1998; Ludmerer, 1999).

All rights reserved. What the system can offer Services people need; preferences and expectations Public Needs and System Capabilities FIGURE 1-1 The Changing Roles of AHCs. html 26 ACADEMIC HEALTH CENTERS technological advances, combined with changes in the organization and financing of care, provide the health system with additional capabilities. These changing needs, expectations, and capabilities have their most direct impact on care delivery—what care is provided, how it is provided, by whom, and where.

These general demographic shifts have at least three major implications. First, the growing diversity of the population will result in increased variation in people’s expectations of the health care system, creating demands for greater cultural sensitivity and competency in the system’s design and from its practitioners. Second, the aging and diversity of the population will have significant implications for the availability, mix, and price of the health care workforce. Finally, the growth of the population covered by Medicare, combined with relatively fewer people paying into the system, is likely to force trade-offs to maintain financing, such as reducing benefits, raising taxes, or allowing larger deficits (Strunk and Ginsburg, 2002).

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