@BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Patricia A. Cuff and Erin Hammers Forstag", title = "Exploring the Use and Application of Implementation Science in Health Professions Education: Proceedings of a Workshop", isbn = "978-0-309-69617-3", abstract = "Implementation science bridges the gap between research and medical practice, investigating aspects of practice and pedagogy that make the strategies successful for future use. By introducing and training leaders, faculty, and health workforce researchers in implementation science, health professions education institutions can build capacity for evidence-based practices.\nThe National Academies Global Forum on Innovation in Health Professional Education held a workshop series to introduce the concept of implementation science to health professional educators to consider its potential use in the classroom. Speakers provided a foundation for discussion of the role of implementation science in health professions education and provided methods for educators interested in applying these recommendations to scale. This Proceedings of a Workshop highlights the presentations and discussions that occurred at the workshop.", url = "https://nap.nationalacademies.org/catalog/26783/exploring-the-use-and-application-of-implementation-science-in-health-professions-education", year = 2023, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Patricia A. Cuff and Erin Hammers Forstag", title = "Addressing the Needs of an Aging Population Through Health Professions Education: Proceedings of a Workshop", isbn = "978-0-309-70604-9", abstract = "The National Academies Global Forum on Innovation in Health Professional Education hosted a Fall 2022 workshop series to explore the various needs of an aging population and an ideal health workforce with the numbers and skillset to match those needs. Discussions included the composition of the intended health workforce, training requirements for each level of care provider, who would provide the training and education, and in what setting the training would take place. Given these considerations and learner reluctance to work with elder adults, implementation science was introduced as a path forward. Implementation science is the study of methods and strategies that facilitate the use of evidence-based practice and research into regular use by practitioners and policymakers. This proceedings document summarizes workshop discussions.", url = "https://nap.nationalacademies.org/catalog/27136/addressing-the-needs-of-an-aging-population-through-health-professions-education", year = 2023, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Patricia A. Cuff and Erin Hammers Forstag", title = "Lessons Learned in Health Professions Education During the COVID-19 Pandemic, Part 2: Proceedings of a Workshop", isbn = "978-0-309-28689-3", abstract = "The COVID-19 pandemic was arguably the greatest disrupter health professional education (HPE) has ever experienced. To explore how lessons learned from this unprecedented event could inform the future of HPE, the Global Forum on Innovation in Health Professional Education of the National Academies of Sciences, Engineering, and Medicine convened a virtual workshop series in 2020 and 2021. The first workshop focused on identifying challenges faced by educators, administrators, and students amidst the pandemic and how the different stakeholder groups shifted and adapted in response. The second workshop explored how experts from various health professions might respond to hypothetical\u2014but realistic\u2014future world situations impacting HPE. The final two workshops contemplated the future of HPE post-COVID and explored next steps for applying lessons learned from the workshop series to allow educators to test and evaluate educational innovations in real time. This Proceedings of a Workshop summarizes discussions from the second, third, and fourth workshops in this series. ", url = "https://nap.nationalacademies.org/catalog/26484/lessons-learned-in-health-professions-education-during-the-covid-19-pandemic-part-2", year = 2022, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Patricia A. Cuff and Erin Hammers Forstag", title = "Artificial Intelligence in Health Professions Education: Proceedings of a Workshop", isbn = "978-0-309-70732-9", abstract = "The National Academies Global Forum on Innovation in Health Professional Education hosted a multi-day workshop series in March and April 2023 to explore the potential of artificial intelligence (AI) in health professions education. Speakers at the workshops provided background on AI; discussed the social, cultural, policy, legal, and regulatory considerations to integrating AI into health care and training; considered the skills health professionals will need as educators and providers to effectively use AI in practice; and explored needs for educating the next generation of health workers. Speakers took consideration of the bias, burden, health equity concerns that introducing AI into clinical education would bring. This Proceedings of a Workshop summarizes the discussions held during the workshop.", url = "https://nap.nationalacademies.org/catalog/27174/artificial-intelligence-in-health-professions-education-proceedings-of-a-workshop", year = 2023, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Patricia A. Cuff and Erin Hammers Forstag", title = "Lessons Learned in Health Professions Education During the COVID-19 Pandemic, Part 1: Proceedings of a Workshop", isbn = "978-0-309-68254-1", abstract = "During the COVID-19 pandemic, health professionals adapted, innovated, and accelerated in order to meet the needs of students, patients, and the community. To examine and learn from these experiences, the National Academies of Sciences, Engineering, and Medicine's Global Forum on Innovation in Health Professional Education convened a series of workshops, the first of which was a one-day virtual workshop on December 3, 2020.\nThe first workshop explored lessons learned in the grand challenges facing health professions education (HPE) stemming from the COVID-19 pandemic and how those positive and negative experiences might inform development of sustainable improvements in the value, effectiveness, and impact of HPE. Educators, students, administrators, and health professionals shared ideas, stories, and data in an effort to discuss the future of HPE by learning from past experiences. Topics included: evaluation of online education; innovations in interprofessional education and learning opportunities within the social determinants of health and mental health; effects on preclinical and clinical education; regulatory and accreditation changes affecting HPE; and stress and workload on students and faculty. This publication summarizes the presentations and panel discussions from the workshop.\n", url = "https://nap.nationalacademies.org/catalog/26210/lessons-learned-in-health-professions-education-during-the-covid-19-pandemic-part-1", year = 2021, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Joe Alper and Darla Thompson and Alina Baciu", title = "Exploring Opportunities for Collaboration Between Health and Education to Improve Population Health: Workshop Summary", isbn = "978-0-309-31422-0", abstract = "Research based on decades of experience in the developing world has identified educational status, especially the status of the mother, as a major predictor of health outcomes and that the literature indicates that the gradient in health outcomes by educational attainment has steepened over the last four decades across the United States. Since the 1990s, while the average life expectancy in the United States has been steadily increasing, life expectancy has actually decreased for people without a high school education, especially white women.\nTo understand the complex relationship between education and health and how this understanding could inform our nation's investments and policies, the Institute of Medicine Roundtable on Population Health Improvement held a public workshop in Washington, DC, on June 5, 2014. This workshop, which featured presentations and extensive discussion periods, also explored how the health and education sectors can work together more effectively to achieve improvements in both health status and educational achievement. This report summarizes the presentations and discussion of the workshop.", url = "https://nap.nationalacademies.org/catalog/18979/exploring-opportunities-for-collaboration-between-health-and-education-to-improve-population-health", year = 2015, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Rachel Pittluck and Louise Flavahan and Bridget Callaghan", title = "Establishing an African Association for Health Professions Education and Research: Workshop in Brief", abstract = "At the request of the NIH Fogarty International Center, the National Academies of Sciences, Engineering, and Medicine's Board on Global Health convened a workshop just outside Kampala on February 1-4, 2016, to discuss the establishment of a permanent African association for health professions education and research that would build on the achievements of Medical Education Partnership Initiative (MEPI) and Nursing Education Partnership Initiative (NEPI) and expand their reach across the continent and the spectrum of health professions. The workshop brought together a diverse group of leaders in health professions education, representing 11 African countries and a range of professions including dentistry, laboratory sciences, medicine, nursing, pharmacy, and public health.", url = "https://nap.nationalacademies.org/catalog/23485/establishing-an-african-association-for-health-professions-education-and-research", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Patricia A. Cuff and Megan M. Perez", title = "Future Financial Economics of Health Professional Education: Proceedings of a Workshop", isbn = "978-0-309-45755-2", abstract = "An adequate, well-trained, and diverse health care workforce is essential for providing access to quality health care services. However, despite more than a decade of concerted global action to address the health workforce crisis, collective efforts are falling short in scaling up the supply of health workers. The resulting health workforce shortage affects people\u2019s access to quality health care around the globe.\n\nIn October 2016, the National Academies of Sciences, Engineering, and Medicine convened a workshop to explore resources for financing health professional education in high-, middle-, and low-income countries and innovative methods for financially supporting investments in health professional education within and across professions. Participants examined opportunities for matching population health needs with the right number, mix, distribution, and skill set of health workers while considering how supply and demand drive decisions within education and health. This publication summarizes the presentations and discussions from the workshop.", url = "https://nap.nationalacademies.org/catalog/24736/future-financial-economics-of-health-professional-education-proceedings-of-a", year = 2017, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Patricia A. Cuff and Erin Hammers Forstag", title = "Strengthening the Connection Between Health Professions Education and Practice: Proceedings of a Joint Workshop", isbn = "978-0-309-49096-2", abstract = "On November 13 and 14, 2018, members of the National Academies of Sciences, Engineering, and Medicine\u2019s Global Forum on Innovation in Health Professional Education participated in a joint workshop with affiliates of the National Center for Interprofessional Practice and Education. The workshop participants explored the intersection of health professions education and practice. Both sectors are working toward the same goal of improving the health of patients and populations, without compromising the mental stability and wellbeing of the workforce or its learners. However, while education and practice have the same goal, there is a need for greater alignment between the sectors to more fully realize these desired outcomes. For example, educators, practitioners, and administrators must learn to adapt and respond to the growing role of technology within a wider context, in order to most effectively apply higher education within health systems. This publication summarizes the presentations and discussions from the workshop.", url = "https://nap.nationalacademies.org/catalog/25407/strengthening-the-connection-between-health-professions-education-and-practice-proceedings", year = 2019, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Patricia A. Cuff", title = "Assessing Health Professional Education: Workshop Summary", isbn = "978-0-309-30253-1", abstract = "Assessing Health Professional Education is the summary of a workshop hosted by the Institute of\nMedicine's Global Forum on Innovation in Health Professional Education to explore assessment of health professional education. At the event, Forum members shared personal experiences and learned from patients, students, educators, and practicing health care and prevention professionals about the role each could play in assessing the knowledge, skills, and attitudes of all learners and educators across the education to practice continuum. The workshop focused on assessing both individuals as well as team performance. This report discusses assessment challenges and opportunities for interprofessional education, team-based care, and other forms of health professional collaborations that emphasize the health and social needs of communities.\n", url = "https://nap.nationalacademies.org/catalog/18738/assessing-health-professional-education-workshop-summary", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Academies of Sciences, Engineering, and Medicine", editor = "Patricia A. Cuff", title = "Envisioning the Future of Health Professional Education: Workshop Summary", isbn = "978-0-309-37779-9", abstract = "In April 2015, the Institute of Medicine convened a public workshop to explore recent shifts in the health and health care industry and their implications for health professional education (HPE) and workforce learning. This study serves as a follow-up to the 2009 Lancet Commission report on health professions education for the 21st century and seeks to expand the report's messages beyond medicine, nursing, and public health.\nEnvisioning the Future of Health Professional Education discusses opportunities for new platforms of communication and learning, continuous education of the health workforce, opportunities for team-based care and other types of collaborations, and social accountability of the health professions. This study explores the implications that shifts in health, policy, and the health care industry could have on HPE and workforce learning, identifies learning platforms that could facilitate effective knowledge transfer with improved quality and efficiency, and discusses opportunities for building a global health workforce that understands the role of culture and health literacy in perceptions and approaches to health and disease.", url = "https://nap.nationalacademies.org/catalog/21796/envisioning-the-future-of-health-professional-education-workshop-summary", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Patricia A. Cuff and Erin Hammers Forstag", title = "Improving Health Professional Education and Practice Through Technology: Proceedings of a Workshop", isbn = "978-0-309-47449-8", abstract = "A pressing challenge in the modern health care system is the gap between education and clinical practice. Emerging technologies have the potential to bridge this gap by creating the kind of team-based learning environments and clinical approaches that are increasingly necessary in the modern health care system both in the United States and around the world. To explore these technologies and their potential for improving education and practice, the National Academies of Sciences, Engineering, and Medicine hosted a workshop in November 2017. Participants explored effective use of technologies as tools for bridging identified gaps within and between health professions education and practice in order to optimize learning, performance and access in high-, middle-, and low-income areas while ensuring the well-being of the formal and informal health workforce. This publication summarizes the presentations and discussions from the workshop.", url = "https://nap.nationalacademies.org/catalog/25072/improving-health-professional-education-and-practice-through-technology-proceedings-of", year = 2018, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Patricia A. Cuff", title = "Building Health Workforce Capacity Through Community-Based Health Professional Education: Workshop Summary", isbn = "978-0-309-31387-2", abstract = "There is growing evidence from developed and developing countries that community-based approaches are effective in improving the health of individuals and populations. This is especially true when the social determinants of health are considered in the design of the community-based approach. With an aging population and an emphasis on health promotion, the United States is increasingly focusing on community-based health and health care. Preventing disease and promoting health calls for a holistic approach to health interventions that rely more heavily upon interprofessional collaborations. However, the financial and structural design of health professional education remains siloed and largely focused on academic health centers for training. Despite these challenges, there are good examples of interprofessional, community-based programs and curricula for educating health professionals.\nIn May 2014, members of the Institute of Medicine'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. Participants heard a wide variety of individual accounts from innovators about work they are undertaking and opportunities for education with communities. In presenting a variety of examples that range from student community service to computer modeling, the workshop aimed to stimulate discussions about how educators might better integrate education with practice in communities. Building Health Workforce Capacity Through Community-Based Health Professional Education summarizes the presentations and discussion of this event. ", url = "https://nap.nationalacademies.org/catalog/18973/building-health-workforce-capacity-through-community-based-health-professional-education", year = 2015, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Patricia A. Cuff and Megan M. Perez", title = "Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop", isbn = "978-0-309-44925-0", abstract = "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. It is the combination of institution or program accreditation with individual licensure\u2014for confirming practitioner competence\u2014that governments and professions use to reassure the public of the capability of its health workforce. Accreditation offers educational quality assurance to students, governments, ministries, and society. \n\nGiven the rapid changes in society, health, and health care, the National Academies of Sciences, Engineering, and Medicine hosted a workshop in April 2016, aimed to explore global shifts in society, health, health care, and education, and their potential effects on general principles of program accreditation across the continuum of health professional education. Participants explored 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. This publication summarizes the presentations and discussions from the workshop.", url = "https://nap.nationalacademies.org/catalog/23636/exploring-the-role-of-accreditation-in-enhancing-quality-and-innovation-in-health-professions-education", year = 2017, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Ann C. Greiner and Elisa Knebel", title = "Health Professions Education: A Bridge to Quality", isbn = "978-0-309-08723-0", abstract = "The Institute of Medicine study Crossing the Quality Chasm (2001) recommended that an interdisciplinary summit be held to further reform of health professions education in order to enhance quality and patient safety. Health Professions Education: A Bridge to Quality is the follow up to that summit, held in June 2002, where 150 participants across disciplines and occupations developed ideas about how to integrate a core set of competencies into health professions education. \n\nThese core competencies include patient-centered care, interdisciplinary teams, evidence-based practice, quality improvement, and informatics. This book recommends a mix of approaches to health education improvement, including those related to oversight processes, the training environment, research, public reporting, and leadership. Educators, administrators, and health professionals can use this book to help achieve an approach to education that better prepares clinicians to meet both the needs of patients and the requirements of a changing health care system. ", url = "https://nap.nationalacademies.org/catalog/10681/health-professions-education-a-bridge-to-quality", year = 2003, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Adam C. Berger and Samuel G. Johnson and Sarah H. Beachy and Steve Olson", title = "Improving Genetics Education in Graduate and Continuing Health Professional Education: Workshop Summary", isbn = "978-0-309-31605-7", abstract = "Many health care providers do not have either the knowledge or the tools they need in order to apply genetic information in their day-to-day practices. This lack of support is contributing to a substantial delay in the translation of genetic research findings, when appropriate, into improvement in patient outcomes within the health care system. Although the need to improve genetics knowledge among health care providers is clear, the best approaches to educating health care providers in a way that produces meaningful changes in clinical practice are not, especially given the competing coursework and training needs that exist in today's increasingly complex health care settings.\nTo examine the potential and the challenges of providing genetics education, the Roundtable on Translating Genomic-Based Research for Health of the Institute of Medicine hosted a workshop on August 18, 2014. The workshop examined a variety of approaches that could improve the teaching of genetics in the graduate and continuing education of health professionals; these approaches included online and interactive instruction, just-in-time approaches, the development of clinical decision-support tools, and the incorporation of genetics requirements into licensing and accreditation. This report summarizes the presentations and discussion of the event. \n\n", url = "https://nap.nationalacademies.org/catalog/18992/improving-genetics-education-in-graduate-and-continuing-health-professional-education", year = 2015, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Academies of Sciences, Engineering, and Medicine", editor = "Steve Olson", title = "Using Existing Platforms to Integrate and Coordinate Investments for Children: Summary of a Joint Workshop by the National Academies of Sciences, Engineering, and Medicine; Centre for Health Education and Health Promotion; and Wu Yee Sun College of the Chinese University of Hong Kong", isbn = "978-0-309-37797-3", abstract = "The integration and coordination of health, education, nutrition, social protection, and other services have the potential to improve the lives of children and their caregivers around the world. However, integration and coordination of policies and programs affecting early childhood development can create both risks and benefits. In different localities, these services are more or less effective in achieving their objectives. They also are more or less coordinated in delivering services to the same recipients, and in some cases services are delivered by integrated multisectoral organizations. The result is a rich arena for policy analysis and change and a complex challenge for public- and private-sector organizations that are seeking to improve the lives of children.\nTo examine the science and policy issues involved in coordinating investments in children and their caregivers, the Forum on Investing in Young Children Globally held a workshop in Hong Kong on March 14-15, 2015. Held in partnership with the Centre for Health Education and Health Promotion and Wu Yee Sun College of the Chinese University of Hong Kong, the workshop brought together researchers, policy makers, program practitioners, and other experts from 22 countries. This report highlights the presentations and discussions of the event.", url = "https://nap.nationalacademies.org/catalog/21799/using-existing-platforms-to-integrate-and-coordinate-investments-for-children", year = 2015, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", title = "Redesigning Continuing Education in the Health Professions", isbn = "978-0-309-14078-2", abstract = "Today in the United States, the professional health workforce is not consistently prepared to provide high quality health care and assure patient safety, even as the nation spends more per capita on health care than any other country. The absence of a comprehensive and well-integrated system of continuing education (CE) in the health professions is an important contributing factor to knowledge and performance deficiencies at the individual and system levels.\n\nTo be most effective, health professionals at every stage of their careers must continue learning about advances in research and treatment in their fields (and related fields) in order to obtain and maintain up-to-date knowledge and skills in caring for their patients. Many health professionals regularly undertake a variety of efforts to stay up to date, but on a larger scale, the nation's approach to CE for health professionals fails to support the professions in their efforts to achieve and maintain proficiency.\n\nRedesigning Continuing Education in the Health Professions illustrates a vision for a better system through a comprehensive approach of continuing professional development, and posits a framework upon which to develop a new, more effective system. The book also offers principles to guide the creation of a national continuing education institute.", url = "https://nap.nationalacademies.org/catalog/12704/redesigning-continuing-education-in-the-health-professions", year = 2010, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Felicia Cohn and Marla E. Salmon and John D. Stobo", title = "Confronting Chronic Neglect: The Education and Training of Health Professionals on Family Violence", isbn = "978-0-309-07431-5", abstract = "As many as 20 to 25 percent of American adults\u2014or one in every four people\u2014have been victimized by, witnesses of, or perpetrators of family violence in their lifetimes. Family violence affects more people than cancer, yet it's an issue that receives far less attention. Surprisingly, many assume that health professionals are deliberately turning a blind eye to this traumatic social problem. \nThe fact is, very little is being done to educate health professionals about family violence. Health professionals are often the first to encounter victims of abuse and neglect, and therefore they play a critical role in ensuring that victims\u2014as well as perpetrators\u2014get the help they need. Yet, despite their critical role, studies continue to describe a lack of education for health professionals about how to identify and treat family violence. And those that have been trained often say that, despite their education, they feel ill-equipped or lack support from by their employers to deal with a family violence victim, sometimes resulting in a failure to screen for abuse during a clinical encounter. \nEqually problematic, the few curricula in existence often lack systematic and rigorous evaluation. This makes it difficult to say whether or not the existing curricula even works. \nConfronting Chronic Neglect offers recommendations, such as creating education and research centers, that would help raise awareness of the problem on all levels. In addition, it recommends ways to involve health care professionals in taking some responsibility for responding to this difficult and devastating issue. \nPerhaps even more importantly, Confronting Chronic Neglect encourages society as a whole to share responsibility. Health professionals alone cannot solve this complex problem. Responding to victims of family violence and ultimately preventing its occurrence is a societal responsibility\n", url = "https://nap.nationalacademies.org/catalog/10127/confronting-chronic-neglect-the-education-and-training-of-health-professionals", year = 2002, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Linda Hawes Clever and M.E. Bonnie Rogers and Andrea M. Schultz and Catharyn T. Liverman", title = "Occupational Health Nurses and Respiratory Protection: Improving Education and Training: Letter Report", isbn = "978-0-309-21548-0", abstract = "Occupational health nurses (OHNs) are front-line advocates for preventing illness and injury and protecting health in a variety of workplace settings, including the areas of agriculture, construction, health care, manufacturing, and public safety. OHNs need education and training in respiratory protection in order to ensure both their safety and the safety of America's workers. \n\nAt the request of the National Personal Protective Technology Laboratory of the National Institute for Occupational Safety and Health, the Institute of Medicine (IOM) examined existing respiratory protection curricula and made recommendations to improve education and training in respiratory protection for OHNs. The IOM finds that current respiratory protection education receives varying amounts of dedicated time and resources and is taught using a variety of approaches. Several recommendations are made to improve the respiratory protection education and training of OHNs.", url = "https://nap.nationalacademies.org/catalog/13183/occupational-health-nurses-and-respiratory-protection-improving-education-and-training", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" }