Remediation in Medical Education: A Mid-Course Correction PDF
Preview Remediation in Medical Education: A Mid-Course Correction
Adina Kalet Calvin L. Chou Editors Remediation in Medical Education A Mid-Course Correction 123 Remediation in Medical Education Adina Kalet (cid:129) Calvin L. Chou Editors Remediation in Medical Education A Mid-Course Correction Editors Adina Kalet, MD, MPH Calvin L. Chou, MD Offi ce of Medical Education Department of Medicine Department of Medicine University of California New York University School of Medicine San Francisco School of Medicine New York , NY , USA San Francisco VA Medical Center San Francisco , CA , USA ISBN 978-1-4614-9024-1 ISBN 978-1-4614-9025-8 (eBook) DOI 10.1007/978-1-4614-9025-8 Springer New York Heidelberg Dordrecht London Library of Congress Control Number: 2013951225 © Springer Science+Business Media New York 2014 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifi cally for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) To Celia Kalet, who would have understood this work. I do it in her honor. A.K. To our learners, past and present, who challenge and inspire us to be better educators and physicians. C.C. and A.K. Foreword For those who live by the adage “Impossible is only an opinion,” intolerable conditions lead to action. In 1988, Dr. Arnold Gold, a Pediatric Neurologist and Professor at the Columbia University College of Physicians and Surgeons with an optimistic, dedicated group of activist colleagues, medical educators, and community leaders established the Arnold P. Gold Foundation (APGF; http://www.humanism-in-medicine.org ) . They acted in response to the glori- fi cation of technology as a replacement of the medical profession’s historic dedication to caring for people who were ill and suffering. As a consummate clinician, Gold was excited to see improved diagnostic and treatment oppor- tunities for his patients, but he was profoundly disappointed in the medical profession’s growing disinterest in patient-centered care. In his experience, young physicians were losing their desire and ability to establish the trusting relationship with patients essential to optimal healthcare. The initial Gold Foundation goals included nurturing and preserving the tradition of the caring physician to improve the patient experience and reem- phasizing that the standard of excellence in medicine demands that physician trainees become as caring and compassionate as they are scientifi cally profi - cient and technically well-trained. A corollary was that compassion and empathy had to be taught explicitly within the core medical curriculum. Against the odds, happily, “humanism in medicine” is now encoded in the core competencies assessed by the MCAT and required for medical licensure in medical school and residency programs globally. The Gold Foundation’s heart-shaped logo is a familiar sight at white coat ceremonies throughout the nation and abroad, prominently featured on the label pins worn by students and faculty at 96 % of our country’s accredited schools of medicine. There are Gold Humanism Honor Society chapters at 104 medical schools and has approximately 18,000 members. The coveted, internationally competitive Gold Professorship has produced a cadre of extraordinary, humanistic faculty members throughout North America. This past year, the Gold Foundation’s Research Institute for Humanism and Professionalism , was established to: • Create a national agenda for disseminating published peer-reviewed research on the impact of humanistic medical practices • Encourage and support the development of new valid and reliable assess- ment instruments • Improve the quality of research projects on humanistic practice • Assess the impact of the Foundation’s work on education, practice, and the practitioner’s professional life ix
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