Medicine 2.0 Meets Education 3.0
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Abstract
Background
Due to changing healthcare professional-patient relationships, interprofessional dynamics and technological advances, the social complexity of work in healthcare professions increases. As a reaction to this development, team-based approaches to education are gaining influence. The increasing complexity also poses higher demands on social competence and IT-literacy. Current traditional higher education does not to fully provide a solution for this change in demands due to a variety of reasons among which: 1. Educational culture and traditions, 2. Professional organization and 3. Generational challenges.
Summary of Work
After noting various definitions for Medicine 2.0 and Education 3.0 in literature, the three authors, former European student activists and junior professionals in the fields of Medicine, Pharmacy and Psychology, working in the fields of education & e-learning, clinical neurology and training, took on a review of the bottlenecks between “Theory†(our academic education) and “Practice†synthesizing advances in educational literature and medicine 2.0 literature with our personal commitment to take on our professional roles and to contribute to take responsibility in the process of healthcare improvement.
Summary of Results
We have identified a number of misalignments between educational outcomes and the needs in professional reality. From en educational perspective, we observed the following topics to pose problems: social competence, problem solving skills and IT literacy. When we focus on education delivery, the topics which seem to require more attention are: individualization of the educational experience and pedagogies of engagement.
Our proposed approaches to come to a solution of these misalignments are: 1. Make all students (peer) trainers and educators, 2. Students of all fields of healthcare need early exposure to each other to learn to appreciate each others’ expertise and to foster mutual learning and networking.3. Align reward systems with desired educational outcomes 4. Make education fit the individual.
Based on these approaches, we designed an international summerschool on Parkinson’s Disease revolving around teamwork in healthcare, innovation in education and creativity in research. The purpose of this summerschool is to develop an educational format which may make a meaningfull contribution to the development of junior professionals to a new way of working. We will share evaluation and design data from two editions of this summerschool (Adana 2009, Ljubljana 2010) to illustrate our achievements.
Conclusions
Unleashing the power of personal motivation and leadership development across healthcare disciplines during education and training of healthcare professionals, is a powerful way to engage a larger number of young professionals in the process of innovation in healthcare settings.
Take Home Message
When we pay more attention to the anatomy of human motivation in both our academic education as well as clinical practice, we can fully seize the opportunities created by the power of motivation and (com)passion of young healthcare workers, wishing to contribute to a better healthcare.
Due to changing healthcare professional-patient relationships, interprofessional dynamics and technological advances, the social complexity of work in healthcare professions increases. As a reaction to this development, team-based approaches to education are gaining influence. The increasing complexity also poses higher demands on social competence and IT-literacy. Current traditional higher education does not to fully provide a solution for this change in demands due to a variety of reasons among which: 1. Educational culture and traditions, 2. Professional organization and 3. Generational challenges.
Summary of Work
After noting various definitions for Medicine 2.0 and Education 3.0 in literature, the three authors, former European student activists and junior professionals in the fields of Medicine, Pharmacy and Psychology, working in the fields of education & e-learning, clinical neurology and training, took on a review of the bottlenecks between “Theory†(our academic education) and “Practice†synthesizing advances in educational literature and medicine 2.0 literature with our personal commitment to take on our professional roles and to contribute to take responsibility in the process of healthcare improvement.
Summary of Results
We have identified a number of misalignments between educational outcomes and the needs in professional reality. From en educational perspective, we observed the following topics to pose problems: social competence, problem solving skills and IT literacy. When we focus on education delivery, the topics which seem to require more attention are: individualization of the educational experience and pedagogies of engagement.
Our proposed approaches to come to a solution of these misalignments are: 1. Make all students (peer) trainers and educators, 2. Students of all fields of healthcare need early exposure to each other to learn to appreciate each others’ expertise and to foster mutual learning and networking.3. Align reward systems with desired educational outcomes 4. Make education fit the individual.
Based on these approaches, we designed an international summerschool on Parkinson’s Disease revolving around teamwork in healthcare, innovation in education and creativity in research. The purpose of this summerschool is to develop an educational format which may make a meaningfull contribution to the development of junior professionals to a new way of working. We will share evaluation and design data from two editions of this summerschool (Adana 2009, Ljubljana 2010) to illustrate our achievements.
Conclusions
Unleashing the power of personal motivation and leadership development across healthcare disciplines during education and training of healthcare professionals, is a powerful way to engage a larger number of young professionals in the process of innovation in healthcare settings.
Take Home Message
When we pay more attention to the anatomy of human motivation in both our academic education as well as clinical practice, we can fully seize the opportunities created by the power of motivation and (com)passion of young healthcare workers, wishing to contribute to a better healthcare.
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