NON-MEDICAL PROFESSIONALS (NMP) IN MEDICAL EDUCATION Joan Prat, UdL, Spain AMSE,Turku Sep. 05
Medicine as a profession maintenance of the health of the populations provision of health services to individuals research to improve all these society services • Then, the bases of medical practice are found in a wide variety of natural and social sciences, technological principles and communication skills and also in a deep understanding of the human condition and its feelings and beliefs
Medical schools, built for education of the doctors (also CME) research for new improvements in all health related areasIt is essential to clearly reflect that commitment to health in the mission statement • Most of the areas of the human expertise are needed for a founded understanding of the medical exercise, and can be needed for education and/or research in a medical school.
A wide variety of NMP can have their role in medical education • Physicists: basis of the diagnostic technology • Lawyers: legal aspects of practice, patient’s rights • Psychologists: understanding behavior • Chemists: basis of life chemistry, chemical therapy and chemicals pathology • Philologists: language skills • Mathematicians: understanding statistics and life mathematics • Communicators (actors, communication sciences): inter-personal and groupal communication. • Sociologists: social aspects of medicine • Economists: economical aspects of the health allowances and costs of the health provision, concept of cost/benefits and restrictions • Biologists: of course…. • Educators: to better educate new doctors….and a long etcetera….
Not all these professionals must be present in all schools!!!! • This must be dependent on several aspects: • Curricular orientation • Skills of the medical staff • Research orientation • Economical resources • Opportunities of supply
Managing non-medical professionals • The activities of NMP in the medical school should be dedicated to health-related activities, educating and studying the current health relevant questions • An ideal situation is to place them in a multidisciplinary team leaded by a clinician • Different administrative situations: • NMP integrated in medical departments • basic medical (premedical) departments with mixed staff • NMP from non-medical departments (medical schools in a university that have that areas of competence) • Non staff occasionally contracted NMP
NMP integrated in medical departments The faculty (dean) and the department (head) must determine the goals and activities to be developed in education and research by the NMP NMP from non-medical departments Medical school (dean) must negotiate a agreement with the department (head) and with the proposed NMP to determine the objectives and the framework of the collaboration Managing different situations • basic medical or premedical departments with mixed staff • Medical school must agree with the premedical departments its commitment with the mission, goals and orientations of the medical school, to achieve a synergy between school and dept.
Anyway, some activities must be preserved for doctors • Strategic direction of the faculty • Relations with the health system (hospitals, health authorities) • Curriculum and curriculum development • Outcomes definition (competences) • Vocational tutoring • Clinical training
Some medical schools are leaded by NMP due to the low level of university commitment of the clinical staff. This situation can threat the essential of a medical school : • education and research for human health provision and maintenance.