The functional relationships of medical schools and health services.
Medical schools need good functional relationships with the health systems in which their students, graduates and staff will learn and work. With increasing complexity and rising costs of health delivery the 2 types of organisation have become more interdependent but not always as collaborating partners. Recent changes in the organisation of undergraduate medical education have been reactive to re-structuring of health services. For example, traditional teaching hospitals have become more specialised and less suitable for general medical education. While this has helped to decentralise medical education into appropriate clinical environments, these and other changes have generally been adaptive to the health systems rather than being instigated by the medical schools for educational reasons. This discussion paper examines the nature of the relationships and their contributory elements. A taxonomy of functional relationships is proposed with primary categories of (i) autonomy (ii) contiguity (iii) interdependence (iv) collaboration, and (v) obligation. It is suggested that medical schools should become more assertive in application of their creative talents and educational resources throughout the environment in which their graduates will use their medical skills, and in which they will work with other health care professionals.
Lewkonia
Ray
R
Department of Health Care Education, University of Liverpool, UK. rlewkoni@calgary.ca
D000416:Alberta; D003695:Delivery of Health Care / Q000458:organization & administration*; D004504:Education, Medical, Undergraduate / Q000379:methods*; D006801:Humans; D015274:Interdepartmental Relations; D007373:Interinstitutional Relations; D012577:Schools, Medical / Q000458:organization & administration*