Ross-Lee B, Kiss L E, Weiser M A
Ohio University College of Osteopathic Medicine, Athens 45701-2979, USA.
J Am Osteopath Assoc. 1997 Aug;97(8):463-8. doi: 10.7556/jaoa.1997.97.8.463.
Calls for medical education reform focus on four major criticisms directed at curricular content and context, infrastructure fragmentation, specialty mix, and the lack of integration with community and public health. In the previous article in this two-part series, authors from the osteopathic medical education community focused on uniquely osteopathic reforms for the curriculum and the fragmented educational system. That article documented the leadership position of osteopathic medical education in implementing reforms with respect to these two criticisms. The authors of this second article tackle the osteopathic contributions to workforce issues related to the generalist-to-specialist imbalance, the opportunities to move from a community-based profession to a profession accountable for community health, and the potential for technologic advances to aid in reform in all four areas under consideration in both articles. They conclude that the osteopathic medical profession can lead medical education reform in the United States with visionary leadership in place.
医学教育改革的呼声聚焦于针对课程内容与背景、基础设施分散、专业组合以及缺乏与社区和公共卫生整合的四大批评。在这个两部分系列文章的上一篇中，整骨医学教育界的作者们专注于课程和分散教育系统方面独特的整骨疗法改革。那篇文章记录了整骨医学教育在针对这两项批评实施改革方面的领导地位。第二篇文章的作者探讨了整骨疗法在与通科医生与专科医生失衡相关的劳动力问题、从以社区为基础的职业转向对社区健康负责的职业的机遇，以及技术进步在两篇文章所考虑的所有四个领域助力改革的潜力方面所做的贡献。他们得出结论，整骨医学专业在美国可以凭借有远见的领导力引领医学教育改革。
