It’s estimated that within the next ten years there may be a substantial shortfall in the total number of physicians worldwide. In the United States alone it is expected that we will have about 20% fewer physicians than we need.
Such projections are hardly new. In 1960 there was a similar prediction and despite recent increases in the number of medical graduates and a great increase in the number of internationally-trained medical professionals, we still have fewer physicians per 100,000 population than we did in 1960. (We have fewer physicians per 100K population than we did in 1900 but that’s a story I’ve told before.) The practice of importing ITMPs by the United States, Canada, the United Kingdom, France, and Germany from Asia, Latin America, and Africa actually exacerbates the shortage in those places.
A startup has devised an innovative approach to medical education with an eye on addressing the problem. Tech Crunch reports:
Lenihan’s thesis is twofold. The first is that medical schools are looking at the wrong signals to determine who they accept. And once accepted, university resources are misallocated by focusing on having professors lecturing to students instead of providing more interactive and practical examples of lessons in the classroom.
Lenihan first began changing admissions guidelines and teaching practices at Touro. He expanded the number of students admitted to the medical school and told teachers to start recording their lectures and distributing them before class.
In the classroom students were quizzed and assessed on their ability to understand and retain the material. It allowed teachers to identify areas where students were falling behind and begin tailoring the lessons to meet individual students’ needs. This new teaching paradigm also let educators determine who would be best pursuing a different path in their studies of medicine. Underperforming students could be referred to nursing school or technical fields where they could still become health care professionals (even if working as a doctor was beyond their ability).
With the success these education innovations had at Touro (admissions were up, students were being accepted into top residency programs, and in-class performance was up across the board), Lenihan began looking for a way to expand on his innovations.
It will be interesting to see how the medical profession and establishment react to their methods, flying in the face, as it does, of the strategy that has been used in medical education in this country for well over a century. Since 1910 the guiding vision has been “fewer better doctors” with “better” defined as more selective and better equipt to be medical researchers.
On the one hand physicians presently practicing are understandably committed to the old strategies and may be concerned about threats to their livelihoods. On the other hand the younger cohorts may well be more amenable not only to new strategies for selecting and training physicians but to telemedicine and other strategies for putting medical resources where they’re most needed.