Recent Trends in Medicare Profession

Once in a century, Pandemic would profoundly change the entire world in healthcare, lives, education and professionalism. Bringing back the ‘new normal’ life is herculean task force for the Medicare professionals. To meet the evolving challenges they should update their learning and serving process.

Few trends are listed out for the Medicare practitioners to update their learning process.

  1. Inter-professional education

There is an increasing body of evidence that medicare delivered by highly functioning, collaborative teams leads to better patient outcomes. The strong uni-professional education leads to strong inter-professional education.  It helped bring about a cultural change towards greater openness and inclusion that has benefited all faculty and students. Innovative use of educational technology such as simulation and on-line, asynchronous learning can help overcome logistical barriers and complement face to face encounters and real patient experiences.

  1. Integrated clinical education

This model creates opportunities for inter-professional learning and the development of team-based skills, which are much harder to accomplish in short rotations in the intense hospital environment. The continuity of the relationship between learner and faculty affords the opportunity to do much more meaningful assessment and give feedback more continuously in the developmental process. This is a prerequisite to achieving competency-based education. Learners in longitudinal experiences can be much more successfully integrated into the workflow of care organizations.


  1. Humanistic Missions

It is absolutely essential that every health professional has a keen understanding of the basic and clinical sciences as they pertain to their practice and keep current in them. The ultimate goal of health professional education is to improve the health of the public then one would be incomplete as a health professional without an understanding of the social determinants of health. Humanism is elevated not at the expense of science, but to be allied with science so that they together can improve the health of the public. Health professionals should learn advocate constructive social change and it is part of their professional responsibility to fulfil their social contract.

  1. Emphasis on life-long learning and long term well being

 The life-long learning is that it also facilitates the focus on learner and clinician well-being. There has been an alarming rise in the reported rate of burnout among health professional learners and clinicians. The final goal of all health professions education is improved health of the patient, the progressive increase in responsibility across the educational continuum enables learners to find purpose in their work and feel like they are making contributions. The health professionals who can understand and address the social determinants of health in order to lessen the widening health disparities and improve health for all.


  1. Producing Competent Practitioners

Health professions education has the responsibility to society to produce practitioners who are competent across broad domains of knowledge, attitudes, and skills. Competency-based education begins with an uncompromising focus on transcending the needs of contemporary society for improved health care into competencies that must be mastered by health professionals across all disciplines. The work must be inter professional, emphasize continuity and the continuum of education, and will be facilitated by educational technologies.

 All of these trends together will in fact be shown if we want to produce the health professionals we need for an optimal health-care system and a healthy public. It is expected of the future health-care professionals who are truly collaborative, community oriented, cognizant of the social determinants of health, resilient, competent life-long learners who are adept at harnessing technology to serve their patients, and who possess empathy and compassion.

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