p-ISSN 2146-796X
e-ISSN 2146-7978
Yunus Söylet

Recep Öztürk
Salih Murat Akkın
Süphan Nasır

Associate Editors
Burak Önal
Harun Serpil
Yiğit Yurder
2020 Volume 10
Deomed Publishing
Journal Logo
Volume 3, Issue 1, April 2013,
Page(s): 9-11
Received: March 27, 2013; Accepted: April 10, 2013; Published online: April 26, 2013
doi:10.2399/yod.13.007; Copyright © 2013, Deomed
Relationship between health management and health education
S. Haluk Özsarı (E-mail)
Healthcare Management Department, Faculty of Health Sciences, Istanbul University, Istanbul, Turkey
Changing paradigms in health such as change of population structure, scientific developments, increase of expectation etc. have raised the need of specialization by making health management and health education more important day by day. In the case of medical education, three phases stand out, which are the education given before graduation in medicine faculties, post-graduation education given as specialty training, and continuing medical education taken throughout the professional practice that seem apart from each other but actually complete one another. For instance, the education given before graduation in medicine faculties can be provided as a classic, integrated, problem-based or combined model. Their sub-models which are society-based, active, student-centered, qualification-based, and evidence-based education etc. can be also used. It is expressed that information load is over student capacity, basic sciences are taught without associating with clinical practices and healthcare services are thought inside the box in classical medical education; while in integrated education, course contents are prepared together with related faculty members and the freedom of faculty members is more limited compared to classical education, students meet with patients early, and it is seen that it may not be appropriate sometimes to lead students towards patients without the knowledge of basic medical terms. Consequently, regardless of the model applied in medical education curriculum, it becomes obligatory to update the curriculum according to current conditions and changing paradigms of healthcare services, and to renew according to the requirements of health management. It was suggested in the meeting of “Global Standards in Medical Education for Better Health Care” in 2003 that sustainable, measurable, achievable, relevant and time bound standards should be the main topics of smart medical education. Therefore, through this perspective, undergraduate and postgraduate education curricula should be rearranged, an association of society and related industries with university should be established, changing paradigms of health should be picked up, and moreover, initiation of new changes should be led up.
Keywords: Changing paradigms, health education, health management, update.
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Yükseköğretim Dergisi / Journal of Higher Education (Turkey)

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