Selecting for a sustainable workforce to meet the future healthcare needs of rural communities in Australia.

An undersupply of generalists doctors in rural communities globally led to widening participation (WP) initiatives to increase the proportion of rural origin medical students. In 2002 the Australian Government mandated that 25% of commencing Australian medical students be of rural origin. Meeting this target has largely been achieved through reduced standards of entry for rural relative to urban applicants.

Climbing the ladder from novice to expert plastic surgeon.

This article reviews the nature of novice and expert thinking and shows how pattern recognition is a key distinction between the two. The article also discusses the ladder that learners climb as they move from medical student to senior staff surgeon and suggests ways of viewing surgical trainees as they progress through the process so that learning activities can be adopted that best fit them.

Some thoughts about creating healthcare professionals that match what societies need.

Healthcare is becoming increasingly complex across the globe; technology, delivery models, economic requirements, demographics and the epidemiology of disease are changing at a rapid pace. Despite the multiple efforts in defining common competencies and standards that all healthcare professionals should meet, it has become clear that educational and training programs have to adjust to the needs of societies they serve, and that the institutions that design and deliver those programs need to be accountable to society for the products they produce. Academic institutions that educate healthcare professionals will have to interact differently with the many stakeholders needed to create effective and efficient, and culturally appropriate healthcare systems.

Reform of a traditional clinical curriculum in Japan: experiences at Tokyo Medical and Dental University.

Background: Until recently, Japanese legislative guidelines dictated that undergraduate clinical training consisted of students' observations of clinicians' work. In 2006, Tokyo Medical and Dental University initiated a reform of their traditional undergraduate clinical curriculum. The reform integrated students into patient care teams, and included the implementation of a clinical faculty 'tutor'.