Health care delivery is changing in virtually every domain — affecting primary, tertiary, and quaternary care; crossing disciplines and engaging all health professions; and involving both processes and outcomes of care. All of these changes are marked by a major overarching theme quality improvement and patient safety (QI/PS). Simultaneously, medical research is shifting, broadening its scope to include health care delivery or implementation science studies of “what works in health care.”
Parallel to the changes in health care delivery and reinforced by the strengthening of health care delivery research, there is a similar evolution occurring in medical education. Possibly less familiar, these changes are no less profound. Academic medical centers (AMCs) and teaching hospitals in the United States are leading a major shift in the content and process of medical education through new models of competency-based learning and assessment and interprofessional team-based care.