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Ilimin likita a Amurka

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Ilimin likita a Amurka
education in country or region (en) Fassara
Bayanai
Ƙaramin ɓangare na Ilimin likita
Filin aiki medicine (en) Fassara
Ƙasa Tarayyar Amurka
asibiti Jackson Memorial a Miami, Florida, wanda ke aiki a matsayin asibitin koyarwa na farko na Makarantar Kiwon Lafiya ta Milppler a Jami'ar Miami

  Ilimin likita a Amurka ya haɗa da ayyukan ilimi da ke da alaƙa da ilimi da horar da likitoci a cikin ƙasar, tare da tsari gaba ɗaya daga ƙoƙarin horar da matakin shiga har zuwa ci gaba da ilimi na ƙwararrun ƙwararru.

An gabatar da tsari na al'ada na hanyar ilimin likita a ƙasa. magunguna sana'a ce daban-daban tare da zaɓuɓɓuka da yawa. Misali, wasu likitoci suna aiki a cikin bincike magunguna, [1] likitancin sana'a (a cikin kamfani), [2] likitan lafiyar jama'a (yana aiki don lafiyar jama'ar a wani yanki), ko ma shiga rundunar soji a Amurka. [3] Sauran likitocin kulawa ne na farko a cikin aikin sirri kuma har yanzu wasu suna aiki da manyan tsarin kiwon lafiya.[4]

Batutuwan da suka shafi ilimi mafi girma a Amurka suna da tasiri sosai a cikin wannan mahallin, tare da masu sharhi da yawa da ke nuna damuwa game da karancin likitoci a cikin al'umma.[5] Wasu sun ce rashin rarraba babbar ƙalubale ce, kuma hamadar kiwon lafiya ta kasance batun damuwa.[6]

Makarantar kiwon lafiya

[gyara sashe | gyara masomin]

A Amurka, makarantar likita wata cibiya ce da manufar ilimantar da daliban likita a fagen kiwon lafiya.[7] Yawancin makarantun likitanci suna buƙatar ɗalibai su riga sun kammala digiri na farko, kodayake Makarantar Kiwon Lafiya ta CUNY a New York tana ɗaya daga cikin 'yan kalilan a Amurka waɗanda ke haɗa pre-med tare da makarantar likita.[8]

Da zarar an shiga makarantar likita, yawanci shekaru huɗu na karatun ci gaba (wani lokacin shekaru uku [9] ko shekaru biyar ) galibi ana raba su zuwa abubuwa biyu: pre-clinical (wanda ya ƙunshi darussan koyarwa a cikin kimiyyar asali) da kuma asibiti (clerkships wanda ya ƙunshi juyawa ta hanyar unguwanni daban-daban na asibitin koyarwa). A tarihi, waɗannan ɓangarorin biyu sun kasance kusan daidai, amma matakin kafin aikin sakatare yana raguwa a cikin 'yan shekarun nan tare da matakin asibiti ya zama ya fi tsayi.[10] Makarantu da yawa sun kuma kirkiro matsayi na asibiti mai ma'ana ga ɗalibai, tun daga farkon shekara ta farko.[11] Wannan yana ba da mahallin asibiti don ka'idojin tushe kuma yana da mahimmanci a cikin ƙwarewar ƙwararru.[11]

Ilimi na Interprofessional (IPE) yana zama wani muhimmin bangare na makarantar likita.[12] IPE ya ƙunshi ɗalibai daga fannonin kiwon lafiya suna karatu tare don haɓaka haɗin gwiwa da ƙwarewar ƙungiya da inganta sakamakon kula da haƙuri. Wannan hanyar tana da mahimmanci musamman yayin da ayyukan kiwon lafiya ke canzawa zuwa tsarin daidaitawa na ƙungiya.[13]

Digirin da aka bayar a ƙarshen makarantar likita shine Doctor of Medicine (M.D.) ko Doctor of Osteopathic Medicine (D.O.) dangane da ma'aikatar. Dukkanin digiri suna bawa mai riƙe damar yin aikin likita bayan kammala shirin zama mai izini.[14][15]

Gudanar da ilimin likitanci

[gyara sashe | gyara masomin]

Yawancin ɗaliban likitancin Amurka suna tallafawa makarantar likitanci da kansu ta hanyar haɗuwa da albarkatun mutum da na iyali da rance. Jimlar kashi 73% na wadanda suka kammala karatun likitanci suna da bashin ilimi, tare da $ 200,000 kasancewa matsakaicin bashin.[16] Wannan farashi yana ba da gudummawa ga rashin bambancin tattalin arziki tsakanin ɗaliban likitancin Amurka tare da kusan kashi ɗaya cikin huɗu na dukan ɗaliban likitoci da ke fitowa daga iyalai masu samun kuɗi a saman 5% na ƙasar.[17] Rabin dukkan daliban likitancin Amurka sun fito ne daga iyalai masu samun kudin shiga a saman quintile.[17]

Zaɓuɓɓuka daban-daban don biyan kuɗin makarantar likita sun haɗa da tallafin karatu [18] da alkawuran sabis [19] (soja [20] ko sabis na jama'a [21]). Wasu makarantun likitanci ma ba sa cajin karatu.[22]   A cikin shekara ta ƙarshe ta makarantar likita, ɗalibai suna neman zama, wanda kuma ake kira ilimin likitanci na digiri (GME), a cikin filin da suka zaɓa na ƙwarewa.[23] Wadannan sun bambanta a cikin gasa dangane da sha'awar ƙwarewar, darajar shirin, da kuma yawan masu neman da suka danganci yawan matsayi da ke akwai.[24] Dukkanin sai dai 'yan matsayi ana ba da su ta hanyar algorithm na wasan kwamfuta na kasa. Wannan algorithm yana ba da fifiko ga abubuwan da mai nema ke so kuma yana haɗa su da shirye-shiryen da suka fi son su.[25]

A watan Yulin 2015, Majalisar Gudanarwa don Ilimin Likita na Graduate, Ƙungiyar Osteopathic ta Amurka, da Ƙungiyar Kwalejin Kwalejin Osteopathic ta Amurka sun sanya hannu kan yarjejeniyar fahimtar aiki don yin aiki zuwa tsarin ƙididdiga guda ɗaya don zama wanda zai horar da likitocin MD da DO.[26] Wannan tsari ya ƙare a watan Yunin 2020, kuma ɗaliban MD da DO sun shiga wasa ɗaya.[26] Wasan guda ɗaya ya kara yawan wasan ga waɗanda suka kammala karatu a makarantun likitanci na osteopathic.[27]

Kwamitin Gudanarwa don Ilimin Likita na Graduate ya kafa Bukatar Shirin Kasuwanci da Tsarin ƙwarewa na raba [28] don duk wuraren zama da aka amince da su, kodayake kowane ƙwarewa yana bayyana manufofin ilmantarwa da abubuwan da ake buƙata. Shirye-shiryen sun fara ne daga shekaru 3 bayan makarantar likita don likitanci na ciki da likitanci, zuwa shekaru 5 don tiyata ta gaba ɗaya, zuwa shekaru 7 don neurosurgery.[29]

Abokan hulɗa

[gyara sashe | gyara masomin]

Haɗin kai shiri ne na horo na cikakken lokaci, wanda ke mai da hankali kan wani yanki na musamman a cikin ƙwararrun, tare da buƙatu fiye da wurin zama. Yawancin fannoni na musamman suna buƙatar horo na yau da kullun fiye da zama. Misalan waɗannan sun haɗa da ilimin zuciya, endocrinology, oncology bayan maganin ciki; cututtukan zuciya na zuciya bayan anestesiology; tiyatar zuciya, tiyatar yara, tiyatar tiyatar tiyata bayan gama-gari; Haihuwar endocrinology/rashin haihuwa, maganin mahaifa- tayi, likitan mata bayan haihuwa/gynecology. Akwai wasu da yawa ga kowane fanni na karatu. A wasu ƙwararru kamar ilimin cututtuka da ilimin rediyo, yawancin mazaunan da suka kammala karatun suna ci gaba da haɓaka horo. Shirye-shiryen horarwa na waɗannan fagagen ana san su da haɗin gwiwa kuma mahalarta su ƴan uwan juna ne, don nuna cewa sun riga sun kammala zama kuma sun cancanci hukumar ko hukumar da aka ba da takardar shedar ƙwarewa ta asali. Abokan haɗin gwiwa suna da tsayi daga shekara ɗaya zuwa uku kuma ana ba su ta aikace-aikacen zuwa shirin mutum ɗaya ko kwamitin shirya yanki na musamman. Abokan tarayya sukan ƙunshi ɓangaren bincike.[30]

Takaddun shaida na kwamitin

[gyara sashe | gyara masomin]

Dole ne likitoci su wuce jarrabawa a cikin ƙwarewarsu don su zama masu takardar shaidar kwamitin.[31] Wasu allon na musamman suna buƙatar rajistar abubuwan da suka faru na farko. Kowace daga cikin ƙwarewar likitanci 24 tana da buƙatu daban-daban ga masu aiki don ci gaba da ayyukan ilimin likitanci.[31]

Ci gaba da ilimin likita

[gyara sashe | gyara masomin]

Ci gaba da ilimin likitanci (CME) yana nufin ayyukan ilimi da aka tsara don ƙwararrun likitoci. Yawancin allon ba da lasisi na jihohi da allunan takaddun shaida na musamman suna buƙatar likitoci su sami ɗan ƙima na CME don kiyaye lasisi da takaddun shaida.] Likitoci na iya karɓar darajar CME daga ayyuka iri-iri, gami da halartar abubuwan da suka faru, buga labaran da aka yi bita, da kuma kammala darussan kan layi. Akwai manyan tsarin kiredit na likita guda uku a cikin Amurka: na Cibiyar Nazarin Likitocin Iyali ta Amurka (AAFP), Ƙungiyar Likitocin Amurka (AMA) da Ƙungiyar Osteopathic ta Amurka (AOA). AAFP, AMA (a haɗe tare da Majalisar Amincewa don Ci gaba da Ilimin Kiwon Lafiya (ACCME), da AOA suna ƙayyade buƙatun ayyukan CME a cikin tsarin su.

Akwai girma da girma akan bambance-bambance, daidaito da haɗawa (DEI) a cikin ilimi. Magance rashin daidaiton lafiya da ba da kulawa sune mahimman abubuwan koyarwar likita. Cibiyoyin kiwon lafiya suna ba da mahimmanci ga ƙoƙarin DEI, gami da jawowa da tallafawa ɗalibai marasa rinjaye waɗanda ke haɗa horon ƙwarewa da ba da shawara ga bambancin, tsakanin malamai da shugabanni. Waɗannan shirye-shiryen suna ƙoƙarin kafa ma'aikatan kula da lafiya waɗanda ke kwatanta al'ummomin marasa lafiya da suke yi wa hidima[32]

Halin ilimin likita

[gyara sashe | gyara masomin]

Bambancin, daidaito, da hadawa

[gyara sashe | gyara masomin]

Akwai girma da girma akan bambance-bambance, daidaito da haɗawa (DEI) a cikin ilimi.  Magance rashin daidaiton lafiya da ba da kulawa sune mahimman abubuwan koyarwar likita.  Cibiyoyin kiwon lafiya suna ba da mahimmanci ga ƙoƙarin DEI, gami da jawowa da tallafawa ɗalibai marasa rinjaye waɗanda ke haɗa horon ƙwarewa da ba da shawara ga bambancin, tsakanin malamai da shugabanni.  Waɗannan shirye-shiryen suna ƙoƙarin kafa ma'aikatan kula da lafiya waɗanda ke kwatanta al'ummomin marasa lafiya da suke yi wa hidima[33]

A watan Yunin 2023, Kotun Koli ta Amurka ta dakatar da amfani da mataki na tabbatarwa a cikin shigar kwaleji, gami da makarantar likita.[34]

Tsarin mai koyo mai daidaitawa

[gyara sashe | gyara masomin]

Don nuna godiya ga ci gaban da ke cikin ilimin likita, yawancin makarantun likitanci suna haɗa tsarin mai koyo mai daidaitawa.[35] Wannan hanyar Metacognitive don ilmantarwa ko "koyon koyo" [35] ya dogara ne akan tsarin kai wanda ke inganta ci gaba da amfani da ƙwarewar daidaitawa a aikace.[36] Wannan ra'ayi yana jaddada muhimmancin ilmantarwa na rayuwa, sarrafa kai, da daidaitawa, yana bawa masu sana'a damar samar da kulawa mai inganci a cikin yanayin da ke canzawa.[35]

Kimiyya ta tsarin kiwon lafiya

[gyara sashe | gyara masomin]

Don fahimtar karuwar rikitarwa na tsarin kiwon lafiya, kimiyyar tsarin kiwon lafiya tana zama wani bangare na ilimi na likita.[37] Kimiyya ta tsarin kiwon lafiya (HSS) dandamali ne na tushe da tsarin don nazarin da fahimtar yadda ake ba da kulawa, yadda masu sana'a na kiwon lafiya ke aiki tare don isar da wannan kulawa, da kuma yadda tsarin kiwon lafiyar zai iya inganta kula da marasa lafiya da isar da kiwon lafiya.[38] Wasu makarantun kiwon lafiya sun haɗa kimiyyar tsarin kiwon lafiya a cikin shekaru huɗu. Har ila yau, an haɗa kimiyyar tsarin kiwon lafiya a cikin karatun digiri na digiri da ci gaba da ci gaban ƙwararru.[39] 

  1. ↑ Parent, Andrea (2019-07-01). "Outside the Fold: Exploring Nonclinical Work Opportunities for Physicians". NEJM CareerCenter Resources (in Turanci). Retrieved 2024-07-08.
  2. ↑ "Discover Occupational Medicine! Midcareer Entry into Occupational and Environmental Medicine". American College of Occupational and Environmental Medicine. Retrieved 8 July 2024.
  3. ↑ "Medicine + The Military". Medicine + The Military. Retrieved 2024-07-08.
  4. ↑ "Physician employee, partner or owner? 3 paths for young doctors". American Medical Association (in Turanci). 2024-04-30. Retrieved 2024-10-07.
  5. ↑ "New AAMC Report Shows Continuing Projected Physician Shortage". AAMC (in Turanci). Retrieved 2024-07-08.
  6. ↑ Bennett, Christopher L.; Sullivan, Ashley F.; Ginde, Adit A.; Rogers, John; Espinola, Janice A.; Clay, Carson E.; Camargo, Carlos A. (December 2020). "National Study of the Emergency Physician Workforce, 2020". Annals of Emergency Medicine (in Turanci). 76 (6): 695–708. doi:10.1016/j.annemergmed.2020.06.039. PMID 32747085.
  7. ↑ Karle, Hans (August 2010). "How do we Define a Medical School?". Sultan Qaboos University Medical Journal. 10 (2): 160–168. ISSN 2075-051X. PMC 3074706. PMID 21509225.
  8. ↑ "Become a Medical Doctor - CUNY School of Medicine" (in Turanci). 2022-08-23. Archived from the original on 2024-10-08. Retrieved 2024-10-08.
  9. ↑ "Consortium of Accelerated Medical Pathway Programs". Consortium of Accelerated Medical Pathway Programs (in Turanci). Retrieved 2024-10-08.
  10. ↑ Barzansky, Barbara; Etzel, Sylvia I. (2023-09-12). "MD-Granting Medical Schools in the US, 2022-2023". JAMA (in Turanci). 330 (10): 977–987. doi:10.1001/jama.2023.15521. ISSN 0098-7484. PMID 37698578 Check |pmid= value (help).
  11. 1 2 "Value-Added Roles for Medical Students - 9780323759502". US Elsevier Health (in Turanci). Retrieved 2024-10-08.
  12. ↑ Zechariah, Sunitha; Ansa, Benjamin E.; Johnson, Stephanie W.; Gates, Amy M.; Leo, Gianluca De (2019-10-15). "Interprofessional Education and Collaboration in Healthcare: An Exploratory Study of the Perspectives of Medical Students in the United States". Healthcare. 7 (4): 117. doi:10.3390/healthcare7040117. ISSN 2227-9032. PMC 6956332. PMID 31618920.
  13. ↑ American College of Physicians; Smith, Cynthia D.; Balatbat, Celynne; National Academy of Medicine; Corbridge, Susan; University of Illinois at Chicago; Dopp, Anna Legried; American Society of Health-System Pharmacists; Fried, Jessica; Hospital of the University of Pennsylvania; Harter, Ron; American Society of Anesthesiologists; Landefeld, Seth; University of Alabama at Birmingham; Martin, Christina Y. (2018-09-17). "Implementing Optimal Team-Based Care to Reduce Clinician Burnout". NAM Perspectives. 8 (9). doi:10.31478/201809c.
  14. ↑ Medline Plus (2012). "Doctor of Osteopathic Medicine". U.S. National Library of Medicine of National Institutes of Health. Retrieved 20 December 2012.
  15. ↑ Medline Plus (2012). "Doctor of Medicine profession (MD)". U.S. National Library of Medicine of National Institutes of Health. Retrieved 20 December 2012.
  16. ↑ "Physician Education Debt and the Cost to Attend Medical School: 2020 Update". store.aamc.org (in Turanci). Retrieved 2024-10-08.
  17. 1 2 Shahriar, Arman A.; Puram, Vikram V.; Miller, Jonathan M.; Sagi, Varun; Castañón-Gonzalez, Lorenzo Adolfo; Prasad, Shailendra; Crichlow, Renée (2022-03-15). "Socioeconomic Diversity of the Matriculating US Medical Student Body by Race, Ethnicity, and Sex, 2017 - 2019". JAMA Network Open (in Turanci). 5 (3): e222621. doi:10.1001/jamanetworkopen.2022.2621. ISSN 2574-3805. PMC 8924719 Check |pmc= value (help). PMID 35289863 Check |pmid= value (help).
  18. ↑ "Scholarships for Medical School". www.aafp.org (in Turanci). Retrieved 2024-10-08.
  19. ↑ "Paying for Medical School Through Service". Students & Residents (in Turanci). Retrieved 2024-10-08.
  20. ↑ "Medical School Programs". Medicine + The Military (in Turanci). Retrieved 2024-10-08.
  21. ↑ "National Health Service Corps". nhsc.hrsa.gov. Archived from the original on 2024-10-08. Retrieved 2024-10-08.
  22. ↑ Merelli, Annalisa (2024-07-10). "Free medical school tuition unlikely to have a major impact on the U.S. health care system". STAT (in Turanci). Retrieved 2024-10-08.
  23. ↑ "2024-2025 Residency Application Timeline and Month-by-Month Schedule". Med School Insiders (in Turanci). 2024-05-07. Retrieved 2024-07-08.
  24. ↑ "Intro to The Match". NRMP (in Turanci). Retrieved 2024-07-08.
  25. ↑ "How It Works". NRMP (in Turanci). Retrieved 2024-10-08.
  26. 1 2 "Transition to a Single GME Accreditation System History". www.acgme.org (in Turanci). Retrieved 2024-10-08.
  27. ↑ Culbertson, Randall L.; Kadavakollu, Samuel; Boyanovsky, Boris (2020-04-08). "Single Accreditation and The Match: How Does the Change Affect Osteopathic Graduates?". MedEdPublish. 9: 66. doi:10.15694/mep.2020.000066.1. ISSN 2312-7996. PMC 10697474 Check |pmc= value (help). PMID 38058915 Check |pmid= value (help).
  28. ↑ Batalden, Paul; Leach, David; Swing, Susan; Dreyfus, Hubert; Dreyfus, Stuart (September 2002). "General Competencies And Accreditation In Graduate Medical Education". Health Affairs (in Turanci). 21 (5): 103–111. doi:10.1377/hlthaff.21.5.103. ISSN 0278-2715. PMID 12224871.
  29. ↑ "Medical specialty choice: Should residency training length matter?". American Medical Association (in Turanci). 2020-11-19. Retrieved 2024-07-08.
  30. ↑ "About Medical Specialties Matching Program". National Resident Matching Program. 2010. Archived from the original on 9 December 2012. Retrieved 20 December 2012.
  31. 1 2 "Getting Board Certified". American Board of Medical Specialties (in Turanci). Retrieved 2024-07-08.
  32. ↑ Dogra, Nisha; Bhatti, Farah; Ertubey, Candan; Kelly, Moira; Rowlands, Angela; Singh, Davinder; Turner, Margot (2016-04-02). "Teaching diversity to medical undergraduates: Curriculum development, delivery and assessment. AMEE Guide No. 103". Medical Teacher (in Turanci). 38 (4): 323–337. doi:10.3109/0142159X.2015.1105944. ISSN 0142-159X. PMID 26642916.
  33. ↑ Stanford, Fatima Cody (June 2020). "The Importance of Diversity and Inclusion in the Healthcare Workforce". Journal of the National Medical Association. 112 (3): 247–249. doi:10.1016/j.jnma.2020.03.014. ISSN 0027-9684. PMC 7387183. PMID 32336480.
  34. ↑ "Supreme Court strikes down affirmative action programs in college admissions". SCOTUSblog (in Turanci). 2023-06-29. Retrieved 2024-10-08.
  35. 1 2 3 Cutrer, William B.; Miller, Bonnie; Pusic, Martin V.; Mejicano, George; Mangrulkar, Rajesh S.; Gruppen, Larry D.; Hawkins, Richard E.; Skochelak, Susan E.; Moore, Donald E. (January 2017). "Fostering the Development of Master Adaptive Learners: A Conceptual Model to Guide Skill Acquisition in Medical Education". Academic Medicine: Journal of the Association of American Medical Colleges. 92 (1): 70–75. doi:10.1097/ACM.0000000000001323. ISSN 1938-808X. PMID 27532867.
  36. ↑ Regan, Linda; Hopson, Laura R.; Gisondi, Michael A.; Branzetti, Jeremy (November 2019). "Learning to learn: A qualitative study to uncover strategies used by Master Adaptive Learners in the planning of learning". Medical Teacher. 41 (11): 1252–1262. doi:10.1080/0142159X.2019.1630729. ISSN 1466-187X. PMID 31287741.
  37. ↑ Gonzalo, Jed D.; Dekhtyar, Michael; Starr, Stephanie R.; Borkan, Jeffrey; Brunett, Patrick; Fancher, Tonya; Green, Jennifer; Grethlein, Sara Jo; Lai, Cindy; Lawson, Luan; Monrad, Seetha; O’Sullivan, Patricia; Schwartz, Mark D.; Skochelak, Susan (January 2017). "Health Systems Science Curricula in Undergraduate Medical Education: Identifying and Defining a Potential Curricular Framework". Academic Medicine (in Turanci). 92 (1): 123–131. doi:10.1097/ACM.0000000000001177. ISSN 1040-2446. PMID 27049541.
  38. ↑ "Health Systems Science - 9780323694629". US Elsevier Health (in Turanci). Retrieved 2024-10-08.
  39. ↑ Bharel, Sonia; McGillen, Brian; Salas, Rachel; Pandya, Dharmini Shah (July 2024). "Health Systems Science Integration in Graduate Medical Education: A Pathway to Quintuple Aim Success for Independent Practice". The American Journal of Medicine (in Turanci). 137 (7): 677–681. doi:10.1016/j.amjmed.2024.04.008.
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