Programme
Coronavirus Risks & Opportunities
Evolution Innovation Integration
Surgical Pathways & Provisioning
Sub Genre
Surgical Education
Surgical Safety
Next-Generation Technology
Collaborators | UK and Global Experts and Supporters
Series Title | Modern Integrated Health Ecosystem
Live | Tuesday 14th September 2021
Flexible
Stimulating
On Demand
Learning
“We need to be open to challenge, feedback, criticism and invite, include and involve patients and trainees in clinical practice. Otherwise we risk missing valuable opportunities to learn, develop and reform”
Professor David O’Regan
Twitter @David_ukan
Linkedin.com/in/
DirectorRCSEdFstMedicineGov
Executive Director @MedicineGov
Visiting Professor, Department of Surgery and Cancer @ImperialSandC, Faculty of Medicine, Imperial College @imperial_SoM
Director, Faculty of Surgical Trainers, Royal College of Surgeons Edinburgh @RCSEd
Synopsis
This pandemic was the time when Tech really came of age. Where information and connectivity are more accessible and disease knows no boundaries.
One of the weapons the pandemic forced was the drive of digital technology; plus accelerated access of new medtech and treatments and ways of working and training.
This opened minds and broke down once immovable barriers. We must go forward and continue to be radical about reimagining care delivery, education and continued professional development.
Now more than ever, the need for teams and multidisciplinary and multi-professional working between departments and healthcare organisations, intercollegiate interdependent working, private sector collaboration, and enhanced education between patients and professionals, has never been more important and apparent.
Policymakers and clinicians need to give a seat to all stakeholders working across the ecosystem to address the significant challenges and opportunities ahead and work to achieve true integration for the benefit of all – it’s time to end silos and focus on collaboration, teamwork, inclusivity and equal levels of diversity and representation.
The pandemic has turned traditional models on their head. Systems had to make radical changes to totally reimagine patient pathways and provisioning and the patient experience. Education and learning curriculum and priorities must also keep pace with these exponential transformations, beginning at medical schools and continuing through career-long learning, across all of these boundaries.
This new world requires modernised clinical, technical and business skills and learning; it needs ethical leadership coupled with emotional intelligence. This seismic paradigm shift places care delivery, clinical and non-clinical education and training in a competitive state, held to account by patients and staff under a global transparent magnifyer.
Health systems enabling staff, are building on and accelerating progress made pre-pandemic to go much further and faster in realising the aims of their long-term plans while supporting them as they do so. The barriers are down, it’s time to be radical.
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