Vertical integration of medical education : Riverland experience, South Australia

• Published in: Rural and remote health Vol. 4; no. 228
• Main Authors: David R. Rosenthal, Paul S. Worley, Bruce Mugford, Pamela Stagg
• Format: Journal Article
• Published: 01.01.2004
• Subjects: Community health services; Community involvement; Family practice (Medicine); Flinders University of South Australia. Flinders Rural and Remote Clinical School; Graduate students; Graduate study; Higher education; Medical education; Medical practitioners; Medical students; Professional continuing education; Professional development; Riverland Div of General Practice (S Aust); Riverland Health Authority (S Aust); Riverland Parallel Rural Community Curriculum (S Aust); Rural areas; Sturt-Fleurieu General Practice Training Consortium (S Aust); Training programs; University community relationship; University curriculum; University role; Vertical organisation; Vocational education and training; Australia; Riverland Region (S Aust); South Australia
• ISSN: 1445-6354; 1445-6354

Vertical integration of medical education is currently a prominent international topic, resulting from recent strategic initiatives to improve medical education and service delivery in areas of poorly-met medical need. In this article, vertical integration of medical education is defined as 'a grouping of curricular content and delivery mechanisms, traversing the traditional boundaries of undergraduate, postgraduate and continuing medical education, with the intent of enhancing the transfer of knowledge and skills between those involved in the learning- teaching process'. Educators closely involved with vertically integrated teaching in the Riverland of South Australia present an analytical description of the educational dynamics of this system. From this analysis, five elements are identified which underpin the process of successful vertical integration: (1) raised educational stakes; (2) local ownership; (3) broad university role; (4) longer attachments; and (5) shared workforce vision. Given the benefits to the Riverland medical education programs described in this paper, it is not surprising that vertical integration of medical education is a popular goal in many rural regions throughout the world. Although different contexts will result in different functional arrangements, it could be argued that the five principles outlined in this article can be applied in any region. [Author abstract]