Health professions education is that part of the education system which applies educational philosophy, theory, principles and practice in a complex relationship with busy clinical services, where education is not the primary role. While the goals are clear—to produce the health workforce that society needs to improve health outcomes—both education and healthcare systems continue to evolve concurrently amidst changes in knowledge, skills, population demographics and social contracts. In observing a significant anniversary of this journal, which sits at the junction of education and healthcare systems, it is appropriate to reflect on how the relationship is evolving. Health professions educators must listen to the voices of regulators, employers, students and patients when adapting to new service delivery models that emerge in response to pressures for change. The recent COVID-19 pandemic is one example of disruptive change, but other factors, such as population pressures and climate change, can also drive innovations that result in lasting change. Emerging technology may act as either a servant of change or a disruptor. There is a pressing need for interdisciplinary research that develops a theory and evidence base to strengthen sustainability of change.

中文翻译：

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医疗保健系统和健康专业教育科学


卫生专业教育是教育体系的一部分，它在与繁忙的临床服务的复杂关系中应用教育理念、理论、原则和实践，其中教育不是主要作用。虽然目标很明确——培养社会所需的卫生人力以改善健康结果——但教育和医疗保健系统随着知识、技能、人口统计和社会契约的变化而不断发展。在庆祝这本位于教育和医疗保健系统交界处的期刊的重要周年纪念日时，有必要反思一下这种关系是如何演变的。卫生专业教育工作者在适应因变革压力而出现的新服务提供模式时，必须倾听监管机构、雇主、学生和患者的声音。最近的 COVID-19 大流行是颠覆性变化的一个例子，但人口压力和气候变化等其他因素也可以推动创新，从而带来持久的变化。新兴技术既可以充当变革的仆人，也可以充当颠覆者。迫切需要跨学科研究来开发理论和证据基础，以加强变革的可持续性。