DON’T KILL INNOVATION: MOVING TO MODERN EDUCATION

“The Killing Fields” of innovation How to kill ideas

This paper points to seemingly contradicted processes of framing innovation, idea generation and killing ideas. It reports from a yearlong innovation project, where health care professionals explored problems and tested ideas for solutions, regarding a future downsizing of the case hospital. Theories in various ways describe the opening and closing phases of innovation. Exploration and idea gen...

Moving innovation to practice: a committee opinion.

The introduction of new strategies, tests and procedures into clinical practice raises challenging ethical issues involving evaluation of evidence, balancing benefits and harms, supporting patient autonomy, avoiding conflict of interest, and promoting advances in health care. The purpose of this document is to assist reproductive health practitioners as they introduce new interventions into the...

Elite Education, Mass Education, and the Transition to Modern Growth

For most of human history there existed a well-educated and innovative elite whereas mass education, market R&D, and high growth are phenomena of the modern period. In order to explain these phenomena we propose an innovation-driven growth model for the very long run in which the individual-specific return to education is conceptualized as an compound of cognitive ability and family background....

Distance Learning: Modern Approaches to Engineering Education

Barriers to innovation in continuing medical education.

INTRODUCTION Criteria for maintenance of certification (MOC) emphasize the importance of competencies such as communication, professionalism, systems-based care, and practice performance in addition to medical knowledge. Success of this new competency paradigm is dependent on physicians' willingness to engage in activities that focus on less traditional competencies. We undertook this analysis ...