The challenges in training and education of hospital designers and planners
Bibliographic record
Abstract
Abstract Background The designed hospital environment is one of the most complex endeavors of work and there is a growing need of specialization. Scientific, technological and research developments and innovation along with new discoveries within health promotion and prevention strategies are increasingly requiring a multidisciplinary and interdisciplinary approach to the design and management of hospitals. Therefore, it is likely that the current professions will be replaced and flanked by more specialized ones. Objectives The scope of the paper is to display an overview of the current educational courses of the emerging Hospital Planner, referring to the worldwide available training courses (BSc, MSc, specialization and PhD courses) related to healthcare design. The focus relates to the fields of Medicine and Nursing sciences, Architecture and Engineering. Results A preliminary investigation has been conducted of websites and snowballing technique. The search was limited to active training programs and courses. Currently several institutions offer BSc, MSc courses and PhD programs in Healthcare Design, Environmental and Building Hygiene and Public Health. As well, there are several professional postgraduate courses either in classroom or using hybrid programs including webinars. Clemson University, USA and Ontario College of Art and Design University, Canada, offer a full MSc degree in Architecture and Health. In addition, there are several joint degree programs such as physician-engineer, physician-architect, nurse-architect or engineer. Conclusions From the preliminary study emerged a considerable number of international experiences addressing the topic of Hospital Planner training. Further in-depth investigations will examine the topic through questionnaires and interviews of the course organization, students' experiences, outcomes and professional careers, fields of interest and collaborations with other institutions. Key messages Hospital environments are the most complex field of work and require many years of specialization and multidisciplinarity and influence the quality of patient outcomes. The academic stream of the built environment is evolving toward proving specific multidisciplinary courses and hands-on experiences to support a degree in hospital planning, design and management.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.017 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".