{
  "abstract": "We are living in an age of more medicine, more treatment — and yet more illness. Overdiagnosis and overprescribing are not isolated issues. They are symptoms of a deeper problem: a medical education system that trains professionals to treat disease, not prevent it; to prescribe to patients, not work with them; to manage symptoms, not systems. Rethinking Health is a field catalyst led by the future health workforce to transform how we educate health professionals. Our mission is both clinically sensible and morally urgent. We’re in relentless pursuit of a future where health professionals are trained not just to treat illness — but to prevent it and change the systems that cause it.We believe better care starts with better education that prepares clinicians to understand illness as a biopsychosocial experience, not just a biomedical event.The evidence is clear:The average number of prescriptions per person in England has doubled since 1996.10% of all medicines prescribed in primary care are unnecessary.1 in 5 hospital in-patients is admitted due to adverse drug reactions.10% of patients want more involvement in decisions about their care — yet the highest on record feel disregarded.This is not just a clinical failure. It’s a cultural one. Our theory of change is simple: if we want better care, we need a new kind of health professional. One who knows when medicine helps — and when it harms. One who can listen, not just label. One who sees the patient as a person, not a protocol.Rethinking Health’s Hope for the Future campaign will present:Insights on building a multi-stakeholder initiative convening students, educators, and institutions around the need for curriculum reform.Reflections from our Change Agents Network — a leadership programme supporting early-career professionals to lead education reform from within.A call to action for educators, regulators, and students to co-create a new clinical culture — one that values prevention, prioritises patient voice, and recognises that too much medicine can be just as harmful as too little.Objectives To challenge the role of medical education in perpetuating overdiagnosis and overprescribing.To propose curriculum reform as a structural intervention to improve clinical culture and reduce harm.Method Position Rethinking Health as a field catalyst led by students and early-career professionals.Use a multi-stakeholder approach: convening students, educators, and institutions.Deliver reform through three levers: engagement, research, and advocacy.Showcase the Hope for the Future campaign and the Change Agents Network as vehicles for leadership and systems change.Results Cultural insight: medical education is fuelling a system that overprescribes and underlistens.Conclusions • Overprescribing is not just a clinical issue — it’s a curricular one. • Reforming how we train health professionals is essential to preventing harm. • The future of care depends on a new kind of clinician: one trained to prevent illness, understand systems, and centre the patient voice. • Education is the upstream lever. The classroom is the frontline.",
  "authors": [
    {
      "affiliations": [
        "Anglia Ruskin University, London, UK"
      ],
      "name": "Hamaad Khan"
    }
  ],
  "title": "117 Rethinking health: mobilising the future health workforce from sick-care to systems change",
  "uid": "a91eaada-f763-5ac5-9106-0606a40249c1"
}