Vaccines--论文代写范文精选

初级预防是实现健康的长期战略的一部分。因此,疫苗是积极的干预措施,严格审查所有组件在一个给定的情境，环境、宿主和病原体。通过识别基本因素了解健康和疾病,他们不仅生成解决方案,克服目前的危机,但也增加应对未来的能力。下面的essay代写范文继续讲述。

Abstract
Vaccines, on the other hand, are preventive measures that build host resistance against all future attacks by particular pathogens by targeting the immune system. The Vaccines approach, as defined in this commentary, is not a specific vaccine, but the premise or philosophy underlying vaccines. The concept of this type of health intervention implies that all real and potential threats to the host are foreseen. There is awareness of the functioning of the host’s immune system, with continuous scanning of the environment to identify specific threats. Ultimately, the immune capacity of the host is targeted for change making the host resistant to a variety of threats. 

Although the vaccinated person may be exposed to a virulent agent, he or she will cope with it successfully, reducing morbidity and mortality. Va ccines are a more comprehensive, primary preventive, long-term strategy for attaining health. Thus, vaccines are proactive interventions that critically examine all components of a given situation: the environment, host, and pathogenic agent(s). By identifying fundamental factors responsible for health and illness, they generate solutions that not only tide over a current crisis but also increase the capability of coping with future ones. The same notion would apply to curricular reform that follows a vaccines approach. The closest example that can be provided of this type of reform is the Interdisciplinary Generalist Curriculum (IGC) Project mentioned earlier. 

This innovation, originally conceived by the Primary Care Organizations Consortium (PCOC), was designed to examine whether a comprehensive school-wide change in curriculum of the first two years of basic science training would subsequently results in larger numbers of the school’s graduates opting for a generalist field of practice. Ten demonstration medical schools, funded in two cycles between 1994 and 1997, and 1995 through 1998, implemented the program under the supervision of an interdisciplinary executive committee within the school, which obtained inputs from an interdisciplinary national advisory committee.9 The IGC project was implemented successfully, but was unable to answer the question of whether a fundamental reform at the preclinical level with students being introduced to clinical skills, and history-taking earlier with longer longitudinal exposure to a clinical preceptor would increase their enrolment into generalist fields of practice. The evaluators considered managed care a major confounding influence.9, 22

However, the lack of desired outcomes did not render the IGC Project a failure. Attention to process evaluation demonstrated that it was able to make interdisciplinary collaboration in medical education work; recognize and confront pitfalls threatening it; develop community physicians as faculty; integrate an innovative generalist curriculum into the larger existing curriculum of a medical school; and confronts the potential for overburdening an already crowded curriculum.9, 22 However, this fundamental or critical approach to resolving a crisis is not very popular among the proponents of incremental short-term changes. For within a fundamental approach to a problem is embedded the questioning of existing power structures.23 What takes place in the vaccines approach is a reappraisal of the problem from an institutional analysis perspective rather than cursory listing of cost cutting measures or the blaming of one set of individual actors over another. This kind of analysis of the problem when translated into policy or program calls for more comprehensive measures compared with the common practice of incrementalism in policy-making with changes occurring only at the margins.

If one takes a short-sighted costing or accounting approach to the problems in health care, it is easy to blame physicians for the current crises in heath care. For were they not responsible for running amuck with high bills and technology-intensive care, and not thinking about the balance sheet? If one examines the complete set of circumstances using a critical perspective, it leads to the question: what made physicians end up as the accused instead of the advocates of a reformed health care movement? This analysis, rather than blaming this set of actors, would recognize that physicians were carried away by the contingencies of their situation. They were not reflexive philosophers who understood their role and limitations of their society and era; rather, they were pragmatic practitioners who acted within the accepted parameters and norms of society. The undue reliance of physicians on technology (which partly drove up costs) and specialization is not solely because physicians were being greedy, but because physicians were acting just like all other humans in their social group. 

They were being products of their times, part of the same technology and specialization-driven society that emphasizes quick fixes to medical and social problems, where cures are definitely more lucrative than prevention. Prevention is no worse or better than cure, just as vitamins and vaccines both have their uses. Prevention and cure are strategies to be used in the service of human populations to improve the quantity and quality of human life. However, as Geoffrey Rose24 wrote in The Strategy of Preventive Medicine, “It is better to be healthy than ill or dead. That is the beginning and the end of the only real argument for prevention. It is sufficient.” Therefore, it is our choice as members of academia and professional bodies that determine how our society chooses to respond to a crisis 19 — prevent it or try to fix it. 

Prevention, within the critical vaccines approach, would have two components: the first one dealing with prevention of diseases in human populations using medical and other relevant knowledge and technology; and the second, learning how to prevent the occurrence of future crisis in the field of health care. Here, health professionals will not be taught merely the best medical or management technology to negotiate the short-term crisis, but actually learn to deal with the human context in which health, illness and medical care variables interplay with each other and with other social factors to cause disease. They will be made aware of the limits of technology in the service of human health and sickness, and the strength of human interaction in the alleviation of human suffering that results from sickness.

Conclusion 
Although, this may be the second revolution in health care and education25 within 100 years in this country, the solution is strangely similar to the one 75 years ago when Yale introduced the first radical medical curricular reform — the “liberal arts physician” — trained in science, the values of medicine, and particularly for uncertainty and with the capacity to adapt.26 In an article about the writing of his book Time to Heal: American Medical Education from the Turn of the Century to the Era of Managed Care, 25 medical historian, Kenneth Ludmerer writes, “History teaches the contingency of events. Past events were not inevitable, and neither will future ones be. Physicians and medical educators should find this message encouraging. We have the opportunity to help shape a new order, just as we previously helped create the existing one. We will be successful only to the degree to which we are willing to place the interests of the public before our own. Our dilemmas are as much internal as external, and we must be willing to make sacrifices to preserve the core values of the profession.”27（essay代写)

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