In Reply to Mathewson-Chapman and Chapman
We concur with the authors who note that any future reforms in health professions education must include providing contextual content about, exposure to, and experience with our nation’s active duty military and veteran populations.2 Moreover, a contextual understanding of history is not only important for the care of service members but also for the much broader population as it fosters a true patient-centered approach to health care delivery.3
In our work, we stress that the health care concerns that are common to veterans are important to explore across the continuum of medical education, and we have developed curricula that can be implemented in various health professional education settings.4–6 These nascent efforts address numerous gaps within medical education regarding the histories of military conflicts, invisible war wounds, appropriate customer service approaches, and interprofessional communication skills7 that are necessary for taking a thorough military history.
Veteran-centered care has been championed in the United States through the Joining Forces initiative.8 However, more work is needed to prepare trainees to care for an international population as well as welcome internationally trained health professionals to the United States. This pedagogical approach aims to apply, engage, and utilize veteran-centered care principles as a tool to improve the health of all of those we serve, not only veterans.