Medical School Training Charting New Course
Edition: April 2014 - Vol 22 Number 04
The American Medical Association wants to transform the way future physicians are trained. Judging from study grants AMA has awarded to 11 medical schools, sales reps can expect tomorrow’s doctors to be more team-oriented than many of those in past years. In addition, they will be technologically adept, community-health-focused, outcomes-oriented, and business-savvy.
The study grants are part of AMA’s “Accelerating Change in Medical Education” initiative, designed to close the gap between new developments in healthcare and traditional methods of training medical students. (See “Meet the new doctor,” July 2013 Repertoire.) A critical component of the initiative will be to establish a learning consortium to rapidly disseminate best practices to other medical and health profession schools.
Following are some highlights from the grant projects.
Indiana University School of Medicine. IU’s proposal seeks to create a virtual health care system (vHS) and a teaching electronic medical record (tEMR) to teach clinical decision-making and ensure competencies in system-, team- and population-based healthcare skills. The tEMR will be a clone of an actual clinical care EMR, populated with panels of patients for students to manage with information gleaned from de-identified actual patient data.
Mayo Medical School. Mayo will study educational models to prepare students to practice within patient-centered, community-oriented, science-driven, collaborative care teams that deliver high-value care. The "science of healthcare delivery" curriculum's experiential learning program will focus on how interprofessional teams, patients, communities, public health resources and healthcare delivery systems can impact patient care, health outcomes and cost.
NYU School of Medicine. The proposal will create a three year, individualized, curriculum to improve care coordination and quality improvement. Its foundation will be a virtual patient panel containing de-identified patient data from NYU Langone Medical Center physician network practices. Students will also create an ePortfolio with a dashboard for tracking their competence development. The virtual patient panel could be used after students graduate to support a lifelong learning framework in which physicians can input their own patient data.
Oregon Health & Science University School of Medicine. The proposal will develop and implement a competency-based curriculum that enables medical students to advance through individualized learning plans. Faculty will develop methods for teaching and assessing critically important skills related to informatics, quality science and interprofessional teamwork.
Penn State College of Medicine. The school will collaborate with Penn State Hershey Health System leaders to prepare students to work within all aspects of the complex health system, including hospital, home, skilled nursing and community/social agencies. Students will also serve as patient navigators, helping them to learn about health system issues.
Brody School of Medicine at East Carolina University. The proposal will implement a new core curriculum in patient safety. The proposal will feature integration with other health-related disciplines to foster interprofessional skills and prepare students to successfully lead healthcare teams for systems-based health care transformation. Innovative educational strategies to be offered throughout the four years of medical education will include e-learning, simulation, problem-based learning, clinical skills training and targeted clinical experiences.
Warren Alpert Medical School of Brown University. This proposal will establish a dual MD-MS degree program in primary care and population health. The goal is to educate a new type of physician with a primary care background and the skills to promote the health of the population they serve. The course of study will emphasize teamwork and leadership, population science and behavioral and social medicine. A new admissions process appropriate to the goals of the program will include multiple interviews with standardized patients and community stakeholders.
University of California – Davis School of Medicine. In partnership with Kaiser Permanente and UC Davis' residency programs, the proposal will create a three-year, competency-based medical school pathway called the Accelerated Competency-based Education in Primary Care (ACE-PC) program. UC-Davis medical students who enroll in the ACE-PC program will simultaneously be accepted into local primary care residencies (for a net total of six years of training). Students will be immersed in Kaiser's integrated healthcare system and patient-centered medical home model to promote seamless integration between medical education and clinical practice. Curricular content will include population management, chronic disease management, quality improvement, patient safety, team-based care and preventive health skills with special emphasis on diverse and underserved populations.
University of California – San Francisco School of Medicine. This proposal's "Bridges to High Quality Health Care Curriculum" seeks to create the "collaboratively expert physician," one who embraces the responsibility to work within interprofessional teams to continuously improve the safety, quality and value of healthcare. Entering students will be embedded into clinical microsystems to advance the improvement initiatives.
University of Michigan Medical School. Following a two-year foundational “trunk” will be flexible professional development "branches," developmental tracks to cultivate advanced skill sets within clinical domains at a student's own pace. From the beginning, all students will develop leadership and change management skills, and participate in a clinical and educational community called the "M Home." The M Home will provide relationships with core faculty, as well as connections to advanced clinical settings that will link improved learning with improved patient outcomes.
Vanderbilt University School of Medicine. Students will become team members at a single clinical site for the duration of their undergraduate medical education. In this program, students will use their own competency-based performance data to complete self-assessments. This data will help them devise individualized learning goals and objectives, which will link to a learning management system and Vanderbilt's electronic health record. Some students will be able to complete medical school in less than four years.