Lessons Learned in Health Professions Education During the COVID-19 Pandemic, Part 2: Proceedings of a Workshop (2022)

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Patricia A. Cuff and Erin Hammers Forstag, Rapporteurs Global Forum on Innovation in Health Professional Education Board on Global Health Health and Medicine Division PREPUBLICATION COPY—Uncorrected Proofs 

THE NATIONAL ACADEMIES PRESS  500 Fifth Street, NW  Washington, DC 20001 This activity was supported by contracts between the National Academy of ­Sciences and Academic Collaborative for Integrative Health, Academy of ­Nutrition and ­ Dietetics, Accreditation Council for Graduate Medical Education, Aetna Foundation, American Academy of Nursing, American Association of Colleges of ­Osteopathic Medicine, American Board of Family Medicine, American Col- lege of Obstetricians and Gynecologists, American Council of Academic Physical Therapy, American Dental Education Association, American Medical Associa- tion, American Nurses Credentialing Center, American Occupational Therapy Association, American Osteopathic Association, American Physical Therapy Asso- ciation, American Psychological Association, American Speech-Language-Hearing Association, Association of American Medical Colleges, Association of American Veterinary Medical Colleges, Association of Schools and Colleges of Optometry, Association of Schools of Advancing Health Professions, Athletic Training Strategic Alliance, Council on Social Work Education, the George Washington University, Heron T ­ herapeutics, Josiah Macy Jr. Foundation, Michigan Center for Inter­ professional Education, National Academies of Practice, National Association of Social ­Workers, ­National Board for Certified Counselors and Affiliates, ­National Board of Medical ­ Examiners, National Council of State Boards of Nursing, ­National League for Nursing, Physician Assistant Education Association, Society for Simulation in Healthcare, University of Toronto, U.S. Department of Veterans Affairs, and Weill Cornell Medicine–Qatar. Any opinions, findings, conclusions, or recommendations expressed in this publication do not necessarily reflect the views of any organization or agency that provided support for the project. International Standard Book Number-13: 978-0-309-XXXXX-X International Standard Book Number-10: 0-309-XXXXX-X Digital Object Identifier: https://doi.org/10.17226/26484 Additional copies of this publication are available for sale from the National ­Academies Press, 500 Fifth Street, NW, Keck 360, Washington, DC 20001; (800) 624-6242 or (202) 334-3313; http://www.nap.edu. Copyright 2022 by the National Academy of Sciences. All rights reserved. Printed in the United States of America Suggested citation: National Academies of Sciences, Engineering, and Medicine. 2022. Lessons learned in health professions education during the COVID-19 pandemic, part 2: Proceedings of a workshop. Washington, DC: The National ­Academies Press. doi: https://doi.org/10.17226/26484. PREPUBLICATION COPY—Uncorrected Proofs 

The National Academy of Sciences was established in 1863 by an Act of Congress, signed by President Lincoln, as a private, nongovernmental institution to advise the nation on issues related to science and technology. Members are elected by their peers for outstanding contributions to research. Dr. Marcia McNutt is president. The National Academy of Engineering was established in 1964 under the charter of the National Academy of Sciences to bring the practices of engineering to advising the nation. Members are elected by their peers for extraordinary contributions to engineering. Dr. John L. Anderson is president. The National Academy of Medicine (formerly the Institute of Medicine) was established in 1970 under the charter of the National Academy of Sciences to advise the nation on medical and health issues. Members are elected by their peers for distinguished contributions to medicine and health. Dr. Victor J. Dzau is president. The three Academies work together as the National Academies of Sciences, Engineering, and Medicine to provide independent, objective analysis and advice to the nation and conduct other activities to solve complex problems and inform public policy decisions. The National Academies also encourage education and research, recognize outstanding contributions to knowledge, and increase public understanding in matters of science, engineering, and medicine. Learn more about the National Academies of Sciences, Engineering, and Medicine at www.nationalacademies.org. PREPUBLICATION COPY—Uncorrected Proofs 

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PLANNING COMMITTEE ON LESSONS LEARNED IN HEALTH PROFESSIONS EDUCATION FROM THE COVID-19 PANDEMIC1 JODY FROST (Co-chair), National Academies of Practice MIGUEL PANIAGUA (Co-chair), National Board of Medical Examiners EDWARD SALSBERG, The George Washington University RICHARD BERMAN, University of South Florida DAWN M. MANCUSO, Association of Schools and Colleges of Optometry SUZANNE MIYAMOTO, American Academy of Nursing SABRINA SALVANT, American Occupational Therapy Association LORETTA NUNEZ, American Speech-Language-Hearing Association JANEEN CROSS, Howard University, School of Social Work TOYESE OYEYEMI JR., Beyond Flexner Alliance, Fitzhugh Mullan Institute for Health Workforce Equity Consultants MARY LYNN MCPHERSON, University of Maryland SYLVIA TRENT-ADAMS, University of North Texas Health Science Center MARY JO BONDY, Physician Assistant Education Association CLESE ERIKSON, The George Washington University 1  The National Academies of Sciences, Engineering, and Medicine’s planning committees are solely responsible for organizing the workshop, identifying topics, and choosing speakers. The r­ esponsibility for the published Proceedings of a Workshop rests with the institution. v PREPUBLICATION COPY—Uncorrected Proofs 

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Reviewers This Proceedings of a Workshop was reviewed in draft form by indi- viduals chosen for their diverse perspectives and technical expertise. The purpose of this independent review is to provide candid and critical com- ments that will assist the National Academies of Sciences, Engineering, and Medicine in making each published proceedings as sound as possible and to ensure that it meets the institutional standards for quality, objectivity, evi- dence, and responsiveness to the charge. The review comments and draft manuscript remain confidential to protect the integrity of the process. We thank the following individuals for their review of this proceedings: JOANNE G. SCHWARTZBERG, Accreditation Council for Graduate Medical Education ANDREA L. PFEIFLE, The Ohio State University RICHARD WEISBARTH, Icon Vision, LLC Although the reviewers listed above provided many constructive com- ments and suggestions, they were not asked to endorse the content of the proceedings nor did they see the final draft before its release. The review of this proceedings was overseen by DANIEL R. MASYS, University of Washington. He was responsible for making certain that an independent examination of this proceedings was carried out in accordance with stan- dards of the National Academies and that all review comments were care- fully considered. Responsibility for the final content rests entirely with the rapporteurs and the National Academies. vii PREPUBLICATION COPY—Uncorrected Proofs 

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Contents 1 INTRODUCTION 1 2 SCENARIO PLANNING 5 3 CHALLENGES AND OPPORTUNITIES DURING THE PANDEMIC 13 4 EXPLORING A VALUE PROPOSITION FOR MAKING CHANGES 21 5 PREPARING FOR THE FUTURE 29 6 BUILDING THE BRIDGE FORWARD 35 APPENDIXES A MEMBERS OF THE GLOBAL FORUM ON INNOVATION IN HEALTH PROFESSIONAL EDUCATION 43 B WORKSHOP AGENDAS 53 C SPEAKER BIOGRAPHICAL SKETCHES 59 D TIMELINE OF THE WORKSHOP SERIES ACTIVITIES 75 ix PREPUBLICATION COPY—Uncorrected Proofs 

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