Envisioning the Future of Health Professional Education Workshop Summary (2016) / Chapter Skim
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2 Curriculum Redesign and Restructuring
2 Curriculum Redesign and Restructuring
Pages 25-42
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From page 25... ...
Susan Skochelak heads the Accelerating Change in Medical Education initiative at the American Medical Association (AMA)
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From page 26... ...
Two of the four panelists, Therese Wolpaw and Elizabeth Baxley, introduced by Skochelak in the session on models of partnerships inside and outside of academia, were the AMA grant recipients. And while all the speakers are part of programs that address interprofessional health education, the focus of this session was on curriculum structure and design.
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From page 27... ...
NOTE: CK = Clinical Knowledge; CS = Clinical Skills; MOHD = Mechanisms of Health and Disease; OB/GYN = obstetrics and gynaecology; USMLE = United States Medical Licensing Examination. SOURCE: Asprey, 2015, courtesy of Carver College of Medicine, Office of Student Affairs.
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From page 28... ...
And while the University of Iowa chose to create a total emersion curriculum, Asprey does not believe that is the correct decision for all institutions seeking to create efficiencies through curriculum redesign. For many years, their program was a hybrid version where particular courses were selected for educating the two professions together.
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She grounded her remarks on faculty development by explaining that educators have not kept pace in implementing what she referred to as the "new health system competencies." These competencies would include such curricular topics as patient safety, quality improvement, team-based care, and population health system science. As 1 of the 11 AMA grant recipients under their Accelerating Change in Medical Education initiative, Baxley and her Brody colleagues had the opportunity to carry out their ideas.
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Teachers of Quality Academy Transmission of content knowledge, skills and attitudes Preparation for necessary knowledge, skills, and in the areas of PS/QI/IPE attitudes to support Innovation in Teaching and "CONTENT" Assessment "PROCESS" Pre-Work, LS1 LS2 LS3 LS4 LS5 LS6 assessment, Model for Measuring Leading Patient Inter- Population online Quality Quality Change Safety professional Health modules Improvement Education Submission of Scholarly Products for Publication Graduate Course 1: Graduate Course 2: Graduate Course 3: Introduction to Medical Instructional Strategies Program Evaluation Education Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar Apr May ‘14 ‘15 Quality Project Planning Data Collection & Pilot Implementation & Report FIGURE 2-2 The Teachers of Quality Academy faculty. NOTE: IPE = interprofessional education; PS = patient safety; QI = quality improvement.
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From page 31... ...
Within education, the TQA participants have a much greater appreciation and understanding of educational program planning, which led to the development of new curricular products and new partnerships for quality improvement. Eight of these examples that showed clinical or educational improvements have already been presented at national meetings.
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Pennsylvania State University College of Medicine Therese Wolpaw is the vice dean for educational affairs at the Pennsylvania State University (Penn State) College of Medicine.
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For the experiential learning component, students are placed in health systems around central Pennsylvania as patient navigators. These educational components occur simultaneously so students are learning concepts in the classroom that can be immediately applied in their role as patient navigators.
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Students are exposed to care settings in the Penn State Hershey system such as the psychiatric institute, family medicine clinics, bundled payment clinics, weight loss clinics, and cancer clinics. In 2015, students will also be placed at the Veterans Affairs Medical Center and the Penn National Racetrack assisting migrants.
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But the most compelling aspects of the curriculum to Wolpaw are the changes she witnesses in her students. Students feel empowered to assist patients in navigating a fragmented health care system and to take a leadership role in improving the system.
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If we do not educate the educators, we will never be able to maximize the ability for the community to be the faculty and the educators of our students of the future." 2 The participants at the workshop included representatives from allied health fields; com munication sciences; complementary and alternative health; dentistry; medicine; mental health counseling; nursing; nutrition and dietetics; occupational therapy; optometry; pharmacy; physical therapy; physician assistants; psychology; public health; social work; speech, language, and hearing; and veterinary medicine.
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An additional aspect is the role of technology that might include new platforms like Google Glass, Apple Watch, online simulations, and crowdsourcing of patient input through virtual connections." Timi Agar Physician Assistant Knowledge management educators and qualityBarwick Education Association minded professionals "Knowledge management educators are people who can teach students how to get knowledge efficiently and then how to use it in terms of their decision making. Quality-minded professionals are those who focus on quality or quality improvement and how such concepts can be applied across curricula." continued
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From page 38... ...
38 ENVISIONING THE FUTURE OF HPE TABLE 2-2 Continued Who Are the Educators of the Future, and How Will Their Roles Be Different from the Respondent Affiliation Traditional "Teacher"? Deborah American Association A learning community that includes patients, Trautman of Colleges of community members, and health system users Nursing "In an effort to create lifelong learners, educators of the future are going to form learning communities that include patients and other individuals in the community and in the health system.
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By understanding these components, one can begin to differentiate between what faculty can offer in all the new educational modalities that continue to evolve, and what must remain core to the education of health professionals." Elizabeth Baxley East Carolina Everyone previously mentioned plus community University leaders and nonhealth professionals "While interprofessional learning across the health professions is valuable there are also benefits from learning with those outside of the health professions, like industrial engineers. In addition, people in communities are important educators.
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The ultimate value of all work in this area is in creating healthier communities although the impact on the education process would also be significant. This would involve creating true partnerships that place more of the power and influence within the community and less within the academic setting." Andrew Pleasant Canyon Ranch A paradigm shift to thinking of people Institute (formerly known as patients)
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This would call for more effective utilization of resources that could add value to the education enterprise and to the community." Deborah American Association Improve social cohesion for improved health Trautman of Colleges of and wellness Nursing "Health literacy and the educational process are essential elements to improving social cohesion that is based on solidarity, equity, compassion, and caring for others. The impact is improved health and wellness where health is the state of complete physical, mental, and social well-being and not nearly the absence of disease or infirmity." Susan Skochelak American Medical Greater financial support to communities and Association patients "Changing the financial model so dollars are spent on new ways of teaching.
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From page 42... ...
Presented at the IOM workshop: Envisioning the Future of Health Professional Education. Washington, DC, April 23.
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