The unique character of medical education in the outpatient setting has created challenges teaching and learning that cannot be solved by adaptation traditional inpatient approaches. Previous work authors' own observational study describe a relatively passive learner focused on reporting history physical examination data to preceptor. Based Bordage cognitive learning, Osterman Kottkamp reflective practice for educators, authors have developed collaborative model case presentations links...

As health systems evolve, the education community is seeking to reimagine student roles that combine learning with meaningful contributions patient care. The authors sought identify potential stakeholders regarding value of work, and tasks students could perform add system, including key barriers associated strategies promote value-added in undergraduate medical education.In 2016, 32 U.S. schools American Medical Association's (AMA's) Accelerating Change Education Consortium met for a...

Medical education exists in the service of patients and communities must continually calibrate its focus to ensure achievement these goals. To close gaps U.S. health outcomes, medical is steadily evolving better prepare providers with knowledge skills lead patient- systems-level improvements. Systems-related competencies, including high-value care, quality improvement, population health, informatics, systems thinking, are needed achieve this but often curricular islands education, dependent...

Medical Education 2011: 45: 625–635 Objectives The objectives of this study were to determine the extent which clinician-educators agree on definitions critical thinking and whether their descriptions in clinical practice are consistent with these definitions. Methods Ninety-seven medical educators at five schools surveyed. Respondents asked define thinking, describe a scenario would be important, state actions clinician that situation who was critically those another not. Qualitative...

With the aim of improving health individuals and populations, medical schools are transforming curricula to ensure physician competence encompasses systems science (HSS), which includes population health, policy, high-value care, interprofessional teamwork, leadership, quality improvement, patient safety. Large-scale, meaningful integration remains limited, however, a major challenge in HSS curricular transformation efforts relates receptivity engagement students, educators, clinicians,...

Objectives Although a critical component of educational reform involves the inclusion knowledge and skills in health systems science (HSS) (including population health, system improvement high-value care) many undergraduate medical education programmes focus primarily on traditional basic clinical sciences. In this study, we investigated students' perceptions barriers to, challenges involved benefits implementation HSS curriculum. Methods 2014, conducted 12 groups with 50 students across all...

Health systems are in the midst of a transformation that is being driven by variety forces. This has important implications for medical educators because clinical practice environments play key role learning and professional development, evolving health beginning to demand providers have "systems-ready" knowledge, attitudes, skills. Such provide clear mandate schools modify their goals prepare physicians flexibly within teams effectively contribute improvement care delivery. In this context,...

The COVID-19 pandemic poses an unprecedented challenge to U.S. health systems, particularly academic centers (AHCs) that lead in providing advanced clinical care and medical education. No phase of AHC efforts is untouched by the crisis, schools, prioritizing learner welfare, are throes adjusting suspended activities virtual classrooms. While professions students currently limited their contributions direct care, they remain same smart, innovative, motivated individuals who chose a career...

Medical education is increasingly recognizing the importance of systems-based practice (SBP) competency in emerging 21st-century U.S. health care landscape. In wake data documenting insufficiencies delivery, notably patient safety and disparities, Accreditation Council for Graduate Education created SBP to address gaps outcomes facilitate trainees better meet needs patients. Despite introduction over 20 years ago, efforts realize its potential have been incomplete fragmented. Several...

To catalyze learning in Health Systems Science and add value to health systems, education programs are seeking incorporate students into systems roles, which not well described. The authors sought identify authentic roles for within a range of clinical sites explore site leaders' perceptions the performing these roles. From 2013 2015, visits interviews with leadership from an array (n = 30) were conducted. Thematic analysis was used tasks benefits integrating interprofessional care teams....

Resident physicians' achievement of professional competencies requires reflective practice skills and faculty coaching. Graduate medical education programs, however, struggle to operationalize these activities.To (1) describe the process strategies for implementing an Internal Medicine (IM) resident coaching program that evolved in response challenges, (2) characterize residents' learning plans (PLPs) their alignment with EPAs, and, (3) examine key lessons learned.The began 2013 involved all...

To address gaps in U.S. health care outcomes, medical education is evolving to incorporate new competencies, as well align with delivery transformation and prepare systems-ready providers. These systems science (HSS) competencies-including value-based care, quality improvement, social determinants of health, population informatics, thinking-require formal role modeling both classroom clinical settings. This challenging because few faculty had training how practice or teach these concepts....

To develop a potential competency framework for faculty development programs aligned with the needs of in academic health centers (AHCs).In 2014 and 2015, authors interviewed 23 system leaders analyzed transcripts using constant comparative analysis thematic analysis. They coded competencies curricular concepts into subcategories. Lead investigators reviewed drafts categorization themes subthemes related to gaps knowledge skills, collapsed combined domains, resolved disagreements via...

We created a curriculum to help new physicians and nurses develop skills in interprofessional collaboration. This modular, team-based for early practitioners delivered training the five following skill areas: listening meaning, soliciting another's perspective, negotiating transparent plan of care, attending nonverbal communication microaggression, speaking up hierarchy.We brought first-year medical surgical residents together 2-hour session monthly 5 months. Each began with an interactive...

Medical schools have a critical need to develop roles for students that are "value-added," defined as "…experiential can positively impact health outcomes while also enhancing student knowledge, attitudes, and skills in Clinical or Health Systems Science." Following implementation of value-added clinical systems learning all first-year students, authors investigated perceptions the educational value from these patient-centered experiences. Between 2014 16, collected logs following their...

Abstract Introduction Academic health centers are poised to improve through their clinical, education, and research missions. However, these missions often operate in silos. The authors explored stakeholder perspectives at diverse institutions understand challenges identify alignment strategies. Methods Authors used an exploratory qualitative design thematic analysis approach with data obtained from electronic surveys sent participants five U.S. academic (2017‐18), four different types of...

Inclusion of population medicine in a medical school curriculum has received growing attention. Recently, the Association American Medical Colleges highlighted this issue through support Regional Medicine and Public Health Education Centers initiative. The Case Western Reserve University School joined consortium while implementing new which would be an underlying theme woven with classic science elements disease. organization for first two years curriculum, was implemented 2006, is six-block...