Members of the Consortium for Accelerating Change in Medical Education

AMA transforms medical education across the continuum and works with undergraduate and graduate medical education institutions to create a system that trains physicians to meet the needs of today’s patients and anticipate future changes.

The goal of the Reimagining Residency scholarship program, which was launched in 2019, is to transform residency training to better meet the workplace needs of our current and future healthcare system. It supports bold and innovative projects that provide a meaningful and safe transition from undergraduate medical education to graduate school, establish new program content and experiences to improve preparation for practice and promote well-being in education.

WADA launched the “Accelerating Change in Medical Education” initiative in 2013. After initially providing grants to 11 medical schools across the country, WADA brought these schools together to form the Consortium of accelerating change in WADA’s medical education, a unique and innovative collaboration. which enabled the sharing and dissemination of innovative ideas and projects.

Another 21 schools were added in 2016. Five more schools and the 11 funded teams making up the Reimagining Residency grant program were added in 2019. These funded teams have greatly contributed to the future of medicine.

The following topics are an overview of some of the areas of these projects, although many projects cross more than one area.

Consortium institutions — Warren Alpert Medical School of Brown University, Mayo Clinic Alix School of Medicine, Brody School of Medicine at East Carolina University, Eastern Virginia Medical School, AT Still University-School of Osteopathic Medicine in Arizona, University of California, Davis, the University of Pittsburgh School of Medicine, School of Medicine, and other members of the consortium are implementing Health Systems Science Education (HSS), the third pillar of medical education, as well as basic and clinical sciences.

HSS is defined as a fundamental platform and framework for studying and understanding how care is delivered, how health care professionals work together to provide that care, and how health care professionals work together to provide that care. health system can improve patient care and health care delivery.

Projects from several consortium member schools – University of Chicago Pritzker School of Medicine, Michigan State University College of Osteopathic Medicine, and Emory University School of Medicine – focus specifically on the HSS areas of patient safety and improving health. quality.

Projects at the University of Nebraska Medical Center College of Medicine, CUNY School of Medicine, and Florida International University Herbert Wertheim College of Medicine are more focused on teaching medical students to work as members of ‘an interprofessional team, another area of ​​SHS.

Preparing today’s medical students for careers in a changing healthcare system requires more than clinical skills. They must be adaptive master learners. This means that they have developed the adaptive expertise they need to provide high quality health care. They are expert learners, autonomous, self-regulated and permanent in the workplace.

  • Several members of the consortium, including Vanderbilt University School of Medicine, University of Michigan Medical School, and New York University School of Medicine, developed the Master Adaptive Learner model.
  • Vanderbilt and Harvard Medical School are two of the schools in the consortium that have consortium projects focused on implementing the Master Adaptive Learner model.

Several members of the consortium, including Oregon Health & Science University, Ohio University Heritage College of Osteopathic Medicine, and Virginia Commonwealth University School of Medicine, have established competency-based medical education. This means that some students can progress faster in medical school.

For example, a medical student who has previously been trained and worked as a nurse, medical assistant, or other health care professional may need less time with the parts of medical school that duplicate their previous training. Others may need more time to fill in gaps, better assimilate learning, or develop skills to become good physicians.

Penn State College of Medicine, Case Western Reserve University School of Medicine, Rutgers Robert Wood Johnson Medical School, and University of North Carolina School of Medicine are some of the members of the consortium who have established value-added roles. for medical students. These roles frequently involve partnerships with the health system and add value to a student’s health system and education.

Value-added roles for medical students are essential as payment for health care moves away from volume-based reimbursement for a system that prioritizes value. This means that it is essential to assess and manage the costs and value of training for the health professions.

The University of Utah School of Medicine, another consortium member school, adapts tools developed by the University of Utah Health Sciences Center that have been shown to be effective in bending the curve. health care costs to create a new educational model that emphasizes reducing costs and improving educational outcomes.

Consortium member schools use technology for learning. For example,

  • Indiana University School of Medicine created an educational electronic medical record system that was implemented at the University of Connecticut School of Medicine and the University of Sidney Kimmel Medical College. Thomas Jefferson.
  • Other institutions in the consortium, such as the Rio Grande Valley School of Medicine at the University of Texas and the School of Medicine and Health Sciences at the University of North Dakota, are identifying ways to use technology to combat population health, overcome communication barriers and improve access to care.
  • The University of Washington School of Medicine is using technology to integrate curriculum changes at member institutions of WWAMI, a regional medical education cooperative that operates in five states across three time zones.
  • Stanford University School of Medicine is developing a virtual reality curriculum that provides an immersive and safe environment to educate scholars and residents about diversity and inclusion.
  • The Keck School of Medicine at the University of Southern California is in the process of creating an online digital health literacy program for the continuum of medical education.

Physicians need the skills to lead the change that will shape the modern healthcare system, improve outcomes, and reduce disparities.

Schools in the consortium, such as the University of California at San Francisco, Faculty of Medicine, Dell Medical School at the University of Texas at Austin, and others, are incorporating leadership training into programs that will prepare students. in medicine today to become future leaders.

Additionally, another consortium member, the Morehouse School of Medicine, has built and is strengthening its diversity pipeline and mentoring support. About 75 percent of its students come from under-represented groups in medicine. This consortium member has increased its class size and created a curriculum that allows for strong faculty-student interactions with longitudinal supervision by a limited number of faculty.

Another school in the consortium, the University of California, Irvine, School of Medicine, developed #MDsToo, a student abuse prevention program for faculty and residents.

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Bertha D. Parker

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