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Help us make it happen—together we can build the medical school of the future. Imagine a school that truly meets the needs of our nation's medical students, physicians and patients, a school that facilitates improvements in care delivery and the stewardship of our nation's resources.

The American Medical Association believes it can be done. That's why we're placing significant resources toward the effort to help make it happen.



The Initiative
Schools
Leadership Teams
News


The American Medical Association is committed to making the important changes in physician training that have been identified over the last decade by the medical education community. We sponsored 11 boldly innovative projects with partner medical schools to develop new models that can be adapted at other schools.

One page summary

How are we going to accelerate change in medical education?
Wide consensus on the need for deep restructuring and breakthrough innovation has existed within the medical education community for more than a decade. Yet the defined changes have not occurred.

Barriers to innovation are preventing medical schools from making these changes on their own, and new ideas, new models and new leaders are needed to serve as catalysts.

To accelerate this change, and in keeping with our historic leadership in physician education, the AMA in 2013 launched an $11 million competitive grant initiative that resulted in partnerships with 11 leading medical schools.

Goals
  • Develop new methods for measuring and assessing key competencies for physicians at all training levels to create more flexible, individualized learning plans
  • Promote exemplary methods to achieve patient safety, performance improvement and patient-centered team care
  • Improve understanding of the health care system and health care financing in medical training
  • Optimize the learning environment


Our timeline



Overview video

March–June 2013

AMA awards $11M to transform the way future physicians are trained

October 2013

Conference

Why are we leading the charge?
The AMA has played a leading role in improving medical education in the United States for more than 165 years. Because no single medical school is positioned to break the educational model of the last century, the AMA is in the right place at the right time to build the medical school of the future. Today we are providing the strategic leadership to accelerate both the development and the broad implementation of changes in medical education through partnerships with medical schools, health care delivery systems, professional associations and other national leaders.

How will the physician role change in the future?
For the past century medical student education has emphasized a strong foundation in basic and clinical sciences within a rigidly designed four-year curriculum. While this strategy has worked well over the decades, the constrained structure of traditional courses has not allowed for appropriate change to keep pace with today's needs.

Although many schools are currently working to add new competencies within their already cramped curricular constraints, overall, the medical school community is just beginning to answer the call for change with creative solutions focused on teamwork, policy, cost and patient safety.

Physician changes needed to adapt to health care in the future



What does the medical school of the future look like?
  • Adapts to rapid change in technology, in dissemination of information and data, in personalized genetics and in care delivery
  • Incorporates curriculum that prepares physicians to use new technologies effectively as decision-making tools for better, safer and more cost-effective patient care
  • Provides a learning environment for physicians as early adopters of new care delivery via use of telemedicine and working with teams of caregivers
  • Supports flexible pathways for physician training and acknowledges the competencies students acquire before or during medical school


Related podcasts
The medical school of the future, James L. Madara, MD
Innovations in medical education: Aligning education with the needs of the public, George E. Thibault, MD
Perspectives on current and future issues facing medical health professions' education in the developed and developing worlds, George Lueddeke, PhD

Gazing into the crystal ball: A summary of the AMA "Accelerating Change in Medical Education" initiative grant innovations, Mark Quirk EdD

New ecosystems for higher education: The road ahead, Richard A. DeMillo, PhD


The AMA is partnering with leading medical schools and national organizations to ensure that future physicians are prepared and empowered to succeed as leaders and team members in our evolving health care system. Through collaboration, the AMA is working to prepare future physicians for new care delivery models in an increasingly patient-centric, value-driven health care system.

AMA "Accelerating Change in Medical Education" initiative schools
After more than 80 percent of the medical schools in the country expressed a strong interest in the AMA's initiative, the following 11 medical schools were selected to participate in the five-year grant program.

Today, these schools comprise a consortium tasked with developing best practices that can be shared and implemented in schools across the country. Over the next four years the AMA will work with these schools on prototyping and disseminating their innovative programs and ideas within the consortium and beyond.

Indiana University School of Medicine
Mayo Medical School
New York University School of Medicine
Oregon Health & Science University School of Medicine
Pennsylvania State University College of Medicine
The Brody School of Medicine at East Carolina University
The Warren Alpert Medical School of Brown University
University of California – Davis School of Medicine
University of California – San Francisco School of Medicine
University of Michigan Medical School
Vanderbilt University School of Medicine

Medical School Project Summaries

Indiana University School of Medicine
Indiana's project will create a virtual health care system (vHS) and a teaching electronic medical record (tEMR) to ensure competencies in system-, team- and population-based health care, as well as clinical decision-making. To date, patients for the first one-third of the curriculum have been identified, and their tEMR entries are being created through de-identification of real patient data. A new 18-month course, Foundations of Clinical Practice, will launch in August 2015 and will include activities related to the vHS. Indiana will develop master educators—faculty educated in current health systems practice with expertise in the tEMR—through an innovative faculty development program.

Mayo Medical School
Mayo's project aims to create a new educational model to prepare students to practice and lead within patient-centered, community-oriented, science-driven collaborative care teams that deliver high-value care. To accomplish this goal Mayo is working closely with health system leaders and has launched teams that will develop detailed educational models for each of the six science of health care delivery (SHCD) domains. In the meantime, the school has created early SHCD experiences around the topics of patient- and population-centered care, teamwork, and health policy and economics. Mayo is developing milestones and novel assessment strategies to allow for flexible progression through the curriculum. As physician well-being impacts patient outcomes and access to care, Mayo is also developing tools and curriculum to enhance student well-being and resiliency. Mayo is testing the functionality of a Medical Student Well-Being Index, which allows self-assessment of distress and immediate access to local and national resources. The school has also created wellness learning modules and is currently developing a required curriculum focused on wellness and resiliency with facilitated small group modules.

New York University School of Medicine
NYU's project is focused on creating the NYU Health Care by the Numbers Curriculum, a flexible three-year, individualized, technology-enabled blended curriculum to improve care coordination and quality improvement. The foundation for the curriculum is virtual patient panels derived from de-identified patient data from NYU Langone Medical Center physician network practices and open data health resources that immerse students in the data of a simulated clinical setting. NYU has created a group practice of virtual patient panels available for use for both NYU and other schools within the Accelerating Change in Medical Education Consortium. This new curriculum has been rolled out and emphasizes the use of big data and technology for patient and population management, and includes an e-Portfolio to allow students to track their own activities for quality improvement, safety and value-added care. A new online portal for student self-directed learning is being used and updated based on students' experiences.

Oregon Health & Science University School of Medicine
OHSU is implementing a novel, learner-centered, competency-based curriculum that enables students to advance through individualized learning plans as they meet milestones tracked by a portfolio. Faculty will teach and assess skills related to informatics, quality science and interprofessional teamwork. This program allows for the completion of medical school in less than four years and creates lifelong learners who self-assess, adapt, and are prepared to manage the needs of patients and populations. The school's new curriculum began in August 2014 and includes a system in which students receive a badge for each entrustable professional activity that is mastered. In addition, to increase experiences in the learning environment, OHSU has developed learning communities and has identified 28 faculty members as portfolio coaches.

Pennsylvania State University College of Medicine
Penn State's project aims to collaborate with its health system leaders to design educational experiences that align medical education with health system needs. Its new Systems Navigation Curriculum (SyNC) launched in August 2014 and includes a Science of Health Systems course paired with immersive experiences as patient navigators. The course threads evidence-based medicine, and teamwork and leadership throughout its eight health systems modules. Cases for the seminar-based, 20-month course are being developed in collaboration with health system leaders in the central Pennsylvania region. All first-year medical students began the course by interviewing standardized patients portraying high utilizer scenarios to learn about the role of patient navigators. Beginning October 2014, at least 50–70 medical students will be embedded at clinical sites across central Pennsylvania working as patient navigators. To prepare for the patient navigator program, Penn State conducted site visits to clinical settings that will support the patient navigators and completed data collection of relationships with external agencies/health systems and clinical sites. Analysis of the data will occur within the next year.

The Brody School of Medicine at East Carolina University
Brody's project will implement a new comprehensive Longitudinal Core Curriculum in patient safety for all medical students. The project features integration with other health-related disciplines to foster interprofessional skills and prepare students to successfully lead health care teams for systems-based health care transformation. Brody School of Medicine has established its Teachers of Quality Academy to provide faculty development in patient safety, quality improvement and team-based care as part of its new Longitudinal Core Curriculum. The new curriculum for students began in the fall of 2014 and includes the Institute for Healthcare Improvement Open School Certificate Program, patient safety seminars, problem-based learning cases, new objective structured clinical examinations (OSCEs), simulation cases, and other aspects that focus on population health, quality improvement, professional development and teamwork. Brody is beginning to develop its Leaders in INovative Care (LINC) scholars program, which will enroll 10 students per year, beginning spring 2015. These students will complete advanced course work and experiential activities leading to a Certificate in Healthcare Transformation and Leadership in addition to their MD degrees.

The Warren Alpert Medical School of Brown University
Brown's project aims to educate a new type of physician leader equipped to promote the health of the population it serves. To accomplish this, Brown has received approval for the Master of Science degree in population medicine that includes nine courses, two of which are currently being introduced to all students covering the topics of health disparities and epidemiology/biostatistics. The school has also been developing a continuum of leadership courses and a student-led elective course emphasizing principles of patient safety and quality improvement. Brown has also begun the development of population medicine content and has identified sites for its longitudinal integrated clerkships.

University of California, Davis School of Medicine
In partnership with Kaiser Permanente and UC Davis' residency programs, UC Davis' project will create a three-year medical school pathway, the Accelerated Competency-based Education in Primary Care (ACE-PC) program. UC Davis medical students who were accepted into the ACE-PC program were simultaneously considered for acceptance into local primary care residencies. Students have already completed a six-week pre-matriculation course. As part of this course, students are presented with a new primary care complaint each week. Students are taken through the physical exam, medical history and clinical reasoning that is related to the complaint, and they are evaluated weekly. In addition, UC Davis has already held a faculty development workshop for Kaiser preceptors and is starting to develop the third-year longitudinal integrated clerkship.

University of California, San Francisco School of Medicine
In the three-phase UCSF Bridges Curriculum, physicians will learn to work expertly in interprofessional teams to advance science and improve health care. In Foundations I, students will embrace the habit of inquiry while learning basic, clinical and systems sciences. In the clinical microsystems clerkship, year-one students will join teams to improve health care quality. In Foundations II, redesigned clerkships will allow students to improve their competency in clinical care and basic science. In the final career launch phase students will conduct a scholarly exploration into an important problem in medical science or health care. UCSF launched a massive open online course, or MOOC, titled "Collaboration and Communication in Healthcare: Interprofessional Practice" on Sept. 15.

University of Michigan Medical School
The University of Michigan is transforming its curriculum to graduate physician change agents who will improve health care at a systems and patient level. It will launch M-Home in fall 2015, a longitudinal learning community designed to foster a strong professional identity based on doctoring skills, professionalism and an understanding of one's values in the service of medicine. Through phased implementation, the school will be rolling out a two-year foundation trunk integrating science and clinical experiences, followed by flexible 1–3 year professional development branches. Intentional leadership development exercises have been launched and will connect with all aspects of this program, including the growing number of Paths of Excellence (scholarly concentrations) in the current and coming years.

Vanderbilt University School of Medicine
Vanderbilt's Curriculum 2.0 aims to create master adaptive learners who are embedded in the health care workplace during their undergraduate medical education. They will be introduced to clinical experiences earlier in their education, which will provide them with the opportunity to experience various types of clinical settings with an increased amount of responsibility. Students will also use learning communities, portfolios and faculty mentoring to learn and practice self-directed learning skills. Vanderbilt is continuously improving the logistics of its portfolio and is currently developing a "GPS" to further assist students in navigating their curriculum. Other educational innovations being produced by Vanderbilt are integrated science courses for third- and fourth-year students and milestone-based clerkship evaluations that the school will begin using in the next academic year.

The AMA-sponsored medical education Learning Environment Study

The Learning Environment Study (LES) is an ongoing multi-year, multi-institutional collaborative research project led, coordinated and sponsored by the AMA that includes 28 medical schools in a study of the medical education undergraduate learning environment, and the role it plays in shaping the values and behaviors of medical students (N = 4,795). The LES uses a prospective, longitudinal, research design employing a set of valid and reliable measures to assess and evaluate: the changes that may occur in student values and behaviors as they progress through their medical school education, and the relationship of the medical education learning environment on student values and behavior.

With three medical schools participating in both the AMA "Accelerating Change in Medical Education" initiative and LES, there is a unique intersection between the two projects. These schools plan on leveraging their historical LES data to use as a baseline to understand how perceptions of the learning environment and other student characteristics may change as their "Accelerating Change in Medical Education" initiative projects evolve.

The AMA is working to leverage both the LES and its "Accelerating Change in Medical Education" initiative to develop a community of medical schools that engage with each other to improve the medical student experience.

Contact Lisette Dunham at Lisette.dunham@ama-assn.org for more information.

Learning Environment Study schools

Boston University School of Medicine
Creighton University School of Medicine
David Geffen School of Medicine at UCLA
Eastern Virginia Medical School
Hofstra North Shore-LIJ School of Medicine at Hofstra University
Indiana University School of Medicine
Keck School of Medicine of the University of Southern California
Michael G. DeGroote School of Medicine at McMaster University
Rush Medical College of Rush University Medical Center
Stanford University School of Medicine
Stritch School of Medicine, Loyola University Chicago
The Brody School of Medicine at East Carolina University
The Raymond and Ruth Perelman School of Medicine at the University of Pennsylvania
Tufts University School of Medicine
University of Arizona College of Medicine – Tucson
University of Arizona College of Medicine – Phoenix
University of Calgary
University of California – Irvine School of Medicine
University of Cincinnati College of Medicine
University of Illinois College of Medicine
University of Massachusetts Medical School
University of Michigan Medical School
University of Minnesota Medical School
University of North Carolina School of Medicine
University of North Dakota School of Medicine and Health Sciences
University of Toledo College of Medicine
University of Toronto Faculty of Medicine
University of Vermont College of Medicine



The AMA has a long-standing commitment to improving medical education through various leadership groups and initiatives:

AMA Accelerating Change in Medical Education National Advisory Panel provides guidance on the development, administration and evaluation of this initiative. Learn about the panel members

AMA Medical Education Department senior staff works with the Accelerating Change in Medical Education National Advisory Panel and other partners to advance this initiative while also providing leadership for the efforts of the AMA Medical Education Department as a whole.

AMA Council on Medical Education formulates policy on medical education by recommending educational policies to the AMA House of Delegates through the AMA Board of Trustees. The council is also responsible for recommending the appointments of representatives to medical education organizations, accrediting bodies and certification boards. Learn more about the AMA Council on Medical Education.

AMA member groups and sections engage members on a variety of issues in medicine. Learn more about these groups, including the AMA Medical Student Section and the AMA Section on Medical Schools.



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News about the AMA "Accelerating Change in Medical Education" initiative

Penn State University helping to reshape medical education
Lebanon Daily News (Aug. 17, 2014)

Doctors fight to get med students access to EHRs
Politico Pro (Aug. 15, 2014)

Hershey medical students study the business side of medicine
Patriot News (Aug. 14, 2014)

The drawn-out medical degree New York Times,
"Education Life" section (Aug. 1, 2014)

Medical school curricula changing to align with new trends in care delivery
Michigan Medical Magazine (June 30, 2014)

Back to the future for medical schools: New ideas aim to revolutionize a doctor's education
NewPublicHealth.org (June 24, 2014)

Innovation HealthJam: What does your physician of the future look like?
MedTech Boston (June 16, 2014)

AMA President Ardis Dee Hoven on changes in America's health care system
Crain's Detroit (May 27, 2014)

Disease: The medical challenge of this century about adding life to years
Pittsburgh Post-Gazette (May 23, 2014)

AMA medical education initiative a top ten story of 2013
Medical Practice Insider article (Dec. 30, 2013)

AMA awards $11 million to transform future physician training
To accelerate change in medical education, the AMA is funding 11 innovative medical school proposals to develop and implement future physician training. AMA press release (June 14, 2013)

AMA selects 31 bold medical education proposals to continue to the next phase of $10 million initiative
The AMA has announced that 31 innovative proposals have been selected from the initial pool of 119 applicants to move forward in the AMA's $10 million "Accelerating Change in Medical Education" initiative. AMA press release (March 19, 2013)

Tremendous response to AMA medical education initiative demonstrates strong desire for transformative change
More than 80 percent of medical schools submit proposals to lead innovative, new ideas. AMA press release (Feb. 22, 2013)

AMA announces $10 million initiative to change the way future physicians are trained
The AMA invites medical schools to submit proposals for bold, innovative projects to transform medical education. AMA press release (Jan. 17, 2013)

Conference archive

Accelerating Change in Medical Education Consortium Meeting – April 7–8, 2014

Accelerating Change in Medical Education Conference – Oct. 4–5, 2013