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. 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. The first phase of activities will address health care finance, access to care, quality improvement and health care disparities. Indiana will develop quality systems coaches—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 implemented a required curriculum focused on wellness and resiliency with facilitated small group modules.
NYU 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 (http://education.med.nyu.edu/ace/). 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.
Penn State 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 seven health systems modules. Cases for the seminar-based, 17-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. Since October 2014, at least 85 first-year medical students have been 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 would 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. In mid-2015 Brody will also begin a Leaders in INovative Care (LINC) Scholars program, which will enroll 10 students per year. These students will complete advanced course work and experiential activities leading to a Distinction 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 contains nine courses, including a course on health systems and health disparities being offered to all students and a redesigned biostatistics/epidemiology course, also being offered to all students. 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 throughout 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.