Accelerating change in medical education. The AMA: Giving $10 million to U.S. medical schools.

Grant Projects

Indiana University School of Medicine

The proposal seeks to create a virtual health care system (vHS) and a teaching electronic medical record (tEMR) to teach clinical decision making and ensure competencies in system, team and population-based health care skills. The tEMR will be a clone of an actual clinical care EMR, populated with panels of patients for students to manage with information gleaned from de-identified actual patient data. The proposal will train faculty as master educators in current health systems practice to be prepared to expertly use the tEMR. The vHS learning experiences will incorporate interprofessional team care and will be taught by faculty from various health professions. This competency-based curriculum will focus on quality improvement and patient safety and will use technology to improve students' ability to practice systems and team-based care for individual patients and patient populations. The project will run sequentially over each year of medical school across all phases of the curriculum for all students across the nine statewide campuses.

Mayo Medical School

This proposal will create an innovative educational model based on the science of health care delivery to prepare students to practice within patient-centered, community-oriented, science-driven collaborative care teams that deliver high-value care. The "science of health care delivery" curriculum's experiential learning program will focus on how interprofessional teams, patients, communities, public health resources and health care delivery systems can impact patient care, health outcomes and cost. To uniquely prepare students to succeed in the ever-evolving health care environment, the program will also develop and implement student wellness and resiliency resources.

NYU School of Medicine

The proposal will create the "NYU Integrated Care Coordination and Analysis Curriculum," a flexible three year, individualized, technology-enabled curriculum to improve care coordination and quality improvement. The foundation for the curriculum will be a virtual patient panel containing de-identified patient data from NYU Langone Medical Center physician network practices to immerse students in a real world clinical setting. Students will also create an ePortfolio with a dashboard for tracking their competence development. The virtual patient panel can be used after students graduate to support a lifelong learning framework in which physicians can input their own patient data.

Oregon Health & Science University School of Medicine

The proposal will develop and implement a learner-centered, competency-based curriculum that enables medical students to advance through individualized learning plans as they meet pre-determined milestones. A portfolio-based system will track milestone achievement and clinical experiences. Faculty will develop innovative methods for teaching and assessing critically important skills related to informatics, quality science and interprofessional teamwork. This program will allow some students to complete medical school in less than four years and will create lifelong learners accustomed to continuous self-assessment, adaptable to the changing health care environment and prepared to manage the needs of patients and populations.

Penn State College of Medicine

In this proposal, the school will collaborate with Penn State Hershey Health System leaders to design educational experiences that align medical education with health system needs. A triad of basic science, clinical and health care delivery faculty will guide all curriculums. The program will prepare students to work within all aspects of the complex health system, including hospital, home, skilled nursing and community/social agencies. Students will also serve as patient navigators, helping them to learn about health system issues.

The Brody School of Medicine at East Carolina University

The proposal will implement a new comprehensive core curriculum in patient safety for all medical students. The proposal will feature 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. One component of the proposal will be a "Teachers of Quality Academy" to help faculty develop the skills necessary to practice and teach this new curriculum. Innovative educational strategies to be offered throughout the four years of medical education will include e-learning, simulation, problem-based learning, clinical skills training and targeted clinical experiences. Students who are selected to participate in a parallel, intensive LINC (Leaders in Innovative Care) Scholars program will earn a Certificate in Health System Transformation and Leadership. Emphasis on rural and underserved populations will be featured.

The Warren Alpert Medical School of Brown University

This proposal will establish a dual MD-MS degree program in primary care and population health. The goal is to educate a new type of physician with a primary care background and the skills to promote the health of the population they serve. The course of study will emphasize teamwork and leadership, population science and behavioral and social medicine. A clerkship during the third year of medical school will integrate care of the individual patient and population health. Traditional fourth year activities will be augmented with population health course content and completion of a Master's thesis. A new admissions process appropriate to the goals of the program will include multiple interviews with standardized patients and community stakeholders.

University of California – Davis School of Medicine

In partnership with Kaiser Permanente and UC Davis' residency programs, the proposal will create a three-year, competency-based medical school pathway called the Accelerated Competency-based Education in Primary Care (ACE-PC) program. UC-Davis medical students who enroll in the ACE-PC program will simultaneously be accepted into local primary care residencies (for a net total of six years of training). Students will be immersed in Kaiser's integrated health care system and patient-centered medical home model to promote seamless integration between medical education and clinical practice. Unique curricular content will include population management, chronic disease management, quality improvement, patient safety, team-based care and preventive health skills with special emphasis on diverse and underserved populations.

University of California – San Francisco School of Medicine

In collaboration with their health care partners, this proposal's "Bridges to High Quality Health Care Curriculum" seeks to create the "collaboratively expert physician," one who embraces the responsibility to work within interprofessional teams to continuously improve the safety, quality and value of health care. This accelerated, competency-based curriculum will be explicitly designed so that from the first day of medical school, students actively contribute to the continuous improvement of our health care systems while they learn the competencies needed to provide care for patients and populations. Entering students will be embedded into clinical microsystems to advance the improvement initiatives. Long-term assignments will ensure that students have sufficient time to build relationships with the diverse professionals and patients, and share in ownership for the outcomes of the system. Competency based assessment systems will provide the opportunity for students to complete their core learning in an accelerated timeframe.

University of Michigan Medical School

This proposal will create a curriculum that includes a two year foundational "trunk" consisting of integrated scientific and clinical experiences. Following this will be flexible professional development "branches," developmental tracks to cultivate advanced skill sets within clinical domains at a student's own pace. From the beginning, all students will develop leadership and change management skills within a scholarly concentration and participate in a clinical and educational community called the "M Home." The M Home will provide relationships with core faculty, as well as connections to advanced clinical settings that will link improved learning with improved patient outcomes.

Vanderbilt University School of Medicine

This proposal will embed students in the health care workplace. Students will become team members at a single clinical site for the duration of their undergraduate medical education. In this program, students will use their own competency-based performance data to complete self-assessments. This data will help them devise individualized learning goals and objectives, which will link to a learning management system and Vanderbilt's electronic health record. With competency-based progression, some students will be able to complete medical school in less than four years.