Joined September 2013
"For the first time in the history of our educational program, our medical students are analyzing, managing and looking at patients' health through the lens of big, authentic clinical data sets."
Marc Triola, MD, principal investigator, associate dean for educational informatics and director of the Institute for Innovations in Medical Education, New York University School of Medicine
New York University (NYU) School of Medicine created the NYU Health Care by the Numbers Curriculum, a flexible, technology-enabled program of education that trains medical students in using big data—extremely large and complex data sets—to improve care coordination and quality. The foundation for the curriculum is virtual patient panels derived from de-identified patient data gathered from NYU Langone Medical Center outpatient physician practices and government-provided open data from the 2.5 million patients admitted each year to New York State hospitals.
Students immerse themselves in the data of a simulated group practice setting and develop skills in examining the data, recognizing the strengths and pitfalls of analyzing that data, and demonstrating an ability to work with large data sets to answer questions related to the quality and cost of patient care. By the end of the program, students are more empowered to answer important clinical questions at the health care system level.
As a next step in this effort, Dr. Triola is joined by colleagues Ruth Crowe, MD, PhD, and Colleen Gillespie, PhD, who will continue to enhance the curriculum and help to extend it to a second major learner group: house staff in training programs at NYU Langone Health.
2019 spring consortium meeting
Poster presented: Longitudinal assessment and outcomes across the UME-GME-CME Continuum
- Longitudinal, EPA-based clinical and simulation assessments are being developed across UME to enhance learner activation, progression and behaviorally-specific feedback.
- These assessments and the feedback generated inform conversations between learners and academic coaches/advisors that guide development across the curriculum.
- Assessment maps based on skills to be developed for residency training provide an opportunity for the learner to reflect on these goals as they assess their readiness for next steps.
- These conversations with learners using language that is shared across UME and GME provide opportunities for collaborative learning and shared decision making about how to provide maximal education value, which supporting high value care for patients.