Joined September 2013

"The consortium allows us to come together as a community of innovators, pitching different ideas to each other and learning from each other's struggles."

Rajesh S. Mangrulkar, MD

The University of Michigan Medical School is transforming its entire curriculum in order to graduate physician leaders who will improve health care at a system and patient level.

Intentional leadership development exercises are already underway and will connect with all components of the new curriculum, including the M-Home, which launched in fall 2015. The M-Home is 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.

2019 spring consortium meeting

Poster presented: Leadership, Health Systems Science, and Professional Development Across the UME to GME Continuum (PDF)

Challenges and gap addressed: 

LHSS – Primary Challenge: development of an accepted, easy-to-understand, and cohesive conceptual model that contains the different elements of HSS.

  • Tactic – Clear branding, single course Director (with team)
  • Tactic – Phased implementation beyond the Scientific Trunk into the Clinical Trunk (core clerkships) and Branches (post-clerkship) to enhance relevance, while students are learning in the clinical setting.
  • Future – closer ties to the Paths of Excellence program (scholarly concentration) and capstone projects.

CBME – Primary Challenge: lack of good assessment tools and how performance data is used to make decisions about student competence.

  • Tactic – A competency assessment team of faculty and administrators was convened to assess the progression of first year medical students toward meeting specific competency domains.
  • Ongoing and Future – Implementation of holistic review in all competency committees, and engagement with students and the coaching program to improve the utility of the review for student development.

Branch Advising – Primary Challenges: confusion among students about the myriad of advisors and coaches as part of the new educational program, as well as inconsistent faculty skills in coaching and advising.

  • Tactic – Convening of retreat to develop clarity of roles and responsibilities for Branch Advisers, Faculty Career Advisors, and Coaches
  • Future – Close coordination between the Curricular and Student Affairs teams as the faculty are selected and trained in these distinct roles.

Principal investigator: Rajesh Mangrulkar, MD, associate dean for medical student education

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