Consortium schools are creating new learning experiences embedded within health care systems that not only teach principles of health systems science, but also bring value to the health care system.
Training students to be patient navigators, to plan and execute quality improvement projects and to perform important functions that benefit patient-centered teams serve dual purposes. Students learn about health care delivery by working in authentic settings, and they are able to contribute to improving the health of patients in meaningful ways.
"The really innovative part is the authentic, in-depth clinical experience of students serving as patient navigators, both within our health system and also health systems in south-central Pennsylvania."
Jed Gonzalo, MD, MSc, assistant dean, health systems education
Penn State College of Medicine
"Identifying roles, barriers, and strategies to advance the value of undergraduate medical education to patient care and the health system" (PDF), by authors from Penn State University College of Medicine and the AMA, identifies way that medical students in current clinical roles can enhance value by performing detailed patient histories to identify social determinants of health and care barriers, providing evidence-based medicine contributions at the point-of-care, and undertaking health system research projects.
This paper, "Socially accountable medical education: An innovative approach," (PDF), by researchers at Florida International University Herbert Wertheim College of Medicine, describes the approach, logistics, educational goals, structure and outcomes of the Green Family Foundation Neighborhood Health Education Learning Program (NeighborhoodHELP).
This program provides a platform for the school's community-focused mission and emphasizes social accountability and interprofessional education while providing evidence-based, patient- and household-centered care.
NeighborhoodHELP is a required, longitudinal service-learning outreach program in which each medical student is assigned a household in a medically underserved community. Students, teamed with learners from other professional schools, provide social and clinical services to their household for three years.
In "Value-added clinical systems learning roles for medical students" (PDF), which Penn State University College of Medicine researchers published in Academic Medicine, the authors describe principles and strategies for meaningful medical school-health system partnerships to engage students in value-added clinical systems learning roles.
- A constructive reframing of student roles and systems learning in medical education using a communities of practice lens
- Identify value-added systems roles for medical students
- Medical students as systems ethnographers: Exploring patient experiences and systems vulnerabilities in the emergency department
Table of Contents
- Identifying roles, barriers, and strategies to advance the value of undergraduate medical education to patient care and the health system
- Socially accountable medical education: An innovative approach
- Value-added clinical systems learning roles for medical students
- Explore additional solutions and outcomes