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Teaching New Content in Health Systems Science

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To fully serve patients today and into the future, physicians need to know more than biomedical and clinical sciences. They need to understand the content of health systems science.

This new discipline includes understanding how to improve health care quality, increase the value of care provided, enhance patient safety, deliver population-based medical care and work collaboratively in teams.

Physicians need to learn how to advocate for their patients and communities and understand the socio-ecological determinants of health, health care policy and health care economics.

It's time for us to take a leap forward in educating physicians for the health care delivery models of the future—those that aim to improve not just the health of the individual patient and their family, but also the community and the population.
Jeffrey Borkan, MD, PHD, co-investigator and chair,
Department of Family Medicine, Warren Alpert Medical School of Brown University

New Textbook Teaches Third Pillar of Medical Education

As the U.S. health care system moves toward value-based care, medical schools must adapt their curricula to ensure students acquire not only basic and clinical scientific knowledge but also an understanding of how patients access and receive health care. A new textbook is the first of its kind to define and codify this third pillar of medical education and provide a framework for its implementation nationwide.

Explore Challenges to the Patient Discharge Service From the Internal Medicine Service

This paper presents a quantitative assessment of the experiences of internal medicine providers and patients about roles, challenges, and potential solutions in the discharge process, with a phenomenological focus on the process of collaboration.

Participants identified several barriers related to interprofessional collaboration during the discharge process, including systems insufficiencies, lack of understanding others' roles, information-communication breakdowns, patient issues and poor collaboration processes.

These results provide context for targeting improvement in interprofessional collaboration in medicine units during patient discharges. Implementing changes in care delivery processes may increase potential for accurate and timely coordination, thereby improving the quality of care transitions.

Using Simulation to Assess Incoming Interns' Recognition of Opportunities to Choose Wisely

This paper uses the “Room of Horrors” simulation to assess the awareness among interns of low-value care. This simulation is a promising model for the prioritization and inclusion of value-based experiential training in graduate medical education.

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