Date post: | 02-Nov-2014 |
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Town Meeting: How Are We Educating the Next Generation of Physicians?the Next Generation of Physicians?
Presented By: Catherine Lucey, MDInterim Dean, College of Medicine The Ohio State UniversityDaniel M. Clinchot, MDAssociate Dean for Medical EducationCollege of MedicineCollege of Medicine
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C ti th F t f M di iWhy? Changes in 21st Century
Today’s Agenda
Did You Know?
Creating the Future of MedicineThe Timeline – The Participants
Highlights from Part 1
The Blueprint
Longitudinal ProjectsYour Role
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Questions
How many patient encounters will an OSU College of Medicine grad ate ha e in his/her lifetime?of Medicine graduate have in his/her lifetime?
1 10 0001. 10,0002. 15,0003 30 0003. 30,0004. More than 50,000
Serving the Community g y
Our graduates will work with a care teamOur graduates will work with a care team serving on average more than 2,000 patients a year.Over the course of a lifetime, a graduate will have more than 50,000 patient , pencounters
How long ago was the current 2 +2 (2 years basic science + 2 years clinical)(2 years basic science 2 years clinical) medical school curriculum established ?
1. 10 years ago2. 30 years ago3 503. 50 years ago4. More than 100
years agoyears ago
Medical School Curriculum –The Flexner ReportThe Flexner Report
• 2010 was the 100th anniversary of the Flexner Report y pwhich established the recommendations for medical school curriculum.B t 1910 d 1935 th h lf f ll• Between 1910 and 1935, more than half of all American medical schools merged or closed as a result of state medical boards gradually adopting and
f i th Fl R t’ d tienforcing the Flexner Report’s recommendations.
Approximately, how many medical school li t ti ll th i ?applicants nationally are there in a year?
1 20 0001. 20,0002. 40,0003. 60,0003. 60,0004. 80,000
Medical School Applicants pp
• In 2010, there were 40,000 applicants nationwide., , pp• There are 16,000 spots for first year medical
students in the U.S. • In 2010, 4,237 applied to Ohio State’s College of
Medicine.
How many first year medical students received funding to participate in research g p pin 2010?
25% 25%25%25%
1. 202. 253 . 504. 75
1. 2. 3. 4.
Research Experiencesp
In 2010, more than 75 students received financial ,support from the College of Medicine to pursue research experiences through the Samuel J. Roessler and the Bennett and Barnes MedicalRoessler and the Bennett and Barnes Medical Scholarship Foundation.
New Curriculum Aligned with the University’s Si St t i G lSix Strategic Goals
O U i it• One University• Students First • Faculty and Staff Talent & Culture • Research Prominence • Outreach and Collaboration • Operational and Financial Soundness & Simplicity Operational and Financial Soundness & Simplicity
By accomplishing these goals, Ohio State will distinguish itself and fulfill the enormous responsibilities that come withitself and fulfill the enormous responsibilities that come with its global presence
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Town Meeting: How Are We Educating h N G i f Ph i i ?the Next Generation of Physicians?
• Medical Students are educatedMedical Students are educated in active health care environments.
• They contribute to the care of patients.
• They need teachers from all professionals in all disciplines tounderstand health care teamwork.
They need the support of patientsEvery great doctor can identify
a nurse or allied health • They need the support of patientsand the community to learn.
professional who taught them something critical.
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Changes in the 21st Century:
20102010
Pedagogy
AMC
Biomedical Knowledge
g gy
Patients
Disease
19101910
Creating the Future of Medicine:
Safe Safe Patient CenteredPatient
Centered
TimelyTimelyEquitableEquitable
EffectiveEffective
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Teamwork Coaching
Early ClinicalEffective Early Clinical ServiceRelationships
BETTERCritical
ThinkingPersonalized
Learning
Emerging Science Reinforcement
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Where are we in the process?• Developing of Core Competencies• Reconceptualizing how foundational science
is integrated with patient care• Pilot Programs
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Who Is Working On Lead. Serve. gInspire. Curriculum?
• Over 220 Faculty within the College of Medicine• 30 Program Coordinators, Program Assistants,
Clerkship Coordinators Managers & medSTARClerkship Coordinators, Managers & medSTAR• 60 Medical Students• 20 Faculty from other Colleges (including College of
N i Ph d th S h l f Alli d M di lNursing, Pharmacy and the School of Allied MedicalProfessions)
• 2 Community Agencies• 30 Patients
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The Blueprint:C i l D i b d th C Ed ti l Obj ti
Patient Care
Curricular Domains based on the Core Educational Objectives
Medical KnowledgePractice BasedPractice BasedLearningInterpersonal CommunicationSystems Based LearningLearningPersonal and Professional DevelopmentDevelopment
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Highlights Part One: Clinical Foundations
Scientific and Scientific and Orientation
Evaluation
Evaluation
Exploration
Evaluation
Foundations of Patient
Care
Foundations of Health Care
Scientific and Medical
Foundations of Neurological Di d
Medical Foundations
of Cardiopulmon
Break
Break
Evaluation
Explorationn n
Disorders Cardiopulmonary Disease
n
Compreh
Evalua
Evalua
EvaluaExplora
Evalua
Scientific and Medical
Foundations of Nutrition
Scientific and Medical
Foundations
Scientific and Medical
Foundations of Reproduction
Clinical Foundations
Brea
Brea hensive ation
ation
ationation
ationand Hormonal Regulation
of Host Defense
pand
Genitourinary Disorders
Review
akak
Example: Integrated Learning Through Empanelling
Lauren Jones, Med-1, meets and empanels Ms. Smith one month before starting the Cardiopulmonary Disease block
g p g
Ms. Smith – 67 y/o female with hypertension and coronary
t di ith hi t f Cardiopulmonary Disease block.artery disease with history of MI and CABG presents to her internist for follow-up
Lauren presents Ms. Smith to her team,
Scientific and Medical Foundations of Cardiopulmonary Disease in
Part I: Lead Serve Inspire Curriculum
including medical, family, social history and management plan.
Team discusses the basic behavioral and
At later visit, Ms. Smith presents to
Team discusses the basic, behavioral, and clinical science aspects of Ms. Smith’s cardiovascular history and medical care during small group session.
internist’s office with headaches. Has uncontrolled hypertension due to nonadherence associated with change in prescription coverage and subsequent increase in
Steve, another team member, sees Ms. Smith that day and reports to the group, initiating discussion of relationship between medication and subsequent increase in
medication cost. costs, nonadherence, and health care reform.
Longitudinal Projects
Self Directed LearningMentored Educational Portfolio
LeadershipCommunity Health EducationEffective Role Modeling
Understanding Health SystemsSystems Thinking, Interdisciplinary Care
Health InformaticsPatient Safety through Scientific Inquiryand EBM
USMLE B d P
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USMLE Board Prep
What Is Your Role?
• Teacher• Coach• Supporter• Advocate• Advocate
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Q tiQuestions