Naslov
Shortening Clinical Learning Through Increasing Efficiency

Autori
Hays, Richard ; Harding, Alexander ; Alston, Sebastian ; Degoricija, Vesna ; Flomenbaum, Mark ; Gordon, Mary Beth ; Hurt, Myra ; Strasser, Roger

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, neobjavljeni rad, stručni

Izvornik
Association of American Medical Colleges (AAMC) Annual Meeting 2009. Harvard Macy Showcasing Scholar’s Innovations Poster Session / - , 2009

Skup
Association of American Medical Colleges (AAMC) Annual Meeting 2009. Harvard Macy Showcasing Scholar’s Innovations Poster Session

Mjesto i datum
Boston (MA), Sjedinjene Američke Države, 09.11.2009. - 12.11.2009

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
medical education system ; integrated clerkship ; quality management

Sažetak
Societies throughout the world are demanding an increased supply of physicians to meet rising health care and workforce needs. However, utilization of the current models of training would be both expensive and time-consuming. We propose a new model based on the business models and principles that were emphasized at the 2008 Harvard-Macy Institute on Leading Innovations in Health Care and Education. Components of both disruptive technology and the Toyota production model can be used to meet the demand in a shorter time, with equal or improved quality, and for a decreased cost. Description of Program/Intervention: Intensive, longitudinal, and integrated clerkship ; Unidirectional sequence of blocks reflecting progressively more complex, integrated clinical medical practice experiences and roles ; Intensity in clinical and education approach to each patient by students and faculty ; Frequent and intensive assessment to ensure that competencies are met by end of each block ; Increased local monitoring, problem solving, and flexibility at the level of teachers and learners ; Time allocated to remediate deficiencies ; Graduates every 2 months. Although this proposal is a model, current longitudinal models are being implemented with success in medical schools throughout the world. The proposed model goes beyond that concept by adding increased intensity of learning and quality management and re- alignment of learning opportunities and resources to reduce the time required. Key Lessons Learned: Current business models and concepts as introduced in the Harvard-Macy Institute on Leading Innovation in Heath Care and Education can be applied to medical education ; Such changes will be disruptive by producing physicians of equivalent or better quality (i.e. “good enough”) in a more efficient and less costly manner ; The production methods that will be employed provide increased standardization and quality control ; Both students and faculty would be intensely and actively involved in the process ; Alignment of learning, assessment and evaluation may be improved, potentially reducing the influence of a hidden curriculum. Questions: How will such change be accepted or resistance overcome by the current medical education system? How will funding systems become aligned with this new model? What will be learned and refined as this model is implemented in medical education? How will be students and faculty be developed for this model? Which other business models can be applied to medical education?

Izvorni jezik
Engleski

Znanstvena područja
Kliničke medicinske znanosti

POVEZANOST RADA