Fsm3.0 march update

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  • Integrate the teaching of foundational sciences in an organ-system based format that extends across all 4 years and integrates the bio-psycho-social determinants of health & disease along the continuum of diagnosis, treatment, prevention, palliation & EOL care and creates threads of imaging, genetics and preventionAuthentic clinical experiences integrated into the 1st 2 years that create the KtK and provided FCE for skill acquisition, application of basic science concepts and LCE for professional growth and development…….no more pre-clinical/clinical dichotomy…but rather a seamless continuum of professional developmentExpansion, refinement and integration of the Patient & Physician content to include patient safety, team work and collaborationProfessional Development & Expertise (AOC) integrated across all 4 yearsContent additionsPedagogical changes to deliver a curriculum that maximizes participation, self-determination and spurs inquiryCollaboration that takes advantage or our rich environmentInquiry-drivenPatient-CenteredPersonalized, Differentiated Learning….the hallmark of our transformed system; in which learning not time is the constant; allows mentored exploration/personal development relevant and tailored to the individual needs of each student
  • Integrate the teaching of foundational sciences in an organ-system based format that extends across all 4 years and integrates the bio-psycho-social determinants of health & disease along the continuum of diagnosis, treatment, prevention, palliation & EOL care and creates threads of imaging, genetics and preventionAuthentic clinical experiences integrated into the 1st 2 years that create the KtK and provided FCE for skill acquisition, application of basic science concepts and LCE for professional growth and development…….no more pre-clinical/clinical dichotomy…but rather a seamless continuum of professional developmentExpansion, refinement and integration of the Patient & Physician content to include patient safety, team work and collaborationProfessional Development & Expertise (AOC) integrated across all 4 yearsContent additionsPedagogical changes to deliver a curriculum that maximizes participation, self-determination and spurs inquiryCollaboration that takes advantage or our rich environmentInquiry-drivenPatient-CenteredPersonalized, Differentiated Learning….the hallmark of our transformed system; in which learning not time is the constant; allows mentored exploration/personal development relevant and tailored to the individual needs of each student
  • Science in Medicine in Phase One of the New Curriculum. There are 14 sequential modules. Each integrates basic science with the medical science of abnormal anatomy and physiology. Modules were created by combining content from the existing Structure-function and Scientific Basis of Medicine courses, updating, removing redundancies, and placing related material together. The sequence was chosen as the best progression through the organ systems. A variable sequence model (not shown) also has been constructed for future consideration, in which the final four units occur in five choices of sequence with a period of Area of Concentration study at varying places in the sequence.
  • Science in Medicine in Phase One of the New Curriculum. There are 14 sequential modules. Each integrates basic science with the medical science of abnormal anatomy and physiology. Modules were created by combining content from the existing Structure-function and Scientific Basis of Medicine courses, updating, removing redundancies, and placing related material together. The sequence was chosen as the best progression through the organ systems. A variable sequence model (not shown) also has been constructed for future consideration, in which the final four units occur in five choices of sequence with a period of Area of Concentration study at varying places in the sequence.
  • The Science in Medicine (SiM) sequence for the Prologue. The Prologue comprises the first 12 weeks of the new curriculum, ending around Thanksgiving, and SiM is a major component. Content was developed from the first two units of Structure-Function and the Toolbox units of Scientific Basis of Medicine, and additional topics in genetics and other areas were added. The sequence of major content areas is shown here.
  • The SiM prologue sequence on the 2012 calendar. The Prologue will be followed by the first part of the cardiovascular module.
  • The SiM prologue sequence on the 2012 calendar. The weekly content within the major content areas is printed here. Daily content topics have been chosen within the weeks. An example will be shown for week 5 of the prologue, the third week of genetics (circled).
  • SiM Prologue content for week 5, the final week of the genetics topic area. Now that these specific topics have been selected, our efforts will turn toward the tasks ahead. There is a strong call for the new curriculum to stress better integration across curricular elements and development of more active learning experiences. The SiM committee plans to approach this by improving what we already do well as we incrementally develop new tools for delivery of content. Lecturers must be committed to excellence, aware of topics that have already been covered and those yet to come, and eager to make lectures more interactive. We will continue to rely on Problem Based Learning sessions to engage the students to take on more responsibility for their education, we will explore development of more Team Based Learning sessions, and we will develop new technologies for individualized learning. The SiM Prologue sequence and Phase One module sequence provide a specific basis for integrating with the other curricular elements – clinical medicine, health and society, and professional development, all of which will play an important role that begins in the Prologue.
  • Current Curriculum Model
  • Fsm3.0 march update

    1. 1. Curriculum renewal<br />FSM will mentor and educate students to become exceptional, compassionate and innovative physicians, educators, and researchers<br />We expect our students to be inquiry-driven team leaders who will serve patients, society and the profession<br />March 2011 Update<br />
    2. 2. Curriculum renewal<br />March 2011 Update<br />100 faculty<br />15students<br />200faculty<br />25students<br />Sept 2009 Retreat<br />Aug 2012<br />Phase 1<br />Implementation<br />Sept 2011 <br />Phase 1 <br />Plan Completed<br />Oct 2010 <br />Kick-Off<br />~April 2013<br /> Phase 2<br /> Implementation<br />~April 2014<br /> Phase 3<br /> Implementation<br />Curriculum Development<br />organization, content <br />Instructional Design to deliver content<br />Faculty Development to facilitate content delivery<br />Assessment Design to evaluate student learning outcomes<br />113faculty<br />25students<br />Curriculum Evaluation and Continuous Quality Improvement<br />
    3. 3. Collaborative<br />Multidisciplinary & Inter-professional Teams, Societies, Colleges<br />Collaborative Colleges<br />Competency-Based<br />Evidence-Based Learning<br />PBL, TBL, Simulation, Virtual Reality<br />Active Learning<br />PBL<br />Science in Medicine<br />Content<br />PPS , MDM<br />Content<br />AOC, Competency, PPS , MDM<br />Structure Function<br />Health & Society<br />Scientific Basis of Medicine<br />Integrated<br />Personal - Adaptive<br />Learner-Centered<br />Inquiry-Driven<br />Clinical Medicine<br />Professional Development <br />
    4. 4. 4 Curricular Elements<br />content<br />threads<br />Clinical Medicine<br /><ul><li>Prevention, Diagnosis, Treatment, Rehabilitation, Palliation</li></ul> (Prevention includes nutrition, lifestyle medicine, behavioral change, wellness<br /> (Diagnosis includes Hx & PE, laboratory medicine, imaging)<br /> (Treatment includes therapeutics and technical skills) (Rehab includes transitions of care) (Palliation includes end of life care)<br /><ul><li>Medical Decision-Making & Clinical Reasoning</li></ul> (MDM includes Info Acquisition & Management, EBM, Cost- Effectiveness)<br /><ul><li>Communication (oral, written, counseling, teaching)</li></ul>Professional Development<br /><ul><li>Area of Scholarly Concentration, “Pathways”, Professional Goals
    5. 5. Personal Awareness and Self-Care
    6. 6. Professional Behavior and Moral Reasoning
    7. 7. Teamwork & Leadership</li></ul>Curricular Model<br />Health & Society<br /><ul><li>Biopsychosocial determinants of Health and Disease (Healthy People 2020)
    8. 8. Health Disparities, Equity and Advocacy
    9. 9. Health Economics and Health Systems
    10. 10. Global, Community and Public Health Perspectives
    11. 11. Patient Safety and Quality Improvement</li></ul>Science in Medicine<br /><ul><li>Foundational Sciences (cellular processes, genetics, metabolism</li></ul> inflammation and infection)<br /><ul><li>Normal Structure and Function
    12. 12. Mechanisms of Disease, Diagnosis, Therapeutic Interventions, </li></ul> Disease Prevention<br /><ul><li>Organ-based, lifecycle / developmental framework</li></li></ul><li>Curriculum renewal<br />March 2011 Update<br />Continuity<br />Organizing principles<br />
    13. 13. Year 2<br />Year 1<br />Year 3<br />Current Curriculum<br />Year 4<br />SF<br />SBM<br />Clinical Medicine<br />Normal<br />Abnormal<br />Patient, Physician, Society<br />Proposed Curriculum<br />Phase 1<br />Phase 2<br />Phase 3<br />Science in Medicine<br />Clinical Medicine<br />Health & Society<br />Professional Development<br />
    14. 14. Curriculum renewal<br />March 2011 Update<br />
    15. 15. Curriculum renewal<br />March 2011 Update<br />
    16. 16. Phase 1<br />I<br />II<br />III<br />IV<br />V<br />VI<br />VII<br />VIII<br />IX<br />X<br />XI<br />XII<br />XIII<br />XIV<br />Psychiatry/Behavioral Science<br />Head & Neck, Ophthalmology<br />Break<br />Reproductive/Urogenital<br />Area of Concentration<br />Gastrointestinal<br />Musculoskeletal<br />Summer Break<br />Holiday Break<br />Holiday Break<br />Spring Break<br />Spring Break<br />Dermatology<br />Pulmonary<br />Neurology<br />Hematology<br />Endocrine<br />Oncology<br />Renal<br />Prologue<br />CV<br />CV<br />Integration & Synthesis Module<br />Integration & Synthesis Modules<br />Integration & Synthesis Module<br />SiM<br />CM<br />H&S<br />PD<br /> Competency-Based, Gateway Assessments with Portfolio Reviews<br />3<br />
    17. 17. Curriculum renewal<br />March 2011 Update<br />Sept 2009 Retreat<br />Aug 2012<br />Phase 1<br />Implementation<br />Sept 2011 <br />Phase 1 <br />Plan Completed<br />Oct 2010 <br />Kick-Off<br />~April 2013<br /> Phase 2<br /> Implementation<br />~April 2014<br /> Phase 3<br /> Implementation<br />Curriculum Development<br />organization, content <br />Instructional Design to deliver content<br />Faculty Development to facilitate content delivery<br />Assessment Design to evaluate student learning outcomes<br />Curriculum Evaluation and Continuous Quality Improvement<br />
    18. 18. Curriculum renewal<br />March 2011 Update<br />Science in medicine<br />Phase 1<br />Phase 2<br />Phase 3<br />Science in Medicine<br />Clinical Medicine<br />Health & Society<br />Professional Development<br />
    19. 19. Phase 1 Sequence - Science in Medicine Modules<br />I<br />II<br />III<br />IV<br />V<br />VI<br />VII<br />VIII<br />IX<br />X<br />XI<br />XII<br />XIII<br />XIV<br />Psychiatry/Behavioral Science<br />Head & Neck, Ophthalmology<br />Break<br />Reproductive/Urogenital<br />Area of Concentration<br />Gastrointestinal<br />Musculoskeletal<br />Summer Break<br />Holiday Break<br />Holiday Break<br />Spring Break<br />Spring Break<br />Dermatology<br />Pulmonary<br />Neurology<br />Hematology<br />Endocrine<br />Oncology<br />Renal<br />Prologue<br />CV<br />CV<br />Integration & Synthesis Module<br />Integration & Synthesis Modules<br />Integration & Synthesis Module<br />CM<br />H&S<br />PD<br /> Competency-Based, Gateway Assessments with Portfolio Reviews<br />3<br />
    20. 20. Prologue - Sequence of Science in Medicine (Weeks)<br /> Fall 2012<br />September<br />October<br />November<br />CELLS, RECEPTORS, MEMBRANES<br />PHARMACOLOGY<br />MICROBIOLOGY<br />IMMUNOLOGY<br />HUMAN BODY<br />CELL INJURY<br />GENETICS<br />EXAM & PORTFOLIO<br />ASSESSMENT<br />
    21. 21. September 2012 Calendar<br />November 2012 Calendar<br />Prologue Sequence of SiM - Weekly Calendar<br />Mon<br />Tue<br />Fri<br />Thu<br />Wed<br />Mon<br />Tue<br />Fri<br />Thu<br />Wed<br />3<br />5<br />2<br />1<br />7<br />6<br />4<br />INTRO,<br />THEMES,<br />THREADS<br />PHARMACOLOGY:<br />KINETICS<br />INTRO<br />MICROBIOLOGY<br />LABOR DAY<br />CELLS, ORGANELLES, MACROMOLECULES<br />CELLS, RECEPTORS, MEMBRANES<br />10<br />12<br />5<br />9<br />8<br />7<br />6<br />14<br />13<br />11<br />MICROBIOLOGY<br />INTRO<br />IMMUNOLOGY<br />RECEPTORS, G PROTEINS, MEMBRANE TRANSPORT, CHANNELS<br />CELLS, CONT.<br />RNA & DNA VIRUSES, BACTERIA, FUNGI, PARASITES, THERAPEUTICS<br />17<br />19<br />12<br />16<br />15<br />14<br />13<br />21<br />20<br />18<br />IMMUNOLOGY<br />CHROMOSOMES, CELL CYCLE, STEM CELLS, MUTATION, INHERITANCE<br />ANTIBODIES, T CELLS, EFFECTOR FUNCTIONS, AUTOIMMUNITY, TRANSPLANTS<br />GENETICS<br />24<br />26<br />19<br />23<br />22<br />21<br />20<br />28<br />27<br />25<br />IMMUNOPATHOLOGY,<br />INFLAMMATION<br />GENETIC VARIATION, PEDIGREE, AUTOSOMAL & CHROMOSOMAL DISORDERS<br />THANKSGIVING<br />26<br />28<br />27<br />30<br />29<br />EXAM<br />PROLOGUE<br />EXAM<br />CARDIOVASCULAR MODULE<br />October 2012 Calendar<br />December 2012 Calendar<br />Mon<br />Tue<br />Fri<br />Thu<br />Wed<br />Mon<br />Tue<br />Fri<br />Thu<br />Wed<br />1<br />5<br />4<br />3<br />2<br />3<br />5<br />7<br />6<br />4<br />GENETICS<br />CARDIOVASCULAR MODULE<br />GENETIC DISORDER DIAGNOSIS, SCREENING & THERAPEUTICS, SPECIFIC DISEASES<br />CARDIOVASCULAR MODULE<br />8<br />12<br />11<br />10<br />9<br />10<br />12<br />14<br />13<br />11<br />METABOLISM, PATHWAYS, MITOCHONDRIA<br />CARDIOVASCULAR MODULE<br />HUMAN BODY: EPITHELIUM, CONNECTIVE TISSUE<br />HUMAN BODY<br />15<br />19<br />18<br />17<br />16<br />17<br />19<br />21<br />20<br />18<br />AUTONOMIC,<br />SOMATIC<br />NERVOUS SYS.<br />EMBRYO-<br />GENESIS<br />BLOOD,<br />CIRCULATION<br />HUMAN BODY: BONE, MUSCLE<br />CARDIOVASCULAR MODULE<br />22<br />26<br />25<br />24<br />23<br />24<br />26<br />28<br />27<br />25<br />PHARMACOLOGY:<br />ABSORPTION,<br />TRANSPORT<br />CELL INJURY<br /><===============HOLIDAY BREAK===============><br />CELL ADAPTATION & INJURY, APOPTOSIS, TUMORS, CANCER<br />CHRISTMAS<br />31<br />29<br />31<br />30<br />PHARMACOLOGY<br /><===============HOLIDAY BREAK===============><br />PHARM: DISTRIBUTION, EXCRETION, METABOL., KINETICS<br />
    22. 22. September 2012 Calendar<br />October 2012 Calendar<br />November 2012 Calendar<br />December 2012 Calendar<br />Prologue Sequence of SiM - Weekly Topics<br />Mon<br />Tue<br />Fri<br />Thu<br />Wed<br />Mon<br />Tue<br />Fri<br />Thu<br />Wed<br />Mon<br />Tue<br />Fri<br />Thu<br />Wed<br />Mon<br />Tue<br />Fri<br />Thu<br />Wed<br />3<br />5<br />3<br />5<br />1<br />5<br />4<br />3<br />2<br />2<br />1<br />7<br />6<br />7<br />6<br />4<br />4<br />INTRO,<br />THEMES,<br />THREADS<br />PHARMACOLOGY:<br />KINETICS<br />INTRO<br />MICROBIOLOGY<br />LABOR DAY<br />CELLS, ORGANELLES, MACROMOLECULES<br />CARDIOVASCULAR MODULE<br />GENETIC DISORDER DIAGNOSIS, SCREENING & THERAPEUTICS, SPECIFIC DISEASES<br />10<br />12<br />10<br />12<br />8<br />12<br />11<br />10<br />9<br />5<br />9<br />8<br />7<br />6<br />14<br />13<br />14<br />13<br />11<br />11<br />METABOLISM, PATHWAYS, MITOCHONDRIA<br />INTRO<br />IMMUNOLOGY<br />RECEPTORS, G PROTEINS, MEMBRANE TRANSPORT, CHANNELS<br />CELLS, CONT.<br />RNA & DNA VIRUSES, BACTERIA, FUNGI, PARASITES, THERAPEUTICS<br />CARDIOVASCULAR MODULE<br />HUMAN BODY: EPITHELIUM, CONNECTIVE TISSUE<br />17<br />19<br />17<br />19<br />15<br />19<br />18<br />17<br />16<br />12<br />16<br />15<br />14<br />13<br />21<br />20<br />21<br />20<br />18<br />18<br />AUTONOMIC,<br />SOMATIC<br />NERVOUS SYS.<br />EMBRYO-<br />GENESIS<br />BLOOD,<br />CIRCULATION<br />HUMAN BODY: BONE, MUSCLE<br />CARDIOVASCULAR MODULE<br />ANTIBODIES, T CELLS, EFFECTOR FUNCTIONS, AUTOIMMUNITY, TRANSPLANTS<br />CHROMOSOMES, CELL CYCLE, STEM CELLS, MUTATION, INHERITANCE<br />24<br />26<br />24<br />26<br />22<br />26<br />25<br />24<br />23<br />19<br />23<br />22<br />21<br />20<br />28<br />27<br />28<br />27<br />25<br />25<br />PHARMACOLOGY:<br />ABSORPTION,<br />TRANSPORT<br /><===============HOLIDAY BREAK===============><br />IMMUNOPATHOLOGY,<br />INFLAMMATION<br />GENETIC VARIATION, PEDIGREE, AUTOSOMAL & CHROMOSOMAL DISORDERS<br />THANKSGIVING<br />CHRISTMAS<br />CELL ADAPTATION & INJURY, APOPTOSIS, TUMORS, CANCER<br />31<br />29<br />31<br />30<br />26<br />28<br />27<br />30<br />29<br /><===============HOLIDAY BREAK===============><br />PROLOGUE<br />EXAM<br />PHARM: DISTRIBUTION, EXCRETION, METABOL., KINETICS<br />CARDIOVASCULAR MODULE<br />
    23. 23. Example: Prologue SiM Week 5, Hourly Topics<br /> Fall 2012<br />Monday<br />October 1<br />Tuesday<br />October 2<br />Wednesday<br />October 3<br />Thursday<br />October 4<br />Friday<br />October 5<br />Approaches to genetics disorders<br />Development, pattern formation, homeobox genes<br />Contiguous gene deletions, uniparentaldisomy<br />Genetic screening, prenatal, cancer risk<br />X chromosome: inactivation, pseudoautosomal regions, Turner syndrome<br />Treatment of genetic disorders<br />Prenatal diagnosis<br />Mitochondrial genetics & diseases<br />Behavioral genetics<br />Neurofibromatosis Marfan syndrome, hemiglobinopathy, PKU<br />Tasks ahead: <br />Improve coordination and communication across SiM topics<br />Integrate the daily and weekly schedule with other curricular elements - clinical medicine, health and society, professional development<br />Develop stimulating, interactive learning experiences that engage students in large and small groups<br />
    24. 24. Curriculum renewal<br />March 2011 Update<br />Clinical medicine<br />Phase 1<br />Phase 2<br />Phase 3<br />Science in Medicine<br />Clinical Medicine<br />Professional Development<br />
    25. 25. Tuesday 5pm : Clinical Med Steering Committee<br /><ul><li>Ben Singer
    26. 26. Julia Corcoran
    27. 27. John Butter
    28. 28. Warren Tourtelotte
    29. 29. Rama Gourenini
    30. 30. Jen Trainor
    31. 31. Stephanie Kearns
    32. 32. Nicholas Volpe
    33. 33. Donna Woods
    34. 34. Margaret Duggan
    35. 35. Kristine Gleason
    36. 36. Bob Tanz
    37. 37. John Vozenelik
    38. 38. Jay Thomas
    39. 39. Michael Fleming
    40. 40. Alex Korutz
    41. 41. Daniel Katz
    42. 42. Joseph Brown
    43. 43. Kate Kinner
    44. 44. Kelly Walker
    45. 45. Aarati Didwania
    46. 46. Amanda Zick</li></li></ul><li>Tuesday 12noon : Clinical Med subComittee #1<br /><ul><li>Eric Terman
    47. 47. Arv Vanagunas
    48. 48. Lori Goodhartz
    49. 49. Cristine Park
    50. 50. Toshi Uchida
    51. 51. Boye Ogunseitan
    52. 52. Stevie Mazyck
    53. 53. Gary MacVicar
    54. 54. Marie Crandall
    55. 55. Jen Bierman
    56. 56. Todd Davis
    57. 57. Karen Mangold
    58. 58. Alexander Sandu
    59. 59. Sharon Unti
    60. 60. Mike Moore
    61. 61. Susan Santacaterina
    62. 62. Nicole Wysolcki
    63. 63. Cherina Cyborski
    64. 64. Donald-Lloyd Jones</li></li></ul><li>Thursday 8am : Clinical Med subCommitee #2<br /><ul><li>Bob Brannigan
    65. 65. Tania Saroli
    66. 66. Michael Angarone
    67. 67. Rick Lee
    68. 68. Amer Aldeen
    69. 69. Jyothy Puthumana
    70. 70. Edgar Black
    71. 71. Darius Loghmanee
    72. 72. Danielle Smith
    73. 73. Julie Stamos
    74. 74. Tina Tan
    75. 75. Melissa Brown
    76. 76. Natasha Wheaton
    77. 77. Allison Hammer
    78. 78. Stephanie Miller
    79. 79. Jay Sarthy
    80. 80. Jared Mendelson</li></li></ul><li>Clinical medicine element group:<br />Tuesday 12noon subcommittee:<br />Task: organize the clinical medicine curriculum horizontally almost done mapping broad goals, assessment methods, & learning strategies<br />Thursday 8am subcommittee:<br />Task: integrate clinical medicine vertically into the CV unit Focused Clinical Experience (FCE) initiative<br />Tuesday 5pm steering committee:<br />Task: think tank for “big picture” & reactor panel developing a longitudinal student/patient experience<br />
    81. 81. Year 2<br />Year 1<br />Year 3<br />Current Curriculum<br />Year 4<br />SF<br />SBM<br />Clinical Medicine<br />Normal<br />Abnormal<br />Patient, Physician, Society<br />FCE<br />Proposed Curriculum<br />Phase 1<br />Phase 2<br />Phase 3<br />Science in Medicine<br />Clinical Medicine<br />Health & Society<br />Professional Development<br />
    82. 82. single dosesof early clinical medicine…<br />
    83. 83. The FCE Concept:<br />Find a lecture <br />https://fsmweb02.northwestern.edu/emerg/<br />Pick 2-3 objectives<br />Find real-world examples <br /> where the lecture content<br /> is applicable<br />Embed students in a clinical area. <br />Aims: provide context, apply & synthesize knowledge and inspire<br />
    84. 84. Provide the “why” & inspire inquiry<br />
    85. 85. Could it work?<br />First FCE pilot Dr. Puthumana’s echo lab experience…<br />“Experience was wonderful”<br />“the lecture material really came together”<br />“Cardiac echo, E/A & E’ definitely seemed more relevant after the exercise”<br />“It was certainly inspiring and I would definitely do it again- for other units”<br />What’s up next:<br />NMH valve surgery (R. Lee)<br />CMH heart biopsy (T.Saroli)<br />Heart transplant (E.Black)<br />Cardiac cath lab (J.Flaherty)<br />CCU pharmacist (K. Gleason)<br />ED ecg’s (Aldeen, Wheaton)<br />CCU nurse shadow (M.Duggan)<br />Cardiac MRI imaging (A.Korutz)<br />Stress test lab (J.Puthumana)<br />Cardiac autopsy (J.Lomasney)<br />Any volunteers?<br />
    86. 86.
    87. 87. A maintenance dose of clinical medicine…<br />Because understanding the social/environmental determinants of disease & the chronic care model requires… more than 4 weeks!<br />
    88. 88. Continuity<br />
    89. 89. So we need to create an educational experience where:<br />A team of health professionals, coordinated by a longitudinal physician, working collaboratively to provide high levels of care, access and communication, care coordination and integration, and working to improve care quality and safety.<br />This is the AAFP, ACP, AAP, AOA 2007 consensus definition of a Patient-Centered Medical Home<br />
    90. 90. SIMPLE & ELEGANTAll residents & attendings can understand a continuity clinic concept<br />
    91. 91. Continuity<br />Recruit vulnerable patients with one or more of 20 core conditions such as: heart disease, cancer, stroke, COPD, obesity, trauma/SCI, dementia, DM, ESRD, mood disorders, asthma, HIV, SLE, cirrhosis, CHF, high-risk OB, cystic fibrosis, sickle cell, chronic pain, and OA<br />Panel of 100 patients with Q4 mth visits would be ~6 patients/wk, +add 1-2 acute slots as needed<br />
    92. 92. Simple design, infinite flexibility<br />All students have a clinic (simple concept)<br />But within their clinic- many chances for “layered individualization” & adaptability:<br />Panel of 100 patients allows students to focus (“own”) the patients with conditions they find most interesting<br />Multiple visits with 1 patient over 4 years allows for “deep learning” rather than just superficial initial encounters<br />Multiple levels of learners allows students to operate at exactly their “true” level. M1’s who are ahead of the curve can start doing more DDx and M3’s who are struggling can work more on PEx skills or Hx<br />M3 students could recruit the inpatients that inspire them<br />
    93. 93. New resources since 1993:<br />And increasing ease of data-mining to assess quality across sites<br />Ability to track patient progress when not physically at the clinic<br />
    94. 94. Other schools can measure their curricular reform efforts with student satisfaction surveys<br />Our educational outcomes could be:<br />97% of student CAD patients on B-Blkrs & Aspirin<br />Average Hgb A1c dropped1.0% compared to entry<br />80% patients up to date with cancer screening metrics<br />No racial disparities detectable in screening rates<br />Mean BMI of patient panel dropped over 4 years<br />
    95. 95. Rhinoceros– why were you so inspiring?<br />Students owned the project<br />Students worked as a team and had a goal<br />The project was simple but yet integrated everything they had been learning in class (reading, writing, math, art, weather, geography, biology, health/nutrition)<br />The project inspired inquiry & deep learning<br />Professionalism, responsibility were required<br />Can’t we aspire to compete with 1st graders??<br />
    96. 96. Year 2<br />Year 1<br />Year 3<br />Current Curriculum<br />Year 4<br />SF<br />SBM<br />Clinical Medicine<br />Normal<br />Abnormal<br />Patient, Physician, Society<br />PCMH<br />FCE<br />Proposed Curriculum<br />Phase 1<br />Phase 2<br />Phase 3<br />Science in Medicine<br />Clinical Medicine<br />Health & Society<br />Professional Development<br />
    97. 97. Imagine working with these 4 FSM students over 4 years and seeing what they could do with a panel of their OWN patients<br />Imagine the PR campaign & recruitment impact…<br />Improving Medical Education by Improving Chicago’s Health<br />
    98. 98. Curriculum renewal<br />March 2011 Update<br />Health & Society<br />Phase 1<br />Phase 2<br />Phase 3<br />Science in Medicine<br />Clinical Medicine<br />Health & Society<br />Professional Development<br />
    99. 99. Health & Society CEG<br />Healthy People 2020 www.healthypeople.gov<br />
    100. 100. Prologue:Students learn about themselves<br /><ul><li>Health Risk Appraisal (HRA)
    101. 101. Lifestyle factors and readiness to change • Biometric and laboratory results • Compliance with recommended preventive screenings • Existing chronic conditions • Future disease risk factor • Personal environment
    102. 102. Personal and group results
    103. 103. Behavior Change Plan (BCP)
    104. 104. Reanalysis of HRA results
    105. 105. Personal and group results</li></li></ul><li>Prologue:Students learn about others<br />Textbook Chicago <br />Chicago bus tour of 6 communities to assess the 4 determinants of health (social environment, physical environmental, health services, individual behavior)<br />SES • Racial/ethnic demographics • Built environment • Health care access & delivery • Prevalence of selected health conditions <br />Presentations and discussion of health outcome disparities regarding determinants of health<br />
    106. 106. Overarching themes<br />Determinants of health<br />Disparities in health outcomes<br />Public health<br />Community and global health<br />Health service delivery<br />Physician roles<br />Professional well-being<br />Advocacy<br />Communication / motivational interviewing/ behavior change<br />Interdisciplinary learning<br />Lifestyle Medicine Thread<br />
    107. 107. Curriculum renewal<br />March 2011 Update<br />Professional development<br />Phase 1<br />Phase 2<br />Phase 3<br />Science in Medicine<br />Clinical Medicine<br />Health & Society<br />Professional Development<br />
    108. 108. Professional Development<br />Curriculum Renewal Update<br />March 2011<br />
    109. 109. Overview<br />A curricular element that encompasses:<br />An Area of Scholarly Concentration (AOSC)<br />Professional Behavior and Moral Reasoning/Medical Ethics (PBMR)<br />Personal Awareness and Self-Care (PASC)<br />Teamwork and Leadership (TL)<br />
    110. 110. Accomplishments: November 2010<br /><ul><li>Area of Scholarly Concentration task force: Report on activities of other schools and recommendations for FSM
    111. 111. Professional Behavior and Moral Reasoning Competency Committee: Education and assessment blueprint
    112. 112. Personal Awareness and Self-Care Competency Committee: Education and assessment blueprint</li></li></ul><li>Progress: November 2010-March 2011<br /> 1. Convened sub-committees for four areas of Professional Development.<br /> 2. Agreement on goals, teaching activities and assessment strategies for Prologue/Phase 1.<br /> 3. Development of Pilot projects for Fall, 2011.<br />
    113. 113. Broad Goals for Prologue/Phase 1... <br />DISCUSS basic theories of teamwork and leadership (TL).<br />ANALYZE team structure and roles for a team that they are currently on (TL).<br />UNDERSTAND basic research designs in biomedical research (AOSC).<br />DEVELOP a 4 year plan for an area of scholarly concentration in research, education or community service (AOSC)<br />IDENTIFY, ANALYZE and JUSTIFY appropriate ethical and legal choices in the care of patients and their families (PBMR)<br />
    114. 114. …Broad Goals for Prologue/Phase I<br />IDENTIFY, ANALYZE, and JUSTIFY ethical choices in the healthcare systems in which they work, including issues of access to care and conflicts of interest (PBMR)<br />BEHAVE with honesty, integrity, respect, and compassion toward all patients, families, students, faculty, and other healthcare professionals (PBMR)<br />CREATE a 4 year plan for personal awareness and self-care(PASC)<br />
    115. 115. Pilot Projects for 2011…<br />1. Teamwork and Leadership: <br />- Course with Northwestern Center for Leadership on teamwork & leadership for medical students <br /> - Develop structure/ framework for team analysis of a current team<br /> 2. Professional Behavior and Moral Reasoning: <br />- Develop new assessment for current ethics and values course (M1)<br />
    116. 116. …Pilot Projects for 2011<br />3. Personal Awareness and Self-Care: <br />- Develop guidelines for mentor/student 4 year plan for personal awareness and self- care.<br />4. Area of Scholarly Concentration: <br />- Update medical decision-making (MDM) course to reflect goal of developing a research project/plan with a preceptor. <br /> - Convene one regular AOSC interest group to meet monthly.<br />
    117. 117. Ongoing challenges and opportunities <br />Integrate with Clinical Medicine and the Patient Centered Medical Home:<br />Opportunities for PBMR, TL, PASC<br />Integrate with Health and Society: PASC<br />Make one assessment “count” for multiple competencies/curricular elements<br />
    118. 118. Curriculum renewal<br />March 2011 Update<br />100 faculty<br />15students<br />200faculty<br />25students<br />Sept 2009 Retreat<br />Aug 2012<br />Phase 1<br />Implementation<br />Sept 2011 <br />Phase 1 <br />Plan Completed<br />Oct 2010 <br />Kick-Off<br />~April 2013<br /> Phase 2<br /> Implementation<br />~April 2014<br /> Phase 3<br /> Implementation<br />Curriculum Development<br />organization, content <br />Instructional Design to deliver content<br />Faculty Development to facilitate content delivery<br />Assessment Design to evaluate student learning outcomes<br />113faculty<br />25students<br />Curriculum Evaluation and Continuous Quality Improvement<br />
    119. 119. Reactor Panels<br />AWOME<br />GHSL<br />FAME<br />Instructional Design<br />& Technology<br />Steering<br />Steering Committee<br />Science in Medicine<br />Student <br />Assessment<br />Competency<br />Committee<br />Clinical <br />Medicine<br />MDM & Laboratory Medicine<br />Teamwork<br />Leadership<br />Prologue / Foundations<br />Synthesis & Application Modules<br />Lifestyle Medicine<br />FAME<br />Faculty <br />Development<br />Professional<br />Development <br />Patient Safety<br />Health<br />& Society<br />Subcommittees<br />Curriculum Outcomes &<br />Evaluation<br />Curriculum<br />Committee<br />Curr Element Groups<br />Thread Subcommittees<br />
    120. 120. Thanks for your contributions toward a shared vision<br />the imagination to create<br />the courage to change<br />the excitement and resolve to continue into uncharted areas<br />the resilience to recover from a mistake<br />
    121. 121. http://goo.gl/L5oZK<br />http://twitter.com/#!/FSM_curr<br />
    122. 122. Phase 1 Sequence of Science in Medicine Modules<br />Variable module sequence<br />H/Onc<br />Endoc<br />D/int<br />Re/UG<br />AOC<br />Psychiatry/Behavioral Science<br />Head & Neck, Ophthalmology<br />Break<br />Re/UG<br />Area of Concentration<br />D/int<br />H/Onc<br />Endoc<br />AOC<br />Gastrointestinal<br />Musculoskeletal<br />Summer Break<br />Holiday Break<br />Spring Break<br />Spring Break<br />Pulmonary<br />Neurology<br />Renal<br />Prologue<br />CV<br />CV<br />Re/UG<br />Endoc<br />H/Onc<br />D/int<br />AOC<br />Integration & Synthesis Module<br />Integration & Synthesis Module<br />D/int<br />H/Onc<br />Re/UG<br />Endoc<br />AOC<br />SiM<br />CM<br />Re/UG<br />Endoc<br />D/int<br />H/Onc<br />H & S<br />AOC<br />PD<br />Endoc = Endocrine<br />Re/UG = Reproductive/Urogenital<br />H/Onc = Hematology/Oncology<br />D/Int = Dermatology/Phase 1 Integration<br />Competency-Based, Gateway Assessments with Portfolio Reviews<br />3<br />

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