This document provides a bibliography of resources related to transforming medical education and training to meet patient and societal needs. It includes over 50 references on topics such as medical professionalism, competency-based education, social accountability, diversity in medical education, primary care training, duty hours, and the social mission of medical schools. The references were compiled by the ABIM Foundation to provide general background for their 2010 forum on reforming medical education and training.
Sorel, E Editor 21st Century Am Med Ed April 20 2015Eliot Sorel MD
This document discusses innovations and challenges in 21st century American medical education from the perspectives of four medical school deans. It includes an introduction from the editor and sections written by the deans of George Washington University School of Medicine, Howard University College of Medicine, Uniformed Services University of the Health Sciences, and Georgetown University School of Medicine. Each dean outlines changes and developments at their respective schools to improve medical education, keep up with the evolving healthcare system, and better train future physicians.
Dr. Josephine Mei is a pulmonary/critical care physician in private practice in Louisville, KY. She received her undergraduate and medical degrees from Johns Hopkins University and the University of Miami School of Medicine. She has over 25 years of experience and is board certified in Internal Medicine, Pulmonary Disease, Sleep Medicine and Hyperbaric Medicine. She currently holds privileges at several hospitals in Kentucky and Indiana and serves as director of several pulmonary rehabilitation programs.
The document is a curriculum vitae for Helen Kathryn Valier, an instructional assistant professor and director of medicine and society programs at the University of Houston. It details her education, professional career, classes taught, awards, committees, and publications. Specifically, it notes that she received her PhD in the history of medicine from the University of Manchester, focuses her research and teaching on the history of medicine and bioethics, and has authored books and articles on the topics of cancer research and the history of medicine in Britain and the United States.
Eneida F. Miranda is a fourth year medical student at the University of New England College of Osteopathic Medicine. She has received several honors and awards for her academic achievements and community service. Her clinical experience includes working as a mental health specialist and medical interpreter. She has been involved in research projects and leadership roles focusing on underserved communities.
Ellen Liskov has over 25 years of experience as a registered dietitian, including her current role as a nutrition specialist at Yale-New Haven Hospital since 1994. She received a bachelor's degree in food and nutrition from Drexel University in 1986 and a master's in public health from Southern Connecticut State University in 1994. In her current role, she provides individualized nutrition counseling and develops programs related to conditions like diabetes, obesity, and cardiovascular disease. She has also held roles conducting research on lipid levels and dietary interventions.
This document provides information about hospice and palliative care. It defines hospice care as being for patients who are very close to death, and requires the patient to have a do-not-resuscitate order and stop all life-prolonging care. Palliative care is defined as not just being for terminal illnesses, does not require a DNR order, and may continue life-prolonging care. The document also lists learner objectives about understanding the qualifications for each type of care and integrating end of life issues and ethics into care plans.
The Patient Protection and Affordable Care Act of 2010 is divided into five titles that address expanding access to affordable health insurance coverage, strengthening public health programs, improving healthcare quality and efficiency, preventing chronic diseases, and developing the healthcare workforce. Title I focuses on making quality health insurance more affordable and accessible for all Americans. Title II aims to strengthen public health programs like Medicaid and Medicare. Title III seeks to improve healthcare delivery and quality. Title IV works to prevent chronic diseases and promote public health. Title V addresses expanding and enhancing the US healthcare workforce.
The document discusses medical humanities and its purpose and importance in medical education. It defines medical humanities as an interdisciplinary philosophical approach to understanding human experiences of illness. It argues that including disciplines like history, philosophy and sociology can provide a more holistic counterbalance to the biomedical focus on diagnosis and treatment, and help practitioners better understand their patients' cultural beliefs and experiences. It also suggests that including some humanities subjects in medical school curricula could help doctors develop greater empathy and ability to respond to patients' emotions.
Sorel, E Editor 21st Century Am Med Ed April 20 2015Eliot Sorel MD
This document discusses innovations and challenges in 21st century American medical education from the perspectives of four medical school deans. It includes an introduction from the editor and sections written by the deans of George Washington University School of Medicine, Howard University College of Medicine, Uniformed Services University of the Health Sciences, and Georgetown University School of Medicine. Each dean outlines changes and developments at their respective schools to improve medical education, keep up with the evolving healthcare system, and better train future physicians.
Dr. Josephine Mei is a pulmonary/critical care physician in private practice in Louisville, KY. She received her undergraduate and medical degrees from Johns Hopkins University and the University of Miami School of Medicine. She has over 25 years of experience and is board certified in Internal Medicine, Pulmonary Disease, Sleep Medicine and Hyperbaric Medicine. She currently holds privileges at several hospitals in Kentucky and Indiana and serves as director of several pulmonary rehabilitation programs.
The document is a curriculum vitae for Helen Kathryn Valier, an instructional assistant professor and director of medicine and society programs at the University of Houston. It details her education, professional career, classes taught, awards, committees, and publications. Specifically, it notes that she received her PhD in the history of medicine from the University of Manchester, focuses her research and teaching on the history of medicine and bioethics, and has authored books and articles on the topics of cancer research and the history of medicine in Britain and the United States.
Eneida F. Miranda is a fourth year medical student at the University of New England College of Osteopathic Medicine. She has received several honors and awards for her academic achievements and community service. Her clinical experience includes working as a mental health specialist and medical interpreter. She has been involved in research projects and leadership roles focusing on underserved communities.
Ellen Liskov has over 25 years of experience as a registered dietitian, including her current role as a nutrition specialist at Yale-New Haven Hospital since 1994. She received a bachelor's degree in food and nutrition from Drexel University in 1986 and a master's in public health from Southern Connecticut State University in 1994. In her current role, she provides individualized nutrition counseling and develops programs related to conditions like diabetes, obesity, and cardiovascular disease. She has also held roles conducting research on lipid levels and dietary interventions.
This document provides information about hospice and palliative care. It defines hospice care as being for patients who are very close to death, and requires the patient to have a do-not-resuscitate order and stop all life-prolonging care. Palliative care is defined as not just being for terminal illnesses, does not require a DNR order, and may continue life-prolonging care. The document also lists learner objectives about understanding the qualifications for each type of care and integrating end of life issues and ethics into care plans.
The Patient Protection and Affordable Care Act of 2010 is divided into five titles that address expanding access to affordable health insurance coverage, strengthening public health programs, improving healthcare quality and efficiency, preventing chronic diseases, and developing the healthcare workforce. Title I focuses on making quality health insurance more affordable and accessible for all Americans. Title II aims to strengthen public health programs like Medicaid and Medicare. Title III seeks to improve healthcare delivery and quality. Title IV works to prevent chronic diseases and promote public health. Title V addresses expanding and enhancing the US healthcare workforce.
The document discusses medical humanities and its purpose and importance in medical education. It defines medical humanities as an interdisciplinary philosophical approach to understanding human experiences of illness. It argues that including disciplines like history, philosophy and sociology can provide a more holistic counterbalance to the biomedical focus on diagnosis and treatment, and help practitioners better understand their patients' cultural beliefs and experiences. It also suggests that including some humanities subjects in medical school curricula could help doctors develop greater empathy and ability to respond to patients' emotions.
This curriculum vitae summarizes the professional experience and qualifications of Dr. John C. Ruckdeschel. He has over 40 years of experience in oncology, including serving as CEO of several major cancer centers. His educational background includes an MD from Albany Medical College and further training at NIH. He has held professorships at multiple universities and has received many honors for his contributions to oncology.
Sandra Cuellar is an ambitious oncology clinician and industry consultant with extensive experience in oncology practice, education, research, and consulting. She currently works as a clinical oncology pharmacist and professor at the University of Illinois, where she creates educational initiatives, develops oncology guidelines, and trains pharmacy residents. She also serves as an industry consultant for several pharmaceutical companies. Her background includes post-graduate oncology training and board certification in oncology pharmacy.
This curriculum vitae summarizes the career and qualifications of Anthony J. Cusano, M.D. It outlines his education, including a B.A. from Cornell University in 1977 and an M.D. from the University of Vermont College of Medicine in 1981. It then details his medical residencies and fellowships from 1981-1988 and his appointments as an attending physician from 1988 to the present at various hospitals, specializing in nephrology, internal medicine, and emergency medicine. It also lists his board certifications, professional honors, teaching experience, research presentations, professional experience, service, and publications.
Dr. John Catanzaro is a naturopathic physician specializing in integrative oncology and personalized medicine. He received his ND from Bastyr University and has additional certifications in genetics and theology. He has owned several wellness clinics and founded non-profits focused on cancer research. Currently, he works as a physician consultant providing functional genetics testing and counseling.
Dr. Nafisa Samir is a family physician seeking a position utilizing her educational experience in medicine. She has over 15 years of experience, with qualifications including an FRCGP, MRCGP, FCPS and M.B.B.S. Her experience includes positions as a family physician, clinician in the ER, research fellow and residency training. She has extensive training and certifications. Her achievements include publications, presentations and awards.
This document summarizes a forum discussing AMSA's medical humanities programs. [1] It provides an overview of AMSA's National Book Discussions and Medical Humanities Scholars program, which empower medical students through interactive learning opportunities. [2] The Scholars program has grown over three cycles and aims to help students integrate the humanities into their practice of medicine. [3] Participants are expected to initiate medical humanities projects at their schools.
Jason Barr is a plastic surgeon who completed his training at NYU Langone Medical Center. He has an extensive academic background, including graduating first in his class from undergraduate and medical school. He has achieved high scores on medical licensing exams and received numerous academic honors. His career has focused on research, teaching, and providing reconstructive surgery on medical missions internationally. He has authored several book chapters, peer-reviewed publications, and delivered presentations on plastic surgery topics.
Health Care System Outpatient Services HW.pdfBrian712019
This document provides instructions and additional resources for a writing assignment on health care systems and outpatient services. The instructions ask the tutor to write a 700 word paper defining outpatient care, key changes shifting balance to outpatient services, how outpatient services impact continuity of care, and why hospital administrators should consider outpatient care an important business strategy. The document also provides 15 additional sources for the tutor to cite from and instructs them to use chapters 7 and 8 from a specific textbook.
Health Care System Outpatient Services HW.pdfBrian712019
This document provides instructions for a health care assignment on outpatient services. It asks the tutor to write a 700 word paper discussing: 1) an overview of outpatient services, 2) key changes shifting balance to outpatient care, 3) how outpatient services improve continuity of care, and 4) why outpatient care is important for hospital strategy. It provides additional sources for the tutor to cite from and asks them to cite 15 sources total, including from two specified chapters in a textbook.
The Foundation of US Healthcare Delivery Discussion.pdfsdfghj21
The document discusses the foundation of US healthcare delivery and provides additional reading resources on the topic. It lists over 50 sources for further reading, including books, journal articles, and government reports. The sources cover the history of US healthcare, factors that have shaped the system, debates around goals like evidence-based medicine, and international perspectives on health systems. Understanding the history and debates can provide context for discussions around improving the current US healthcare system.
Health Care Management System Discussion.pdfBrian712019
The document discusses the evolution of the US healthcare system towards managed care models beginning in the 1980s. Managed care aimed to control costs by managing care through tools like capitation payments to providers. This shifted care delivery towards integrated delivery networks and accountable care organizations which aim to improve quality and health outcomes through continuous quality improvement efforts. Hospitals play an important role in modernizing care delivery through these quality initiatives. Looking ahead, the literature suggests further transitioning to value-based payment models that reward providers for outcomes over volume of services will define the future US healthcare system.
Health Care Management System Discussion.pdfBrian712019
The document discusses the evolution of the US healthcare system towards managed care models beginning in the 1980s. Managed care aimed to control costs by managing care through tools like pre-authorization requirements and capitation payments to providers. This shifted care delivery towards integrated delivery networks and accountable care organizations which aim to improve coordination and quality. Hospitals now play a role in advancing continuous quality improvement and modernizing care delivery. Looking ahead, the literature suggests further transition towards value-based payment models will continue to shape the future of healthcare.
This document provides information about hospice and palliative care. It defines hospice care as being for patients who are very close to death, requires a do-not-resuscitate order, and prohibits life-prolonging treatment. Palliative care is defined as not just being for terminal illnesses, does not require a DNR order, and may continue some life-prolonging treatments. It also notes that chronic illnesses can benefit from palliative care and discusses some of the ethical issues around end-of-life care. The document aims to help students understand the differences between hospice and palliative care and how to integrate them into care plans.
There is a unique opportunity for collaboration amongst health care professionals and librarians to address national public health concerns. The collective abilities and knowledge of these two professions can lead to great improvement in health information literacy.
Medical dominance and professional cultures in health care bahnisch uq school...Dr Mark Bahnisch
This document summarizes a presentation by Dr. Mark Bahnisch on the topic of "Medical Dominance" and the robustness of professional cultures in healthcare. It discusses how professional cultures, particularly within medicine, have proven resilient even in the face of changing educational, organizational, and policy agendas promoting interprofessional practice. This resilience may impact the success of initiatives aiming to shift governance models and drive organizational change. The presentation questions assumptions about erosion of medical dominance and explores how professional boundaries are reproduced culturally.
Nurses as Leaders in Health Care ReformAs health care delivery in .docxgabriellabre8fr
Nurses as Leaders in Health Care Reform
As health care delivery in the United States continues to evolve, either through mandates, improved technologies and training, or other drivers, nurses remain at the forefront in facilitating the success of new initiatives. In 2010, the Institute of Medicine formed a committee of experts to address the following question: “What roles can nursing assume to address the increasing demand for safe, high-quality, and effective health care services?” In the final report of the committee,
The Future of Nursing: Leading Change, Advancing Health
, the authors stated:
This report offers recommendations that collectively serve as a blueprint to (1) ensure that nurses can practice to the full extent of their education and training, (2) improve nursing education, (3) provide opportunities for nurses to assume leadership positions and to serve as full partners in health care redesign and improvement efforts, and (4) improve data collection for workforce planning and policy making. (p. 10)
For this Discussion, you will focus on the research recommendations presented by the committee concerning the role of nurses as leaders. The committee members believe that answers to these research questions are needed to advance the profession of nursing and to further expand their role in health care reform and improvement.
To prepare:
Review Chapter 7 in
The Future of Nursing: Leading Change, Advancing Health
report provided in the Learning Resources. Focus on the information in Box 7.3, “Research Priorities for Transforming Nursing Leadership.”
Select one of the research priorities listed in Box 7.3 that is of particular interest to you and applicable to your career interests. Consider the benefits and challenges of researching and addressing this priority in nursing.
Using the Walden library, identify two to three current articles that address your selected research priority. Consider the current state of research efforts on this priority.
Reflect on how the research findings for your area of priority impact nurses as leaders in organizations and health care reform. Why is research on this priority important?
Post by Day 3
a description of the priority you selected and the benefits and challenges of further researching this area. Provide an overview of the articles you found (using appropriate APA citations) relating to this priority, and highlight any key findings. Explain how continued research in this area could strengthen the ability of nurses to lead in both individual organizations and as advocates of health care reform.
Readings
Knickman, J. R., & Kovner, A. R. (Eds.). (2015).
Health care delivery in the united states
(11th ed.). New York, NY: Springer Publishing.
Chapter 6, “Public Health: A Transformation for the 21st Century” (pp. 108-117)
This section of Chapter 6 outlines the roles of various government health agencies, as well as the powers and responsibilities of state versus federal institutions.
Chapter.
Dr. Carol Strickland has over 30 years of experience in nursing education and research. She received her PhD from the University of Rochester School of Nursing in 1999 and worked as a professor and director at Georgia Southern University from 2000 to 2007. She has authored numerous publications in peer-reviewed journals and textbooks on topics related to nursing education, mental health, and student success.
This document provides biographical and professional information about Dr. Michael Slater, an emergency physician. It includes his education, certifications, employment history, faculty appointments, academic experience, scholarly activities, hospital affiliations, committee service, and personal information. Dr. Slater received his medical degrees from Harvard Medical School and The Medical College of Pennsylvania. He is board certified in emergency medicine and licensed to practice in Illinois. He currently works as the Quality Improvement Director at Mt. Sinai Hospital in Chicago.
Dr. Emily A. Whitney is an Assistant Professor of Health Education and Health Promotion at the University of Wisconsin - La Crosse. She received her Ph.D. in Health Education from Southern Illinois University Carbondale. Her research and teaching focuses on motivational interviewing, service learning, health literacy, and student veteran health and wellness. She has over 15 years of experience in teaching health education courses at the university level.
This curriculum vitae summarizes the education and career of Dr. Mark Kenneth Robbins. He received his Bachelor's degree from Gettysburg College in 1983, his medical degree from the University of North Carolina School of Medicine in 1987, and completed his residency and fellowship training by 1994. Since then, he has held various academic and clinical positions, specializing in pulmonary and critical care medicine. He maintains board certifications in internal medicine, pulmonary disease, and critical care medicine.
Case studyTJ, a 32-year-old pregnant lesbian, is being seen for .docxtroutmanboris
Case study
TJ, a 32-year-old pregnant lesbian, is being seen for an annual physical exam and has been having vaginal discharge. Her pregnancy has been without complication thus far. She has been receiving prenatal care from an obstetrician. She received sperm from a local sperm bank. She is currently taking prenatal vitamins and takes over-the-counter Tylenol for aches and pains on occasion. She has a strong family history of diabetes. Gravida 1; Para 0; Abortions 0.
May 2012, Alice Randall wrote an article for
The New York Times
on the cultural factors that encouraged black women to maintain a weight above what is considered healthy. Randall explained—from her observations and her personal experience as a black woman—that many African-American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012).
Randall’s statements sparked a great deal of controversy and debate; however, they emphasize an underlying reality in the healthcare field: different populations, cultures, and groups have diverse beliefs and practices that impact their health. Nurses and healthcare professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity.
Consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into considerations when building a health history for patients with diverse backgrounds.
To prepare:
Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments.
Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient assigned to you.
Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering pertinent information?
Post
a 3-4 page explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned.
Explain the issues that you would need to be sensitive to when interacting with the patient, and why.
Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019).
Seidel's guide to physical examination: An interprofessional appr.
This curriculum vitae summarizes the professional experience and qualifications of Dr. John C. Ruckdeschel. He has over 40 years of experience in oncology, including serving as CEO of several major cancer centers. His educational background includes an MD from Albany Medical College and further training at NIH. He has held professorships at multiple universities and has received many honors for his contributions to oncology.
Sandra Cuellar is an ambitious oncology clinician and industry consultant with extensive experience in oncology practice, education, research, and consulting. She currently works as a clinical oncology pharmacist and professor at the University of Illinois, where she creates educational initiatives, develops oncology guidelines, and trains pharmacy residents. She also serves as an industry consultant for several pharmaceutical companies. Her background includes post-graduate oncology training and board certification in oncology pharmacy.
This curriculum vitae summarizes the career and qualifications of Anthony J. Cusano, M.D. It outlines his education, including a B.A. from Cornell University in 1977 and an M.D. from the University of Vermont College of Medicine in 1981. It then details his medical residencies and fellowships from 1981-1988 and his appointments as an attending physician from 1988 to the present at various hospitals, specializing in nephrology, internal medicine, and emergency medicine. It also lists his board certifications, professional honors, teaching experience, research presentations, professional experience, service, and publications.
Dr. John Catanzaro is a naturopathic physician specializing in integrative oncology and personalized medicine. He received his ND from Bastyr University and has additional certifications in genetics and theology. He has owned several wellness clinics and founded non-profits focused on cancer research. Currently, he works as a physician consultant providing functional genetics testing and counseling.
Dr. Nafisa Samir is a family physician seeking a position utilizing her educational experience in medicine. She has over 15 years of experience, with qualifications including an FRCGP, MRCGP, FCPS and M.B.B.S. Her experience includes positions as a family physician, clinician in the ER, research fellow and residency training. She has extensive training and certifications. Her achievements include publications, presentations and awards.
This document summarizes a forum discussing AMSA's medical humanities programs. [1] It provides an overview of AMSA's National Book Discussions and Medical Humanities Scholars program, which empower medical students through interactive learning opportunities. [2] The Scholars program has grown over three cycles and aims to help students integrate the humanities into their practice of medicine. [3] Participants are expected to initiate medical humanities projects at their schools.
Jason Barr is a plastic surgeon who completed his training at NYU Langone Medical Center. He has an extensive academic background, including graduating first in his class from undergraduate and medical school. He has achieved high scores on medical licensing exams and received numerous academic honors. His career has focused on research, teaching, and providing reconstructive surgery on medical missions internationally. He has authored several book chapters, peer-reviewed publications, and delivered presentations on plastic surgery topics.
Health Care System Outpatient Services HW.pdfBrian712019
This document provides instructions and additional resources for a writing assignment on health care systems and outpatient services. The instructions ask the tutor to write a 700 word paper defining outpatient care, key changes shifting balance to outpatient services, how outpatient services impact continuity of care, and why hospital administrators should consider outpatient care an important business strategy. The document also provides 15 additional sources for the tutor to cite from and instructs them to use chapters 7 and 8 from a specific textbook.
Health Care System Outpatient Services HW.pdfBrian712019
This document provides instructions for a health care assignment on outpatient services. It asks the tutor to write a 700 word paper discussing: 1) an overview of outpatient services, 2) key changes shifting balance to outpatient care, 3) how outpatient services improve continuity of care, and 4) why outpatient care is important for hospital strategy. It provides additional sources for the tutor to cite from and asks them to cite 15 sources total, including from two specified chapters in a textbook.
The Foundation of US Healthcare Delivery Discussion.pdfsdfghj21
The document discusses the foundation of US healthcare delivery and provides additional reading resources on the topic. It lists over 50 sources for further reading, including books, journal articles, and government reports. The sources cover the history of US healthcare, factors that have shaped the system, debates around goals like evidence-based medicine, and international perspectives on health systems. Understanding the history and debates can provide context for discussions around improving the current US healthcare system.
Health Care Management System Discussion.pdfBrian712019
The document discusses the evolution of the US healthcare system towards managed care models beginning in the 1980s. Managed care aimed to control costs by managing care through tools like capitation payments to providers. This shifted care delivery towards integrated delivery networks and accountable care organizations which aim to improve quality and health outcomes through continuous quality improvement efforts. Hospitals play an important role in modernizing care delivery through these quality initiatives. Looking ahead, the literature suggests further transitioning to value-based payment models that reward providers for outcomes over volume of services will define the future US healthcare system.
Health Care Management System Discussion.pdfBrian712019
The document discusses the evolution of the US healthcare system towards managed care models beginning in the 1980s. Managed care aimed to control costs by managing care through tools like pre-authorization requirements and capitation payments to providers. This shifted care delivery towards integrated delivery networks and accountable care organizations which aim to improve coordination and quality. Hospitals now play a role in advancing continuous quality improvement and modernizing care delivery. Looking ahead, the literature suggests further transition towards value-based payment models will continue to shape the future of healthcare.
This document provides information about hospice and palliative care. It defines hospice care as being for patients who are very close to death, requires a do-not-resuscitate order, and prohibits life-prolonging treatment. Palliative care is defined as not just being for terminal illnesses, does not require a DNR order, and may continue some life-prolonging treatments. It also notes that chronic illnesses can benefit from palliative care and discusses some of the ethical issues around end-of-life care. The document aims to help students understand the differences between hospice and palliative care and how to integrate them into care plans.
There is a unique opportunity for collaboration amongst health care professionals and librarians to address national public health concerns. The collective abilities and knowledge of these two professions can lead to great improvement in health information literacy.
Medical dominance and professional cultures in health care bahnisch uq school...Dr Mark Bahnisch
This document summarizes a presentation by Dr. Mark Bahnisch on the topic of "Medical Dominance" and the robustness of professional cultures in healthcare. It discusses how professional cultures, particularly within medicine, have proven resilient even in the face of changing educational, organizational, and policy agendas promoting interprofessional practice. This resilience may impact the success of initiatives aiming to shift governance models and drive organizational change. The presentation questions assumptions about erosion of medical dominance and explores how professional boundaries are reproduced culturally.
Nurses as Leaders in Health Care ReformAs health care delivery in .docxgabriellabre8fr
Nurses as Leaders in Health Care Reform
As health care delivery in the United States continues to evolve, either through mandates, improved technologies and training, or other drivers, nurses remain at the forefront in facilitating the success of new initiatives. In 2010, the Institute of Medicine formed a committee of experts to address the following question: “What roles can nursing assume to address the increasing demand for safe, high-quality, and effective health care services?” In the final report of the committee,
The Future of Nursing: Leading Change, Advancing Health
, the authors stated:
This report offers recommendations that collectively serve as a blueprint to (1) ensure that nurses can practice to the full extent of their education and training, (2) improve nursing education, (3) provide opportunities for nurses to assume leadership positions and to serve as full partners in health care redesign and improvement efforts, and (4) improve data collection for workforce planning and policy making. (p. 10)
For this Discussion, you will focus on the research recommendations presented by the committee concerning the role of nurses as leaders. The committee members believe that answers to these research questions are needed to advance the profession of nursing and to further expand their role in health care reform and improvement.
To prepare:
Review Chapter 7 in
The Future of Nursing: Leading Change, Advancing Health
report provided in the Learning Resources. Focus on the information in Box 7.3, “Research Priorities for Transforming Nursing Leadership.”
Select one of the research priorities listed in Box 7.3 that is of particular interest to you and applicable to your career interests. Consider the benefits and challenges of researching and addressing this priority in nursing.
Using the Walden library, identify two to three current articles that address your selected research priority. Consider the current state of research efforts on this priority.
Reflect on how the research findings for your area of priority impact nurses as leaders in organizations and health care reform. Why is research on this priority important?
Post by Day 3
a description of the priority you selected and the benefits and challenges of further researching this area. Provide an overview of the articles you found (using appropriate APA citations) relating to this priority, and highlight any key findings. Explain how continued research in this area could strengthen the ability of nurses to lead in both individual organizations and as advocates of health care reform.
Readings
Knickman, J. R., & Kovner, A. R. (Eds.). (2015).
Health care delivery in the united states
(11th ed.). New York, NY: Springer Publishing.
Chapter 6, “Public Health: A Transformation for the 21st Century” (pp. 108-117)
This section of Chapter 6 outlines the roles of various government health agencies, as well as the powers and responsibilities of state versus federal institutions.
Chapter.
Dr. Carol Strickland has over 30 years of experience in nursing education and research. She received her PhD from the University of Rochester School of Nursing in 1999 and worked as a professor and director at Georgia Southern University from 2000 to 2007. She has authored numerous publications in peer-reviewed journals and textbooks on topics related to nursing education, mental health, and student success.
This document provides biographical and professional information about Dr. Michael Slater, an emergency physician. It includes his education, certifications, employment history, faculty appointments, academic experience, scholarly activities, hospital affiliations, committee service, and personal information. Dr. Slater received his medical degrees from Harvard Medical School and The Medical College of Pennsylvania. He is board certified in emergency medicine and licensed to practice in Illinois. He currently works as the Quality Improvement Director at Mt. Sinai Hospital in Chicago.
Dr. Emily A. Whitney is an Assistant Professor of Health Education and Health Promotion at the University of Wisconsin - La Crosse. She received her Ph.D. in Health Education from Southern Illinois University Carbondale. Her research and teaching focuses on motivational interviewing, service learning, health literacy, and student veteran health and wellness. She has over 15 years of experience in teaching health education courses at the university level.
This curriculum vitae summarizes the education and career of Dr. Mark Kenneth Robbins. He received his Bachelor's degree from Gettysburg College in 1983, his medical degree from the University of North Carolina School of Medicine in 1987, and completed his residency and fellowship training by 1994. Since then, he has held various academic and clinical positions, specializing in pulmonary and critical care medicine. He maintains board certifications in internal medicine, pulmonary disease, and critical care medicine.
Case studyTJ, a 32-year-old pregnant lesbian, is being seen for .docxtroutmanboris
Case study
TJ, a 32-year-old pregnant lesbian, is being seen for an annual physical exam and has been having vaginal discharge. Her pregnancy has been without complication thus far. She has been receiving prenatal care from an obstetrician. She received sperm from a local sperm bank. She is currently taking prenatal vitamins and takes over-the-counter Tylenol for aches and pains on occasion. She has a strong family history of diabetes. Gravida 1; Para 0; Abortions 0.
May 2012, Alice Randall wrote an article for
The New York Times
on the cultural factors that encouraged black women to maintain a weight above what is considered healthy. Randall explained—from her observations and her personal experience as a black woman—that many African-American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012).
Randall’s statements sparked a great deal of controversy and debate; however, they emphasize an underlying reality in the healthcare field: different populations, cultures, and groups have diverse beliefs and practices that impact their health. Nurses and healthcare professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity.
Consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into considerations when building a health history for patients with diverse backgrounds.
To prepare:
Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments.
Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient assigned to you.
Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering pertinent information?
Post
a 3-4 page explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned.
Explain the issues that you would need to be sensitive to when interacting with the patient, and why.
Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019).
Seidel's guide to physical examination: An interprofessional appr.
By now most Americans know that change is coming in health care du.docxDaliaCulbertson719
By now most Americans know that change is coming in health care due to the President's new plan. We have heard that it will allow more people access to care. However as full implementation draws near, we are now hearing that things aren't going to go quite as planned. What does that mean for those organizations that will be providing that care? This very topic is discussed in the article entitled:
Kellis, Dana S,M.D., F.A.C.H.E., Rumberger, Jill S,PhD., M.B.A., & Bartels, B., F.A.C.H.E. (2010). Healthcare reform and the hospital industry: What can we expect?
Journal of Healthcare Management, 55
(4), 283-96; discussion 296-7.
Case Assignment
After reading the article referenced above, please respond to the following questions.
1.
Briefly summarize the article. What are the key points that the authors make about cost, quality, and reform?
2.
Why do the authors believe that the current mixed model of government and competition have led to our current state of excess costs?
3.
Identify and discuss the mechanisms to address cost and quality. Which one do you believe will be the most effective?
Assignment Expectations
Please be sure to cite all sources and provide a reference list at the end of the paper (at least 3 references).
The length of your paper should be 2-3 pages typed and double-spaced.
REQUIRED READINGS
Anonymous (2007). EDITORIAL: Universal care: The United States' system of health care delivery is inadequate, broken and needs to be replaced.
Knight Ridder Tribune Business News
. Washington: Aug 15, 2007.
Davidson, H. R., & Stavich, S. P. (2011). The patient protection and affordable care act and health care fraud sentences.
Federal Sentencing Reporter, 23
(3), 233-238.
Filson, C. P., Hollingsworth, J. M., Skolarus, T. A., Quentin Clemens, J., & Hollenbeck, B. K. (2011). Health care reform in 2010: Transforming the delivery system to improve quality of care.
World Journal of Urology, 29
(1), 85-90.
Fuchs, V. R. and Emanuel, E. J. (2005). Health Care reform: Why? What? When?
Health Affairs
24 (6), 1399.
Kellis, Dana S,M.D., F.A.C.H.E., Rumberger, Jill S,PhD., M.B.A., & Bartels, B., F.A.C.H.E. (2010). Healthcare reform and the hospital industry: What can we expect?
Journal of Healthcare Management, 55
(4), 283-96; discussion 296-7.
Wells Fargo Small Business Roundup (2008). Reforming Health Care reform. Retrieved from
http://a676.g.akamaitech.net/f/676/773/90m/images.delivery.net/cm50content/wellsfargo/bis_hosted_pages/070208_SBR/upfront1.htm
Optional Reading
Edge, S. B., M.D., Zwelling, Leonard A,M.D., M.B.A., & Hohn, D. C., M.D. (2010). The anticipated and unintended consequences of the patient protection and affordable care act on cancer research.
The Cancer Journal, 16
(6), 606-613.
Huntoon, K. M., McCluney, C. J., Scannell, C. A., Wiley, E. A., Bruno, R., Andrews, A., & Gorman, P. (2011). Healthcare reform and the next generation: United states medical student attitudes toward the patient protect.
The newsletter provides updates on the Department of Community and Family Medicine at Duke University. Key points include:
- Duke received $699.5 million from NIH to establish the Duke Translational Science Institute, with Lloyd Michener appointed director of the Duke Center for Community Research pillar.
- Peggy Riley Robinson, a faculty member in the PA program, was appointed to the North Carolina Medical Board.
- Robert Richardson received the Association of Rheumatology Health Professionals' Lifetime Achievement Award.
The goal of this webinar was to help healthcare professionals improve care coordination for patients with advanced illness and to reduce hospital readmissions and length of stay.
Impacts of Covid 19 on the US Economy Essay.docx4934bk
The COVID-19 pandemic has had differential economic effects on U.S. industries. Lockdown orders aimed at containing the virus spread had large impacts, but fear of the virus also influenced economic behavior. These effects may persist into the future. The pandemic significantly affected the food industry, especially supermarkets and grocery stores that saw increased demand during lockdowns.
Milestones on the Road to Competency: Advancing Competency-based Graduate Med...ABIM Foundation
The document discusses the development of competency milestones in Graduate Medical Education (GME) by the Accreditation Council for Graduate Medical Education (ACGME). It describes how Internal Medicine and General Surgery have developed initial milestone frameworks and are working on implementation strategies. Key learnings from their work include: 1) Milestones should be developmental in nature and describe discrete behaviors, 2) Milestones can be bundled around assessing learners at critical skills levels, and 3) Assessment systems based on milestones should provide formative and summative feedback to stakeholders. Both specialties are continuing to refine their milestones and develop common evaluation tools.
The Miller-Coulson Academy of Clinical Excellence at Johns Hopkins Bayview Me...ABIM Foundation
The document outlines the rationale and goals for establishing the Miller-Coulson Academy of Clinical Excellence at Johns Hopkins Bayview Medical Center. The Academy aims to recognize clinicians who excel in patient care, advocate for academic clinicians, generate new knowledge in clinical practice, and measure clinical performance. Membership is determined by a clinical portfolio evaluating factors like productivity, quality improvement initiatives, and input from referees. The Academy will host educational programs and research to model excellence in patient care and influence institutional culture. It defines excellence as mastery in areas like communication, professionalism, and scholarly clinical practice. The rigorous selection process and committed members have gained leadership support for the new Academy.
The University of Cincinnati created an ambulatory long block program where residents spend one year in continuous ambulatory care during their second year of residency. This program aims to improve resident education and patient care in the outpatient setting. Results showed the long block was associated with improved clinical quality measures, higher patient and resident satisfaction, lower no-show rates, and an effective evaluation process that identified performance levels among residents. Overall, the long block appears to address prior deficiencies in ambulatory training and results in better outcomes.
Achieving the Systems-Based Practice (SBP) Competency by Implementing a Web-B...ABIM Foundation
The document summarizes a study that assessed a web-based business curriculum designed to help physicians achieve systems-based practice competency. 101 residents completed the online curriculum covering topics like economics, finance, and operations management. Participants showed a significant increase in test scores from pre-to post-test, averaging a 20 point gain. Residents also reported that the curriculum was well-organized, relevant, and provided valuable content not taught elsewhere in their training. The study demonstrates that the online curriculum is effective and easy for programs to disseminate in helping physicians achieve systems-based practice competency.
An Assessment of an Educational Intervention on Resident Physician Attitudes,...ABIM Foundation
An educational intervention for anesthesiology residents on patient safety event reporting increased reporting, improved attitudes, and enhanced skills. Before the intervention, residents reported 0 events per quarter but after reported almost 30 per quarter. The intervention consisted of a workshop highlighting importance of reporting and reporting methods. Surveys before and after showed decreased fear of litigation/discipline and improved perceived support for reporting. Residents also reported better ability to determine reportable events.
Patients and Families as Advisors: Enhancing Medical Education CurriculaABIM Foundation
Patients and family members were convened to describe helpful physician behaviors and attitudes. They identified 4 categories: self-awareness, communication, shared decision-making, and advocacy. Based on their input, new medical school curriculum activities were developed including home visits, small group discussions, and advisors coaching students. Over 10 years, advisors have continued to provide feedback and help develop additional activities and assessments to incorporate the patient perspective.
Training Interprofessional Teams of Students and Health Professionals in Qual...ABIM Foundation
- Health care students and professionals at the University of Missouri Health Care received training in quality improvement (QI) skills by participating in interprofessional teams from 2006-2010.
- Students reported that the training helped develop their QI skills and gave them a better understanding of team-based care and other professionals' roles. Their QI skills significantly increased after the training.
- The training model of using interprofessional teams to complete QI projects should be replicated at other academic health centers to improve collaborative learning.
Florida International University Herbert Wertheim College of MedicineABIM Foundation
The document describes a new model of community engaged and interdisciplinary medical education developed by Florida International University's Herbert Wertheim College of Medicine. The model, called NeighborhoodHELP, aims to train medical students to form partnerships with medically underserved communities to improve patient and community health. Key aspects include longitudinal clinical experiences with households, interprofessional education, and a community-engaged curriculum integrated across four years with a focus on primary care, behavioral health, and public health. Initial results show partnerships with 25 community organizations and recruitment of over 120 households for student visits and health services.
Transforming the Culture of a Large Academic Medical Center: Where We’ve Been...ABIM Foundation
This document summarizes the transformation of the culture at Indiana University School of Medicine using principles of appreciative inquiry and emergent design over the course of 5 years. Faculty conducted discovery interviews identifying themes of believing in growth, connectedness, passion, and wonder in medicine. This led to over 30 change projects in admissions, faculty development, and hiring. Significant cultural changes occurred as evidenced by improved student/faculty satisfaction surveys. Large scale cultural change is possible using this approach of bottom-up participation and focusing on meaning and values.
The document outlines milestones for teaching and evaluating handoffs across different learner levels from medical students to faculty. It developed handoff milestones which were reviewed by experts. Using these milestones, handoff teaching and evaluation can be implemented throughout medical training. Various teaching tools were created aligned to the milestones, and have been implemented in the medical school and residency curriculum.
Lypson university of michigan abim poster lypson final (2)ABIM Foundation
1. The Post-Graduate Orientation Assessment (POA) was developed to evaluate interns' baseline proficiency in core competencies including clinical skills, handoffs, and evidence-based medicine.
2. Analysis of POA results from 1342 residents found the overall POA score is a moderate predictor of future performance on board exams in pediatrics and specialty in-training exams.
3. Baseline assessments during intern orientation provide valuable data on entering trainees' competencies and can help programs identify areas for curriculum improvements to address interns' deficits.
This document summarizes an educational intervention on adverse event reporting for resident physicians. It presents the background, objectives, methods, and results of the intervention. The intervention led to a significant increase in adverse event reports filed by residents, from zero per quarter to almost 30. It identified several categories of harm, near misses, and unsafe conditions reported. Following the intervention, residents showed improved attitudes about reporting, skills in filing reports, and awareness of emotional support resources. The findings demonstrate that educational interventions can enhance resident involvement in adverse event reporting and improve patient safety.
The document summarizes the 2007 ABIM Foundation Summer Forum which addressed coordination of care. Over 130 healthcare leaders discussed coordination as a missed opportunity. The forum included sessions on coordinating care between inpatient and outpatient settings, the role of physicians in coordination, international models of coordination, and implications for payers, purchasers and policymakers. Key insights from patients, physicians, and other stakeholders were presented.
Medical Professionalism: Renewing Social ContractABIM Foundation
21st Century Medical Professionalism: Renewing the Social Contract. Part of a Roundtable Discussion from ABIM Foundation. Written by Christine K. Cassel, MD, MACP
1. 2010 ABIM FOUNDATION FORUM
Transforming Medical Education and Training
Meeting the Needs of Patients and Society
Bibliography of Selected Resources
General background articles compiled by ABIM Foundation staff
ABIM Foundation, ACP Foundation, European Federation of Internal Medicine. Medical
professionalism in the new millennium: a physician charter. Ann Intern Med. 2002;136(3):243-
246.
Accreditation Council of Graduate Medical Education. The ACGME Outcomes Project: an
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Alliance for Health Reform. Access to care: beyond an insurance card. Washington, DC:
Alliance for Health Reform; 2009.
Association of American Medical Colleges. Compact between resident physicians and their
teachers. Washington, DC: Association of American Medical Colleges; 2006.
Association of American Medical Colleges. Striving toward excellence: faculty diversity in
medical education. Washington, DC: AAMC Diversity Policy and Programs; 2009.
Association of Faculties of Medicine of Canada. The future of medical education in Canada
(FMEC): a collective vision for MD education. Ottawa: AFMC; 2010.
Baron R. Medicine cut off from its roots: context matters in medical education. Health Aff.
2008;27(5):1357-1361.
Boelen C, Heck JE. Defining and measuring the social accountability of medical schools.
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Cohen J, Cruess S, Davidson C. Alliance between society and medicine: the public's stake in
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Commonwealth Fund Commission on a High Performance Health System. Framework for a high
performance health system for the United States. New York: The Commonwealth Fund; 2006.
Cooke M, Irby D, O'Brien B. Educating physicians: a call for reform of medical school and
residency. Stanford: The Carnegie Foundation for the Advancement of Teaching; 2010. *
Cooke M, Irby DM, Sullivan W, Ludmerer KM. American medical education 100 years after the
Flexner Report. N Engl J Med. 2006;355(13):1339-1344.
Coulehan J. Today's professionalism: engaging the mind but not the heart. Acad Med.
2005;80:892-898.
Cruess R, Cruess S. Expectation and obligations: professionalism and medicine's social contract
with society. Perspect Biol Med. 2008:51(4):579-98.
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Page 1 of 14
2. Faulkner LR, McCurdy RL. Teaching medical students social responsibility:
the right thing to do. Acad Med. 2000; 75(4):346-350.
Flexner A. Medical education in the United States and Canada: A report to the Carnegie
Foundation for the Advancement of Teaching. New York: Carnegie Foundation for the
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Humphrey HJ, Levinson D, Smith L. The medical school on the university campus:
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Institute of Medicine Committee on the Health Professions. Health professions education: a
bridge to quality. Washington, DC: The National Academies Press; 2003.
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Irby DM, Cooke M, O’Brien BC. Calls for reform of medical education by the Carnegie
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Josiah Macy, Jr. Foundation. Who will provide primary care, and how will they be trained? New
York: Josiah Macy, Jr. Foundation; 2010.
Kirch DG. The Flexnerian legacy in the 21st Century. Acad Med. 2010;85(2):190-192.
Kohn LT, ed. Academic health centers: leading change in the 21st century. Washington, DC:
Institute of Medicine, The National Academies Press; 2003.
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a changing context, 1960s-2000s. San Francisco: Philip R. Lee Institute for Health Policy
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BMC Med Ed 2001;1(1):4.
Lucey C, Souba W. Perspective: the problem with the problem of professionalism. Acad Med.
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Lucian Leape Institute Roundtable on Reforming Medical Education. Unmet needs: Teaching
physicians to provide safe patient care. Boston: National Patient Safety Foundation; 2010.
Ludmerer K. Development of American medical education from the turn of the century to the era
of managed care. Clin Orthop Relat Res. 2004;422:256-262.
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Page 2 of 14
3. Ludmerer KM, Johns MME. Reforming graduate medical education. JAMA. 2005;294(9):1083-
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McCurdy L, Goode LD, Inui TS, Daugherty RMJ, Wilson DE, Wallace AG, et al. Fulfilling the
social contract between medical schools and the public. Acad Med.1997;72(12):1063-70.
McCowan RJ, Wegenast DP. Defining competence. Buffalo, NY: Center for Development of
Human Services; 1998.
Medical Education Futures Study. The teaching health center roundtable – preparing residents for
primary care practice. Washington, DC: Medical Education Futures Study; 2009.
Medicare Payment Advisory Commission. Medical education in the United States: supporting
long-term delivery system reform. In: MedPAC June 2009 report to the Congress. Washington,
DC: Medicare Payment Advisory Commission; 2009.
Miller BM, Moore DEJ, Stead WW, Balser JR. Beyond Flexner: a new model for continuous
learning in the health professions. Acad Med. 2010;85(2):266-272.
Morris CG, Chen FM. Training residents in community health centers: facilitators and barriers.
Ann Fam Med. 2009;7(6):488-494.
Morrison G, Goldfarb S, Lanken PN. Team training of medical students in the 21st century:
would Flexner approve? Acad Med. 2010;85(2):254-259.
Mullan F, Chen C, Petterson S, Kolsky G, Spagnola M. The social mission of medical education:
ranking the schools. Ann Intern Med. 2010;152(12):804-811.
Muller D, Meah Y, Griffith J, Palermo AG, Kaufman A, Smith KL, et al. The role of social and
community service in medical education: the next 100 years. Acad Med. 2010;85(2):302-309.
Nasca TJ, Day SH, Amis ES, Jr., the ACGME Duty Hour Task Force. The new recommendations
on duty hours from the ACGME Task Force. N Engl J Med. 2010; Published at www.nejm.org
June 23, 2010.
Nasca TJ, Heard JK. Commentary: trust, accountability, and other common denominators in
modernizing medical training. Acad Med. 2010;85(6):932-934.
O'Connell MT, Pascoe JM. Undergraduate medical education for the 21st century: leadership and
teamwork. Fam Med. 2004 Jan;36 Suppl:S51-6.
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Rabow MW, Remen RN, Parmelee DX, Inui TS. Professional formation: extending medicine's
lineage of service into the next century. Acad Med. 2010;85(2):310-317.
*Asterisk denotes works that were not available in PDF format.
Page 3 of 14
4. Saxton J. The medical education of physicians. Washington, DC: National Health Policy Forum;
2010.
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Am Clin Climatol Assoc. 2009;120:227–238.
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N Engl J Med. 2010:362(5):e12(1)-e12(4).
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Wynia M. The Short and Tenuous Future of Medical Professionalism: the erosion of medicine's
social contract. Perspect Biol Med. 2008; 51(4): 565-78.
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Page 4 of 14
5. References from Forum Presentations
Kimball Lecture
American Medical Association. Principles of medical ethics. JAMA. 1957;164(13):1482.
McCullough L. The ethical concept of medicine as a profession. In Kenny NP, Shelton WN, eds.
Lost virtue: professional character development in medical education. Advances in Bioethics,
Volume 10. Oxford: Elsevier; 2006. *
Nasca TJ, Blank L. Social justice. In Spandorfer, Rattner, Pohl and Nasca, eds. Case studies in
medical ethics. a primer for medical students. Cambridge University Press: 2009. *
Pellegrino ED. Character Formation and the Making of Good Physicians. In Kenny and Shelton ,
eds. Lost virtue: professional character development in medical education.
Advances in Bioethics, Volume 10. Oxford: Elsevier; 2006. *
Rawls J. Justice as Fairness. J Phil. 1957;54(22):653-662.
Plenary Session: Directions in Medical Education and Training
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J Med. 2010: 362(14):1253-1255.
Cooke M, Irby D, O'Brien B. Educating physicians: a call for reform of medical school and
residency. Stanford: The Carnegie Foundation for the Advancement of Teaching; 2010. *
Kirch DG, Vernon DJ. The ethical foundation of American medicine: in search of social justice.
JAMA. 2009;301(14):1482-1484.
Kirch DG. The healthcare innovation zone: a platform for true reform. JAMA. 2010;303(9):874-
875.
Plenary Session: Description of Early Adopters of Innovations
Kegan R, Lahey LL. How the way we talk can change the way we work: seven languages for
transformation. New York: John Wiley & Sons; 2006. *
Kegan R, Lahey LL. Immunity to change. Boston: Harvard Business School Publishing
Corporation; 2009. *
Scharmer CO. Executive Summary. Theory U: Leading from the Future as It Emerges. San
Francisco: Berret-Koehler Publishers; 2009.
*Asterisk denotes works that were not available in PDF format.
Page 5 of 14
6. References from Forum Publications
Draft Principles of the Social Compact for Medical Education and Training
Cruess RL, Cruess SR. Teaching medicine as a profession in the service of healing. Acad
Med.1997;72(11):941-52.
McCurdy L, Goode LD, Inui TS, Daugherty RMJ, Wilson DE, Wallace AG, et al. Fulfilling the
social contract between medical schools and the public. Acad Med. 1997;72(12):1063-70.
Swensen SG et al. Cottage industry to postindustrial care: The revolution in health care delivery.
N Engl J Med. 2010:362(5):e12(1)-e12(4).
Forum Innovator Guide
Assessment Processes
- Evaluation of Core Competencies at Baseline: How Can This Information be Used?
Janus JC, Hamstra SJ, Colletti L, Lypson ML. A postgraduate orientation assessment at the
University of Michigan. Accreditation Council of Graduate Medical Education Bulletin. 2006.
Lypson ML, Frohna JG, Gruppen LD, Woolliscroft JO. Assessing residents’ competencies at
baseline: identifying the gaps. Acad Med. 2004;79(6):564-570.
Lypson ML, Gosbee JW, Andreatta P. Assessing the patient safety knowledge and experience of
trainees. Med Ed. 2008;42(11):1133 -1134.
Lypson ML, Hamstra SJ, Colleti LM. Using OSCEs to teach WHO patient safety solutions. Med
Ed.2008;42(5):523-524.
Lypson ML, Hamstra SJ, Gauger PG, Del Valle J, Gosbee JW, Colleti LM. The institutional
response to patient safety. Accreditation Council of Graduate Medical Education Bulletin.
2007:8-12.
Lypson ML, Hamstra SJ, Ross PT, Gruppen LD, Colleti LM. An assessment tool for aseptic
technique in resident physicians: a journey toward validation in the real world of limited
supervision. J Grad Med Educ. 2010;2(1):85-89.
Wagner D, Lypson ML. Centralized assessment in graduate medical education: cents and
sensibilities. J Grad Med Educ. 2009;1(1):21-27.
- Milestones of Competency in Graduate Medical Education
American Board of Internal Medicine. Milestones framework [Internet]. Philadelphia: American
Board of Internal Medicine; c2004-2010 [cited 2010 June 3]. Available from:
http://www.abim.org/milestones/public/.
Green ML, Aagaard EM, Caverzagie KJ, Chick DA, Holmboe E, Kane G, et al. Charting the road
to competence: developmental milestones for internal medicine residency training. J Grad Med
Educ. 2009;1(1):5-20.
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Page 6 of 14
7. Competencies Beyond Knowledge
- Achieving the Systems Based Practice (SBP) Competency by Implementing a Web- Based
Business of Medicine Curriculum
Harkins D, Butz DA, Taheri PA. A new prescription for healthcare leadership.
J Trauma Nurs. 2006;13(3):126-130. *
- An Assessment of an Educational Intervention on Resident Physician Attitudes, Knowledge
and Skills Related to Adverse Event Reporting
Mayer D, Klamen DL, Gunderson A, Barach P. Designing a patient safety undergraduate medical
curriculum: the Telluride Interdisciplinary Roundtable experience. Teach Learn Med.
2009;21(1):52 - 58.
- Impact of an Interprofessional Central Venous Catheter Insertion Training Program
Barsuk JH, McGaghie WC, Cohen ER, O’Leary KJ, Wayne DB. Simulation-based mastery
learning reduces complications during central venous catheter insertion in a medical intensive
care unit. Crit Care Med. 2009;37(10):2697-2701. *
Evans L, Dodge K, Shah T, Hamann C, Lin Z, Osborne M, et al. Simulation training for central
venous catheter insertion on a partial task trainer improves skills transfer to the clinical setting.
2009 Society for Academic Emergency Medicine (SAEM) Annual Meeting Abstracts. Acad
Emerg Med. 2009;16(s1):s6. *
Leung J, Duffy M, Finckh A. Real-time ultrasonographically-guided internal jugular vein
catheterization in the emergency department increases success rates and reduces complications: a
randomized, prospective study. Ann Emerg Med. 2006;48(5):540-547.
Milling TJ Jr, Rose J, Briggs WM, Birkhahn R, Gaeta TJ, Bove JJ, et al. Randomized, controlled
clinical trial of point-of-care limited ultrasonography assistance of central venous cannulation: the
Third Sonography Outcomes Assessment Program (SOAP-3) trial. Crit Care Med.
2005;33(8):1764-1769. *
Pronovost P, Needham D, Berenholtz S, Sinopoli D, Chu H, Cosgrove S, et al. An intervention to
decrease catheter-related bloodstream infections in the ICU. N Engl J Med. 2006; 355(26):2725-
2732.
- Milestones to Teach and Evaluate Handoffs
Arora VM, Johnson JK, Meltzer DO, Humphrey HJ. A theoretical framework and competency-
based approach to improving handoffs. Qual Saf Health Care. 2008;17(1):11-14.
- Patients and Families as Advisors: Enhancing Medical Education Curricula
Hanson JL, Randall VF. Patients as advisors: enhancing medical education curricula [Internet].
Bethesda, MD: Uniformed Services University of the Health Sciences; 2006 [cited 2010 June 3].
Available from: http://www.usuhs.mil/med/paa/OverviewTOC.pdf.
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Page 7 of 14
8. - Patient Safety: Internal Medicine Residents as Agents of Change
Internal Medicine Residency Training. Education Innovation Project: EIP – REACH [Internet].
Indianapolis, Indiana: Indiana University School of Medicine. c2009 [updated 2009 May 11;
cited 2010 June 3]. Available from: http://medicine.iupui.edu/residency/program/eip/.
- Training Interprofessional Teams of Students and Health Professionals in Quality
Improvement
Hall LW, Headrick LA, Cox KR, Deane K, Gay JW, Brandt J. Linking health professional
learners and health care workers on action-based improvement teams. Qual Manag Health Care.
2009;18(3):194-201. *
Ogrinc G; Headrick LA; Morrison LJ; Foster T. Teaching and assessing resident competence in
practice-based learning and improvement. J Gen Intern Med. 2004;19(5 Part 2):496-500.
Overall Redesign
- Innovations in Residency Training – Mid-Stride Findings from the P4 Project
Green LA, Jones SM, Fetter G Jr, Pugno P. Preparing the personal physician for practice:
changing family medicine residency training to enable new model practice. Acad Med.
2007;82:1220-1227.
- Structured Career-Centered Block Time in a Pediatric Residency Program
Ericsson KA. Deliberate practice and the acquisition and maintenance of expert performance in
medicine and related domains. Acad Med. 2004;79(supp):S70-S81.
Stockman JA 3rd, Freed GL. Adequacy of the supply of pediatric subspecialists: so near, yet so
far. Arch Pediatr Adolesc Med. 2009;163(12):1160-1161.
Professionalism/Culture
- The Miller-Coulson Academy of Clinical Excellence at Johns Hopkins Bayview
Medical Center
Christmas C, Kravet SJ, Durso SC, Wright SM. Clinical excellence in academia: perspectives
from masterful academic clinicians. Mayo Clin Proc. 2008 Sep;83(9):989-994. *
Durso SC, Christmas C, Kravet SJ, Parsons G, Wright SM. Implications of academic medicine's
failure to recognize clinical excellence. Clin Med Res. 2009 Dec;7(4):127-133.
- Transforming the Culture of a Large Academic Medical Center: Where We’ve
Been, Where We Are, Where We’re Going
Brater DC. Viewpoint: infusing professionalism into a school of medicine: perspectives from the
dean. Acad Med. 2007 Nov;82(11):1094-1097.
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Page 8 of 14
9. Cottingham AH, Suchman AL, Litzelman DK, Frankel RM, Mossbarger DL, Williamson PR,
Baldwin DC Jr, Inui TS. Enhancing the informal curriculum of a medical school: a case study in
organizational culture change. J Gen Intern Med. 2008 Jun;23(6):715-722.
Settings
- Florida International University Herbert Wertheim College of Medicine
Florida International University Herbert Wertheim College of Medicine. FIU
NeighborhoodHelp® [Internet]. Miami: Florida International University Herbert Wertheim
College of Medicine. c2010 [updated 2010; cited 2010 June 3]. Available from:
http://medicine.fiu.edu/students.php?ss=cs&sub=cc&resub=n
Rock JA, Simpson JL, Dambach G, O’Leary JP, Markham S, Bagby L, Seecharan K, Berkman
RM. Florida International University: development and accreditation of Miami’s public college of
medicine. Acad Med. 2009;84(10):1454-1458.
- The Ambulatory Long Block
Warm EJ. The long block: a systems-based innovation. Virtual Mentor. 2008;10(5):295-299.
Warm EJ, Schauer DP, Diers T, Mathis BR, Neirouz Y, Boex JR, Rouan GW. The ambulatory
long-block: an Accreditation Council for Graduate Medical Education (ACGME) Educational
Innovations Project (EIP). J Gen Intern Med. 2008 Jul;23(7):921-926.
Medical Education and Training: A Policy Update
Accreditation Council on Graduate Medical Education Outcome Project Advisory Committee.
General competencies. Chicago, IL: Accreditation Council of Graduate Medical Education; 1999.
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