Innovations in Medical Education are needed to align it with 21st Century needs and aspirations. Globally efforts are under way since the release of Lancet Commission report in Dec-2010 on Transforming Health Professions in the 21st Century
Assessment in CBME Competency Based Medical Education Dr Girish .B CISP 2 MCIDr Girish B
Assessment in CBME Competency Based Medical Education by Dr Girish .B, Associate Professor, Department of Community Medicine, Chamarajanagar Institute of Medical Sciences (CIMS), Chamarajanagar, Karnataka
Assessment in CBME Competency Based Medical Education Dr Girish .B CISP 2 MCIDr Girish B
Assessment in CBME Competency Based Medical Education by Dr Girish .B, Associate Professor, Department of Community Medicine, Chamarajanagar Institute of Medical Sciences (CIMS), Chamarajanagar, Karnataka
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
This interesting, illustrative presentation is a preliminary guide for preparing medical & paramedical teachers for effective teaching and enable them to conduct different courses for medical & paramedical students
A brief presentation of "Structure of Observed Learning Outcomes" (SOLO) applied to Medicine.
A worked out medical example with all the 5-levels of SOLO taxonomy is presented.
This should make it easy for Medical educators to adopt and use this innovative way of assessing written answers.
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
This interesting, illustrative presentation is a preliminary guide for preparing medical & paramedical teachers for effective teaching and enable them to conduct different courses for medical & paramedical students
A brief presentation of "Structure of Observed Learning Outcomes" (SOLO) applied to Medicine.
A worked out medical example with all the 5-levels of SOLO taxonomy is presented.
This should make it easy for Medical educators to adopt and use this innovative way of assessing written answers.
An Evaluation of Medical Students' Responses to Structured Exam Feedback from...tbirdcymru
Presentation given at the Association for the Study of Medical Education Scientific Meeting in July 2016 in Belfast. This presentation summarises findings from my masters dissertation done for MA in International Education at University of Leicester.
Jika ada salah maafkan kesalahan kami.
Presentation by:
Faza B.
Jihan D.S.
Medina A.W.
Ratna P.
Syarifah A.
Thiara D.P.
From smanisda XII IA 4
Gunakan dengan bijak jika mendownload~ :v
Problem based learning (PBL) as a teaching-learning method is a Spectrum. Barrow's classification enables educators to design a wide variety of PBL modules for effective learning of problem solving. Problemistics is an innovative and holistic way to approach the "science of dealing with problems". I have presented different versions of this talk since 1994. This is 2014 "copy-left" version.
Bloom's Digital Taxonomy adapted using iPads with children on the Autism Spec...Karina Barley - M.Ed.
Bloom's Digital Taxonomy adapted using iPads with children on the Autism Spectrum, using iPad apps to educate students who have autism.
Best iPad Apps to use for Autism Education - http://digitallearningtree2.com/free-teacher-resources/best-ipad-apps-for-autism-education/
My new iPads for Autism Education courses are now available through the University of North Dakota
Autism iPad Techniques to Bridge Learning Gaps
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
Turn Your iPad into a Augmentative Communication Device
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.CMMDVC
iPad Strategies to Engage Students with Autism
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
Clinical Skills Training, to be effective, has to be based on the science of Simulation Pedagogy. This slide-set is a part of a presented in the International conference on Simulation in Medical Education held in AIMST University, Malaysia.
Integrated teaching for effective learning in health professionsK Raman Sethuraman
Health professions education, being complex is ideally suited for integrated teaching-learning. This is a slide-set that will help you to conduct a 100-minute session set in a workshop mode. Suitable for Educators of Medicine, Dentistry, Nursing and allied health professions.
An overview and a critique of PG medical education in India delivered as a key-note address at Colombo, Srilanka in 2005. Both the MCI stream and the alternate NBE stream are covered in this presentation in a transparent and unbiased manner. The weaknesses in these systems are explored and suggestions to strengthen the system are highlighted..
Using this template one can easily update the slide set to 2014 by inserting the current figures from MCI and NBE websites. This should be a handy slide-set for any educator wishing to talk on PG-Medical education.
Closing the Gap Between Clinician Education and Quality Improvement Through an Evidence-Based Taxonomy That Links Terms and Interventions: A Two-Part Brainstorming Session for the Alliance for CEhp Quality Improvement Education (QIE) Initiative
Evidence to Care: Mobilizing Childhood Disability Research into Practice
Dr. Shauna Kingsnorth
Evidence to Care Lead
Clinical Study Investigator
Assistant Professor (status), Department of Occupational Science
and Occupational Therapy, University of Toronto
Holland Bloorview Kids Rehabilitation Hospital
skingsnorth@hollandbloorview.ca
Presented at: Canadian Knowledge Mobilization Forum
Saskatoon, Saskatchewan June 9, 2014
Faculty/Counselor Externships: A Model that “Works”ccpc
Susan Coleman
Orange Coast College
Irvine, CA
Kathy Johnson
Vital Link Orange County
Costa Mesa, CA
Janice Duzey
Counselor
Costa Mesa High School
Costa Mesa, CA
A panel presentation sharing a model for faculty/counselor externships that “Works”. A counselor will share her experience in the workplace along with the project she developed based on her experience. Each participant will receive a CD of the project along with the process and projects developed to date.
Evaluation of designing information literacy for heath professionals in the U...Muharrem Yilmaz
The purpose of the study is reinforcing librarians understanding of users demand to create a strategic planning and formulate methods to improve information literacy programs effectively for health professionals.
These slides present aspects for realizing quality management approaches in university environment covering composite activities of education, research and collaboration with other organizations of the society. The aim is at excellence in universities’ performance through applying recognized professional quality management principles and practices that are generally used in all kinds of organizations of the society.
Understanding impact through alternative metrics: developing library-based as...Kristi Holmes
There’s never been a more critical need to better understand the impact of research efforts. The challenging state of funding models (1) and an enhanced pressure on young investigators to stand out from the crowd magnify this need as well as the perceived value of locally based impact services. These services are leveraged by a diverse range of stakeholders, from individuals to university-level decision makers and strategists. Individuals often wish to better demonstrate impact of published works to promotion committees or describe the impact of research studies to funding agencies when applying for funding or complying with institution-level or federal reporting exercises. Research groups, departments, and institutions often wish to discover how research findings are being used to promote science and gain a better overall view of research publications and outputs.
Libraries are particularly well poised to meet the need to understand a more nuanced view of impact. Libraries are trusted, neutral parties with a tradition of service and support and often act as technology hubs on campus with IT and data expertise. Librarians are trained information professionals with information and searching skills and a keen understanding of the research, education, clinical landscape of their institution. This presentation will discuss general trends in the field, including an overview of resources, assessment frameworks and tools; strategies for partnering with stakeholders; and examples of library based service models, from basic services to highly integrated library-based core research units.
(1) http://dx.doi.org/10.1126/scitranslmed.aac5200
Alliance for CME 2009 Presentation, Wake me Up Before it’s Over:Bringing out...Wendy999
2009 ACME Presentation, co-presented with Marissa Seligman, that tackles strategies to bring innovation to live continuing medical education activities.
Creating an optimal healing environment through salutogenesis for yoga therapyK Raman Sethuraman
Optimal Healing Environment (OHE) is a post modern concept that aims to promote healing through positively influencing and supporting the four domains of OHE, viz, Personal, Interpersonal, Behavioral and External domains. Sense of coherence approach to wellbeing (Salutogenesis) fits in well with interpersonal and behavioral domains of OHE. Yoga therapy uses holistic approach to mind-body healing and can focus on promoting optimal healing as a complementary healthcare service to Evidence-based modern medicine in an integrative practice of holistic care.
In 21st Century, when medical information is freely available to everyone, soft skill-set combined with technical competence is the key to professional success as a clinical care provider. The various components of soft-skills viz, Professionalism Humanism, Communication skills are discussed. Research findings on how to enhance patient satisfaction 8-fold by improving communication skills is highlighted.
Since the publication of the eye-opening revelations "To Err is Human" and "Quality Chasm" Patient Centered Care (PCC) has been promoted as an important concept which every medical student in 21st century ought to learn and internalize.
This slide set is based on recent articles published on PCC and how to effectively teach and learn in health sciences curricula. A recent doctoral research conducted by the author and his team, which has revealed robust evidence of 8-fold improvement in patient satisfaction after the postgraduates underwent intensive training of skills for effective PCC.
Using Sense of Coherence and 'ikigai' for holistic view of Humanity's respons...K Raman Sethuraman
Humanity's responses to the Covid-19 pandemic has been variable and often chaotic. This presentation attempts to use 'Sense of coherence' and 'Ikigai' as 2 lenses to gain a holistic perspective of the varied human responses to the pandemic crisis of 2020.
Comprehension or understanding, Manageability or coping-behavior, and Meaningfulness are the three components of Sense of Coherence (SOC), first proposed by Antonovsky. Ikigai is a Japanese concept of one's 'Purpose of Life', which has been modified by a life-coach from the West. Using SOC and Ikigai, we can try to get a holistic understanding of the varied responses of humanity across the globe.
Ikigai (reason for being) versus Maslow's Hierarchy of Needs K Raman Sethuraman
Ikigai is a Japanese word that signifies "sense of Purpose" in one's life. Ikigai fulfillment promotes wellness. Maslow's needs are hierarchically arranged from Basic needs to Psychological and Self-actualization needs. According to Maslow's theory, fulfillment of the "lower deficiency needs' can curb one's motivation, while fulfillment of "growth needs" would further increase the motivation to excel.
While E-health is based on networked I-C-T devices of the humans, operated by the humans for human healthcare and wellness, IOMT is a network of the ‘smart-devices’, operated by the devices for human healthcare and wellness. An estimated 160 million smart medical devices are expected to be connected in 2020. This number will increase exponentially. We need to be prepared for the disruptive influence of IOMT on the present-day healthcare paradigm. A major concern is the sheer magnitude of digital healthcare data generated by IOMT. Are we creating a "Digital Black hole" is a question for deep introspection.
In view of advances in artificial intelligence and global connectivity, tomorrow's doctors need to develop skills set that would help them to outperform the AI-gadgets and stay relevant in the 21st Century. Critical thinking, Creative Problem solving, Communication skills and Collaborative team-work are among the top skills needed for healthcare professionals of the future.
The estimated delay of 17 years for scientific discovery to reach clinical practice is a matter of great concern. The current flow-charts do not even acknowledge the important role of Effective Teaching of Basic sciences that is oriented to real-life clinical practice. This brief PPT set addresses this issue.
Salutogenic approach is based in promoting sense of coherence by making the person i) comprehend the situation or the challenge ii) find ways to manage it, using general and specific resistance resources and iii) find it meaningful to cope with the challenge and accept the outcome. Using real-life case narratives, this slide set explains how to practice salutogenic approach in patients with diabetes and its complications.
The essence of authentic assessment is to focus on real-life tasks and competencies relevant to later day professional practice. Since 2018, there is a national move in India to adopt Competency-based medical curriculum to produce IMG (Indian Medical Graduate) who would possess the competencies to be a competent clinician, an effective Communicator, a team-leader, an ethical Professional and a life-long learner. This slide-set looks at an authentic curriculum and how to develop an authentic assessment 'for', 'as' and 'of' learning.
Attitude, Ethics and Communication-skills for the Teacher and the TaughtK Raman Sethuraman
Imparting education to inculcate ethical values, professional attitude and effective inter-personal communication is much stressed in current curricula for Medical and other Health-professions. This talk stresses the need for the teachers to evolve themselves as positive role models if they wish to be effective in their mission to empower their students with values and professional identity.
Concepts and principles of bioethics for the students of health professionsK Raman Sethuraman
Students and many educators have difficulty in differentiating among Legal, Ethical and Moral viewpoints. After explaining these terms, the concept of biomedical ethics, a brief history of its origin in the post-War period and the components of ethics are explained. The final part is on Nursing ethics, attributes of an ethical nurse and ethical challenges faced by the nursing profession.
Novice medico to graduate doctor climbing the competency ladder K Raman Sethuraman
From the time of entry in to a medical college, over 4 to 6 years time, a novice medico is expected to acquire several competencies that go to make a competent doctor. The medical teachers need to construct the learning ladder as a progressive path to acquiring these competencies. This slide set explains the various "ladders" viz., Miller's Pyramid, Dreyfus competency stages and RIME framework and also Dunning-Kruger effect that explains why many novices do not acquire the competencies.
Authentic assessment of affective domain in medical educationK Raman Sethuraman
To be effective, Medical education needs to set up authentic methods for assessing and evaluating the affective domain, based on Bloom's taxonomy. This domain is the most difficult to assess. Checklists, Rating scales and Rubrics are useful tools, as explained in this slide-set.
Optimum assessment of cognitive domain in medical educationK Raman Sethuraman
To be effective, Medical education needs to set up authentic methods for assessing and evaluating all the domains of learning, based on Bloom's taxonomy. This slide-set is on cognitive domain.
This talk, delivered in the 4th international meet on Music Therapy at Sri Balaji Vidyapeeth, discusses the concept of Salutogenesis and highlights how a music therapist could help create an Optimal Healing Environment. Curing is not the same as Healing but they are complementary and both are perhaps essential for holistic wellness.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. “The Physicians of Tomorrow are taught by the
Teachers of Today using Curricula of yesterday.”
- Sethuraman KR (2000)
2NCHPE 20-11-2015
The Current Problem
4. Objectives for this talk…
• Compare creativity and innovation
• Discuss the stages in creative and innovative
processes
• Consider barriers to & assessment of
innovation
• Survey the ongoing innovations in USA
• Invite comments on our reasons, rights and
responsibilities to foster innovation in Med Edu
4NCHPE 20-11-2015
5. Innovation – What, How & Why
REASON
RIGHTS RESPONSIBILITY
5NCHPE 20-11-2015
6. Creativity in Stages
Graham Wallas (1858 – 1932)
In The Art of Thought (1926), he proposed
this model of the creative process:
6NCHPE 20-11-2015
9. Steps in Innovative Processes
• Permit a Creative Environment
• Generate Ideas
• Present & Discuss the Ideas
• Filter & Choose the best
• Do Pre-Validation
• Implement the Prototype
• Do Evaluation & Post-validation
• Plan for Dissemination
9NCHPE 20-11-2015
10. Avoid these 8 Idea Killers!
• “We tried that already –
• “We don't do it that way here -
• “Not in our budget -
• “Not an interesting problem -
• “We don't have time -
• “People won't like it -
• “How stupid are you? “
• “You are smarter with your mouth shut!”
from Scott Berkun's book, The Myths of Innovation, Sebastopol: O'Reilly Media, Inc., 2010.
10NCHPE 20-11-2015
11. Can We Teach Innovation?...
• Rigid training does not help innovation and can
even harm the processes.
• Knowledge is important but formal qualification is
not essential
• Requires new approaches and different ways of
looking at problems.
– Some are naturally more creative - ‘creative gene’
• Education can help in identifying barriers to
innovation
• Innovation can be cultivated by teaching skills such
as lateral thinking.
11NCHPE 20-11-2015
12. Developing Creativity - i
• Brainstorming
– invented by an American businessman Alex
Osborn
– it encourages the generation of possible solutions
to a well defined problem
• Synectics
– to explore relationships between apparently
unconnected elements of a problem using analogy
and metaphors
12NCHPE 20-11-2015
13. Developing Creativity - ii
• Lateral Thinking
– reject standard methods for solutions
– take a fresh perspective, involving spatial or visual
support for ideas
• Problem Solving
– Break down the problem into smaller solvable
components
– Generate possible solutions, consider pro’s and
con’s of each and choose the most appropriate
13NCHPE 20-11-2015
15. Story: OSCE as a formative tool to
impart error-free ‘must do’ skills
• Reason was through Epiphany (1987 exams)
– A final MBBS student did not know-how to use a
sphygmomanometer (kept mercury column flat!)
• Responsibility (all should do ‘Must Do’ Skills)
• Rights (as a Unit Head)
• Resistance to overcome – educators / HOD
• Spin offs (The first manual on OSCE – 1988)
• Sustainability (Formative OSCE still going on)
15NCHPE 20-11-2015
16. Story: Motivating the students to learn
the local language
• Reason (importance of talking with patients)
• Responsibility - to create LRM (1988)
• Resistance to overcome – student apathy
• Epiphany – Alumnus feedback from NEFA
• Lesson: Tools + Motivation = Success
• Outcome – (1995 to 2005) all learnt Tamil
• Dissemination – JIPMER / AIMST / MGMCRI
16NCHPE 20-11-2015
http://jipmer.edu.in/wp-content/uploads/2013/01/tamil-bk.pdf
17. Story: Emergency Care Posting
• Reason & Responsibility (experiential T-L in ER)
• Creative problem solving:
– Once a week posting from 4 pm to 10 pm in the
emergency dept (“casualty”) in groups of 2 or 3
– Shadow the Medical team on duty and clerk cases
– 50% of Viva voce in internal exam based on this
posting of around 10 sessions (60 + hours)
– Other depts (Surgery, Paeds) also replicated this
• Outcome assessment by external examiners
was supportive of gains
17NCHPE 20-11-2015
18. Objectivising Clinical/Practical Exams
• MCI – ’97 has recommended ‘Objectivising
Clinical/Practical Exams’
• Only a lip-service by most institutions
• At SBVU: a year-long capacity building effort
• OSCE/OSPE was ‘do-able’ in the summative
assessment (field-tested blue-print; years 1-5)
• National expert group meeting to endorse the
report and submit to the regulatory body
• Still waiting for the “Nod” from MCI
18NCHPE 20-11-2015
19. Barriers to Innovations - i
• Internal Barriers
– Culture of Blame (discomfort with new ideas)
– Staff Motivation (non-risk taking and inept)
– Unapproachable Management (lack of foresight)
– Management Systems (Not tuned to innovate)
– Inexperience
– Investment Capital (Human resource, time, fund)
19NCHPE 20-11-2015
20. Barriers to Innovations - ii
• External Barriers
– National Regulations
– Local Regulations
– Opposition from Interest groups
Source: http://akri.org/thinking/innovation-process.html
20NCHPE 20-11-2015
21. “Attitude-Spectrum” to Innovations
• A – LEADER.
• B – COLLABORATOR
• C – SUPPORTER.
• D – ACCOMMODATOR
OPPONENTS:
• G – PARTICIPATING ~
• H – PASSIVE~
• I – RESISTING ~
• J – HOSTILE ~E – INDIFFERENT. F - UNINFORMED
21NCHPE 20-11-2015
22. MEDICAL EDUCATION IN 21ST C
Current Advances & Focus
Following Lancet Commission Report, 2010
22NCHPE 20-11-2015
23. AMSA - Students' Voices
• Current curricular lacunae:
– a narrow technical focus without contextual
understanding in a holistic manner
– poor teamwork
– predominant hospital orientation at the expense
of primary health care
– quantitative and qualitative imbalances in the
health professions (market forces)
http://media.amsa.org.au/policy/2012/201206_medical_curricula_for_the_2
1st_century_professional_policy.pdf
23NCHPE 20-11-2015
24. AMSA – Curricular Needs for 21st C
• Instill respect for the rights and dignity of the
individual and community,
• inculcate leadership & advocacy skills to respond
to the health needs & priorities of the
community,
• promote an understanding that actions within
healthcare settings have broader social and
economic implications
• provide graduates with the skills necessary to
apply global research and resources to local
practice and health priorities
24NCHPE 20-11-2015
25. AMSA – Curricular Needs - ii
• provide the skills and attitudes necessary to
engage in interdisciplinary and trans-disciplinary
collaborations with key stakeholders
– from health and non-health professions
• Recognize the expertise of other health
disciplines with the aim of improving patient care
in multidisciplinary teams
• Embody transformative learning methods that
foster leadership skills to be enlightened change
agents
http://media.amsa.org.au/policy/2012/201206_medical_curricula_for_the_2
1st_century_professional_policy.pdf 25NCHPE 20-11-2015
26. Obstacles to Curriculum Change
• Status quo: a culture of conservatism
• Opposition: teachers not convinced about the
benefits of change
• Cost of the proposed changed: the increased
workload of implementing the change
• Process of change: teachers’ work not being
rewarded
• Conflict of interest: teachers’ conflicting interests of
research and clinical care
• AMEE 2013 Conference, Prague:
http://medine2.com/Public/docs/MEDINE2-WP5.pdf
26NCHPE 20-11-2015
27. Faculty & Students* speak out
1. Exclude redundant information from curriculum.
2. Make medical training more patient-centered.
3. Future physicians to usher change in Health care delivery
4. Increase diversity in medical education.
5. Include massive open online courses (MOOC) and Create
curricula for a “Medical school without walls.”
6. Entrance Exams (Step-1 USMLE etc) be modified as they
promote a "parallel curriculum“ diverting students’ focus?
7. Effective ways to shorten student training by "outcomes
based" approach.
*Faculty & students from 110 institutions at CHANGEMEDED conf Oct-2015
http://www.ama-assn.org/ama/ama-wire/post/9-challenges-medical-educators-want-solve-right-now
27NCHPE 20-11-2015
28. AMA – A PROACTIVE REFORMIST
28NCHPE 20-11-2015
29. AMA - Accelerating Change in Medical
Education
Six key themes for the 11-member consortium:
1. Developing flexible, competency-based pathways
2. Teaching & assessing new content in health care
delivery sciences
3. Working with health care delivery systems in novel
ways
4. Making technology solutions to support learning and
assessment
5. Envisioning the master adaptive learner
6. Shaping tomorrow’s leaders
(In Nov,2015, consortium added 21 more to make 32
members)
https://www.ama-assn.org/resources/doc/about-ama/x-pub/ace-monograph-interactive.pdf
29NCHPE 20-11-2015
30. AMA’s Innovation Push – 1
1. Mayo: to prepare students for patient-centered,
community-oriented, science-driven care and lead
collaborative care teams that deliver high-value care.
2. Warren Alpert: to educate a new type of physician leader
equipped to promote the health of the population
3. University of Michigan: to transform its curriculum to
graduate physician change agents who will improve
health care at a systems and patient level.
4. Vanderbilt University: to create master adaptive learners
who are embedded in the health care workplace
throughout their undergraduate medical education
30NCHPE 20-11-2015
31. AMA’s Innovation Push – 2
5. Oregon Health & Science University: to
implement a learner-centered, competency-
based curriculum that enables students to
follow individualized learning plans
6. San Francisco School of Medicine: to learn to
work expertly in inter-professional teams to
advance science and improve health care.
7. NYU School of Medicine: to implement a three-
year, flexible, individualized, technology-
enabled blended curriculum to improve care
coordination and quality improvement.
31NCHPE 20-11-2015
32. AMA’s Innovation Push – 3
8. Davis School of Medicine: to create a 3-year medical
school pathway, the Accelerated Competency-based
Education in Primary Care (3+3) program.
9. The Brody School of Medicine: to implement a new
comprehensive Longitudinal Core Curriculum in
patient safety for all medical students.
10. Penn State College of Medicine: to design
educational experiences that align medical education
with health system needs.
11. Indiana University: to teach electronic medical record
(tEMR) to ensure competencies in clinical decision-
making as well as system-, team- and population-
based health care.
http://www.ama-assn.org/sub/accelerating-change/grant-projects.shtml
32NCHPE 20-11-2015
34. Regulation in India is the proverbial
“elephant in the room”
• Plan 4+
• Organize 2+
• Lead effectively 1+
• Implement +/-
• Co-ordinate &
Collaborate 2 (– )
• Evaluate outcomes &
impact 4(– )
– Ex PM Rajiv Gandhi
34NCHPE 20-11-2015
35. Declarative vs. Procedural Tussle
Declarative sentences, well
articulated by the regulatory
bodies, since it is a conscious,
considered and explicit act
Innovative, tacit and exploits
any loop-hole in the declared
regulations to “Some-How”
fulfill the stated requirements
35NCHPE 20-11-2015
36. Summing Up:
Regulations can delay the inevitable But,
• “Enlightened educators need to push the
agenda to innovate and usher in reforms
• As Tagore put it, “The Next Generation
deserves it.” – Let us not limit them
36NCHPE 20-11-2015