Now Is Our Time to Act: Why Academic Medicine Must Embrace Community Collaboration as Its Fourth Mission

Alberti, Philip M.; Fair, Malika; Skorton, David J.

doi:10.1097/acm.0000000000004371

Cited by 20 publications

(22 citation statements)

References 2 publications

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“…6,7 Our faculty community is one that ought to be seamless across academic and clinical settings and have strong connections to the communities we serve to demonstrate our social accountability. 32,33…”

Section: Reimagining the Role Of Curriculummentioning

confidence: 99%

Physical Therapy Education Through the Lens of the Master Adaptive Learner 24th Pauline Cerasoli Lecture

Jensen¹

2022

JOPTE

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Background and Purpose.The Dr. Pauline Cerasoli Lecture is both an honor and an opportunity to learn from the past and look to the future of physical therapy education. This 24th Cerasoli lecture does just that in taking a reflective look at the question—What would excellence and innovation look like in physical therapy education if we were looking outward to what society needs from us?Position and Rationale.While the concepts associated with the master adaptive learner (MAL) have been applied primarily at the level of individual learners, the model provides a useful framework for this reflective look at physical therapy education. Grounded in the robust concepts of learning sciences and adaptive expertise, application of this model to physical therapy education is a lens for identifying our greatest challenges and envisioning drivers for transformative change.Discussion and Conclusion.The question of what could or should we be doing in physical therapy education to meet societal needs is used in the reflective analysis of three major areas: 1) Reimagining the role of curriculum, 2) Learning for a lifetime of learning, and 3) Education research: needed and wanted. Together, analysis of these three areas identify opportunities for all educators (clinical and academic) to be provocative (disruptive), innovative, and adaptive!

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Section: Reimagining the Role Of Curriculummentioning

confidence: 99%

Physical Therapy Education Through the Lens of the Master Adaptive Learner 24th Pauline Cerasoli Lecture

Jensen¹

2022

JOPTE

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“…Leading medical education journals have been promoting discussions about myths [ 12 ], seeking to accommodate diverse perspectives [ 37 ], and questioning the habit of looking for simple solutions that are intended to address complex problems [ 38 ]. Professional organizations are complexifying by supporting systems-thinking to confront healthcare challenges [ 39 ] and expressing urgency to enhance collaboration within communities [ 40 ]. Greater attention is being paid to addressing implicit biases [ 41 ] and cultivating critical consciousness in medical education [ 42 ].…”

Section: Why We Should Look For Blind Spots In Medical Educationmentioning

confidence: 99%

Blind spots in medical education: how can we envision new possibilities?

et al. 2022

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As human beings, we all have blind spots. Most obvious are our visual blind spots, such as where the optic nerve meets the retina and our inability to see behind us. It can be more difficult to acknowledge our other types of blind spots, like unexamined beliefs, assumptions, or biases. While each individual has blind spots, groups can share blind spots that limit change and innovation or even systematically disadvantage certain other groups. In this article, we provide a definition of blind spots in medical education, and offer examples, including unfamiliarity with the evidence and theory informing medical education, lack of evidence supporting well-accepted and influential practices, significant absences in our scholarly literature, and the failure to engage patients in curriculum development and reform. We argue that actively helping each other see blind spots may allow us to avoid pitfalls and take advantage of new opportunities for advancing medical education scholarship and practice. When we expand our collective field of vision, we can also envision more “adjacent possibilities,” future states near enough to be considered but not so distant as to be unimaginable. For medical education to attend to its blind spots, there needs to be increased participation among all stakeholders and a commitment to acknowledging blind spots even when that may cause discomfort. Ultimately, the better we can see blind spots and imagine new possibilities, the more we will be able to adapt, innovate, and reform medical education to prepare and sustain a physician workforce that serves society’s needs.

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“…The undergraduate curriculum will include content that builds understanding of health care and the systems delivering care. The model removes the artificial distinction between “health care” and “public health,” providing students with the concepts and knowledge of a continuum of health services ( 28 ). Students will have the skills to analyze health systems function, including those directly related to patient care quality and safety in the hospital and ambulatory setting and those related to public health systems ( 29 ).…”

Section: The Population Health Frameworkmentioning

confidence: 99%

Medical education and population health—A framework in the design of a new undergraduate program

Armstrong

Mantel

Walraven

et al. 2022

Front. Public Health

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Health sciences curricular planners are challenged to add new content to established education programs. There is increasing pressure for content in public health, health systems, global health, and planetary health. These important areas often compete for curricular time. What is needed is a convergence model that builds a common framework within which students can integrate areas and better align this knowledge to the individual client or patient who they have responsibility to support. A population health framework is proposed for health sciences education programs that supports a common conceptual understanding of population health. The framework links five thematic areas that have influence on health and wellbeing and a sixth element that defines the range of methodologies essential to understanding health and wellbeing, from the individual to the population. The five areas providing convergence are: (1) the biopsychosocial development of the individual, (2) the socioeconomic factors that influence health and wellbeing, (3) the physical natural and built environment including climate, (4) the continuum of public health and health care systems, and (5) the nation state and global relationships. Using this framework, students are encouraged to think and understand individual health and wellbeing in context to the population and to utilize the appropriate methodological tools to explore these relationships. Planning for a new undergraduate medicine program illustrates the curricular elements that will be used to support student learning with foundation knowledge applied and tracked throughout the program. The proposed framework has application across health sciences disciplines and serves to build a common understanding that supports cross professional communication and collaboration.

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Now Is Our Time to Act: Why Academic Medicine Must Embrace Community Collaboration as Its Fourth Mission

Cited by 20 publications

References 2 publications

Physical Therapy Education Through the Lens of the Master Adaptive Learner 24th Pauline Cerasoli Lecture

Physical Therapy Education Through the Lens of the Master Adaptive Learner 24th Pauline Cerasoli Lecture

Blind spots in medical education: how can we envision new possibilities?

Medical education and population health—A framework in the design of a new undergraduate program

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