Scholarly excellence, leadership experiences, and collaborative training: Qualitative results from a new curricular initiative

Roscoe, Lori A.; English, Allesa; Monroe, Alicia D.

doi:10.5455/jcme.20140928035359

Cited by 6 publications

(3 citation statements)

References 21 publications

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“…This program was designed to equip medical students with knowledge, skills, and behaviors to transform the nature of health care. 24 Part of this program includes fostering a 4-year coaching relationship between preceptors from each campus and students. There is little doubt that the investment in developing the relationship between the preceptors and students in this fashion, contributed to the success of the training.…”

Section: Discussionmentioning

confidence: 99%

Development of a health care systems curriculum

Pruitt¹,

Mhaskar²,

Kane

et al. 2017

AMEP

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BackgroundThere is currently no gold standard for delivery of systems-based practice in medical education, and it is challenging to incorporate into medical education. Health systems competence requires physicians to understand patient care within the broader health care system and is vital to improving the quality of care clinicians provide. We describe a health systems curriculum that utilizes problem-based learning across 4 years of systems-based practice medical education at a single institution.MethodsThis case study describes the application of a problem-based learning approach to system-based practice medical education. A series of behavioral statements, called entrustable professional activities, was created to assess student health system competence. Student evaluation of course curriculum design, delivery, and assessment was provided through web-based surveys.ResultsTo meet competency standards for system-based practice, a health systems curriculum was developed and delivered across 4 years of medical school training. Each of the health system lectures and problem-based learning activities are described herein. The majority of first and second year medical students stated they gained working knowledge of health systems by engaging in these sessions. The majority of the 2016 graduating students (88.24%) felt that the course content, overall, prepared them for their career.ConclusionA health systems curriculum in undergraduate medical education using a problem-based learning approach is feasible. The majority of students learning health systems curriculum through this format reported being prepared to improve individual patient care and optimize the health system’s value (better care and health for lower cost).

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Section: Discussionmentioning

confidence: 99%

Development of a health care systems curriculum

Pruitt¹,

Mhaskar²,

Kane

et al. 2017

AMEP

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“…It promotes excellence in scholarly activities, experiences in leadership, and training that is collaborative. This program aims to prepare medical students with knowledge and skills to transform the nature of health care by providing training in leadership that is based on emotional intelligence 10. The same academic requirements are used for all students admitted to USFs, but students admitted to this specific program are qualified based on the results of a secondary behavioral event interview designed to identify those with the greatest emotional intelligence and aptitude for leadership 10…”

Section: Introductionmentioning

confidence: 99%

<p>Differences in medical student self-evaluations of clinical and professional skills</p>

Spoto-Cannons¹,

Isom²,

Feldman³

et al. 2019

AMEP

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BackgroundThe skill of self-assessment is critical to medical students. We sought to determine whether there were differences between student self-assessments and their faculty assessments and if they were modified by gender. Additionally, we sought to determine the differences in these assessments between students in a traditional (core) versus an enhanced (SELECT) medical school curriculum.MethodsIn this retrospective study, mid-term and final assessment and feedback forms from the first-year Doctoring 1 course were analyzed from three academic years: 2014–2015 through 2016–2017. Data were abstracted from the forms and de-identified for analysis. Class year, student gender, and class type were also abstracted from this “on the shelf” data from program assessment. The level of agreement between faculty and student assessments was investigated using Wilcoxon signed ranks test. The gender differences (male versus female students) between student assessments and their assessment by their faculty were investigated by using the Kruskal Wallis test.ResultsFive hundred and thirty-five student self-assessments were analyzed. Fifty-six percent (301/535) were male while 44% (234/535) were female. Faculty assessments (P-value <0.001) were higher than students and this was not modified by student gender. Compared to the domain of “participation” in the core program, there was no difference between the student/faculty ratings based on student gender (P-value: 0.48); there was a difference in the SELECT program cohort (P-value: 0.02). Specifically, the female students appear to rate themselves lower (female student: mean/standard deviation: 2.07/0.52) compared to their faculty (faculty: mean/standard deviation: 2.42/0.55).ConclusionFaculty consistently assessed the students at a higher rating than the students rated themselves. The level of difference between student self-assessments and their assessment by their faculty was not modified by student gender. With the minor exception of “participation,” there was no difference between students in the two different doctoring class curriculums.

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“…SELECT was designed to equip medical students with healthcare leadership skills as they progress through the medical curriculum by providing them with leadership and management training, and curriculum based on emotional intelligence. 1,2 Students in the SELECT program, in addition to their required medical coursework, take a Professional Development course that spans all 4 years of medical school and is led by course content experts and faculty coaches. 3 Foundational SELECT courses focus on the domains of leadership, health systems and values-based patient-centered care.…”

Section: Introductionmentioning

confidence: 99%

Journey Across State Lines: Transition to a regional campus

Smith

Zwygart

Herman

et al. 2018

JRMC

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The University of South Florida Morsani College of Medicine’s SELECT program was developed to equip medical students with healthcare leadership skills as they progress through the medical curriculum by providing them with leadership and management training, as well as a curriculum based on emotional intelligence. Medical students spend their pre-clerkship years in Tampa, Florida and then spend their clinical years at the Lehigh Valley Health Network regional campus in Allentown, Pennsylvania. The authors describe how faculty at the regional campus are involved with student and academic affairs on the main campus and the process of helping students transition not only from the pre-clinical to clinical years but also transition from Florida to Pennsylvania.

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Scholarly excellence, leadership experiences, and collaborative training: Qualitative results from a new curricular initiative

Cited by 6 publications

References 21 publications

Development of a health care systems curriculum

Development of a health care systems curriculum

<p>Differences in medical student self-evaluations of clinical and professional skills</p>

Journey Across State Lines: Transition to a regional campus

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