Systems Survivor: A Program for House Staff in Systems-Based Practice

Turley, Christine B.; Roach, Richard; Marx, M.

doi:10.1080/10401330701332201

Cited by 17 publications

(11 citation statements)

References 13 publications

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“…SBP has historically been difficult to teach and assess (Colbert et al 2009;Englander et al 2006;Graham et al 2008;Leenstra et al 2007;Turley et al 2007;Varkey et al 2008;Ziegelstein and Fiebach 2004). The free clinic rotation, which allows medical students to work in teams, recognize systems issues and potential solutions, confront issues of medication and procedure costs, and engage in risk-benefit analysis on a daily basis, may be a viable option for many medical schools as they seek to incorporate systems-based care into their curriculum.…”

Section: Discussionmentioning

confidence: 99%

Students learn systems-based care and facilitate system change as stakeholders in a free clinic experience

Colbert

Ogden

Lowe

et al. 2009

Adv in Health Sci Educ

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Systems-based practice (SBP) is rarely taught or evaluated during medical school, yet is one of the required competencies once students enter residency. We believe Texas A&M College of Medicine students learn about systems issues informally, as they care for patients at a free clinic in Temple, TX. The mandatory free clinic rotation is part of the Internal Medicine clerkship and does not include formal instruction in SBP. During 2008-2009, a sample of students (n = 31) on the IMED clerkship's free clinic rotation participated in a program evaluation/study regarding their experiences. Focus groups (M = 5 students/group) were held at the end of each outpatient rotation. Students were asked: ''Are you aware of any system issues which can affect either the delivery of or access to care at the free clinic?'' Data saturation was reached after six focus groups, when investigators noted a repetition of responses. Based upon investigator consensus opinion, data collection was discontinued. Based upon a content analysis, six themes were identified: access to specialists, including OB-GYN, was limited; cost containment; lack of resources affects delivery of care; delays in care due to lack of insurance; understanding of larger healthcare system and free clinic role; and delays in tests due to language barriers. Medical students were able to learn about SBP issues during free clinic rotations. Students experienced how SBP issues affected the health care of uninsured individuals. We believe these findings may be transferable to medical schools with mandatory free clinic rotations.

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Section: Discussionmentioning

confidence: 99%

Students learn systems-based care and facilitate system change as stakeholders in a free clinic experience

Colbert

Ogden

Lowe

et al. 2009

Adv in Health Sci Educ

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“…Of the eight management training programs described in the literature, which also used objective pre- and posttests, four programs found a significant increase in knowledge [13,14,25,26]. Three out of those four programs had a research population of less than 35 participants [14,25,26].…”

Section: Discussionmentioning

confidence: 99%

“…Three out of those four programs had a research population of less than 35 participants [14,25,26]. The other four programs described an increase in knowledge, but this increase was either not significant, or not tested for significance.…”

Section: Discussionmentioning

confidence: 99%

A pilot study of a practice management training module for medical residents

et al. 2014

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BackgroundIn 2005 a competency based curriculum was introduced in the Dutch postgraduate medical training programs. While the manager’s role is one of the seven key competencies, there is still no formal management course in most postgraduate curricula. Based on a needs assessment we conducted, several themes were identified as important for a possible management training program. We present the results of the pilot training we performed to investigate two of these themes.MethodsThe topics “knowledge of the healthcare system” and “time management” were developed from the list of suggested management training themes. Fourteen residents participated in the training and twenty-four residents served as control. The training consisted of two sessions of four hours with a homework assignment in between. 50 True/false-questions were given as pre- and post-test to both the test and control groups to assess the level of acquired knowledge among the test group as well as the impact of the intervention. We also performed a qualitative evaluation using evaluation forms and in-depth interviews.ResultsAll fourteen residents completed the training. Six residents in the control group were lost to follow up. The pre- and post-test showed improvement among the participating residents in comparison to the residents from the control group, but this improvement was not significant. The qualitative assessment showed that all residents evaluated the training positively and experienced it as a useful addition to their training in becoming a medical specialist.ConclusionOur training was evaluated positively and considered to be valuable. This study supports the need for mandatory medical management training as part of the postgraduate medical curriculum. Our training could be an example of how to teach two important themes in the broad area of medical management education.

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“…The multiple-choice examination has been used to evaluate knowledge gained from innovative programs that explored the complex health care system. [15][16][17] While the multiple-choice examination can effectively test the resident's knowledge of systems-based practice, it does not lend itself to evaluation of the resident's ability to put this knowledge into action. 13 Outcome-based methods are needed to evaluate other components of systems-based practice, such as safety errors of omission that involve the health care system.…”

Section: Difficulties and Suggestions For Measuring Systemsbased Pracmentioning

confidence: 99%

Development of the Objective Structured System-Interaction Examination

Hingle

Rosher²,

Robinson³

et al. 2009

Journal of Graduate Medical Education

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Systems Survivor: A Program for House Staff in Systems-Based Practice

Abstract: "Systems Survivor" is successful in providing an innovative opportunity to explore complex health care systems and is an effective curriculum.

Cited by 17 publications

References 13 publications

Students learn systems-based care and facilitate system change as stakeholders in a free clinic experience

Students learn systems-based care and facilitate system change as stakeholders in a free clinic experience

A pilot study of a practice management training module for medical residents

Development of the Objective Structured System-Interaction Examination

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