Teaching Systems Improvement to Early Medical Students: Strategies and Lessons Learned

Abstract

Purpose Despite increasing emphasis in medical school education on quality and systems improvement, many medical schools lack sufficient faculty with expertise to teach systems improvement. Using the pedagogical content knowledge framework, this study explores how faculty engage students in systems improvement work and faculty perceptions of the outcomes for the health system and students. Method In May–June 2017, the authors interviewed 12 of 13 invited faculty with experience in teaching and engaging first-year medical students in systems improvement work, the course of students’ systems improvement work over time, the impact of students’ projects on health systems, and students’ learning and attitudes about systems improvement. The authors conducted qualitative analysis iteratively with data collection to sufficiency. Results Six emergent themes characterized faculty’s approach to guiding students in systems improvement work: faculty–student relationship, faculty role, student role, faculty–student shared responsibility for projects, faculty and student content knowledge, and project outcomes. The faculty–student relationship was foundational for successful systems improvement work. Faculty roles included project selection, project management, and health systems interactions. Students engaged in systems improvement as their faculty leveraged their knowledge and skills and created meaningful student roles. Faculty and students shared responsibility and colearned systems improvement content knowledge. Faculty defined successful outcomes as students’ learning about the systems improvement process and interprofessional collaboration. Conclusions Findings highlight the critical importance of pedagogical content knowledge to engage early learners in systems improvement work, understand their learning interests and needs, and manage their projects longitudinally.

Online Team-Based Learning for Teaching Antenatal Care during COVID- 19 Pandemic

“…13 TBL permits for a single instructor to manage multiple small groups at the same time in a large class, and the class time is shifted away from learning facts to the application of information 14 . This method will allow for more faculty satisfaction in delivering the teaching material which is considered as an important factor of quality in online courses 15 The faculty-student relationship was foundational for successful systems improvement work 16 . Because of these extraordinary circumstances, efforts made to deliver antenatal care using a combination of distance learning and interactive teaching, and for that, we used online TBL.…”

Perfil acadêmico e produtividade científica dos docentes de Bio(ética) no ensino da fonoaudiologia do Rio Grande do Sul

“…No que tange a ética no ensino da Medicina, reafirma-se a presença enquanto componente curricular, por ser um importante conhecimento a ser debatido em sala de aula, reforçando a necessidade da ampliação do conceito de saúde e sociedade. Além disso, os modelos pedagógicos também devem estar contextualizados às novas dinâmicas da estrutura social (DANIEL; PESSALACIA; ANDRADE, 2016;FERREIRA;MOURÃO;ALMEIDA, 2016;FREIRE, 1997;WERNECK, 2020), existam currículos com a introdução de disciplinas que permitam a abordagem da temática da humanização, a retomada da relação com as artes, para favorecer a reflexão e aplicação de cenários favoráveis à sensibilização dos profissionais, e a ênfase na relação médico-paciente de maneira mais harmoniosa (AMORE FILHO et al, 2018;HARBELL et al, 2020). Embora as temáticas abordadas pelos artigos voltados à área médica sejam, em sua maioria, multiprofissionais, há de se destacar a necessidade de reflexões produzidas através de estudos específicos da área da Fonoaudiologia, visando uma construção identitária profissional, assim como a aproximação de saberes não dissociados da prática, ensino, pesquisa e extensão (YAMAMOTO et al, 2012).…”

Accessible and Adaptable Faculty Development to Support Curriculum Reform in Medical Education

“…As an additional benefit, student projects have led to meaningful systems improvements in the microsystems. 30 Applying cocreation in this manner challenges the notion that working and learning are distinct and demonstrates that learning can take place both in and for the workplace, thereby strengthening organizational capacity. 31,32…”