change is inevitable, but progress is optional

1
change is inevitable, butprogress is optional

• Richard L. Gamelli, MD
• Dean, Stritch School of Medicine
• Leischner Institute for Medical Education
  Conference
• May 22, 2009

2
Whats our responsibility?

• Behaviors our graduates need for this 21st
  Century
• Critical thinkers
• Lifelong learners
• Collaborative and team-based skills
• Professionalism A promise of expertise and a
  promise of duty
• Behaviors lead to specific patient care outcomes
• As defined by the Institute of Medicine 1
• Safe
• Effective
• Patient centered
• Timely
• Efficient
• Equitable

1. Reid, et al. The National Academies Press,
Washington, D.C., 2005
3
What to Do?

• To accomplish great things, we must not only
  act, but also dream not only plan, but also
  believe.
• 
  
  
  Anatole France
• 
  

4
What needs to change?

• Understand our current healthcare environment,
  financial realties, and societal expectations
  defines what we can, cant and should do
• Move students beyond test performance to critical
  thinking the only important test is the one
  your patients give you every day
• Education, research and clinical work are the
  ways we reach our mission providing healthcare
  None outshines the other
• Develop clear support and recognition for
  teaching and education
• Faculty development is important, but faculty
  have to be active participants
• We all need to be engaged and accept our
  responsibility as educators that is the
  expectation of society, our patients, students
  and one another

1. Reid, et al. The National Academies Press,
Washington, D.C., 2005
5
Whats the process?

• Begin by re-visiting the outcome - ideal
  graduate
• Curriculum is designed to achieve that outcome
• Teaching (optimizing the environment for
  learning) matches best methods to specific
  outcomes and content
• Continuous iterative feedback Plan-Study-Do-Act
• Personalization of education does it need to
  take everyone four years to graduate?

1. Reid, et al. The National Academies Press,
Washington, D.C., 2005
6
If I was given eight hours to chop down a tree,
I would use six hours to sharpen my ax.
Abraham Lincoln
7
How do we get there (examples)?

• Advance workplace learning - conceptual skills
  used by physicians in practice
• Accelerate our students participation in our
  clinics
• Facilitate their development of schemas of
  disease
• Match knowledge to skill development with a
  stretch added
• Facilitate their familiarity with EHR and IT
• support educational paradigms
• find/search and use information just-in-time
• provide vertical patient learning opportunities
• allow their patient outcomes to guide any
  remediation

8
How do we get there?

• The curriculum is not something to pass
• It is something to learn
• It is the foundation to build upon for future
  success
• As a professional you are expected to know a
  unique body of knowledge and be able to apply it

9
How do we get there (examples)?

• Integrate, integrate and integrate P-S-D-A

Curriculum
Ideal Graduate
Course
Course
Clerkship
Clerkship
Outcome
10
The road to success is always under
construction.

• Daniel Walsh
• Chicago, 2005

11
(No Transcript)