Medical Education Update 2003 SOM Retreat Stanford School of Medicine Leadership Retreat January 30 - February 1, 2003 Medical Education Status Report

Medical Education Update2003 SOM Retreat

Stanford School of Medicine Leadership RetreatJanuary 30 - February 1, 2003

Medical Education Status Report


Major Accomplishments 2002

• Developed a highly productive working relationship between the Faculty Senate and the Dean’s office

• Made important headway in establishing a new curriculum for September 2003 with agreed objectives to:

– Better integrate basic and clinical sciences (translational curriculum)

– Develop and foster student scholarship and community activism

• Created a committee on evaluation and advising with major objectives:

– To review and improve evaluation process

– To ensure faculty and student engagement in the evaluation and advising process

• Developed new advising program for students.


Objectives for 2003

• Curriculum– Institute first year of the new curriculum

– Institute scholarly concentrations

• Develop mechanisms to facilitate and foster teaching– Improve existing education support

– Fund raising for teaching

– Changing the “culture” of medical education

• Develop CME program– Financial solvency

– Proactive service to the Stanford community and beyond


Residency and beyond

Undergraduate

Yea

r

Scholarly track

Basic science

Clinical

Clinical research Molecular medicine

Community service Biotechnology

Health economics

Proposed curricular structure


Salient features of new curriculum

• New courses– Fundamentals of molecular sciences (first year)

– Advances in applied biomedical sciences (second year; with grad students)

• Eliminated biochemistry and molecular biology

• Decreased classroom time

• Utilize new technologies (anatomy, nutrition)

• Better sequencing

• Allied clinical sciences with basic sciences

• Longer school year

• Clinical clerkships start earlier


Salient features of new curriculum

• Required basic science curriculum to be added to previous “clinical years”. Some strategies:– Required courses

• Clinical research, health care financing

• Applied genomics

– Selective courses

– Embedded science within clerkships• Enhanced orientations

• Basic science attendings/basic science clerkship

• Required student assignments


Principles of scholarly concentrations

• Medical school “major” required of all students

• Two options– Original research option (will likely require 5+ years curriculum)

• Curriculum within a discipline

– Existing courses

– Newly developed course

• Attendance at seminar/journal club

• Conduct of of significant scholarly work (funded for equivalent of 2 years half time)

– Investigative option (can be done within 4 year curriculum)• Curriculum as above

• Original “term paper”


Logistics of scholarly concentration

• Timing– Students should try to select by third quarter of first year– Requirements can be completed throughout the student’s tenure at

Stanford

• Funding– Medical scholars will fund students (in Original Research option)

and administration– Dean’s office will fund faculty leadership

• Embedded flexibility– Students can develop independent scholarly concentration

• Administration– Scholarly concentration ad hoc subcommittee to faculty senate– Committee intersections with Med Scholars committee and Office

of Medical Education


RFP for scholarly concentrations

• Title of program• Designated director• General program description and rationale• List of mentors and number of student research slots available• Curriculum components• Description of integration with graduate programs• Description of interdisciplinary or bench-to-bedside nature of

proposal• Method of evaluation• Degree offered for research option (if any)


Scholarly concentration deadlines

January 15, 2003 - Release/Distribution of RFP

February 7, 2003 - Letters of Intent Deadline

February 21, 2003 - Consolidation of SC’s

April 1, 2003 - Proposals Deadline

April 15-18, 2003 - Meetings with Committee

April 30, 2003 - Notification of Results of Competition

October 1, 2003 - Initiation of Scholarly Concentrations.


Curriculum Name?


Facilitate and foster teaching

• Improve current support• Develop endowment• Change culture of education


Facilitating and fostering teachingCommittee on teaching facilitation

• Improve current support for teaching.– Operating budget changes to directly fund teaching and

scholarly concentration directorships

– Develop A&P process so that teaching has a more recognizable role in promotion

– Promote pedagogical tools:• SUMMIT

• Standardized patients

• Pedagogical course

• Center for Teaching and Learning


In an effort to improve medical teaching in an era when research is king and technology and societal changes are dramatically revising what it means to be a doctor, Harvard Medical School is launching an organization to recognize and support its best teachers and to innovate in medical education.

Harvard Gazette

Facilitating and fostering teachingFund raising for education


Facilitating and fostering teachingFund raising for education

• SMILE building• Development of endowment for:

– Dedicated teaching salaries

– Building educational technologies

– Student research support

– Financial aid


Facilitate and fostering teachingChanging the school culture

• Emphasize “rigor”• Improve evaluation of students and faculty• Concentrate major teaching roles in a few hands

– Need to cover “non-research” topics– Need to have name associated with course material

• Broaden other teaching roles– “Famous names” giving lectures in topics of interest– Expanding teaching by basic science and clinical post-docs– Taking seriously voluntary Clinical Educator role– Use of basic science attendings

• Decrease medical student teaching• Achieve consensus on educational uses of technology


CME Mission

To providing medical education programs that are responsive to the needs of physicians and that offer opportunities for ongoing intellectual stimulation and professional renewal.


CME

• Has the potential to:– Provide significant added value to our faculty at

Stanford

– Serve as a link to the community

– Serve as a marketing tool for the hospital

• CME program lacks:– Visibility

– Vigor

– Money


CME goals for 2003

• Identify new director• Establish a faculty advisory board• Work with departments, divisions and hospitals to

identify educational objectives• Integrate with information technologies to provide

online and other IT based program• Establish better reimbursement strategy for

ongoing activities


Summary

• Much progress over the last year; a lot ahead. • Education of students and faculty as galvanizing

force for school • Need department support to make this a successful

endeavor.• Expect evolution (punctuated equilibrium); not

everything will work exactly right from day one.


Leadership in education

• Oscar Salvatierra• Theodore Sectish• Neil Gesundheit• Bert Glader• Parvati Dev• Gary Schoolnik• Betsy Moreno• Committee members

Documents

Medical Education Update 2003 SOM Retreat Stanford School of Medicine Leadership Retreat January 30 - February 1, 2003 Medical Education Status Report