TEXAS COLLEGE OF OSTEOPATHIC MEDICINE STRATEGIC … · 2017. 7. 19. · TCOM STRATEGIC INITIATIVES 2016-2018 TEXAS COLLEGE OF OSTEOPATHIC MEDICINE STRATEGIC GOALS 2016-2018 Goal I

TCOM STRATEGIC INITIATIVES 2016-2018

TEXAS COLLEGE OF OSTEOPATHIC MEDICINE STRATEGIC INITIATIVES

2016-2018


TEXAS COLLEGE OF OSTEOPATHIC MEDICINE

STRATEGIC GOALS 2016-2018

Goal I

Adopt admissions procedures that lead to matriculation of degree candidates with qualifications and values that are in alignment with the mission and vision of the college and the health science center.

Goal II

Provide a curriculum of instruction in alignment with the mission of the college and the health science center that enables student success.

Goal III

Sustain and enhance the college’s initiatives in student advising, career development and graduate medical education.

Goal IV

Promote continuous quality improvement in education through longitudinal faculty development.

Goal V

Advance research competency for all students.


SUMMARY OF STRATEGIC INITIATIVES

STRATEGIC GOAL

ACTIVITY TARGET DATE OF COMPLETION

Admissions

Goal I Revise the secondary application to identify desirable attributes

April 2016

Goal I Create a screening committee inclusive of faculty to select interview candidates

July 2016

Goal I Visit two colleges using Multiple Mini Interviews for candidate selection

December 2016

Goal I Recruit and train faculty to administer Multiple Mini Interviews

March 2017

Goal I Implement Multiple Mini Interviews for candidate selection

August 2017

Advisory Colleges

Goal III Appoint a dedicated director for advisory college services

June 2016

Goal III Adopt a uniform core curriculum for advising through the colleges that targets each student year

July 2016

Curriculum and Instruction

Goal II Edit the catalogue of learning objectives to reflect current and required content

September 2016

Goal II Create learning objectives that guide longitudinal instruction in Population Health as a common curricular theme

December 2016

Goal V Create learning objectives that guide longitudinal instruction in research literacy and methodology

December 2016

Goal II Modify the core curriculum to assure inclusion of all learning objectives, assignment to correct courses and adoption of optimum instructional method and venue.

April 2017 (Fall Semester)

September 2017 (Spring Semester)

Goal II Adopt course management software that facilitates identification, modification and distribution of learning objectives

May 2016

Goal II Revise and redistribute anatomy learning objectives and instructional techniques

March 2017

Goal II Modify laboratory anatomy to emphasize training on prosected cadavers and reduce student dissection

July 2017

Goal II Introduce plastinated models to laboratory anatomy July 2018


SUMMARY OF STRATEGIC INITIATIVES

STRATEGIC GOAL

ACTIVITY TARGET DATE OF COMPLETION

Faculty Development

Goal IV Initiate an Academy of Medical Science Educators (AMSE) and recruit participating faculty

July 2016

Goal IV Adopt and implement a curriculum of instruction for the AMSE

September 2016

Goal IV Complete training in Population Health for AME faculty

December 2016

Goal IV Submit curriculum plan for Master’s Degree program in Health Professions Education (MS-HPE) to Provost

September 2016

Goal IV Create resident curriculum for Systems-Based Practice

September 2016

Graduate Medical Education

Goal III Submit application to ACGME for UNTHSC as Sponsoring Institution

March 2016

Goal III Submit application to ACGME for UNTHSC sponsored GME program(s)

July 2016

Goal III Submit program planning grant applications to THECB for Internal Medicine and Pediatrics

April 2016

Goal III Submit application for Internal Medicine residency under UNTHSC Consortium sponsorship

September 2016

Goal III Transition remaining AOA programs to ACGME and dissolve Texas OPTI

June 2016

Student Career Development

Goal III Create boot camps for most frequently selected/matched specialties

June 2016

Goal III Implement specialty interest workshops through student clubs

June 2016

Goal III Implement match strategy workshops for specialty advisors

September 2016


TEXAS COLLEGE OF OSTEOPATHIC MEDICINE STRATEGIC DEVELOPMENT MODELS

2016-2018

Admissions and Outreach


ASSUMPTIONS Beliefs, givens, theories, attitudes that tend to cause individuals to act/respond to given situations in a prescribed manner

CONDITIONS/DRIVERS Certain pre-existing conditions and drivers that precipitate the need for the program

RESOURCES/INPUTS Certain resources and inputs are available to operate the program

ACTIVITIES The program has access to them and can use them to accomplish its planned activities

OUTPUTS The program accomplishes them and delivers the amount of product and/or service that it intended

OUTCOMES The program accomplishes its intended activities to the extent intended, and the participants benefit in certain ways

IMPACT These benefits to participants were achieved resulting in certain changes in the organization, community, and system

ANTICEDENTS THE WORK THE RESULTS

There exists a diverse pool of potential candidates possessing the qualifications needed to successfully complete the degree program.

The Doctor of Osteopathic Medicine degree is a desirable and widely recognized pathway to the practice of primary care medicine and other specialties.

Ample opportunities are available for postdoctoral training and medical practice following completion of the degree program.

The college assures that the Office of Admissions and Outreach shall have ample staffing, facilities, technology and budgetary support to execute its operations.

Faculty will participate in ample numbers to fully support the selection process.

Promotion of the college through statewide college campus and on-campus visitation.

Execution of a comprehensive application procedure.

Execution of a comprehensive application review process.

Implementation of an effective interview process.

Implementation of a selection process resulting in the matriculation of highly qualified students.

40 campus visits and on-campus recruitment activities.

3,700 completed applications received.

735 interviews conducted.

658 candidates selected for admissions ranking.

230 qualified candidates enrolled.

Increasing visibility and awareness of the college.

Increased selectivity for admission to the degree program.

Continued faculty and staff workload for selections.

Continued downstream faculty workload

Maintained revenue to the health science center

Expanded applicant pool.

Sustained quality of admitted students despite increased class size.

Increased cost for operations offset by increased revenue.


1

Academic Affairs I


CONDITIONS/DRIVERS Certain pre-existing conditions and drivers that precipitate the need for the planned program

RESOURCES/INPUTS Certain resources and inputs are needed to operate the program. If the program has access to them, then it can use them to accomplish its planned activities.


OUTPUTS If the program accomplishes them, then it will hope to deliver the amount of product and/or service that it intends

OUTCOMES If the program accomplishes its intended activities to the extent intended, then the participants will benefit in certain ways

IMPACT If these benefits to participants are achieved, then certain changes in the organizations, communities, or systems might be expected to occur

ANTECEDENTS THE PLANNED WORK THE INTENDED RESULTS Effort spent in cadaveric anatomy dissection doesn’t optimize the use of limited curricular time available Other modalities of cadaveric learning (prosection/ plastination) may release curricular time available to address areas of content need/or expanded application activities

Need to decompress current CMB block of content Limited durability of current cadaveric tissue Need for room within systems’ courses for additional content and /or student reflection(study) Optimization/utilization of downtime within CMB block

Adequate Anatomy faculty FTE Plastination capabilities and Prosected specimens Enhanced electronic/virtual learning resources Facilities for anatomic specimens

Identify and resequence current cadaveric anatomy objectives into a Foundational Anatomy course Develop a new Pass1 schedule to reflect a Foundational Basic Science Block inclusive of CMB and Anatomy Curriculum Committee review/approval Anatomy Faculty recruitment/development Develop Prosection/Plastination implementation plan (resource requirements, costs, etc) Integration of diagnostic technology(imaging) content within context of applied anatomy within system courses

Foundational Basic Science Block inclusive of CMB and Anatomy content Decompressed CMB course (slowed down) Prosected/Plastinated specimens Expanded application of Imaging content within System’s courses

Improved CMB performance Improved Anatomy performance Improved performance in Systems courses Improved Diagnostic Technology/Imaging performance Improved student satisfaction

Improved Student retention/success


1

Academic Affairs II








ANTECEDENTS THE PLANNED WORK THE INTENDED RESULTS TCOM curriculum is based on principles supported by the learning sciences Student learning and program outcomes are dependent upon the quality of faculty and their “teaching” abilities

2015 Student annual survey showing below target outcomes related to quality of teaching in Year 1 compared to Year 2. The need for tighter integration/understanding of what basic science content is required in Pass 1 and its effective proceduralization to support clinical learning (explanation) in Pass 2 Prior attempt at basic science AME not successful

TCOM Dean support (includes financial) UNTHSC support (includes financial) Institute Director support and accountability Basic science and TCOM AME faculty collaboration

Survey basic science faculty to identify development needs, logistics, etc Include some basic science faculty within AME curricular planning group Develop AME syllabus that will deliver at least 10, 2 hour sessions with focus on: DSA/MLM/TLM development, knowledge structuring to better support proceduralization of explanatory tasks particularly within year 2. Institute directors to identify AME faculty TCOM to support .1FTE time

Basic Science AME curriculum and syllabus Identifiable basic science AME faculty AME application projects resulting in improved or newly developed DSA’s, MLM’s Collaborative exercises between Pass 1 and Pass 2 faculty resulting in common learning outcomes within common systems

Improved student performance Improved student satisfaction Improved student competency related to explanatory task of a clinician Better alignment of Pass 1 and Pass 2 systems Improved basic science faculty satisfaction

Improved patient care (explain, dx, treat, manage)


1

Academic Affairs III








ANTECEDENTS THE PLANNED WORK THE INTENDED RESULTS Core curriculum is based on well-developed and deliverable objectives Curriculum must address the 7 AOA competencies and other domains as outlined in accreditation standards Content directors/faculty are responsible for development and delivery of core curriculum objectives and their assessment

Review of core curriculum/objectives to identify gaps or excess of content. Review content areas of learner lower performance Create better alignment of Pass 1 and Pass 2 content Need to efficiently and accurately identify objectives using searchable domains such as AOA competencies, physician tasks, disease, disciplines, and EPA’s. Need for a “living” catalogue of objectives (updated in real time with any syllabus change)

Current syllabi which holds all current objectives Year 1 and 2 curriculum directors, content/course directors, Program managers, IT support

Work with IT to develop syllabus management software that will support future cataloguing of objectives Review and edit current objectives by content directors Tag objectives by AOA competency, EPA, Physician task, disease or science discipline Utilize catalogue to identify gaps/excesses/misalignment between Pass 1/Pass 2 content specifically in areas of lower performance Curriculum Committee to approve catalogue as foundation of core curriculum

Easily searchable data base of objectives Syllabus management tool that will produce a living catalogue of objectives Identified gaps in core curriculum and development of new objectives Improved alignment of Pass 1/Pass 2 content EPA’s mapped within year 1 and 2

Improved student performance Competencies/EPA’s achieved

Year 1&2 Program Outcomes achieved: improved clinical performance, preceptor satisfaction, improved student competitiveness for residency


Academic Affairs IV








ANTECEDENTS THE PLANNED WORK THE INTENDED RESULTS A more effective, sustainable healthcare system includes a workforce that understands and integrates population health principles and implications for individual patients, clinical practices, and the community

Leadership, team-

based care, health care systems + Physician experts = Expert medical practice

Student performance identifies weakness in system based practice knowledge Student surveys suggest inadequate time spent on prevention and population health ( system based practice) content Changing healthcare model and delivery system Accreditation requirements

Established models/recommendations for Prevention and Population Health curricula Faculty content experts (champions) AME Faculty, course/clerkship directors/curriculum directors SPH and other UNTHSC/non-UNTHSC school faculty(IPE) Consortium members, hospital, UNTHealth and community partners, Public Health Departments

Develop/deliver 2 semester AME course that develops faculty understanding of Clinical Prevention and Population Health and its importance within the curriculum Identify/recruit faculty content experts Establish Interdisciplinary Clinical Prevention and Population Health Curriculum Task Force to create medical education continuum blueprint of objectives/milestones Identify opportunities and integrate CPPH content/instructional design into current courses/clerkships with emphasis on transforming declarative knowledge to procedural knowledge. Curriculum committee to approve CPPH curriculum plan Expand/create linkages with healthcare systems that provide authentic learning opportunities/application (proceduralization)

Faculty evolving sense of self-efficacy to support/integrate/deliver CPPH learning objectives CPPH content director(s) and faculty Catalogue of CPPH objectives and milestones for year 1-4 integrated into core curriculum with focus of transforming declarative knowledge into procedural knowledge Applicable course/clerkship syllabi identifies CPPH objectives (system based practice) and assessment strategies Established CPPH related core clerkship and integration into other cores Clinical partnerships to support authentic learning experiences related to CPPH

Learners achieve measurable competence within systems based practice & practice based improvement competencies Improved student satisfaction and confidence Systems/Models of care established by clinical partners

Better prepared workforce for community leading to improved outcomes Expanded partnerships based on delivery of graduates with CPPH (systems based practice) competency Increased opportunities for TCOM graduates


1

Academic Affairs V








ANTECEDENTS THE PLANNED WORK THE INTENDED RESULTS Providing medical

students with a

meaningful research

based educational

experience will help

students become

exemplary physicians

and informed

consumers of medical

research outcomes in

the practice of evidence

based medicine

A biostatistics and

epidemiology

curriculum leveraging

real world examples

through population

health provides an

innovative tool to teach

medical students how

statistical methods can

be used to answer

clinical questions

Clinical decision making is

improved by understanding

quantification of biological

and random variability

through statistical and

epidemiologic techniques

Performance on licensure

exams improves with an

understanding of key concepts

of statistical inference,

experimental design and

epidemiology

Integrating research

content into the core

curriculum under the

umbrella of the newly

developed population

health curriculum will be a

team effort from TCOM

research, academic affairs

and the academy

Create specific

research competency

based learning

objectives to be

included in the

population health

curriculum

Train faculty

participating in the

population health

curriculum in

instructional methods

associated with

biostatistics and

epidemiology

Integrate research content into the TCOM core curriculum as part of the newly developed population health program

The newly developed

population health

curriculum will include

real world examples of

epidemiology,

qualitative and

inferential statistics

Learning objectives

will be added to the

core curriculum

catalogue

All students will

continue to be

required to complete

on-line training in the

protection of human

subjects / responsible

conduct of research

Student performance

on comprehensive

nationally standardized

tests reflects the ability

to interpret meanings

of different types of

data

Educating medical students to key principles and methods of biostatistics and epidemiology enhance their ability to interpret and understand published studies

College recognized for

the quality of

educational programs

Increased

competitiveness of

TCOM students for

residency programs

Increased ability to evaluate medical information and apply evidence appropriately to decisions as they pertain to patient care


1

Educational Programs I




ACTIVITIES If the program accomplishes them, then it will hope to deliver…

OUTPUTS …the amount of product and/or service that it intends.



ANTECEDENTS THE PLANNED WORK THE INTENDED RESULTS Projected national shortage of physicians Existing shortage of physicians in TX, all specialties, projected to worsen Ongoing rural/urban maldistribution AAMC 2006 call to increase medical school enrollment by 30% Texas UME expansion Texas shortfall of GME positions corresponding to UME growth

AOA/LCME requirements ACGME requirements Board Certification req. Licensure requirements Student demand MD school partnership w/ TCU

GME infrastructure Funding Access to clinical training sites/volume Funded faculty time for non-revenue producing (clinical) activities – teaching and faculty development IPE resources (see FDC section) Faculty Development and outreach curriculum support (see FDC section): 1. SBP 2. Practice Management Cultivation of new hospital partners, community physicians for academic medicine (including rural)

Program Development +/- expansion Potential partners: Cook Children’s Hosp. HCA Division w/ multiple facilities Texas Health Resources w/ multiple facilities Baylor/All Saints Midland collaborative (expand to 2 additional communities if successful) Corpus Christi collaboration John Peter Smith Hospital Weatherford RMC Rural/Community hospital partners TBD

MOUs with hospital partners to proceed w/ development of GME programs New GME programs accredited FDC new “menu” items in SBP and Practice Mgt (see FDC section)

# new hospital partners # newly accredited GME programs # new resident positions created (approximately 192 new PGY1, 650 new total needed) Diversity of GME offerings: Specialties TX graduates most commonly leave TX for:

Internal Medicine

Pediatrics

Anesthesiology

Emergency Med.

Psychiatry

General Surgery

OB/Gyn

Radiology

Family Medicine #delivered FDC workshops, curricula (see FDC section)

Improved access to care for citizens of TX. The likelihood of eventual practice in the State of Texas remains linked to placement in residencies within the state, further elevating awareness of the colleges by future degree candidates and clinical venues. Placement in rural communities further empowers efforts toward sustaining support from municipalities and state agencies.


Educational Programs II




ACTIVITIES If the program has access to them, then it can use them to accomplish its planned activities




ANTECEDENTS THE PLANNED WORK THE INTENDED RESULTS Projected national shortage of physicians Existing shortage of physicians in TX, all specialties, projected to worsen Ongoing rural/urban maldistribution AAMC 2006 call to increase medical school enrollment by 30% Texas UME expansion Texas shortfall of GME positions corresponding to UME growth

AOA/LCME requirements AOA ACGME requirements Board Certification req. Licensure requirements Student demand MD school partnership w/ TCU

GME infrastructure Funding Access to clinical training sites/volume IPE resources Faculty Development and outreach curriculum support: 1. SBP 2. Practice Management Cultivation of new hospital

partners, community

physicians for academic

medicine (including rural)

Transition existing programs to ACGME accreditation.

Dermatology FW

Dermatology Houston

NMM

NMM/FM

Palliative Care

Sports Medicine TCOM ACGME Sponsoring Institution accreditation Establish GME consortium model to serve as SI for hospital partners on request (including rural FM model).

Dermatology FW moved to WRMC as SI Dermatology Houston accredited under TCOM as SI NMM and NMM/FM moved to Plaza as SI Palliative Care moved under hospital partner as SI. Sports Medicine moved to Plaza as SI or closed. New GME consortium model available for subscription to assist hospital partners as needed.

No loss of existing GME programs, positions. GME expansion as described under Section 1.

Improved access to care for citizens of TX. The likelihood of eventual practice in the State of Texas remains linked to placement in residencies within the state further elevating awareness of the college by future degree candidates and clinical venues. Placement in rural communities further empowers efforts toward sustaining support from municipalities and state agencies.


Educational Programs III



RESOURCES/INPUTS Certain resources and inputs are needed to operate the program





ANTECEDENTS THE PLANNED WORK THE INTENDED RESULTS The U.S. has a shortage of patient care providers, particularly in primary care, and that shortage is projected to increase in the coming years. Demand for physicians continues to grow faster than supply, with population growth and aging projected to account for 14% of growth in demand. Expanded medical coverage achieved under the Affordable Care Act once fully implemented will likely increase demand by a further 2%.

Physician Education U.S. medical schools have responded to the projected physician shortage with increased enrollment of nearly 30% in the past decade. Graduates of international medical schools continue to seek U.S. postgraduate training in increasing numbers. A significant percentage of those seek primary care residencies. Recruitment and retention of qualified clinical/teaching faculty remain limiting factors for establishing new, and maintaining and expanding primary care GME programs.

Personnel

Qualified trainers/educators, leadership

Administrative support

Online learning management system (LMS) specialist (1 – need to recruit)

Participants – release time to facilitate participation or enrollment Facilities for delivery of training

HSC for Graduate Certificate program

Local/on-site at GME program locations for outreach support

Regional programs – funding for facility/space

LMS – existing at HSC

Existing, continue Graduate Certificate in Academic Medicine Family Medicine Leadership Conference Chief Residents’ Conference (2) New, to develop MS Health Professions Education program Clinical Teaching Boot Camp Academic Career Exploration Boot Camp “Grow your own”

for final year residents

Career Development for current junior faculty

Career transition for direct patient care and community physicians not currently employed in academic settings

Curriculum support modules/curricula in SBP and practice management

Number of certificate completions/graduates Number of programs offered Number of program participants Number of participants who enter academic careers within 6, 12 and 24 months. SBP and practice management curricula developed, delivered

Enhanced knowledge, attitudes and skills as required for successful academic careers.

Career satisfaction

Longevity in academic careers

Academic leadership opportunities

Scholarly activity (number of projects, publications, etc.)

Positive performance evaluations (employer, learners)

Pursuit of further advanced training in learning sciences (MS/MA, PhD/EdD, etc.)

Career progression, i.e. faculty rank (Instructor Asst Prof Assoc Prof Professor); academic leadership positions (Program Director, Asst/Assoc PD, Department Chair, etc.)

Program quality improvement:

Improved in-training exam and board scores

Increased scholarly activity output by residents, colleagues

Enhanced compliance with accreditation standards and benchmarks.

Program faculty stability (decreased turnover, increased faculty longevity). Expansion of primary care training program availability and capacity. Increased production of primary care providers to workforce enhanced access to care.


Educational Programs IV








ANTECEDENTS THE PLANNED WORK THE INTENDED RESULTS COM graduates shall be accepted for postdoctoral training by an accredited GME program. Informed and prepared students are more likely to be successful in the match for postdoctoral training.

Insufficient TX GME positions, specialty mix 50% TCOM students leave state for GME. Limited exposure across subspecialties in year 3 core.

Specialty Advisors (physician faculty, volunteer community physicians) OEP – leadership, Career Development counselor Training and Professional Development for CD staff Careers in Medicine, other didactic resources

Career Advising Program Yr. 1 – Intro at

Orientation Yr. 1&2 –

Advisory College Meeting Career Development Presentation

Yr. 2 – Intro to CiM Small group Luncheons (7)

Yr.2 – shadowing opportunities

Yr. 3 – 1:1 career advising

Residency 100 Workshop

Residency 101 Workshop

Yr4 – 1:1 ongoing strategy development during application and match processes.

Yr4 – Residency interview preparation. Interview workshops available as elective.

New: Yrs3-4: Specialty bootcamps Yrs1-4: partner w/ student interest groups for info workshops Yrs1-4: match strategy workshops for faculty specialty advisors National leader in CD professional development.

Year 1 Student awareness of CD resources, activities. Year 2 7 Careers in Medicine (CiM) small group lunch discussions. Shadowing participation. Year 3 100% of students receive 1:1 initial residency counseling. Follow-up counseling available upon request or referral. Year 4 Follow-up counseling available upon request or referral. Interview workshops. Longitudinal Utilization of CiM resources. Student Interest Group partnership workshops. Faculty participation in match strategy workshops. CD Leadership: CD Professional Pre-Conference workshop at AACOM. CD Leadership: formation of national organization, based at TCOM

Students matched via primary match services (Not SOAP/scramble) will meet or exceed national average. Students develop practical match strategy with optimal opportunity to match into specialty of choice. Student will be satisfied with CD resources.

Satisfaction with specialty match career satisfaction, with resulting: 1) Higher performance, professional reputation prestige for COM 2) Alumni engagement

with COM

3) career longevity

increased access to

care


TEXAS COLLEGE OF OSTEOPATHIC MEDICINE STRATEGIC INITIATIVE MAPS

2016-2018


TEXAS COLLEGE OF OSTEOPATHIC MEDICINE STRATEGY MAP ACTION PLAN

GOAL: Adopt admissions procedures that lead to matriculation of degree candidates with qualifications and values that are in alignment with the mission and vision of the college and the health science center. TACTICAL INITIATIVE: Modify the screening criteria for selecting candidates for interview.

MARKET ANALYSIS A process that results in factual information that helps you identify opportunities

S-Continued public interest in attending medical school W-Overcoming the “DO vs. MD” obstacle among prospective students O-Grow applicant pool by attracting those who normally would not apply to TCOM T-Overgrowth of medical schools in Texas. Collapse in interest in a career in medicine

ACTIVITIES

What actions will you undertake to achieve tactical initiatives and

meet identified metrics?

METRICS How will you measure the

performance of the activity?

RESPONSIBILITY Who is accountable for

the success of the activity?

RESOURCES What current and

additional resources are required?

MILESTONES Begin, end and critical points

Review and edit the TCOM secondary application as needed to identify desirable attributes of candidates.

Revised secondary application adopted.

Admissions oversight committee.

Salary: 0 M&O: 0 Travel: 0

Begin: 2/2016 End: 4/2016 Critical Points: 2017 Cycle

Establish a committee inclusive of faculty that selects candidates for interview based on the mission and values of the college and the health science center.

Committee established and attributed identified; Develop instrument to better measure desirable traits in prospective students.

Director of Admissions Salary: $40,000 M&O: Travel:

Begin: 6/2016 End: Critical Points: 2017 Cycle

Adopt the Multiple Mini Interview (MMI) format for candidate selection.

Interview day work schedule and scenarios created with scoring rubric (3 mo.); Visit two MMI sessions @ other schools (6 mo.) Faculty recruited and trained (6 mo.); “Dry Run” ready (9 mo.)

Admissions oversight committee

Salary: $200,000 M&O: Travel:

Begin: 2/2016 End: Critical Points: 2018 Cycle



GOAL: Provide a curriculum of instruction in alignment with the mission of the college and the health science center that enables student success. TACTICAL INITIATIVE: Expand faculty development to capture basic science faculty.


S-Existing committed basic science faculty seeking faculty development; AME established success with clinical faculty; TCOM Dean and Institute Directors support W-Historic AME content/delivery found to not meet basic science faculty needs as learners O-Create a focused academy for basic science faculty that addresses the needs of our curriculum while delivering foundational faculty development in those areas identified by the learners(faculty); produce enhanced and consistent outcomes by Pass 1 faculty within the context of how basic science contributes/supports clinical expertise; growth of junior basic science faculty T- Faculty time commitments, availability

ACTIVITIES










Create an applications-based curriculum of instruction in the learning sciences.

Publication of at least 10 2-hour classroom activities designed for basic science faculty.

Associate Dean for Faculty Development; Senior Associate Dean for Academic Affairs


Begin: 2/2016 End: 9/2016 Critical Points: AME start 9/2016

Assemble an academy of basic science faculty with protected time dedicated to the TCOM curriculum.

Faculty nominated by institute directors and approved by TCOM.

Senior Associate Dean for Academic Affairs; Year 1 Curriculum Director.

Salary: $1,600,000 M&O: 0 Travel: 0

Begin: 7/2016 End: 9/2016 Critical Points: Compensation formula



GOAL: Provide a curriculum of instruction in alignment with the mission of the college and the health science center that enables student success. TACTICAL INITIATIVE: Integrate prevention and population health (systems based practice) learning objectives into the

core curriculum that are relevant to clinician behavior changes leading to safe and efficient population focused healthcare

MARKET ANALYSIS A process that results in factual information that helps you identify collaborative healthcare educational opportunities. Conducted through survey and through pertinent literature evaluation

S - Motivated team of interprofessional educators and clinicians. Public Health School. Health Science Center campus.

TCU relationship and IPE collaborators. Dedicated faculty focused on culture change and collaboration W – Limited faculty understanding of population health mechanics and integration. Multiple areas of committee structure and schools attempting integration. Lack of clinical models for experiential learning O - Create an integrated practice model through education and precepting. Develop IPE related to healthcare integrated throughout the HSC. Form overlapping and continuous education across schools and across partner campuses. Develop a model 4 year curriculum to drive future physician/graduate skills and behaviors. Develop a collaborative healthcare teaching model intimately involving our Public Health School. T – Lack of collaboration among degree programs. GME limited acceptance of population health curriculum. Faculty inability to model practice elements for learners. Inability to identify clinical partners with established models for proceduralization of curricular content

ACTIVITIES










Design and deliver AME 2 semester faculty development course on Prevention and Population Health

Publication of AME Course Syllabi, learning objectives, learning resources, assessment strategies, faculty participation/attendance

Associate Dean for Community Health Associate Dean for Faculty Development

Salary: 0 M&O: $2,000 Travel: $8,000

Begin: 1/2016 End: 12/2016 Critical Points: Class of 2021

Create a longitudinal Prevention and Population Health curriculum

Publication/Approval of Prevention and Population Health learning objectives, instructional activities, and assessment strategies Integration of above into current relevant course syllabi particularly Med Practice as an identifiable competency content component

Associate Dean for Community Health Associate Dean for Faculty Development Senior Associate Dean for Academic Affairs Year 1&2 curriculum directors

Salary: 0 M&O: 0 Travel: $2,000




GOAL: Provide a curriculum of instruction in alignment with the mission of the college and the health science center that enables student success. TACTICAL INITIATIVE: Codify and catalogue all core learning objectives.


S-Current syllabi have established objectives linked to DSA/classroom activities and codified by competency; Assessments of students are linked to written objectives; almost all current objectives

employ operational vocabulary to define what a learner can do. W-Objectives have transitioned over last edition of catalogue based on content, course assessment and

sequencing. Gaps/excesses in content may now exist e.g. lower performing disciplines within board exams and areas identified by students on annual survey as needing more/less emphasis; Objective

review by Pass 1/Pass 2 content directors has been variable; Lack of course/syllabus management software to allow “living” catalogue of objectives

O- Review catalogue of objectives to identify gaps/excesses in content especially in those areas of weaker performance, e.g. micro, pharm. Create tighter integration between year 1 and year 2 content.

Additional attention to Systems-based practice objectives; Content directors cross review all system course objectives; Development/ID of syllabus management software

T- Absence of catalogue of objectives does not allow program to monitor adequate instruction/assessment of competencies or true measure of student outcomes; IT limitations

ACTIVITIES What actions will you undertake to achieve tactical initiatives and









Review and edit the current catalogue of learning objectives.

Publication of a comprehensive and current catalogue of all years 1 and 2 learning objectives.

Senior Associate Dean for Academic Affairs

Salary: $20,000 M&O: 0 Travel: 0


Embed all learning objectives as revised into the core curriculum.

Publication of the core curriculum. Curriculum Committee Salary: 0 M&O: 0 Travel: 0


. Development of IT software that will allow syllabi to deliver a searchable catalogue of objectives

IT department Salary: 0

M&O: $100,000

Travel: 0

Begin: 2/2016

End: 5/1/2016

Critical Points: Class of 2021



GOAL: Provide a curriculum of instruction in alignment with the mission of the college and the health science center that enables student success. TACTICAL INITIATIVE: Modify laboratory anatomy to strengthen the delivery and relevance of basic science

content and maximize efficiency of time utilization in year 1.


S-Established cadaver lab and resources for prosected/plastinated models; well-defined existing curricular objectives related to cadaveric learning; dedicated faculty to develop/deliver modified anatomy content W-Scheduling/resource challenges due to shared commitment with multiple degree programs; facilities/lab space to accommodate alternate teaching modalities; limited time within current curriculum for expansion of content in systems courses O-Deliver a more integrated/multi-modality curricular model for anatomical sciences; Capitalize on new technologies; shift curricular time from dissection to other needed content areas including anatomy application/imaging; potential for expanded resources related to interprofessional development T- Increased faculty time commitments in prep for prosection/plastination, current attrition/loss of anatomy faculty in combination with additional teaching demands created by expanding degree programs.










Reassign learning objectives attached to cadaveric anatomy to a Foundational Basic Science block to include CMB and Anatomy courses.

Approval of Foundational Basic Science block inclusive of anatomy curriculum; Foundational anatomy syllabus created; Initiation of laboratory activities in new time slot for Class of 2021.

Year 1 curriculum director; Director of anatomical sciences.



Create a prosection and plastination program to replace most of student dissection.

Required # of Prosected/plastinated cadavers/models prepared and/or purchased to meet need

Director of anatomical sciences.

Salary: Provost M&O: Provost Travel: 0

Begin: 7/2017 (Prosection) End: 7/2018 (Plastination) Critical Points: Class of 2021

Integrate application based anatomical content/objectives/activities into systems courses including diagnostic imaging

Revised system course syllabi and schedules to reflect applied anatomy content

Year 1 curriculum director; Director of anatomical sciences; systems course directors





GOAL: Advance research competency for all students. TACTICAL INITIATIVE: Integrate discrete learning objectives into the core curriculum that are germane to the

conduct of research.


S TCOM students learn in self-directed ways preparing them for clinical settings; There is a desired focus on continued educational improvement with TCOM’s Academy members via the population health curriculum; Self-directed learning methods have provided a successful vehicle for integration of basic biostatistics and epidemiology into the TCOM curriculum. W Biostatistics and epidemiology can be perceived as meaningless and boring by medical students; TCOM students underperform on biostatistics and epidemiology portions of standardized tests; Hours available for expanding curriculums are limited by additional curricular requirements associated with osteopathic medical education as compared to allopathic medical education; Medical educators often have priorities in teaching that surpass biostatistics and epidemiology. O A biostatistics and epidemiology curriculum leveraging real world examples through population health provides an innovative tool to teach medical students how statistical methods can be used to answer clinical questions; Clinical decision making is improved by understanding quantification of biological and random variability through statistical and epidemiological techniques; Performance on licensure and standardized exams improves with understanding key concepts of statistical inference, experimental design and epidemiology. T Adding curriculum hours for biostatistics and epidemiology may dilute academic rigor in other areas










Create specific learning objectives.

Learning objectives added to the core curriculum catalogue.

Assistant Dean for Research

Salary: 0

M&O: 0

Travel: 0

Begin: 2/2016 End: 6/2016 Critical Points: Population Health Curriculum

Identify instructional methods and faculty.

Research syllabus created. Assistant Dean for Research; Years 1 and 2 Curriculum Directors

Salary: TBD M&O: Travel:

Begin: 7/2016 End: Critical Points: Population Health Curriculum

Integrate research content into core curriculum.

Curriculum approved by curriculum committee.

Senior Associate Dean for Academic Affairs

Salary:

M&O:

Travel:

Begin: 7/2016

End: 7/2017

Critical Points: Class of 2021



GOAL: Provide a curriculum of instruction in alignment with the mission of the college and the health science center that enables student success. TACTICAL INITIATIVE: Sequence ROME specific curriculum to begin in semester 2 allowing year 1 students a

semester to transition into the demands of medical school.


S- Established ROME curriculum/structure W- Additional credit hours in semester 1 may adversely impact performance of students making transition to medical school O- Ability to initiate ROME curriculum in cohort of students who are already successful T- Decreased number of students in ROME

ACTIVITIES










Restructure ROME specific core curriculum to occur in semesters 2-8 of medical school.

Published and approved curricular schedule and curriculum

Assistant Dean for Rural Medical Education

Salary: M&O: Travel:

Begin: May 2016 End: April 2017 Critical Points: Class of 2021

Develop TCOM admissions strategy that identifies/recruits TCOM matriculants with cog/noncog variables predictive of successfully entering ROME in Semester 2

# of students entering ROME program in Semester 2

Assistant Dean for Rural Medical Education Director of Admissions

Salary M&O Travel:

Begin: May 2016 End: September 2016 Critical Points: Class of 2021

Develop new acceptance (minimal criteria) process into ROME program considering Semester 1 performance in traditional curriculum

Published criteria for ROME acceptance Retention rate

Assistant Dean for Rural Medical Education


Begin: May 2016 End: July 2017 Critical Points: Class of 2021



GOAL: Provide a curriculum of instruction in alignment with the mission of the college and the health science center that enables student success. TACTICAL INITIATIVE: Codify and catalogue all core learning objectives within the ROME program


S-Established curricular content/courses for ROME participants W-Funding for support of rural clinical training sites/rural adjunct faculty, newly identified redundancies between Rural and traditional curricula O-Review catalogue of objectives to identify gaps/excesses in content especially in those areas of weaker performance, introduction of international experiences to support rural based competencies, reorganization of Rural curriculum to allow student transition into increased rural work load, increased recruitment with expansion of objectives to include international experiences T-Competition for training sites from other Texas medical schools, limited faculty pool, decreased funding

ACTIVITIES










Create a current catalogue of learning objectives specific to the Rural program with expansion of global health competencies

Publication of a comprehensive and current catalogue of all Rural Program specific objectives and its core curriculum.

Assistant Dean for Rural Medical Education/Global

Health Faculty

Salary: M&O: Travel


Identify competencies, EPA’s, objectives, and assessment strategies that are specific to a place based curriculum (rural or international sites) or only can be taught by Rural based adjunct faculty

Publication of core curriculum objectives specifically required to be delivered in rural or international sites or by rural specific faculty

Assistant Dean for Rural Medical Education/Global

Health Faculty





GOAL: Sustain and enhance the college’s initiatives in student advising, career development and graduate medical education. TACTICAL INITIATIVE: Strengthen the advisory colleges program.


S-Well received by incoming students. Builds commitment to the HSC. W-Inadequate number of advisors, programming varies by college. O-Students are lined in to their colleges early, see colleges as a resource. T-Loss of impact if services are inconsistent.

ACTIVITIES










Appoint a director of advisory college services.

Job description created; Potential candidates identified; Director appointed.

Director of Admissions, Dean

Salary: $40,000 M&O: 0 Travel: 0

Begin: 2/2016 End: 4/2016 Critical Points: Class of 2020 orientation

Adopt a core uniform curriculum for all advisory colleges and all years.

Curriculum content identified; Schedule of activities created for all colleges; Curriculum implemented

Director of Advisory College Services; Senior college directors.


Begin: 4/2016 End: 6/2016 Critical Points: Class of 2020 orientation



GOAL: Sustain and enhance the college’s initiatives in student advising, career development and graduate medical education. TACTICAL INITIATIVE: GME – Support growth and development with existing GME partners and develop new

partnerships to expand GME.


S – distributed partnership model, ACGME experience to facilitate transition to ACGME SAS, TX OPTI, primary care emphasis, TX practice placements, IPE infrastructure, Faculty Development Center W – geographic distribution ($ support), DFW hosp w/ CAPs +/- low PRAs, other funding limitations, limited pool of interest and experience for academic faculty positions/careers O – new THECB $, potential renewal of THC grants, other HRSA grants T – competition w other TX HRIs w similar expansion needs, oil economy downturn impact on TX state budget

ACTIVITIES










Cultivation of new DFW hospital partnerships

# new hospital partnerships (affiliation agreements) # planning grants submitted/funded # SI applications submitted # program applications submitted

Lisa Nash Salary: $30,000 (0.1 FTE lrn), $6000 (0.1 FTE jc) M&O: $1000 Travel: $1000

Begin: 7/2015 End: 1.1:1 GME positions for HSC graduates Critical Points: June 2016 – hospital affiliations, SI/program applications

Cultivation of new rural/community partners for UNTHSC-based GME consortium

# new hospital partners # program applications submitted # planning grants submitted/funded

Lisa Nash Jessica Chavez

Salary: $15,000 (0.05 FTE lrn), $3000 (0.05 FTE jc) M&O: $1000 Travel: $4000

Begin: 7/2016 End: 2 to 4 new partners/programs Critical Points: 7/2017

Midland College initiative GME Hospital affiliation agreement SI application submitted/approved Program application(s) submitted

Lisa Nash Salary: $15,000 (0.05 FTE lrn) M&O: $1000

Begin: 7/2016 End: 2 to 4 new partners/programs


/ approved Travel: $2500 Critical Points: 7/2017

UNTHSC ACGME SI accreditation

ACGME SI accreditation Jessica Chavez Salary: $20,000 (0.3 FTE jc) M&O: $5000 Travel: $2500

Begin: 7/2015 End: October 2016 Critical Points: 3/2016 submission of application

Transition AOA approved GME programs to ACGME

Program accreditations Lisa Nash Jessica Chavez

Salary: $15,000 (0.05 FTE lrn), jc included above M&O: $5000 Travel: $2500

Begin: 7/2016 End: June 2020 Critical Points: 7/2016 – applications submitted

UNTHSC GME consortium model

Program accreditations Lisa Nash JPS/IM

Salary: $15,000 (0.05 FTE lrn) M&O: $1000 Travel: $2500

Begin: 2/2016 End: JPS – Summer 2017 Others – 1.1:1 GME positions for HSC graduates Critical Points: 3/2016 – JPS commitment 6/2016 – PD recruitment Fall 2016 – program application submitted

Weatherford RMC ACGME accreditation

SI accreditation Program accreditation(s)

Lisa Nash Salary: lrn 0.4 FTE funded by WRMC M&O: funded by WRMC Travel: funded by WRMC

Begin: Fall 2015 End: Summer 2017 Critical Points: 2/2016 – SI application submitted 6/2016 – IMR application submitted

TX OPTI AOA program transition to ACGME SAS

SI accreditations Program accreditations

Lisa Nash Jessica Chavez

Salary: lrn 0.2 FTE $60,000, jc 0.5 FTE $30,000

Begin: Fall 2015 End: June 2020 Critical Points: 6/2016 – SI / program applications 12/2016 – SI / program applications 6/2017 – SI / program applications



GOAL: Promote continuous quality improvement in education through longitudinal faculty development. TACTICAL INITIATIVE: Faculty Development Center


S – ACGME experience to facilitate transition to ACGME SAS, IPE infrastructure, Faculty Development Center, THECB funding, opportunity to partner w/ PACE and Ctr Integrative Learning W – limited pool of potential faculty recruits O – GME expansions driving career opportunities, potential renewal of THC grants, other HRSA grants, market opportunity for outreach/support to other TX HRI programs, new support leveraged from TCU partnership T –oil economy downturn impact on TX state budget










Graduate Certificate in Academic Medicine

# certificate completions (graduates)

C. Passmore Salary: $140,000 M&O: $19,000 Travel: $8000

Begin: ongoing End: ongoing Critical Points: Annual enrollment, graduates

TCOM Education Conclave Event held # registrations, participants

L. Nash Salary: $5000 M&O: $30,000 Travel: $5000

Begin: ongoing End: ongoing Critical Points: Annual delivery

Family Medicine Leadership Conference

# registrations, participants C. Passmore Salary: $6000 M&O: $4500 Travel: $2500

Begin: ongoing End: ongoing Critical Points: annual enrollment

Chief Residents’ Conference (2)

# registrations, participants C. Passmore Salary: $10,000 M&O: $2600 Travel: $1000

Begin: ongoing End: ongoing Critical Points: annual enrollment


MS Health Professions Education program

Strategic plan for this initiative L. Nash C. Passmore

Salary: 0.05 FTE lrn, 0.1 FTE cp M&O: $2000 Travel:

Begin: Fall 2016 End: accreditation (2018?) Critical Points: HSC approval to develop Strategic plan outlined

Clinical Teaching Boot Camp

Curriculum development Marketing strategy Delivery of workshop Enrollment, # participants

C. Passmore Salary: $6000 M&O: $2500 Travel: TBD pending interest/participation

Begin: Fall 2016 End: July 2017/annual Critical Points: HRSA grant announcement, other TBD

Academic Career Exploration Boot Camp

“Grow your own” for final year residents

Career Development for current junior faculty

Career transition for direct patient care and community physicians not currently employed in academic settings

Curriculum development Marketing strategy Delivery Enrollment, # participants


Begin: Fall 2016 End: July 2017/annual Critical Points: HRSA grant announcement, other TBD

Curriculum support modules/curricula in SBP and practice management

Curriculum development # subscriptions # participants


Begin: Fall 2016 End: annual / ongoing Critical Points: curriculum offerings developed, marketed, delivered



GOAL: Sustain and enhance the college’s initiatives in student advising, career development and graduate medical education. TACTICAL INITIATIVE: Student Career Development – Provide individualized counseling to HSC medical

graduates for development of optimal career selection and match strategy.


S – staff expertise/skills, student engagement, progress toward consolidated match W – distributed Year3-4 class, limited specialty faculty participation O – to become national leader in development for CD professionals T – expanded programming + potential additional student cohort (MD school) staff stress, need to recruit second counselor










Yr. 1 – Intro at Orientation

Activity completion L. Nash Salary: M&O: Travel:

Begin: July/annually End: July/annually Critical Points: July/annually

Yr. 1&2 – Advisory College Meeting Career Development Presentations

Each Advisory College receives presentation

M. Landrum Salary: M&O: Travel:

Begin: ongoing End: ongoing Critical Points: Spring/annually

Yr. 2 – Intro to CiM Small group Luncheons

Small group (approx. 15 participants each) luncheons held in sufficient number to accommodate all Year2 students

M. Landrum Salary: M&O: $4000 Travel:

Begin: ongoing End: ongoing Critical Points: Fall/annually

Yr.2 – shadowing opportunities

Opportunities available for top 12 career choices of prior TCOM graduates

M. Landrum Specialty advisors


Begin: 5/2016 End: 6/2018 Critical Points: quarterly update

Yr. 3 – 1:1 career advising Residency 100 Workshop Residency 101 Workshop

Each Year3 student receives individualized residency counseling and support for development of match strategy

M. Landrum Salary: $26,000 (ml 0.5 FTE) M&O: $5000 Travel: $7000

Begin: ongoing End: ongoing Critical Points: Sept – March annually


Yr4 – 1:1 ongoing strategy development during application and match processes. Yr4 – Residency interview preparation. Interview workshops available as elective.

Each Year4 student receives individualized ongoing support as appropriate for circumstance. Each Year4 student has access to interview preparation resources and support upon request.

M. Landrum Salary: $10,400 (ml 0.2 FTE) M&O: Travel:

Begin: ongoing End: ongoing Critical Points: quarterly updates and following each national match program/annual

New initiative Yrs3-4: Specialty boot camps

Boot camps for top 10 specialty choices of TCOM graduates are developed and offered annually.

M. Landrum Specialty faculty

Salary: M&O: TBD Travel:

Begin: 6/2016 End: 6/2018 Critical Points: quarterly updates

New initiative Yrs1-4: partner w/ student interest groups for info workshops

Specialty interest workshops (“life in the specialty” + match strategy info) developed and offered annually to all TCOM SIGs.

M. Landrum Specialty faculty

Salary: M&O: $2500 Travel:

Begin: 7/2016 End: 6/2018 Critical Points: quarterly updates

New initiative Yrs1-4: match strategy workshops for faculty specialty advisors

Faculty workshop developed and offered annually

M. Landrum Salary: M&O: $500 Travel:

Begin: Fall 2016 End: ongoing/annual Critical Points: annually

Become national leader in CD professional development.

Professional development workshop offered annually for CD advisors/others

M. Landrum Salary: M&O: $2500 Travel: $2500

Begin: 4/2016 End: 6/2018 Critical Points: participation/eval of 4/2016 AACOM workshop 6/2016: next steps TBD based on above

Documents

TEXAS COLLEGE OF OSTEOPATHIC MEDICINE STRATEGIC … · 2017. 7. 19. · TCOM STRATEGIC INITIATIVES 2016-2018 TEXAS COLLEGE OF OSTEOPATHIC MEDICINE STRATEGIC GOALS 2016-2018 Goal I