USF HEALTH SCIENCES CENTER

January 6, 2005

PProject to

xxAAdvance

xxxxCClinical

xxxxxxEEducation

USF HEALTH SCIENCES CENTER

January 6, 2005

Tectonic Plates of Academe: Current Forces of Change

• Multidisciplinary Perspectives• Evolving Perspectives on the Science of

Learning• New Views of Health and Disease• Calls for Accountability • Financial Pressures/Reimbursement

Irby and Wilkerson, JGIM, Volume 18, 2003

USF HEALTH SCIENCES CENTER

January 6, 2005

The Institute of Medicine Trilogy

Phase I Phase II Phase III

USF HEALTH SCIENCES CENTER

January 6, 2005

IOM Quality Initiative

Phase I:Define the scope of the quality problem (1996-1999)

Phase II:Vision of a reformed health care system (2000-2001)

Phase III:Implementing the vision (2002-20xx)

USF HEALTH SCIENCES CENTER

January 6, 2005

Magnitude of the Problem• 44-98,000 Americans die

from medical errors annually• Only 55% of patients in a

random sample of adults received recommended care

• The lag between the discovery of more effective care and incorporation into routine practice averages 17 years

USF HEALTH SCIENCES CENTER

January 6, 2005

Vision for a Reformed System“The American health care

delivery system is in need of fundamental change. The current care systems cannot do the job. Trying harder will not work. Changing systems of care will.”

IOM’s Committee on Quality of IOM’s Committee on Quality of Health Care in AmericaHealth Care in America

USF HEALTH SCIENCES CENTER

January 6, 2005

Reform of Medical Education

Recommendation #12:

Health care professionals need better preparation in order to provide the highest quality and safest care, and to function at optimum levels in a changing and increasingly complex 21st century health system

USF HEALTH SCIENCES CENTER

January 6, 2005

IOM Vision for Education“All health professionals

should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches, and informatics.”

IOM’s Committee on Health IOM’s Committee on Health Professions EducationProfessions Education

USF HEALTH SCIENCES CENTER

January 6, 2005

The Evolution of Curricular Change at USF

USF HEALTH SCIENCES CENTER

January 6, 2005

Form Follows Function

• Assessment drives learning

• Educational outcome: core competencies

• Education should be a continuum

• We must measure achievement

• Adult education models which promote self-directed, lifelong learning and self-improvement should be favored

USF HEALTH SCIENCES CENTER

January 6, 2005

Timeline• Nov 6, 2003: Dean’s Letter to Curriculum

Committee Chair• Nov 17, 2003: Presentation at Curriculum

Committee Retreat• Dec 3-4, 2003: Invitation to faculty, chairs,

and HSC community• Dec 19, 2003: Presentation to faculty• Jan 6, 2004: Presentation to first year medical

students

USF HEALTH SCIENCES CENTER

January 6, 2005

Timeline• Jan 2004: Working Group Assignments• Jan-March, 2004: PACE Conveners’ Meetings • April 20, 2004: PACE Retreat: Presentations

by working groups• May 11-June 15, 2004: PACE Subcommittee

meets 6 times to prepare presentation to Curriculum Committee

•  June 17, 2004: Joint meeting of PACE Subcommittee and Curriculum Committee

• June 28, 2004: Dean approves plan

USF HEALTH SCIENCES CENTER

January 6, 2005

Timeline

• July 2004: First meeting of PACE Implementation Committee

• July 2004-Present: PACE Planning Committees (Programmatic and Block) are charged and complete their work

• Dec 16, 2004: Presentations of key committees at PACE Retreat

• June 2005: Implementation

USF HEALTH SCIENCES CENTER

January 6, 2005

USF HEALTH SCIENCES CENTER

January 6, 2005

PACE Planning Committees

• Programmatic Committees– Provide centralized planning, oversight,

integration, and evaluation

• Block Committees– Charged with defining details of content

and clinical work for each block– Work product: Completion of the Clerkship

Development Summary sheet

USF HEALTH SCIENCES CENTER

January 6, 2005

Programmatic Committees• Patient encounters and didactics

– First committee to complete its work; reviewed lists and assigned topics/content and top diagnoses to be tracked

• Communications– organize communication with all constituencies

• Curricular Oversight– develop model for a new approach to oversight for the required

courses in years 3 and 4 • Program Assessment

– Develop a plan for determining whether we are meeting programmatic expectations

• Student Assessment/Portfolios– Develop a plan for handling student assessment in the new program

including exams, CPX, logbook, portfolios, etc…• IT Support

– Assess technology needs for the new curriculum

USF HEALTH SCIENCES CENTER

January 6, 2005

Block Committees• Neuropsychiatry (8)• Primary Care (8)• Special Populations (8)• Continuity Clinic • Newborn and Maternal Health (4)• Emergency and Urgent Care (4)• Inpatient Medicine/Pediatrics (8)• Inpatient Surgical Care (8)• Oncology (4)• Integrated Longitudinal Curriculum (ILC)• Longitudinal Web based year 4 course

Ambulatory Care Block