Enhancing Health Professions Education through Technology

CAB V, October 1, 2015#MacyEdTech

JOSIAH MACY JR.FOUNDATIONJOSIAH MACY JR.

FOUNDATION

George Thibault, Steve Schoenbaum, Yasmine Legendre

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Technology Conference Overview

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Commissioned papers:

• Swirl: Trajectories for Digital Technology in Higher Educationby Malcolm Brown of EDUCAUSE

• Educational Technologies in Health Professions Education: Current State and Future Directions by David Cook of Mayo Clinic College of Medicine & Marc Triola of New York University School of Medicine

• The Future of Health Professions Education by Catherine Lucey, Sandrijn van Schaik, and David Vlahovof University of California, San Francisco Schools of Medicine and Nursing

Vision Statement

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“In our vision for the future of health professions education, intelligent use of educational and information technologies supports the linkage between education and delivery systems to create a Continuously Learning Health System. In this system, teachers, learners, and clinical data inform continuous improvement processes, enable lifelong learning, and promote innovation to improve the health of the public.”

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All Macy Conference Recommendations and

Monographs available at:

http://macyfoundation.org/publications/

Recommendation I

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Technology should be used to: • Support ongoing development of learners from under-graduate levels through clinical

practice• Enhance interprofessional learning opportunities• Empower every student, faculty member, and clinician to embrace both the role of

teacher and lifelong learner

How education can use technology:• Maximize “anytime”, “anywhere” learning opportunities• Facilitate individualized learning, progression towards mastery• Foster active collaboration of teachers and learners• Facilitate asynchronous learning• Aim to enhance efficiency and effectiveness of teaching and learning

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Examples Applied to IPE

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• Dartmouth: Integrating Shared Decision-Making and IPEPrincipal Investigator: Glyn Elwyn, MB BCh, PhD3 institutions (medicine, nursing, physical therapy) separated geographically will collaborate in teaching/learning interprofessional clinical consultation with a standardized patient using video-conferencing

• Medical University of South Carolina Virtual Interprofessional LearningPrincipal Investigator: Gail Stuart, PhD, RN, FAANAsynchronous participation in root cause analysis by medical, nursing, and pharmacy students in multiple locations using avatarsThe learners must interact with each other 8

Recommendation II

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Develop faculty skills and expertise in selecting and using technologies to complement teaching/learning and assessment of outcomes.

Corollaries:• Healthcare education and delivery institutions should commit to training educators

in learning theory and best uses of technologies for education• Support teachers to develop needed skills for using educational technologies• Engage, inspire, reward faculty for scholarly and curricular innovations using new

and emerging technologies• Foster blended learning as an efficient teaching method• Use technologies to help identify and intervene with students who need help• Leaders should establish an interprofessional repository of best practices in uses of

technology

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Examples Applied to IPE

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• University of Kentucky: Using Blended e-learning for IPE through the Southeastern Consortium for Interprofessional EducationPrincipal Investigator: James Norton, PhD– Universities of Kentucky, Florida, Mississippi, Medical University of South Carolina,

and Vanderbilt University jointly developed web-based modules to be used in web-based interprofessional education on quality/safety and transitions in care. Have been rolled out in all 5 and are used for blended learning – in various ways.

• Interprofessional Education Collaborative (IPEC) portal to advance interprofessional collaborative practice– Developed through a grant to the AAMC to extend MedEd Portal for IPE– https://www.mededportal.org/ipe/icollaborative/browse/

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Recommendation III

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Use educational technologies to accelerate the transformation of health professions education to a system that is competency-driven, affordable, and accessible to each learner.

Implications:• Educational technologies should be used to assess learner readiness to participate

in the care of patients and communities; can document formative and summative assessments based on actual performance; can track clinical outcomes of health professionals across their careers

• Educational programs should develop systems to measure and aggregate data assessing performance to individualize learner pathways

• Educational technologies should be used to improve the effectiveness and efficiency of meeting regulatory requirements and fulfilling standards for accreditation, licensure, and certification.

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Examples Applied to IPE

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• Being developed/used to enhance individual & team competencies: • Scenarios for simulation; gaming technology/avatars;

video-conferencing• Development of better assessment and tracking methods

for team competencies – desirable• National Center and others

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Recommendation IV

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Leverage technology to bridge the gap between educational and clinical missions, where teaching and learning are embedded within a healthcare delivery system.

Implications and Applications:• Technologies (clinical & educational) should be designed to permit the use of

authentic clinical data to facilitate both education of learners and continuous improvement of the system

• Technologies should enable, support, and enhance educational research within and across professions and the healthcare system

• Technology developers should work with educational and health services researchers to improve health professions educational and clinical outcomes

• Use simulation for individual and interprofessional practice• Use technologies generally to facilitate IPE and IPC• Discuss explicitly how learners can/do contribute value to the delivery system and

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Examples Applied to IPE and IPC

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• University of Kansas: The Faculty Preceptor as NexusPrincipal Investigators: Sarah Shrader, PharmD & Jana Zaudke, MD, MA

– An existing interprofessional primary care teaching clinic (medicine, nursing, pharmacy) is being extended to rural practice settings.

– Includes creation of web-based modules that can develop local faculty/practitioners.

– Includes collection of data for assessment of clinical performance as part of the National Center’s incubator project

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Recommendation V

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Leaders of health professions education programs should employ technology to analyze community and population data and use those data to inform the design of curriculum content and learning experiences to reflect the health and healthcare needs of society.

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Examples of Use of Population Data

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• NYU’s “Healthcare by the Numbers” curriculum• Students analyze public data on 5 million New York hospitalizations

from the SPARCS database (New York State Department of Health Statewide Planning and Research Cooperative System).

• See http://education.med.nyu.edu/ace/sparcs• Could easily be extended to an interprofessional group of learners

• Data collection associated with the National Center’s Incubator Project and its future analysis• Should facilitate development of effective interprofessional

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Recommendation VI

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Use technologies to facilitate sharing of content and integration of data across systems and programs, and promote scalability and adoption of effective/efficient educational strategies.

Implications:• Implement technical standards for sharing clinical and educational data• Design learning and assessment systems to permit learners and faculty to

access/extract their relevant data “anytime, anywhere.”• Use technologies to repurpose, re-sequence, and reuse content for different

contexts, types of learners, educational objectives, and economic circumstances• Use technology to simplify/streamline compliance with accreditation and regulatory

educational standards and professional requirements and enable transferability/reciprocity across jurisdictions and organizations

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Examples Applied to IPE

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• The University of Kansas faculty development materials• Will be used in multiple rural Kansas sites• Available to others

• The Dartmouth project includes:• Manual for training the standardized patients used in the video-

conferencing IPE• Intended for scalability and spread

• Single profession portfolios exist• Designed for documenting competencies • Some ePortfolios exist (nursing)• An IPE component could/should be added in the future

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All Macy Conference Recommendations and Monographs available at:

http://macyfoundation.org/publications/

For a copy of these slides, email:sschoenbaum@macyfoundation.org

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