EPC Retreat 2010March 22, 2010

Report to the Executive Committee

Annual Curriculum Review

The Future of Medical Education

EPC Retreat – Annual Curriculum Review

1. Documents2. Standing Committee Annual Reports 3. Subcommittee Reports4. Special Curricular Reports (Ongoing)5. Project Updates6. The AAMC Graduation Questionnaire

EPC Retreat – Annual Curriculum Review

1. Documents2. Standing Committee Annual Reports 3. Subcommittee Reports4. Special Curricular Reports (Ongoing)5. Project Updates6. The AAMC Graduation Questionnaire

SIUSOM Curriculum GoalsSIUSOM Curriculum GuidelinesSIUSOM Objectives for GraduationSIUSOM Standards of ConductCompact Between Teachers and Learners of MedicineSummary of Faculty and Student Comments Regarding the SIUSOM Compact Between Teachers and Learners of Medicine (intranet access only) SIUSOM Educational Research Policy -- DRAFTYear 3 Professionalism Task Force Report and RecommendationsEPC October 2002 Retreat HighlightsEPC January 2004 Retreat Agenda/Review MaterialsEPC January 2004 Retreat Minutes (intranet access only) SIUSOM Four-Year CalendarSIUSOM Classes of 1993-2002 AAMC Graduation Questionnaire Comments (intranet access only) SIUSOM Class of 2002 AAMC Graduation Questionnaire Statistical Data (intranet access only)SIUSOM Class of 2002 AAMC Graduation Questionnaire (GQ) Comments (intranet access only)SIUSOM Class of 2003 AAMC Graduation Questionnaire (intranet access only)SIUSOM Class of 2003 AAMC Graduation Questionnaire Comments (intranet access only) SIUSOM Class of 2004 AAMC Graduation Questionnaire (intranet access only)SIUSOM Class of 2004 AAMC Graduation QuestionnaireComments (intranet access only)SIUSOM USMLE Step 1 Charts (1992-2004) (intranet access only) SIUSOM USMLE Step 1 Charts (1998-2006) (intranet access only) SIUSOM USMLE Step 1 Charts (1998-2008) (intranet access only) SIUSOM USMLE Step 2 Charts (intranet access only) 1996 Physicians Attitudes and Conduct Task Force RecommendationsSIUSOM Assessment ReportEPC Biotechnology, Genetics and Ethics Subcommittee Recommendations to EPC (June 20, 2002)EPC Focus Group Comments re: Genetics Recommendations (April 2005)

http://www.siumed.edu/oec/html/references2.htmEPC Retreat – Annual Curriculum Review

EPC Retreat – Annual Curriculum Review

1. Documents

2. Standing Committee Annual Reports o Years 1, 2, 3 & 4o Doctoring

3. Special Curricular Reports (Ongoing)o Population Health & Preventiono Genetics

4. Subcommittee Reports5. Project Updates6. The AAMC Graduation Questionnaire

A Collective Vision for MD EducationRecommendations

I: Address Individual and Community Needs II: Enhance Admissions Processes III: Build on the Scientific Basis of Medicine IV: Promote Prevention and Public HealthV: Address the Hidden CurriculumVI: Diversify Learning ContextsVII: Value GeneralismVIII: Advance Inter- and Intra-Professional PracticeIX: Adopt a Competency-Based and Flexible ApproachX: Foster Medical Leadership

http://www.afmc.ca/fmec/pdf/collective_vision.pdf

EPC Retreat – Annual Curriculum Review

1. Documents2. Standing Committee Annual Reports 3. Special Curricular Reports (Ongoing)

4. Subcommittee Reportsa. Master Teacher and Succession Planningb. Patient Safetyc. eHIT (Educational Applications of Health

Information Technology)d. Videotaping Task Force

5. Project Updates6. The AAMC Graduation Questionnaire

EPC Retreat – Annual Curriculum Review

1. Documents2. Annual Reports 3. Subcommittee Reports4. Special Curricular Reports (Ongoing)

5. Project Updatesa. Longitudinal Performance Assessmentb. CCXc. LCME Standards

Action: New Subcommittee – Translational Research

d. Academy for Scholarship and Education SIU-SOM Teacher of the Year – Gary Dunnington

6. The AAMC Graduation Questionnaire

EPC Retreat – Annual Curriculum Review

1. Documents2. Annual Reports 3. Subcommittee Reports4. Special Curricular Reports (Ongoing)5. Project Updates

6. The AAMC Graduation Questionnaire

2009 GQ 1=Poor 4=Excellent

Intro Clin Med 3.9 3.4 3.8Pathology 3.8 3.4 3.6Physiology 3.5 3.3 3.3Pharmacology 3.4 3.0 3.2Microbiology 3.1 3.1 3.1Histology 3.1 2.9 3.0Behavioral Science 3.1 3.1 2.8Gross Anatomy 2.9 3.4 2.7Biostatistics 2.8 2.8 2.3Genetics 2.7 2.8 2.3Biochemistry 2.6 2.7 2.3Immunology 2.5 3.1 2.5

SIU2009

US2009

SIU2005

Rating of SIU Students for Instruction in Sciences Basic to Medicine

2009 GQ 1=Poor 4=Excellent

Surgery 3.6 3.2 3.4Internal Medicine 3.5 3.5 3.5Family Medicine 3.5 3.2 3.6OB-Gyn 3.4 3.0 3.1Psychiatry 3.3 3.2 2.6Pediatrics 3.1 3.3 3.0Neurology 3.0 3.0 2.7Radiology 2.7 2.9 2.3

SIU2009

US2009

SIU2005

Rating of SIU Students for

Quality of Education in the

Clinical Clerkships

Public HealthCommunity MedicineInteraction with Social Service AgenciesHealth PolicyLaw and MedicineDomestic Violence

2009 GQ - Appropriate Training Far, Far Above the U.S. Mean - 99th Percentile

Do you believe the time devoted to instruction in the following area was inadequate, appropriate or excessive?

Diagnosis of DiseaseCare of Ambulatory PatientsHealth MaintenanceLong-term Health CareEthical Decision MakingDisease PreventionHealth Surveillance Strategies

2009 GQ - Appropriate Training Significantly Above the US – 95th Percentile

Do you believe the time devoted to instruction in the following area was inadequate, appropriate or excessive?

Interviewing SkillsPhysical Exam SkillsClinical ReasoningManagement of DiseaseHospital CareContinuity of CareCommunication SkillsTeamworkInterpretation of DataLiterature ReviewsInterpret Lab ResultsDecision Analysis

2009 GQ - Appropriate Training Above the US Mean - 50th to 95th Percentile

EpidemiologyWomen’s HealthOccupational MedicineHealth DisparitiesHealth DeterminantsGlobal HealthComplementary MedicineEnd of Life CareDrug – Alcohol AbuseProfessionalismRehabilitative Care

BiostatisticsCulturally Appropriate CareEnvironmental HealthBioterrorismBehavioral ScienceHuman SexualityPalliative Pain ControlBiomedical Ethics

2009 GQ - Appropriate Training Below the US Mean – Not Statistically Significant

Use of a Medical InterpreterMedical Genetics

2009 GQ - Appropriate Training Significantly Below the US Mean – 5th Percentile

(Nothing)

2009 GQ - Appropriate Training Far, Far Below the US Mean – 1st Percentile

Do you believe the time devoted to instruction in the following area was inadequate, appropriate or excessive?

Basic Science Content was sufficiently integratedBasic Science Content sufficiently illustrates clinical relevanceBasic Science Content prepares student for clerkshipsAll Clerkships – Faculty member personally observed historyAll Clerkships – Faculty member personally observed P.E.All Clerkships – Faculty members personally provided sufficient

feedbackAll Clerkships – Received clear learning objectivesAll Clerkships – My performance was assessed against

learning objectivesSurgery and OB-Gyn Clerkships – Residents and Fellows

provided effective teaching

2009 GQ - Other Things Far, Far Above the U.S. Mean – 99th Percentile

Guidance With ElectivesElective TimeAccessibility of Assoc Dean of StudentsAwareness of Concerns – Assoc Dean of StudentsResponsiveness of Assoc Dean of StudentsAccessibility of Assoc Dean of Education & CurriculumAwareness of Concerns – Assoc Dean of Education & CurriculumParticipation of Students on Key SOM Committees

2009 GQ - Other Things Far, Far Above the US Mean – 99th Percentile

Basic Science content objectives and exam content match closelyOverall Satisfaction With Medical EducationResponsiveness of Assoc Dean of E&CFinancial Aid Administrative ServicesStudent Relaxation Space

2009 GQ - Other Things Significantly Above the US Mean – 95th Percentile

(Nothing)

2009 GQ - Other Things Significantly Below the US Mean – 5th Percentile

The Future of Medical Education

• If it ain’t broke, make it better

• How can we implement those principles to create an even better doctor working in an even better system?

• Disruptive Innovations

A Collective Vision for MD EducationRecommendations

I: Address Individual and Community Needs II: Enhance Admissions Processes III: Build on the Scientific Basis of Medicine IV: Promote Prevention and Public HealthV: Address the Hidden CurriculumVI: Diversify Learning ContextsVII: Value GeneralismVIII: Advance Inter- and Intra-Professional PracticeIX: Adopt a Competency-Based and Flexible ApproachX: Foster Medical Leadership

http://www.afmc.ca/fmec/pdf/collective_vision.pdf

A Collective Vision for MD EducationRecommendations

I: Address Individual and Community Needs II: Enhance Admissions Processes III: Build on the Scientific Basis of Medicine IV: Promote Prevention and Public HealthV: Address the Hidden CurriculumVI: Diversify Learning ContextsVII: Value GeneralismVIII: Advance Inter- and Intra-Professional PracticeIX: Adopt a Competency-Based and Flexible ApproachX: Foster Medical Leadership

http://www.afmc.ca/fmec/pdf/collective_vision.pdf

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• If it ain’t broke, make it better

• How can we implement those principles to create an even better doctor working in an even better system?

• Disruptive Innovations

• Heavyweight teams

1. Adopt a Competency Based and Flexible Approach

2. Advance Inter- and Intra- Professional Practice

3. Address Individual and Community Needs – Social Accountability and Leadership

EPC - Competency-Based CurriculumIdeas in Blue – Policy Action in Red

1. Bottom-Line (Minimum) Competencies

2. Core and Explore (Clinical Years)

3. Sequential Rotations

4. Renew Vertical Assessment of Curriculum (Year Directors)

5. Tracks for Advanced Students (“Move Excellence Forward”)

6. Live and Breathe Practices (System Assessment)

7. New Methods of Assessment– In Training Evaluation, Remediate at Point of Detection, etc.

A. Informal Discussion – Brainstorming Innovations Group

B. New Subcommittee – nTIME – New Technologies in Medical Education– Simulation, Google Wave, etc.

EPC – Inter and Intra Professional EducationIdeas in Blue – Policy Action in Red

1. Competencieso Virtual Office (CQI, Role Play, Simulation)o Leadership (Of Integrated Teams, For Health System Improvement)o Coordination and Integration: Work at “The Top of the License”, “The Top of the

Degree” (No silos, Proper risk assessment)

2. Live and Breathe Exemplary Practiceso Patient-Centered Medical Homes and Specialty Practiceo CARE projects after Year 1

3. Expand EPC Membership (Other health professionals, lay members)

4. Explore the total SIU Potentialo PA, PharmD, NP, Midwives, PT/OT, Counselingo Collaboration – Community Colleges & Technical Schools

5. Intraprofessionalo The Hidden Curriculum

EPC – Individual & Community Needs, Social Accountability and Leadership

Ideas in Blue – Policy Action in Red

1. Community Educational Assessmento Open Forums

2. CARE Project after Year 1o Boot Camp for Community Assessment or Leadership Training

3. Tracks for Advanced Students

4. Leadership Training (For Health System Improvement)o Board of Directors – trainingo Utilize Health Professions Leaderso Advocacyo How to Effect Change

StudentsBrandt Whitehurst (2010)Erin Shafer (2011)Chris Stephenson (2012)Joshua Billington (2013)

Elected Faculty MembersReed Williams (2010)Jodi Huggenvik (2010)Erica Nelson (2010)Don Torry (2011)Jerry Kruse (2011)Nicole Roberts (2012)Susan Hingle (2012)

Curriculum DirectorsSandra Shea, Year 1Peter Borgia, Year 2Gina Kovach, Year 3 & SPCTracy Lower, Year 4Gary Rull, Doctoring

Faculty Council AppointeeRoss Silverman

Ex Officio (Non-voting)Debra Klamen, AssocDECErik Constance, AssocDSALinda Herrold, AsstDSA

EPC Membership

A Collective Vision for MD EducationRecommendations

I: Address Individual and Community Needs II: Enhance Admissions Processes III: Build on the Scientific Basis of Medicine IV: Promote Prevention and Public HealthV: Address the Hidden CurriculumVI: Diversify Learning ContextsVII: Value GeneralismVIII: Advance Inter- and Intra-Professional PracticeIX: Adopt a Competency-Based and Flexible ApproachX: Foster Medical Leadership

http://www.afmc.ca/fmec/pdf/collective_vision.pdf

• If it aint broke, make it better

• How can we implement those principles to create an even better doctor working in an even better system?

• Heavyweight teams