Medical Education Status Report

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Medical Education Status Report
Stanford School of Medicine Leadership
Retreat January 30 - February 1, 2003
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Major Accomplishments 2002

• Developed a highly productive working
  relationship between the Faculty Senate and the
  Deans 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.

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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

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Proposed curricular structure
Undergraduate
Year
Residency and beyond
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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

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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

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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

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Logistics of scholarly concentration

• Timing
• Students should try to select by third quarter of
  first year
• Requirements can be completed throughout the
  students tenure at Stanford
• Funding
• Medical scholars will fund students (in Original
  Research option) and administration
• Deans 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

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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)

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Scholarly concentration deadlines

•        January 15, 2003 - Release/Distribution
  of RFP
•        February 7, 2003 - Letters of Intent
  Deadline
•        February 21, 2003 - Consolidation of SCs
•        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.

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Curriculum Name?
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Facilitate and foster teaching

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

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Facilitating and fostering teachingCommittee on
teaching facilitation

• Improve current support for teaching.
• Operating budget changes to directly fund
  teaching and scholarly concentration
  directorships
• Develop AP process so that teaching has a more
  recognizable role in promotion
• Promote pedagogical tools
• SUMMIT
• Standardized patients
• Pedagogical course
• Center for Teaching and Learning

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Facilitating and fostering teachingFund raising
for education
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
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Facilitating and fostering teachingFund raising
for education

• SMILE building
• Development of endowment for
• Dedicated teaching salaries
• Building educational technologies
• Student research support
• Financial aid

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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

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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.

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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

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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

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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.

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Leadership in education

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