Toward Better Descriptions of Innovations
Academic medicine: journal of the Association of American Medical Colleges (Impact Factor: 2.34). 09/2008; 83(8):703-4. DOI: 10.1097/ACM.0b013e3181838a2c
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ABSTRACT: Curricular integration has emerged as a consistent theme in medical education reform. Vertical integration of topics such as pathology offers the potential to bring basic science content into the clinical arena, but faculty/student acceptance and curricular design pose challenges for such integration. The authors describe the Cadaver Biopsy Project (CBP) at Boston University School of Medicine as a sustainable model of vertical integration. Faculty and select senior medical students obtained biopsies of cadavers during the first-year gross anatomy course (fall 2009) and used these to develop clinical cases for courses in histology (spring 2010), pathology (fall 2010-spring 2011), and radiology (fall 2011 or spring 2012), thereby linking students' first experiences in basic sciences with other basic science courses and later clinical courses. Project goals included engaging medical students in applying basic science principles in all aspects of patient care as they acquire skills. The educational intervention used a patient (cadaver)-centered approach and small-group, collaborative, case-based learning. Through this project, the authors involved clinical and basic science faculty-plus senior medical students-in a collaborative project to design and implement an integrated curriculum through which students revisited, at several different points, the microscopic structure and pathophysiology of common diseases. Developing appropriate, measurable outcomes for medical education initiatives, including the CBP, is challenging. Accumulation of qualitative feedback from surveys will guide continuous improvement of the CBP. Documenting longer-term impact of the curricular innovation on test scores and other competency-based outcomes is an ultimate goal.Academic medicine: journal of the Association of American Medical Colleges 11/2013; 89(1). DOI:10.1097/ACM.0000000000000054 · 2.34 Impact Factor
Academic medicine: journal of the Association of American Medical Colleges 10/2013; 88(10):1401-2. DOI:10.1097/ACM.0b013e3182a34d39 · 2.34 Impact Factor
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ABSTRACT: There is a real need for innovation in health care delivery, as well as in medicine, to address related challenges of access, quality, and affordability through new and creative approaches. Health care environments must foster innovation, not just allowing it but actively encouraging it to happen anywhere and at every level in health care and medicine-from the laboratory, to the operating room, bedside, and clinics. This paper reviews the essential elements and environmental factors important for health-related innovation to flourish in academic health systems.The authors maintain that innovation must be actively cultivated by teaching it, creating "space" for and supporting it, and providing opportunities for its implementation. The authors seek to show the importance of these three fundamental principles and how they can be implemented, highlighting examples from across the country and their own institution.Health innovation cannot be relegated to a second-class status by the urgency of day-to-day operations, patient care, and the requirements of traditional research. Innovation needs to be elevated to a committed endeavor and become a part of an organization's culture, particularly in academic health centers.Academic medicine: journal of the Association of American Medical Colleges 08/2013; 88(10). DOI:10.1097/ACM.0b013e3182a32fc2 · 2.34 Impact Factor
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