Aligning Education With Health Care Transformation: Identifying a Shared Mental Model of “New” Faculty Competencies for Academic Faculty

Abstract

This broad competency framework for faculty development programs expands existing curricula by including a comprehensive scope of health systems science content and skills. AHC leaders can use these results to better align faculty education with the real-time needs of their health systems. Future work should focus on optimal prioritization and methods for teaching.

Implementing a clinical-educator curriculum to enrich internal medicine residents' teaching capacity

“…, outlined some of the gaps in the competencies and curricular domains needed to reform medical education. Their viewpoint is a paradigm shift in how faculty and academic centers should approach healthcare education compared to current practices [16]. In addition, Gonzalo et al, provided a roadmap to transform medical education emphasizing informatics, teamwork, leadership, population health, socio-ecological health from a systems science perspective [23].…”

“…In addition, we added contemporary topics selected from Gonzalo et al's, report on changing clinical faculty development needs to include: change management, patient-centered medical care, electronic health records (EHR), complexity, learning healthcare systems, and digital technologies. [16] The contemporary topics were designed to be delivered as elective modules, in weeks three and four, based on learners' interest and needs identified with faculty collaboration. [16] In brief, the hybrid model was built on a two to four-week rotation with an emphasis on communication and practice-based learning delivered in the first two weeks in eight mandatory modules.…”

“…[16] The contemporary topics were designed to be delivered as elective modules, in weeks three and four, based on learners' interest and needs identified with faculty collaboration. [16] In brief, the hybrid model was built on a two to four-week rotation with an emphasis on communication and practice-based learning delivered in the first two weeks in eight mandatory modules. In weeks three and four, residents selected up to two additional modules per week.…”

Implementing a clinical-educator curriculum to enhance internal medicine residents’ teaching and professional presence

“…These modules were further tailored based on learners' needs identified prior to beginning the module in collaboration with the faculty. [16] Using this model for developing a just-in-time curriculum, our hybrid model was built on a two to four-week rotation with an emphasis on communication and PBL delivered in the first two weeks in eight modules. For the remaining one to two weeks, residents selected up to two additional modules per week.…”

Implementing a clinical-educator curriculum to enrich internal medicine residents’ teaching capacity

“…We added contemporary topics selected from Gonzalo et al's, report on changing clinical faculty development needs to include: change management, patient-centered medical care, electronic health records (EHR), complexity, learning healthcare systems, and digital technologies. [16] The contemporary topics were designed to be delivered as elective modules, in weeks 3 & 4, based on learners' interest and needs identified with faculty collaboration. [16] In brief, the hybrid model was built on a two to four-week rotation with an emphasis on communication and PBL delivered in the first two weeks in eight mandatory modules.…”