Preliminary results of a clinical research and innovation scholarship to prepare medical students to lead innovations in health care

Sendak, Mark; Gao, Michael; Ratliff, William; Whalen, Krista; Nichols, Marshall; Futoma, Joseph; Balu, Suresh

doi:10.1016/j.hjdsi.2021.100555

Cited by 3 publications

(4 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…5,7,8 Fortunately, select medical schools have initiated programs specifically aimed at enhancing medical innovation and transdisciplinary collaboration. 4,5,9 Herein we discuss the University of Minnesota's 10-year experience with the Scott D. Augustine Biomedical Engineering Research Fellowship (referred to as the "Augustine" program), a joint engineering and medical training curriculum designed to educate and guide aspiring physicianinnovators to become effective leaders in developing cutting-edge biomedical technologies. In this review, we detail the novel program design, perspectives from practicing physician graduates, and considerations for medical schools that may implement an engineering and innovation curriculum.…”

Section: Introduction 1| Addressing Clinical Challenges Through Innov...mentioning

confidence: 99%

“…Unlike basic science coursework and clinical skills, technical design concepts and innovation strategies are not commonly taught within the medical school curriculum, a formative time for physician development 4 . While medical students recognize the need for formal training in innovation, leadership, and transdisciplinary collaboration, less than 10% of medical education programs in the United States directly address these core values 4–6 . Nevertheless, the National Academies of Medicine, American Medical Association, and Association of Medical Colleges have all stipulated that technological innovation should be a key component of medical education, especially in the context of machine learning 5,7,8 …”

Section: Introductionmentioning

confidence: 99%

“…4 While medical students recognize the need for formal training in innovation, leadership, and transdisciplinary collaboration, less than 10% of medical education programs in the United States directly address these core values. [4][5][6] Nevertheless, the National Academies of Medicine, American Medical Association, and Association of Medical Colleges have all stipulated that technological innovation should be a key component of medical education, especially in the context of machine learning. 5,7,8 Fortunately, select medical schools have initiated programs specifically aimed at enhancing medical innovation and transdisciplinary collaboration.…”

Section: Introduction 1| Addressing Clinical Challenges Through Innov...mentioning

confidence: 99%

“…[4][5][6] Nevertheless, the National Academies of Medicine, American Medical Association, and Association of Medical Colleges have all stipulated that technological innovation should be a key component of medical education, especially in the context of machine learning. 5,7,8 Fortunately, select medical schools have initiated programs specifically aimed at enhancing medical innovation and transdisciplinary collaboration. 4,5,9 Herein we discuss the University of Minnesota's 10-year experience with the Scott D. Augustine Biomedical Engineering Research Fellowship (referred to as the "Augustine" program), a joint engineering and medical training curriculum designed to educate and guide aspiring physicianinnovators to become effective leaders in developing cutting-edge biomedical technologies.…”

Section: Introduction 1| Addressing Clinical Challenges Through Innov...mentioning

confidence: 99%

See 3 more Smart Citations

Joint engineering‐medical school programs prepare physicians for clinical challenges: An observational study

Gathman,

Vasdev,

Smetak

et al. 2023

Health Science Reports

View full text Add to dashboard Cite

Background and AimsModern health care faces a plethora of challenges including the delivery of quality and cost‐efficient care. Physicians are first‐hand observers of clinical problems but may lack the requisite training and education to develop innovations that improve patient care. Few medical education programs address innovation, leadership, and transdisciplinary collaboration despite being highlighted by national medical and education organizations including the American Medical Association. The University of Minnesota has implemented the Augustine program over the last 10‐years to produce physicians that are leaders in medical innovation.MethodsAs a novel joint engineering‐medical school curriculum to educate medical students, residents, and fellows, the Augustine program incorporates engineering coursework, biomedical research, and a multidisciplinary design and business development experience to produce physicians capable of designing and marketing “disruptive technologies.” The Augustine program takes 1‐year to complete in addition to the 4‐year medical education and provides a Master of Biomedical Engineering upon completion.ResultsAugustine program graduates (n = 6) have reported significant contributions related to the joint engineering‐medical education including peer‐reviewed publications (Median: 13), deployable assets (Median: 2), and intellectual property (Median: 1). Most surveyed graduates (n = 5, 83%) continue to be active contributors to medical innovation and all (n = 6, 100%) utilize their transdisciplinary education to improve patient care.ConclusionAugustine program graduates impact the entire spectrum of innovation and continue to improve patient care. The program will seek to emphasize the inclusion of physician residents and fellows with position expansion. The addition of a multi‐week medical innovation clerkship will provide a more focused experience for students unable to dedicate an entire year to a transdisciplinary experience.

show abstract

Section: Introduction 1| Addressing Clinical Challenges Through Innov...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introduction 1| Addressing Clinical Challenges Through Innov...mentioning

confidence: 99%

Section: Introduction 1| Addressing Clinical Challenges Through Innov...mentioning

confidence: 99%

See 2 more Smart Citations

Joint engineering‐medical school programs prepare physicians for clinical challenges: An observational study

Gathman,

Vasdev,

Smetak

et al. 2023

Health Science Reports

View full text Add to dashboard Cite

show abstract

Accelerating health system innovation: principles and practices from the Duke Institute for Health Innovation

Sandhu¹,

Sendak²,

Ratliff³

et al. 2023

Patterns

View full text Add to dashboard Cite

Clinical informatics training in medical school education curricula: a scoping review

Zainal

Tan

Xin

et al. 2022

Journal of the American Medical Informatics Association

View full text Add to dashboard Cite

Objectives This scoping review evaluates the existing literature on clinical informatics (CI) training in medical schools. It aims to determine the essential components of a CI curriculum in medical schools, identify methods to evaluate the effectiveness of a CI-focused education, and understand its delivery modes. Materials and Methods This review was informed by the methodological guidance of the Joanna Briggs Institute. Three electronic databases including PubMed, Scopus, and Web of Science were searched for articles discussing CI between January 2010 and December 2021. Results Fifty-nine out of 3055 articles were included in our final analysis. Components of CI education include its utilization in clinical practice, ethical implications, key CI-related concepts, and digital health. Evaluation of educational effectiveness entails external evaluation by organizations external to the teaching institute, and internal evaluation from within the teaching institute. Finally, modes of delivery include various pedagogical strategies and teaching CI using a multidisciplinary approach. Discussion Given the broad discussion on the required competencies, we propose 4 recommendations in CI delivery. These include situating CI curriculum within specific contexts, developing evidence-based guidelines for a robust CI education, developing validated assessment techniques to evaluate curriculum effectiveness, and equipping educators with relevant CI training. Conclusion The literature reveals that CI training in the core curricula will complement if not enhance clinical skills, reiterating the need to equip students with relevant CI competencies. Furthermore, future research needs to comprehensively address current gaps in CI training in different contexts, evaluation methodologies, and delivery modes to facilitate structured training.

show abstract

Preliminary results of a clinical research and innovation scholarship to prepare medical students to lead innovations in health care

Cited by 3 publications

References 17 publications

Joint engineering‐medical school programs prepare physicians for clinical challenges: An observational study

Joint engineering‐medical school programs prepare physicians for clinical challenges: An observational study

Accelerating health system innovation: principles and practices from the Duke Institute for Health Innovation

Clinical informatics training in medical school education curricula: a scoping review

Contact Info

Product

Resources

About