Reinventing the Academic Health Center

Kirch, Darrell G.; Grigsby, R. Kevin; Zolko, Wayne W; Moskowitz, Jay; Hefner, David; Souba, Wiley W.; Carubia, Josephine; Baron, Steven D.

doi:10.1097/00001888-200609001-00006

Cited by 14 publications

(16 citation statements)

References 27 publications

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“…The culture of health care in general, and academic medicine in particular, has traditionally valued autonomous individuals, competing in a hierarchical manner, and focused on expert status. Currently, there is a need to change our culture to one that is patient‐centered, collaborative, team‐based, and mutually accountable (Kirch et al, ). Unfortunately, professional attitudes are all too often guild‐like, creating barrier to establishing the culture required for health care in the future (Gilbert, ).…”

Section: Recognizing and Overcoming Barriers To Interprofessional Edumentioning

confidence: 99%

Interprofessionalism: Educating to meet patient needs

Kirch

Ast

2014

Anatomical Sciences Ed

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Interprofessional teams in health care are showing promise in achieving the triple aim-providing better care for the individual patient, reducing costs, and improving population health. To complement current changes in health care delivery in the United States, there is a growing consensus among health professions educators that students should be trained in interprofessional models prior to entering clinical practice. Current interprofessional education (IPE) efforts in anatomy education are producing positive results in enhancing professional respect, collaboration, and teamwork among health professions students. In spite of existing structural and cultural barriers to IPE, health professions educators must continue to lead and grow IPE efforts as a critical component to improving the health of our nation.

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Section: Recognizing and Overcoming Barriers To Interprofessional Edumentioning

confidence: 99%

Interprofessionalism: Educating to meet patient needs

Kirch

Ast

2014

Anatomical Sciences Ed

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“…• ability to maintain alignment across the "triple mission" (patient care, research, and education): This criterion assesses the extent to which the governance structure facilitates and encourages alignment across all AMC missions. Both the literature and our interviews suggest that having leadership in each of the affected areas (patient care, teaching, and research) that shares in the overall vision of the AMC can help reduce conflict while enhancing sound decisionmaking (Reece, Chrencik, and Miller, 2012;Borden et al, 2015;Kirch et al, 2005). • responsiveness to local campus conditions: This criterion assesses the extent to which the system is responsive to the market conditions and community context at each of the medical campuses in the UC system.…”

Section: Chapter Three Assessment Criteriamentioning

confidence: 98%

Governing Academic Medical Center Systems: Evaluating and Choosing Among Alternative Governance Approaches

et al. 2018

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The ability of academic medical centers (AMCs) to fulfill their triple mission of patient care, medical education, and research is increasingly being threatened by rising financial pressures and resource constraints. Many AMCs are, therefore, looking to expand into academic medical systems, increasing their scale through consolidation or affiliation with other health care systems. As clinical operations grow, though, the need for effective governance becomes even more critical to ensure that the business of patient care does not compromise the rest of the triple mission. Multi-AMC systems, a model in which multiple AMCs are governed by a single body, pose a particular challenge in balancing unity with the needs of component AMCs, and therefore offer lessons for designing AMC governance approaches. This article describes the development and application of a set of criteria to evaluate governance options for one multi-AMC system-the University of California (UC) and its five AMCs. Based on a literature review and key informant interviews, the authors identified criteria for evaluating governance approaches (structures and processes), assessed current governance approaches using the criteria, identified alternative governance options, and assessed each option using the identified criteria. The assessment aided UC in streamlining governance operations to enhance their ability to respond efficiently to change and to act collectively. Although designed for UC and a multi-AMC model, the criteria may provide a systematic way for any AMC to assess the strengths and weaknesses of its governance approaches.

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“…Components of individual readiness might involve self-efficacy, the perception that one will be able to undertake change successfully or fear of the consequences of change [54,55,56]. It refers to each stakeholder's shared resolve to implement the new program and shared belief in their collective capability to do so [44].…”

Section: Readinessmentioning

confidence: 99%

Teachers' Perceptions on Senior High School Readiness of Higher Education Institutions in the Philippines

Acosta¹,

Acosta²

2016

ujer

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The focused of this study is on the readiness of higher education institutions in the Philippines to the implementation of the Senior High School program of the new K-12 curriculum. Data were collected through a survey questionnaire. The findings reveal five predisposing factors, namely: eligibility, staffing guidelines, course streamlining, workforce surplus management, and alternative programs to be determinants of senior high school readiness among college teachers and higher education institutions that will ensure sustainability and the promotion and protection of the welfare of the affected faculty and other employees in the higher education sector.

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Reinventing the Academic Health Center

Cited by 14 publications

References 27 publications

Interprofessionalism: Educating to meet patient needs

Interprofessionalism: Educating to meet patient needs

Governing Academic Medical Center Systems: Evaluating and Choosing Among Alternative Governance Approaches

Teachers' Perceptions on Senior High School Readiness of Higher Education Institutions in the Philippines

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