The triple helix of clinical, research, and education missions in academic health centers: A qualitative study of diverse stakeholder perspectives

Gonzalo, Jed D.; Dekhtyar, Michael; Caverzagie, Kelly J.; Grant, Barbara; Herrine, Steven K.; Nussbaum, Abraham M.; Tad‐y, Darlene; White, Earla J; Wolpaw, Daniel R.

doi:10.1002/lrh2.10250

Cited by 12 publications

(9 citation statements)

References 47 publications

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“…22 Alignment of local faculty development programs with the efforts in the clinical enterprise to improve health outcomes provides an infrastructure for sustainability and communicates the values of the academic health system. 23 Understanding both the clinical and educational contexts of HSS is necessary for faculty to both teach these competencies and to serve as change agents that can help transform their local clinical learning environment to model and reinforce them. 21 …”

Section: Discussionmentioning

confidence: 99%

Preparing Faculty to Incorporate Health Systems Science into the Clinical Learning Environment: Factors Associated with Sustained Outcomes

Lazorick¹,

Lawson²,

Dekhtyar

et al. 2021

American Journal of Medical Quality

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This study assesses participants’ perceptions of long-term impacts of the Teachers of Quality Academy, a medical school faculty development program designed to prepare faculty to both practice and teach health system science. A previously published 1-year evaluation of the first cohort of 27 participants showed improved perceived skills, with positive career and health system impacts. In this 5-year evaluation, a mixed-methods design included a questionnaire followed by semistructured interviews to assess perceived long-term impacts on participants. Quantitative and qualitative analyses were completed. Questionnaire response rate was 88% (N = 22), and 14 interviews were analyzed. Results demonstrated that participants had incorporated quality improvement concepts into their clinical work and teaching, better understood interprofessionalism, and observed continued improvements in care delivery. They felt the longitudinal training, delivered in a shared setting, created a learning community with lasting positive effects in institutional culture, supported long-term professional development, and had broader institutional impact. Advancements in clinical care, medical education, and professional and academic advancements were noted.

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Section: Discussionmentioning

confidence: 99%

Preparing Faculty to Incorporate Health Systems Science into the Clinical Learning Environment: Factors Associated with Sustained Outcomes

Lazorick¹,

Lawson²,

Dekhtyar

et al. 2021

American Journal of Medical Quality

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“…Medical education scholarship and practice is often conducted in institutions and clinical settings that seek to align with health system needs and financial realities. Clinical programs that expand revenue and other activities that enhance institutional reputation are often prioritized [ 9 ]. Without an obvious return on investment, education rarely receives the resources needed to innovate, evaluate, and improve to keep pace with changes in clinical practice.…”

Section: Problems In Medical Education From Inattention To Blind Spot...mentioning

confidence: 99%

Blind spots in medical education: how can we envision new possibilities?

et al. 2022

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As human beings, we all have blind spots. Most obvious are our visual blind spots, such as where the optic nerve meets the retina and our inability to see behind us. It can be more difficult to acknowledge our other types of blind spots, like unexamined beliefs, assumptions, or biases. While each individual has blind spots, groups can share blind spots that limit change and innovation or even systematically disadvantage certain other groups. In this article, we provide a definition of blind spots in medical education, and offer examples, including unfamiliarity with the evidence and theory informing medical education, lack of evidence supporting well-accepted and influential practices, significant absences in our scholarly literature, and the failure to engage patients in curriculum development and reform. We argue that actively helping each other see blind spots may allow us to avoid pitfalls and take advantage of new opportunities for advancing medical education scholarship and practice. When we expand our collective field of vision, we can also envision more “adjacent possibilities,” future states near enough to be considered but not so distant as to be unimaginable. For medical education to attend to its blind spots, there needs to be increased participation among all stakeholders and a commitment to acknowledging blind spots even when that may cause discomfort. Ultimately, the better we can see blind spots and imagine new possibilities, the more we will be able to adapt, innovate, and reform medical education to prepare and sustain a physician workforce that serves society’s needs.

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“…In the world of education, quality improvement is centered on learning, thinking skills, and actions in a continuous and progressive cycle (Wong & Headrick, 2021). In a quality improvement management in the world of education there are several aspects that can be improved, starting from the people who run the education system (Manalili et al, 2022), collaboration with related stakeholders (Gonzalo et al, 2021), and the operational system of education that is run (Moran & Baghramian, 1994).…”

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%

Needs Assessment in Quality Improvement Management in Vocational Education (Case Study in Southwest Sumba, Indonesia)

Yamani¹,

Pratama²,

Ramdhani³

et al. 2022

REMICS

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Purpose: The existing vocational education resources in Southwest Sumba do not yet have the appropriate quality, both from the aspect of collaboration to the output produced, in terms of graduates from related vocational education. Therefore, an approach related to needs assessment is needed to obtain input related to the quality development of vocational education from all stakeholders involved. Research Methodology: To provide improvement suggestions to enhance the quality of vocational education, this study conducted a needs assessment which was carried out using desk reviews, focus group discussions, interviews, and field observations and involved various stakeholders come from regulators, implementers, and vocational education graduates’ users. Results: Based on the needs assessment that has been conducted, four main problems were found, including the number of irrelevant vocational education institutions with the needs, a limited number of local industries as graduates' users, less government commitment as a regulator, and less quality of graduated. Several solutions can be applied, such as creating a partnership forum with industries, enabling the internship opportunity, developing a skill development center, and implementing a teaching factory at existing vocational education. Limitations: In this study, the involved stakeholders in the assessment tend to be incomplete, where students' perspectives as a product of vocational education cannot be accommodated and concluded properly. Contribution: This research hopefully can be a reference in quality improvement management, especially in vocational education, and beneficial for vocational education development and, in a broad sense, education.

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The triple helix of clinical, research, and education missions in academic health centers: A qualitative study of diverse stakeholder perspectives

Cited by 12 publications

References 47 publications

Preparing Faculty to Incorporate Health Systems Science into the Clinical Learning Environment: Factors Associated with Sustained Outcomes

Preparing Faculty to Incorporate Health Systems Science into the Clinical Learning Environment: Factors Associated with Sustained Outcomes

Blind spots in medical education: how can we envision new possibilities?

Needs Assessment in Quality Improvement Management in Vocational Education (Case Study in Southwest Sumba, Indonesia)

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