Triple Challenge: How Medical Students May Solve 3 Long-Standing Problems Bedeviling Health Systems and Medical Education

Elliott, Victoria Stagg; Jackson, Jasmyne; Santen, Sally A.; Richardson, Judee; Heckman, Kevin; Hammoud, Maya M.

doi:10.1097/acm.0000000000004159

Cited by 3 publications

(3 citation statements)

References 24 publications

(34 reference statements)

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“…The fourth component of the model is health systems and health care. Elliott et al (21) define health systems science as an "understanding of how care is delivered, how health professionals work together to deliver that care, and how the health system can improve patient care and health care delivery." However, from a population health perspective this component of the model is seen as a much broader set of services that support health and wellbeing including promotive and preventative services supported within a public health structure (22)(23)(24).…”

Section: The Population Health Frameworkmentioning

confidence: 99%

“…The fourth component of the model is health systems and health care. Elliott et al ( 21 ) define health systems science as an “understanding of how care is delivered, how health professionals work together to deliver that care, and how the health system can improve patient care and health care delivery.” However, from a population health perspective this component of the model is seen as a much broader set of services that support health and wellbeing including promotive and preventative services supported within a public health structure ( 22 – 24 ). This component of the model captures the important evolution occurring in health systems that is driving a greater focus on personal decision making, precision medicine, artificial intelligence and access to data that is transforming how individuals receive information and services that influence their health and wellbeing and access to health care ( 25 – 27 ).…”

Section: The Population Health Frameworkmentioning

confidence: 99%

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Medical education and population health—A framework in the design of a new undergraduate program

Armstrong

Mantel

Walraven

et al. 2022

Front. Public Health

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Health sciences curricular planners are challenged to add new content to established education programs. There is increasing pressure for content in public health, health systems, global health, and planetary health. These important areas often compete for curricular time. What is needed is a convergence model that builds a common framework within which students can integrate areas and better align this knowledge to the individual client or patient who they have responsibility to support. A population health framework is proposed for health sciences education programs that supports a common conceptual understanding of population health. The framework links five thematic areas that have influence on health and wellbeing and a sixth element that defines the range of methodologies essential to understanding health and wellbeing, from the individual to the population. The five areas providing convergence are: (1) the biopsychosocial development of the individual, (2) the socioeconomic factors that influence health and wellbeing, (3) the physical natural and built environment including climate, (4) the continuum of public health and health care systems, and (5) the nation state and global relationships. Using this framework, students are encouraged to think and understand individual health and wellbeing in context to the population and to utilize the appropriate methodological tools to explore these relationships. Planning for a new undergraduate medicine program illustrates the curricular elements that will be used to support student learning with foundation knowledge applied and tracked throughout the program. The proposed framework has application across health sciences disciplines and serves to build a common understanding that supports cross professional communication and collaboration.

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Section: The Population Health Frameworkmentioning

confidence: 99%

Section: The Population Health Frameworkmentioning

confidence: 99%

Medical education and population health—A framework in the design of a new undergraduate program

Armstrong

Mantel

Walraven

et al. 2022

Front. Public Health

View full text Add to dashboard Cite

show abstract

“…Health systems improvement (HSI), or quality improvement, involves “identifying, analyzing, or implementing changes in … the healthcare system to improve the performance of any component of the healthcare system” [ 8 , p. 125]. Many medical schools have partnered with health systems to engage learners in improvement efforts [ 9 , 10 , 14 , 15 ]. These partnerships are compelling from an educational standpoint as they provide opportunities to develop key HSI competencies (e.g., quality improvement principles; data and measurement; innovation and scholarship) [ 16 ] through workplace-based experiential learning, which is widely recognized as an effective means of education [ 17 – 19 ].…”

Section: Introductionmentioning

confidence: 99%

Bridging medical education goals and health system outcomes: An instrumental case study of pre-clerkship students’ improvement projects

et al. 2022

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Introduction Many medical schools engage students in health system improvement (HSI) efforts. Evaluation of these efforts often focuses on students’ learning outcomes and rarely considers the impact on health systems, despite the significant commitment health systems make to these efforts. Our study identified and evaluated system-level outcomes of pre-clerkship medical students’ engagement in HSI efforts. Methods We used an instrumental case study approach to examine the effects of pre-clerkship medical students’ engagement in HSI projects as part of a 15-month experiential curriculum. We extracted data from 53 project summaries and posters completed during the 2017–18 academic year and follow-up survey data collected in May 2019 from physician coaches and health system professionals who mentored students, contributed to these projects, and worked in the clinical microsystems where the projects occurred. Results We identified three categories and ten indicators of health system outcomes relevant to medical student engagement in HSI. Using these indicators, our evaluation found multiple benefits to the microsystems in which projects occurred. These included achievement of project aims, perceived immediate and sustained project impact on the health system, and development and implementation of projects with aims that aligned with national and health system priorities. Conclusion Evaluation of HSI curricula needs to include effects on health systems so that program design can optimize the experience for all involved. Our study offers a framework others can use to evaluate system-level effects of project-based HSI curricula and shows several ways in which students’ engagement can add value to health systems.

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Unveiling the learning style puzzle: Factors that shape how medical students learn

Shrivastava,

M. Jasri

2023

Indian J Health Sci Biomed Res

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Triple Challenge: How Medical Students May Solve 3 Long-Standing Problems Bedeviling Health Systems and Medical Education

Cited by 3 publications

References 24 publications

Medical education and population health—A framework in the design of a new undergraduate program

Medical education and population health—A framework in the design of a new undergraduate program

Bridging medical education goals and health system outcomes: An instrumental case study of pre-clerkship students’ improvement projects

Unveiling the learning style puzzle: Factors that shape how medical students learn

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