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Supplemental Reference

Supplemental Reference. What has been going on for the last several years, and what will the future bring? Irby DM, Wilkerson L. Educational Innovations in Academic Medicine and Environmental Trends . JGIM; May 2003 18:370-376. New Science of Learning, Technology and Instructional Innovations.

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Supplemental Reference

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  1. Supplemental Reference • What has been going on for the last several years, and what will the future bring? • Irby DM, Wilkerson L. Educational Innovations in Academic Medicine and Environmental Trends. JGIM; May 2003 18:370-376.

  2. New Science of Learning, Technology and Instructional Innovations

  3. New Science of Learning, Technology and Instructional Innovations • New theories of learning • Active, constructive, social, and self-reflective process (Shuell, 1996) • Learner centered and knowledge-rich • Guided by assessment • Situated in a community of learners • (Brown, 1996) • Presentation of content in context

  4. New Science of Learning, Technology and Instructional Innovations • New theories of learning • Implications related to medical schools • Case-based or problem-based learning • Other small group instruction • Collaborative organization to support student-faculty interactions • Technology enhanced educational tools • Redirection of organization of basic science materials to emphasize relevance and context

  5. Small-group, case-based learning • Facilitates cognitive processes through engagement • Encouraged to articulate what they know and don’t know, challenge assumptions, test limits of understanding • Active rather than passive

  6. Learning Communities • Strengthen mentoring • Career advising • Longitudinal relationships • Curricular and/or social responsibilities

  7. Instructional Technology • Use of simulations and simulators • Multimedia cases • Access to knowledge, use of the literature • Computer based instruction

  8. Multidisciplinary Perspectives and the Need for Integrative Structures

  9. Multidisciplinary Perspectives and the Need for Integrative Structures • Scientific investigation and health care practice have required increased integration in design • Education and curricular design … also integrated in design?

  10. Multidisciplinary Perspectives and the Need for Integrative Structures: Education and curricular design • “Preclinical” education • Organ system curricular model • Block approaches, eg neuroscience • Clinical education • Integrative short block experiences • Linkage of disciplines • Arrangement via site of care

  11. Shifting Views of Health and Disease and the Need for a Responsive Curriculum

  12. Shifting Views of Health and Disease and the Need for a Responsive Curriculum • Medicine is being reshaped by changing community needs and the interplay of scientific, societal, and economic forces • Human genome project • Public health perspective • Issues of chronic care, end-of-life care, pain management, bioterrorism • How do we add important content to an already packed curricular program

  13. Shifting Views of Health and Disease and the Need for a Responsive Curriculum • Weaving themes across the curriculum • Carving out intensive blocks of time • Responsiveness to the needs of the community that is served

  14. Accountability and New Assessment Technologies

  15. Accountability and New Assessment Technologies • Shift from simple knowledge assessment to competency evaluation, including application of knowledge and demonstration of skills • IOM report on errors in medicine has raised concern that education and assessment must do a better job

  16. Accountability and New Assessment Technologies • Standardized patient examinations • Use of simulators • Change in the construct of examination • Development of individualized programs of learning based on comprehensive evaluation of student performance that is meant to be formative

  17. Financial Pressures and the Need to Recapture the Educational Mission

  18. Financial Pressures and the Need to Recapture the Educational Mission • Money is less plentiful, reimbursement going down • Expenses going up • Demands on faculty regarding clinical productivity, documentation, increased supervision of learners, reduced resident work hours

  19. Financial Pressures and the Need to Recapture the Educational Mission • Teaching has been slowly crowded out of the schedules of faculty • “Present day market forces are rapidly destroying the learning environment of clinical education.” (Ludmerer)

  20. Financial Pressures and the Need to Recapture the Educational Mission • Academies of Medical Educators • Mission-Based Management

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