2011 Winter: New Places, New Opportunities, New Ideas in Medical Education Series

New medical schools are opening their doors every year in response to an increasing demand for medical practitioners and, correspondingly, medical education. Do they avail of this opportunity to do business as usual or to be innovative and do something different? We asked this question of six medical schools whose curricula reflect their unique missions and their responses form the basis of this seminar series. New opportunities in medical education that they speak to include: increased training in medical research skills across all four years of the undergraduate curriculum; a true integration of inter professional training into medical education; a committed focus on professionalism enabled through a program of mentored self assessment and reflection; and, dealing with cultural differences with a transplanted curriculum.

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January 18, 2011 at 12:00 pm

Integration of Basic and Clinical Sciences Across the Curriculum in a Community Based Distributed Campus Educational Model: A Work in Progress at the Florida State University College of Medicine

Presenter: Dennis Baker, Ph.D. and Mary Johnson, Ph.D.

Dennis BakerDr. Baker, Associate Dean for Faculty Development at the  Florida State University College of Medicine, is responsible for enhancing the teaching skills of faculty, including faculty on the FSU campus, community physicians who precept students in the first and second year, and clinical faculty at the six regional medical school campuses who participate in teaching the required clerkships and electives. His faculty-development activities include individual consultations, creation of learning modules, development and maintenance of a nationally recognized faculty-development web page and presentation of workshops. He has more than 30 years of medical education experience in the areas of faculty and curriculum development.


 

Mary T. JohnsonDr. Johnson is Associate Dean for Medical Education at the Florida State University College of Medicine.  She is responsible for assisting the faculty as they implement all aspects of the curriculum, both in the classroom and at the community-based sites around the state of Florida.  Dr. Johnson has more than 20 years of experience as a basic sciences educator and course director for medical microbiology and infectious diseases.   She has been a leader in competency-based medical education for over a decade

The Florida State University College of Medicine (FSU CoM), founded in 2000, was established through a legislative mandate to educate physicians responsive to community needs and who provide patient-centered care to elder, minority, and underserved populations in Florida. FSU CoM is the oldest of the ‘new medical schools.’ Our clinical curriculum is delivered in the context of a community-based distributed campus model at six regional campuses spread across the entire geographic span of Florida. All clinical teaching is conducted by community-based physicians, with 70% of that training occurring in the ambulatory setting. Connecting year 1 and 2 basic science and clinical faculty to year 3 and 4 community-based clerkship directors to create a ‘continuous educational experience’ for students is challenging but very necessary. In this presentation we will share strategies we have employed to promote the exchange of information between regional campus clerkship directors and year 1-2 basic science course directors.¬† Additionally we will describe collaborative strategies our central campus faculty has utilized to create year 1 and 2 courses with a strong clinical emphasis by incorporating input from regional campus clerkship directors. One successful approach was sharing specific objectives from courses and clerkships using the ACGME competency domains as a focal point.

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January 25, 2011 at 12:00 pm

Curriculum Integration and Student-centered Learning at Oakland University William Beaumont School of Medicine

Presenter: Robert Noiva, Ph.D. and Angela Nuzzarello, M.D., MPHE

Robert NoivaDr. Noiva serves as the Associate Dean for Educational Programs and is an Associate Professor of Biomedical Science at the Oakland University William Beaumont School of Medicine. His primary role is the oversight of all aspects of the undergraduate medical student curriculum, including course planning and evaluation as well as student and faculty assessment.  Noiva spent 18 years at the University of South Dakota Sanford School of Medicine where he served as Course Director for Medical Biochemistry and Molecular Biology. Most recently, he served as Director of Medical Biochemistry at Lake Erie College of Osteopathic Medicine. His efforts in science education outreach programs for K-12 students have been recognized nationally.


 

Angela NuzzarelloDr. Nuzzarello serves as the Associate Dean for Student Services at the Oakland University William Beaumont School of Medicine and Associate Professor of Psychiatry. She has been active in medical education for 20 years and has shared her experience at regional and national conferences presenting on topics such as the health, wellness, and professional development of medical students and career counseling.

In this session, we will discuss some of the innovative instructional and support programs of the OUWB School of Medicine.  Our curriculum utilizes an organ systems-based approach to instruction during the M1 and M2 years, employing weekly integrative team-based learning sessions to encourage small student groups to apply recently acquired knowledge to solve relevant clinical problems.  Basic science content will be reinforced in the M3 and M4 years using weekly small group cased-based sessions highlighting clerkship-specific basic science concepts.  The OUWB curriculum also features a four-year capstone project for all students, encouraging students to pursue independent activity in bench, clinical or translational research, as well as education-related or service-related activities.  This capstone program allows students to pursue their passion in a mentored environment, while producing scholarly work of scientific or social importance.  Recognizing that the path to becoming a physician is enhanced through guidance and mentoring, OUWB has also established the PRISM program (Promoting Reflection and Individual growth through Support and Mentoring), providing students with a multi-layered system of support that begins the first day of medical school and continues to graduation.

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February 1, 2011 at 12:00 pm

Educating Physician Thought Leaders at the Virginia Tech Carilion School of Medicine

Presenter: Richard C. Vari, Ph.D.

Richard C. VariDr. Richard “Rick” Vari received his B.S. in Biology and a M.S. and Ph.D. in Physiology (1983) under the mentorship of Cobern E. Ott, Ph.D. from the University of Kentucky. He completed a Postdoctoral Fellowship in the Department of Physiology at the University of Missouri School of Medicine – Columbia under the mentorship of Ronald H. Freeman, Ph.D. Dr. Vari served as an Assistant Professor in the Department of Physiology at Tulane University School of Medicine from 1986 till 1993, working on cardio-renal research projects and teaching renal physiology to medical and graduate students. In 1993, Dr. Vari took a position as Associate Professor, in the Department of Physiology at the University of North Dakota School of Medicine & Health Sciences (UNDSMHS).

In 1997, UNDSMHS restructured the medical curriculum and Dr. Vari, as one of the leaders in this reformation, became the Patient Centered Learning Director (PCL) in the Office Medical Education. He served as an Assistant Dean in various capacities in medical education and later was appointed to Associate Dean for Medical Education and Professor of Physiology. In that role, Dr. Vari coordinated the medical curriculum at UNDSMHS and directed the Office of Medical Education. He was heavily involved in redirecting the medical curriculum from a traditional didactic-based program to a PBL-Hybrid model; one that is patient – centered and focused on students as life-long learners. At UNDSMHS, Dr. Vari was also involved in the creation of an integrated combined graduate program in the basic sciences, helped to shape a medical curriculum with an-emphasis on defining and assessing professionalism, explored the role of Relationship Centered Care Initiatives (RCCI) in improving the working environment of the medical school, and helped develop a national curriculum to identify and treat substance abuse focused on prescription use in the elderly, methamphetamine, and inhalents in the Native American population (sponsored by NIDA). He was also instrumental in the development and implementation of an Interprofessional Health Education Course involving all representatives of the health care profession at UND, and also helped to introduce a “Medical Humanities and Writings” curriculum into the first two years of medical education.

Dr. Vari has obtained national funding for his work in renal physiology and innovations in medical education. He is an active member of the American Physiological Society (APS), the International Association of Medical Science Educators (IAMSE) and has served on the APS Education Committee. He served two terms on the NBME Physiology Step 1 Committee.  Dr. Vari has mentored numerous graduate and medical students four FAIMER International Fellows in Medical Education from Ethiopia and Nepal. Dr. Vari has taught renal and cardiovascular physiology to medical and graduate students for 22 years including extensively using Problem-Based Learning methodology. Dr. Vari has been recognized numerous times for his contributions to research, teaching, innovations in medical education, faculty development, and community service.

Dr. Vari joined the Virginia Tech Carilion School of Medicine, in Roanoke VA on April 1, 2008, as the Founding Associate Dean for Medical Education. He is primarily responsible for development and implementation of the undergraduate medical education program. He was named as the Founding Chair of the Department of Interprofessionalism to help manage the development of a four-year longitudinal program in interprofessional health care education and practice which includes a service-learning project. He is married to Patty Maloney, PhD, RN, IBCLC, Associate Professor of Nursing at the Jefferson College of Health Sciences also in Roanoke. They have two children; Elizabeth, a fourth-grade elementary teacher in Omaha, NE and Alex, a Senior at the University of North Dakota who is majoring in Accounting.

In this session we will discuss the medical education curriculum at the Virginia Tech Carilion School of Medicine that focuses on providing medical students an educational experience grounded in inquiry, research, and discovery. Through a unique partnership between Virginia Tech University and Carilion Clinic a private medical school was created to produce physicians who will possess the knowledge, skills and attitudes to become leaders in health care delivery. Beginning with a small class size of 42 students, carefully selected using a holistic interview process which includes the Multiple Mini-Interview, the program is designed to integrate four educational Value Domains across the four years of medical school: Basic Sciences, taught using a PBL-Hybrid model during the first two years, Clinical Sciences and Skills, Research, and Interprofessionalism. Students are required to complete a hypothesis-driven research project before graduation. In addition, a longitudinal interprofessional healthcare education program places medical students in various learning environments with nursing, physician assistant, and other allied health students. Our goal is to produce physicians with outstanding clinical skills and significantly enhanced research capabilities who will remain life-long learners. Moreover, they will have an understanding of the importance of interprofessionalism in order to enable them to more effectively function as part of a modern healthcare team.

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February 8, 2011 at 12:00 pm

Promoting Learning over Teaching: Organizing Principles for Curriculum Design at Hofstra North Shore-LIJ School of Medicine

Presenter: David Battinelli, M.D.

David BattinelliDr. Battinelli received a Bachelor of Science degree with a major in biology from the University of Scranton, Scranton, Pennsylvania and subsequently his medical degree from the University of Medicine and Dentistry of New Jersey in Newark, New Jersey.¬† He completed an internship, residency, and chief residency at the Boston City Hospital.¬† After his chief residency he became an Assistant Director in the Department of Medicine and Assistant Director of the Housestaff Training Program at the Boston City Hospital. Later he directed the Training Program at the Boston University Medical Center Hospital, and subsequently, the integrated Boston City Hospital/Boston University Medical Center Hospital/Boston Veterans Administration Medical Center Combined Training Program.¬†¬† In 1996, he became Vice-Chairman for Education and led the Internal Medicine Training Program after the formation of the Boston Medical Center (a result of the merger of the Boston City Hospital and the Boston University Medical Center Hospital).¬† In July of 2007 he left Boston University to assume the position as Senior Vice President for Academic Affairs and Chief Academic Officer for the North Shore – LIJ Health System, the nation’s second largest, non-profit, secular healthcare system.¬† The health system includes 15 hospitals throughout Long Island, and New York City, ¬†11 long-term care facilities, a medical research institute, four trauma centers, five home health agencies and dozens of out-patient centers. North Shore-LIJ facilities house more than 8,600 beds, and are staffed by over 8,000 physicians, 10,500 nurses and a total workforce of about 42,000 — the largest employer on Long Island and the ninth largest in New York City. In this role he is in charge of all undergraduate and graduate educational programs, all continuing medical education, and academic affairs and institutional relationships.¬† The North Shore-LIJ Health System has over 110 ACGME accredited programs, 1400 residents and fellows, and 500 visiting medical students.

The North Shore- LIJ Health System in partnership with Hofstra University formed the newly accredited Hofstra North Shore-LIJ School of Medicine.  This is the first new medical school on Long Island in over 40 years. In addition to his responsibilities as the Chief Academic Officer for the health system, Dr. Battinelli is the Senior Associate Dean for Education and Chaired the committee that developed the curriculum for the new medical school.

Dr. Battinelli’s interests are primarily in the area of medical education and faculty development.¬† He is a trained facilitator for the Stanford Faculty Development Program for clinical teachers and has taught more than 250 local, regional and national faculty development seminars, courses and workshops on improving clinical teaching.¬† He has also presented over 100 grand rounds and clinical problem solving presentations, and given more than 50 Boston University continuing medical education lectures on a variety of topics for the general internist.¬† He is a Past-President of the Association of Program Directors in Internal Medicine.¬† He has worked closely with and served on numerous committees for a variety of national medical organizations including the Alliance for Academic Internal Medicine, Association of Professors of Medicine, Association of Subspecialty Professors, Association of Clerkship Directors in Internal Medicine, American Board of Internal Medicine, American College of Physicians, American Association of Medical Colleges and the Accreditation Committee on Graduate Medical Education.¬† He¬† initiated and chaired a national effort to reform the fellowship application and matching process to help restore the balance of interests between resident applicants and fellowship programs. This resulted in the ERAS for fellowship application and matching process now used across the country and throughout all of GME.

Dr. Battinelli has also received a variety of awards including graduating AOA, receiving the Jessie B. McCall Award for Most Proficiency in Internal Medicine at UMDNJ, Teacher of the Year Award at Boston University, Visiting Lectureships including The Harold J. Jaghers Memorial Alumni Memorial Lecture at UMDNJ, The Leah Lowenstein Memorial Alumni Lecture at Boston University, as well as consistently listed in Best Doctors, Guides to America’s Top Physicians and Boston Magazine’s Best Doctors for Internal Medicine.

During this session, Dr. Battinelli will be describing the story of a new medical school The Hofstra North Shore-LIJ School of Medicine. He will be focusing on the development of the curriculum and our efforts to promote learning over education. Highlighted will be approximately 10-12 facets of the process and curriculum that they believe are somewhat unique and innovative. Including:

  • The 50:50 partnership of a University and a very large multihospital health system
  • The importance of core values and guiding principles
  • A unique departmental structure
  • A completely integrated curriculum teaching normal, abnormal, and therapeutics
  • Early meaningful patient experiences including an EMT curriculum and a continuous longitudinal integrated clinical experience from the earliest days of medical school
  • A fairly unique assessment process including a heavy emphasis on demonstrating knowledge in action including essay exams, simulation and performance based OSCE’s
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February 15, 2011 at 12:00 pm

Affiliation of West Virginia University (WVU) School of Medicine with the Oman Medical College to Provide a Quality Medical Curriculum in the Sultanate of Oman

Presenter: David J. Smith, Ph.D and James M. Shumway, Ph.D

David J SmithAfter receiving his Ph.D. in Pharmacology in 1969 from WVU’s Department of Pharmacology and Toxicology, Dr. Smith did postgraduate work at the University of Iowa.¬†He then returned to WVU in 1971 with a joint appointment in Anesthesiology and Pharmacology where his research focused primarily in the pharmacology of pain.¬† His interest and devotion to education eventually lead him to become the Course Director for 12 years for the Medical Pharmacology course at WVU.¬† In addition, he has taught pharmacology in several other courses at the institution.¬† Nationally, he served on the USMLE Test Materials Development Committee for Pharmacology (2003-2005), and has been invited to lecture at several other US medical schools in his area of expertise.¬† He has received several teaching awards including the Golden Apple Award of the American Medical Student Association at WVU, the MacLachlin Memorial Award for Teaching Excellence, and the Deans Award for Excellence in Education.¬† In 2009 he became the Associate Chair for Physiology and Pharmacology Education, and now functions to oversee the teaching of Pharmacology in all of the allied health sciences.¬† He began teaching and directing the Medical Pharmacology course at the Oman Medical School (OMC) with its first class and continues to be actively involved in this activity.¬†Initially the courses at OMC where taught in a block structure with pharmacology being the final course of the 5th year curriculum.¬† However, Dr Smith sensed the need to begin the integration of the curriculum and with the 2010 -2011 academic year guided the implementation of such a curriculum which is modeled after the current course structure at WVU.¬† The need for integration at OMC was driven by his concern that students would benefit from the development of critical thinking skills.¬† He proposed that organization of medical education at OMC by a human systems model rather than around individual – stand alone – basic science courses would provide a better understanding of how the human body functions, the pathological processes that alter it and the therapeutic management of diseases.¬† He has also initiated the application of problem-solving MSQ’s in Oman to facilitate critical thinking.¬† Currently his research focuses on educational techniques which are in common practice in the USA, but with an emphasis on their utility in the Arabic culture and educational system in Oman.


 

James M. ShumwayDr. Shumway received his doctorate in medical education from the University of North Carolina at Chapel Hill in 1981.¬† His expertise is in curriculum development and student assessment with academic interests focusing on competence- (outcomes) based medical education.¬† He is currently and has been Associate Dean for Medical Education and Director of the Office of Medical Education at the West Virginia University (WVU) School of Medicine for over 20 years.¬† He regularly facilitates problem based learning groups of first year students as well as ethics case-based groups of second-year medical students.¬† At WVU he integrated basic science education, required the use of information technology, and increased student-centered learning.¬† He has been a Liaison Committee for Medical Education (LCME) team member for the accreditation of medical schools in North America since 1989.¬† In 1996-97 he was chair of the Southern Group on Educational Affairs (SGEA) of the Association of American Medical Colleges (AAMC).¬† In 2000 he was on sabbatical at the University of Dundee, Scotland, studying outcomes-based education and how student competence is assessed. ¬†Based on that experience, he has written articles and has spoken on such at a number of medical schools.¬† He collaborated with an international consortium, the International Virtual Medical School (IVIMEDS) to increase access to medical education worldwide through the development of virtual medical education curriculum blending evidence-based e-learning and face-to-face educational activities.¬† In 2002-04 he served as the national chair of the AAMC’s Group on Educational Affairs (GEA) section on undergraduate medical education.¬† He has conducted internal reviews of Oman Medical College as part of their accreditation process since 2004. ¬†He has been an active member of the Society of Directors of Research in Medical Education currently serving as its communications committee chair.¬† He is the recent past-chair (2009) of The Generalists in Medical Education, a national organization whose mission is to “promote innovation and collaboration in medical education.” ¬†In 2010 he received the “Servant Leadership” award from The Generalists.¬† Throughout his career, he has been responsible for facilitating change in medical education locally, nationally, and internationally.¬† He believes that the very nature of education should be to constantly question and discover new knowledge and methods of how students learn, how we teach, and how we assess competence.

An Affiliation of West Virginia University (WVU) School of Medicine with the Oman Medical College (OMC) to Provide a Quality Medical Curriculum in the Sultanate of Oman

The Sultanate of Oman, located in the Gulf region of the Middle East on the eastern side of the Saudi Arabian peninsula, is geographically a small country (about the size of Kansas) with three million people.¬† In 1970, His Majesty Sultan Qaboos bin Said Al Said deposed his father, and with the discovery of oil, led the country from one of nomadic tribes to the modern country we know today.¬† A significant part of that modernization has been the building of the infrastructure to meet the health care needs of its people.¬† Part of Sultan Qaboos’ vision was Omanization, that is, educating Omani citizens to replace expatriate workers to fill the roles of a modern society.¬† With that vision in mind, several businessmen established a private medical college, Oman Medical College, to increase the education of physicians beyond what the state run Sultan Qaboos University could do alone, essentially doubling the number of medical school graduates in the country.¬† The¬†vision for OMC is to provide a US style medical education to be taught in English.¬† The college opened in September of 2001, with a premedical campus in Muscat (three years of preparatory undergraduate education) and the final four years (similar to a US medical school curriculum) taught on the medical college campus in Sohar.¬† After two years of pre-clinical basic sciences on the Sohar campus, students receive their clinical training for the last two years at the large regional hospital in Sohar as well as in the nearby hospital in Rustaq.¬† In 2008, the first class of medical students graduated.

The purpose of this IAMSE web seminar will be to describe the challenges and opportunities of the affiliation of OMC with WVU.¬† Among the topics to be discussed will be the nature of the affiliation agreement, the governance of the college, the impact of language and culture on students’ preparedness for medical school, and the challenges of developing a faculty that can teach in a western curriculum.¬† Recent changes in the basic science curriculum from a block- to an integrated-system will also be described, which when fully implemented is designed to improve the critical thinking skills of the Omani students whose educational background and culture heretofore have hindered the development of independent thinking skills.

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February 22, 2011 at 12:00 pm

Training Medical Leaders: The University of South Florida-Lehigh Vally Health Network SELECT program

Presenter: Frazier Stevenson M.D. and Alicia Monroe
Frazier Stevenson

No bio available.

A new program in medical education has been jointly created by the University of South Florida (USF) College of Medicine and Lehigh Valley Health Network. The Scholarly Excellence, Leadership Experiences, Collaborative Training program, or SELECT, will prepare physician leader who can accelerate change in health care. The program will offer 56 students per year the opportunity to shape their educational experiences in a unique long-distance collaboration between ¬†a highly progressive, student-centered medical school, the USF College of Medicine in Tampa, FL, and at one of the country’s top health networks known for its quality, safety and modern team care, Lehigh Valley Health Network in Allentown, PA.

Students admitted to SELECT will spend their first two years taking classes at USF College of Medicine, and then go to Lehigh Valley Health Network for two years to focus on clinical education. The curriculum provides a value- added approach to the USF core curriculum, emphasizing leadership skills, team training, and health system education, preparing graduates for both their specialty of choice and for leadership which will help drive reform in medicine and health care.

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