2015 Fall: Evolution and Revolution in Medical Education – Placing Faculty and Students in New Experiences for Teaching and Learning

The Fall IAMSE webinar series has been traditionally dedicated to highlighting the most current issues in health sciences education, newest and most innovative technological teaching applications, and cutting-edge curricular developments that are advancing teaching and learning in the health sciences. We will continue this tradition this year by focusing on programs that are changing roles of faculty from traditional “sage-on-the-stage” content deliverers to motivators, synthesizers, mentors, facilitators, and learning coaches; changing learning environments from the traditional classroom to more experiential clinical learning sites based in-part on health system needs, utilizing competencies and milestones to measure student learning and progress that foster a flexible progression through the curriculum and integrate basic science into the clerkships, developing curricula that focus on “student well-being and resiliency”, and modifying timelines for student progression to residency. We are planning to include several of the new “Accelerating Change in Medical Education” initiatives recently funded by the American Medical Association.

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September 10, 2015 at 12:00 pm

Value Added Student Roles that Align Education and Health System Needs

Presenter: Jed Gonzalo, MD, MSc and Britta Thompson, PhD, MS

Jed David Gonzalo, MD, MSc, received a Bachelor’s degree in Biology/Philosophy from the University of Scranton, and his medical degree from the Penn State College of Medicine, receiving AOA status. He completed his internship, residency, and chief residency at the Beth Israel Deaconess Medical Center, Harvard Medical School, in Boston, MA. Following residency, Dr. Gonzalo completed a fellowship at the University of Pittsburgh in General Internal Medicine/Medical Education, earning a Master’s of Science in Medical Education. In 2012, he was hired as Assistant Professor of Medicine and Public Health Sciences at the Penn State College of Medicine. He has a track record in health services research, with 20+ peer reviewed publications, focusing on team-based bedside rounds, feedback/reflection, quality of care, healthcare disparities, and the interface between education and care delivery. As Associate Dean for Health Systems Education, Dr. Gonzalo coordinates the design and implementation of the Penn State College of Medicine grant awarded by the American Medical Association to “Accelerate Change in Medicine Education.” The Systems Navigation Curriculum includes a 17-month Science of Health Systems course and a Patient Navigator experience, whereby students are embedded into several health systems in south-central Pennsylvania to serve as patient navigators. Since beginning his faculty position, Dr. Gonzalo has received five education awards through the Penn State College of Medicine, and is also a Harvard Macy scholar.

Britta M. Thompson earned her B.S. from Kansas State University, her M.S. from the University of Missouri at Columbia and her Ph.D. in educational psychology from Texas A&M University. After receiving her Ph.D., she joined the faculty at Baylor College of Medicine in 2004 where she became the Director of Evaluation and Assessment and the Director of the Simulation Program. In 2009, became the Assistant Dean for Medical Education and Director of the Office of Medical Education at the University of Oklahoma College of Medicine. In March of 2015, she joined the faculty at Penn State Hershey College of Medicine as the Associate Dean for Learner Assessment and Program Evaluation. Her research interests in medical include evaluating curricular innovations such as Team-Based Learning, assessing cultural competency and the hidden curriculum, evaluating faculty development programs, and evaluating ways to promote student reflection. Through her work, she has been awarded several teaching and educational research awards. Her research has resulted in almost 200 regional and national peer-reviewed and invited presentations and 40 peer-reviewed articles.

This session will describe Penn State College of Medicine’s new Systems Navigation Curriculum (SyNC) which involves building relationships and collaborating with leaders of affiliated health systems in central Pennsylvania to design educational experiences that align medical education with health system needs. SyNC, launched in August 2014, combines a course in the Science of Health Systems with an immersive experience as a patient navigator. We will focus our discussion on the patient navigation component which provides opportunity for value added student roles in clinical settings in the Penn State Hershey Health System and other health systems throughout central Pennsylvania.  In addition, we will discuss how the longitudinal curriculum integrates core systems sciences such as health policy, high-value care, and population and public health with two threads related to evidence-based medicine, along with teamwork and leadership training throughout seven modules. Both the curriculum and patient navigation component are designed to allow students to develop the knowledge, skills and attitudes to function effectively amid the complexities of an evolving health system.

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September 17, 2015 at 12:00 pm

The Developmental Pursuit of Foundational Scientific Knowledge

Presenter: Lim Lomis, MD

Kimberly D. Lomis, MD is Associate Dean for Undergraduate Medical Education, Associate Professor of Surgery, and Associate Professor of Medical Education and Administration at Vanderbilt University School of Medicine. She is charged with the implementation of a major revision of the medical school curriculum, “Curriculum 2.0.” In that capacity, Dr. Lomis guided the efforts of over one hundred faculty members, residents and students to create an integrated, dynamic system of learning that is responsive to the needs of individual learners.

Dr. Lomis received her B.S. from the University of Texas at Austin in 1988 and her M.D. from the University Texas Southwestern Medical School in 1992. She trained in general surgery at Vanderbilt University Medical Center from 1992-1997 and practiced until 2012. She holds a graduate certificate in the Business of Medicine from Johns Hopkins, and is a Harvard Macy Institute Scholar.

Dr. Lomis’ academic interests include complex systems, change management and competency-based medical education. She guided the implementation of competency milestones for UME at Vanderbilt, which serve as evidence of student development in the new digital portfolio. She is the associate project director for the Association of American Medical Colleges national pilot project regarding the “Core Entrustable Professional Activities for Entering Residency” (CEPAER), and is co-director of the competency-based assessment group in the AMA Accelerating Change consortium.

Dr. Lomis also serves in the AAMC as the national chair of the Section on Undergraduate Medical Education, and is on the steering committee for the AAMC Group on Educational Affairs.

This session will describe efforts at Vanderbilt University School of Medicine to inculcate attention to the scientific foundations of medicine during the post-clerkship phase (years 3 and 4 in our revised “Curriculum 2.0”). We will discuss “Integrated Science Courses,” which intertwine ongoing foundational learning with clinical experiences to enhance student perception of relevance. We will discuss a model to intentionally foster master workplace learners by articulating a process for ongoing learning throughout one’s medical practice. Finally, we will discuss the use of shared developmental milestones throughout the entire curriculum to measure students’ approach to learning and ongoing knowledge acquisition.

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September 24, 2015 at 12:00 pm

Closing the Gap Between Undergraduate Medical Education and Practice Realities of Today and Tomorrow

Presenter: Lotte Dyrbye, MD

Lotte Dyrbye MD, MHPE, FACP  is Professor of Medicine, Professor of Medical Education, and Consultant in the Division of Primary Care Internal Medicine at Mayo Clinic, Rochester, Minnesota.  She is also Associate Chair for Faculty Development, Staff Satisfaction, and Diversity for the Department of Medicine, Mayo Clinic, and Associate Director of the Department of Medicine Program on Physician Well-being.  She is the Primary Investigator on Mayo Medical School’s grant “Accelerating Change in Medical Education,” awarded by the AMA.

Dr. Dyrbye is a graduate of the University of Wisconsin Medical School where she was selected AOA and she subsequently completed an internship and residency in Internal Medicine at the University of Washington.  She also holds a Masters in Health Profession Education from University of Illinois completed in 2009.  She is a past councilor for Clerkship Directors of Internal Medicine.  She has published 74 peer-reviewed publications many in elite journals.  In 2008 she received the Clerkship Directors of Internal Medicine Charles H Griffith Educational research award – awarded to the single Clerkship Directors of Internal Medicine member who has made the greatest impact on medical education over the preceding year.  In 2012, she received the only ABIM Professionalism Article Prize in the field of medical education and training for her article “A Multi-Institutional Study Exploring the Impact of Positive Mental Health on Medical Students’ Professionalism in an Era of High Burnout,” published in Academic Medicine.  In 2014, she was award the Deans recognition award for her contributions to Mayo Medical School. Her research interests are focused on medical student competency, professionalism, and well-being and she has received 11 competitive research grants to support this work.  Lotte is currently recognized as the world expert on medical student, resident, and physician well-being.

During this session Dr. Dyrbye, the PI on Mayo Medical School’s Accelerating Change in Medical Education Grant, will describe efforts to design, implement, and evaluate a new model of science of health care delivery (SHCD) education, generate milestones specific to SHCD and novel assessment tools, and a ‘resiliency toolbox’ of resources and to better prepare students to care for themselves and each other

October 1, 2015 at 12:00 pm

An Accelerated Pathway to Produce 21st Century Primary Care Physicians

Presenter: Tonya Fancher, MD, MPH and Mark C. Henderson, MD, FACP

Dr. Fancher is Associate Professor of Internal Medicine at the University of California Davis School of Medicine. As a board certified primary care internist and health services researcher, her work focuses on care for medically vulnerable, cross-cultural communication and workforce development. She completed her undergraduate studies in Classics and Biology at Cornell University and her medical school and residency at the New York University School of Medicine/Bellevue Hospital. She spent four years in the US Air Force as an internist and Associate Program Director for the Internal Medicine Residency Program at Travis Air Force Base. She completed a Health Services Research fellowship and obtained her MPH at UC Davis. She is currently PI on an American Medical Association grant to create a six-year medical school and residency pathway to primary care practice and a HRSA Title VII training grant to promote primary care careers in medically underserved settings.

Dr. Henderson graduated from the UCSF School of Medicine and completed his internal medicine residency at the University of Texas Health Science Center San Antonio. He is currently Professor of Clinical Medicine and Vice Chair for Education in the Department of Internal Medicine and served as the Residency Program Director from 2000 to 2012. In 2007, he was appointed Associate Dean of Admissions for the UC Davis School of Medicine. He is the co-principal investigator for the UC Davis Accelerated Competency–based Education in Primary Care (ACE-PC) program, which was funded by the American Medical Association.

Dr. Henderson is a highly regarded clinician-educator and leader in general internal medicine education.  He has served on the Council of the Association of Program Directors in Internal Medicine (APDIM) and has edited the highly acclaimed APDIM Toolkit for IM program directors and The Patient History textbooks on evidence-based history-taking.  He has developed innovative training programs at both UT San Antonio and UC Davis, including implementation of the multiple mini-interviews (MMI) process for medical school admissions. He is an Associate Editor for the Journal of General Internal Medicine Exercises in Clinical Reasoning series.  His academic and research interests include medical student career choice, medical school admissions practices, syncope, utility of the medical history, and development of clinical reasoning.  He has done medical work in several Latin American countries including trips to Nicaragua first-year medical students as part of the UC Davis MEDICOS program.

There are concerns that the current medical education structure and processes are inefficient and do not adequately prepare our students to function in our evolving healthcare systems. New educational models significantly modify the historic 2 + 2 time-based framework of UME. However, challenges will arise in implementing these new models. What will the impact be on accreditation processes, student selection for and matriculation into residency, and eligibility for licensure and board certification? The panelists will discuss the current controversies that arise in relation to the transformation of the educational program and provide an update on the Accelerated Competency-based Education in Primary Care (ACE-PC) at the University of California, Davis – a 6 year UME-GME pathway for students interested in primary care careers.

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October 8, 2015 at 12:00 pm

Educating Medical Students in a Clinical Environment Throughout the Entire Curriculum

Presenter: Brenda Rogers, MD, FAAP, FACP

Dr. Brenda Rogers is the Associate Dean for Student Affairs at the University of Missouri-Kansas City School of Medicine, where she is also Associate Professor in Internal Medicine and Pediatrics. She is the Past Chair of the Group on Combined Baccalaureate/MD programs, a national organization composed of representatives of over seventy such programs throughout the United States. Dr. Rogers’s academic interests include the development of professionalism expectations and remediation for students, interdisciplinary educational opportunities and the development of a healthy and well rounded learning environment for students and faculty.

Dr. Rogers served as the combined Internal Medicine/Pediatrics Residency Program Director from 2001-09. She served as Medical Director for Children’s Mercy Family Health Partners from 2005-09 where she worked on the development of a case manager program to assist patients as well as creating quality indicators that resulted in provider education programs. She has been a clinical instructor at the University of Missouri-Kansas City since 2000 and continues to work with students and residents daily in the clinical setting. She is the recipient of teaching and mentoring awards, as well as a member of the Gold Humanism Society and Alpha Omega Alpha.

Dr. Rogers is a graduate of the University of Missouri-Kansas City School of Medicine, a combined baccalaureate/MD program, where she obtained degrees in biology and medicine. She completed two years of her four year residency in Internal Medicine/Pediatrics residency at Creighton University. She completed the final two years at the University of Missouri-Kansas City after transferring training programs to be in proximity to her husband. She and her husband are the parents of two daughters and two dogs.

Innovative approaches to medical student education in the US have recently been discussed again as the cost of higher education and medical school continue to increase. Creative options have been proposed, including elimination of clinical experiences, requiring historical medical school coursework to be completed in the undergraduate years and shortening the duration of medical school, among others. In this webinar, information about a six year combined Baccalaureate/MD program will be provided. In this program, students are admitted directly from high school and immediately begin integrated undergraduate and medical school coursework. Similar to medical schooling in other countries, this program has over 40 years experience educating students in the heart of the US.  With over 3000 graduates, the program has alumni who are instrumental in many aspects of medicine, achieve great success and hold remarkable leadership positions throughout the United States.


  • Provide a description of the unique six year combined degree program at the University of Missouri-Kansas City School of Medicine.
  • Discuss the curriculum and how integrating traditional classroom and clinical experiences together benefits student education.
  • Compare objective performance information to national standards.
  • Review of unique issues that occur among the student population, which is younger than that of traditional US medical schools.
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