In 2013, the AMA set out to reshape medical education from the ground up. Five years later, the Association’s efforts to build the medical schools of the future, which involved working in tandem with the 32 schools in the AMA Accelerating Change in Medical Education Consortium, have made strides toward creating a modernized medical school curriculum.
Medical training, however, is a continuum. Learning begins in medical school then extends throughout a physician’s career. In an effort to expand the scope of its medical education goals, the AMA this week announced a new program aimed at transforming residency.
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When the AMA partnered with a select group of medical schools to form the Accelerating Change in Medical Education Consortium, their goal was to transform the training of future physicians to create a more well-rounded, system-focused generation of doctors.
Five years after that partnership began, the first cohort of those trainees enters residency instilled with that innovative approach to medicine. Three of these trainees-in Chicago to attend a consortium gathering-took the time for a Q&A about their experiences in medical schools that revamped their curricula to better serve patients and physicians.
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As part of its ongoing efforts to ensure physicians are trained to meet the needs of patients in both modern and future health systems, the American Medical Association (AMA) today announced the next phase of the AMA Accelerating Change in Medical Education Consortium. Each of the consortium's 32 medical school members have committed to continuing their work together to reimagine medical education and develop new-and expand upon existing-education innovations that can be shared among medical schools nationwide. The projects being announced today include curricular innovations focused on improving student well-being, addressing social determinants of health, improving quality of patient care and enhancing patient safety.
The partnership between the AMA and 32 of the country's leading medical schools aimed at creating physicians equipped to flourish in tomorrow's health care environment has yielded positive results. And the work of the AMA Accelerating Change in Medical Education Consortium is just beginning.
First medical students who received training under national effort begin to graduate this month, including students from NYU, Indiana University, East Carolina University, Oregon Health and Science University, Penn State.
With five medical schools this year graduating their first classes of students fully trained under a transformative national curricula redesign initiative, the American Medical Association (AMA) is highlighting innovations from recent years that have better trained the next generation of physicians. Launched five years ago, the AMA's Accelerating Change in Medical Education Consortium includes 32 of the country's leading medical schools working together to create the medical school of the future."
"East Carolina University's Brody School of Medicine was one of only 11 medical schools nationwide to be awarded a five-year, $1 million grant under the AMA program, which aims to bridge the gap between how future physicians are trained and how health care is delivered."
"The way doctors treat patients across the country is changing and the American Medical Association says that's thanks in part to ECU's Brody School of Medicine."
"A successful interprofessional team can improve patient care and the health care processes at the system level. Ensuring high-quality, efficient care in interprofessional teams requires defined roles and leadership. A module in the AMA's GME Competency Education Program (GCEP) aims to train residents on the attributes of effective teams and how to apply them."
"A few months ago, I read an article about school lunch shaming practices across the United States. Lunch shaming practices are described as the actions taken by school nutrition services to deal with children who have an outstanding debt on their lunch account. I would like to share what I have learned about lunchroom policies in Pitt County." - Frank Hernandez, Brody third-year medical student
A groundbreaking effort to catapult change in medical education is the focus of a new report on projects that, individually and as a whole, underscore the potential for transformation in the teaching of future physicians.
The 46-page monograph is a theme-by-theme description of the first four years of work by a consortium now numbering 32 allopathic and osteopathic medical schools—about a fifth of the nation’s total—that receive grants from the AMA Accelerating Change in Medical Education initiative. The consortium institutions represent 19,000 medical students—who eventually could treat as many as 33 million patients a year—but the initiative’s goal is to have a lasting, vastly broader effect on the teaching, training and lifelong learning of physicians.
ECU's Brody School of Medicine ranks No. 2 in US for sending grads into family medicine
The Brody School of Medicine at East Carolina University (ECU) was ranked second in the nation among M.D.-granting medical schools - and first in the state - this year for its high percentage of graduates pursuing careers in family medicine.
"I believe passionately in the mission of the NCMS. This organization, over a long history, has supported physicians, the practice of medicine and the citizens of North Carolina. I have served this organization over several years and I believe that I can contribute to the ongoing mission of the NCMS."
Dr. John Raymond, CEO of the Medical College of Wisconsin in Milwaukee, thinks there is an critical element sorely missing in the training of aspiring physicians: compassion...
"At first glance, it looks like a singles speed-dating event in a reception room in the new ECU Health Sciences Student Center... but listen closer and you find out the event is focused on future health care workers working together."
At the Brody School of Medicine at East Carolina University, students and residents bring to life what a new medical textbook describes: a culture of patient safety.
The Brody School of Medicine at East Carolina University developed its "Teachers of Quality Academy" program to build the capacity of faculty to teach quality and better prepare medical students for working in a changing health care delivery system. A recent article in Academic Medicine highlights the institution's approach for building this innovative program, along with key findings since its launch in 2014.
"...Aviation is an industry that used to have a very high accident rate, but now plane crashes are very rare," said Jason Higginson, MD, chief of pediatrics at the Brody School of Medicine at East Carolina University and co-author of "Principles of Teamwork and Team Science," a chapter in the new Health Systems Science textbook. "The reason is the industry has devised structured ways to organize workflow...."
Twenty-five health sciences professionals and administrators from East Carolina University and Vidant Health gathered for a daylong session recently at Dowdy-Ficklen Stadium's Club Level to learn about improving quality in health care delivery. And to build paper airplanes.
Students entering their first year of medical school at Brody School of Medicine at East Carolina University this fall will find a new immersion course that focuses on health systems and provides hands-on experience through simulations, patient navigation and interprofessional shadowing.
With patient safety and population health at the forefront, Brody students gain the skills to become leaders in health systems management
ECU nursing and medical students work together to protect their "patient" - an egg - during an egg drop activity earlier this semester meant to teach collaboration and quality improvement.
Interprofessional collaboration and how innovative programs can improve the quality of health care and education were recurring themes at the second Quality Improvement Symposium, held March 2 at the East Carolina Heart Institute at ECU.
A new program at the Brody School of Medicine at East Carolina University encourages medical students to pursue their individual passions and get academic recognition for those pursuits.