Value-Added Roles for Medical Students

1st Edition - July 29, 2021
Authors: Jed D. Gonzalo, Maya M. Hammoud, Gregory W. Schneider
Language: English
Paperback ISBN:
9 7 8 - 0 - 3 2 3 - 7 5 9 5 0 - 2
eBook ISBN:
9 7 8 - 0 - 3 2 3 - 7 5 9 5 1 - 9

Providing real-life clinical experiences and context to medical students is an essential part of today’s medical education, and the partnerships between medical schools and health… Read more

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Providing real-life clinical experiences and context to medical students is an essential part of today’s medical education, and the partnerships between medical schools and health systems are an integral part of this approach. Value-Added Roles for Medical Students, the second volume in the American Medical Association’s MedEd Innovation Series, is a first-of-its-kind, instructor-focused field book that inspires educators to transform the relationship between medical schools and health systems with authentic workplace roles for medical students, adding relevance to medical education and patient care.

Cover image
Title page
Table of Contents
Any screen, Any time, Anywhere
Copyright
Foreword
Preface
Acknowledgments
Contributors
Part I: Theory
Part I. Theory
1. Concept of Value-Added Roles: Creating a Community of Practice
Outline
Chapter Summary
Introduction
The Urgent Need
Are Medical Students an Asset or a Liability?
What are the Ways Medical Students can Add Value?
Conceptual Frameworks for Value-Added Roles and Tasks
Educational Benefits—Health Systems Science as a “Passport” Into Value-Added Roles
A New Professional Identity as Systems Citizens
Conclusion and Following Chapters
Take-Home Points
Questions for Further Thought
Annotated Bibliography
References
2. Current and Emerging Models
Outline
Chapter Summary
Introduction
Historical Value-Added Roles
Emerging Value-Added Roles
Priority Areas for Advancing Value-Added Roles and Programs
Conclusion
Take-Home Points
Questions for Further Thought
Annotated Bibliography
References
3. The Role of Program Evaluation in Value-Added Medical Education: Overall Outcomes and Connections to the Assessment of Learning
Outline
Chapter Summary
Program Evaluation: Utility in Medical Education
Developing an Evaluation Plan
Evaluation Types, Methods, and Tools
The Evaluation Framework
Overall Outcomes and Connections to the Assessment of Learning
Engaging Stakeholders in Program Evaluation
Conclusions
Take-Home Points
Questions for Further Thought
Annotated Bibliography
References
Part II: Practice/Preclerkship, Clerkship, and Longitudinal Experiences
Part II. Practice/Preclerkship, Clerkship, and Longitudinal Experiences
4. Students as Patient Navigators: The Penn State College of Medicine
Outline
Chapter Summary
Introduction
Description of Patient Navigation at Penn State College of Medicine
Learning Goals of the Program
Assessment Techniques for Medical Students Participating as Navigators
Procedures for Evaluation of the Navigation Program
Necessary Resources to Build a Patient Navigation Program
The Implementation History and Strategies Employed
Key Advice for Feasibility and Sustainability
Conclusion
References
5. Students as Patient Navigators: Case Western Reserve University School of Medicine
Outline
Chapter Summary
Introduction
Description of Patient Navigation at Case Western Reserve University School of Medicine
Techniques to Assess Learners
Evaluation Procedures
Resources Needed
Implementation History and Strategies Employed
Key Advice for Feasibility and Sustainability
Conclusion
References
Faculty and Student Reflections
6. Primary Care Quality Improvement: The University of North Carolina at Chapel Hill
Outline
Chapter Summary
Introduction
Description of the Program at the University of North Carolina at Chapel Hill
Learning Goals
Techniques to Assess Learners
Evaluation Procedures
Resources Needed
Implementation History and Strategies Employed
Key Advice for Feasibility and Sustainability
Conclusion
Acknowledgments
References
7. Household-Centered Service-Learning: Florida International University Herbert Wertheim College of Medicine
Outline
Chapter Summary
Introduction
Description of Neighborhood Health Education Learning Program at Florida International University Herbert Wertheim College of Medicine
Learning Goals
Techniques to Assess Learners
Evaluation Procedures
Implementation History and Strategies Employed
Resources Needed
Key Advice for Feasibility and Sustainability
Conclusion
References
8. Early Medical Students as Clinical Microsystem Agents of Change—Improving Quality, Value, and the Patient Experience: University of California, San Francisco, School of Medicine
Outline
Chapter Summary
Introduction
Description of the Clinical Microsystems Clerkship at the University of California, San Francisco, School of Medicine
Learning Goals
Techniques to Assess Learners
Evaluation Procedures
Resources Needed
Implementation History and Strategies Employed
Key Advice for Feasibility and Sustainability
Conclusion
References
9. Plan-Do-Study-Act: Vanderbilt University School of Medicine
Outline
Chapter Summary
Introduction
Description of Foundations of Healthcare Delivery Quality Improvement Courses at Vanderbilt University School of Medicine
Learning Goals
Techniques to Assess Learners
Evaluation Procedures
Resources Needed
Implementation History and Strategies Employed
Key Advice for Feasibility and Sustainability
Conclusion
References
10. Community Health in Action: The A.T. Still University’s School of Osteopathic Medicine in Arizona
Outline
Chapter Summary
Introduction
Description of the Community Project Program at A.T. Still University’s School of Osteopathic Medicine in Arizona
Techniques to Assess Learners
Resources Needed
Demonstrated Value Added
Implementation History and Strategies
Key Advice for Feasibility and Sustainability
References
Part III: Implementation
Part III. Implementation
11. Envisioning and Planning Value-Added Roles
Outline
Chapter Summary
Introduction
Kern’s Curriculum Development Approach
Kotter’s Change Management Framework
Vision and Planning
Value-Added Examples from the Covid-19 Pandemic
Conclusion
Take-Home Points
Questions for Further Thought
References
12. Launching and Sustaining Value-Added Roles
Outline
Chapter Summary
Introduction
Theoretical Framework
Identifying Opportunities for Value-Added Roles and New Partnerships
Making Critical Decisions when Developing Organizational and Educational Strategies
Execution at Your Home Institution
Take-Home Points
Questions for Further Thought
Annotated Bibliography
References
13. Improving and Growing Value-Added Roles
Outline
Chapter Summary
Introduction
The Academic Medical Center: A Model Under Duress
Importance of Stakeholder Perspectives
Overcoming Obstacles: Strategies to Improve and Grow Value-Added Roles
Conclusion
Take-Home Points
Questions for Further Thought
Annotated Bibliography
References
Glossary
Index

Jed D. Gonzalo

Dr. Jed Gonzalo is Assistant Professor of Medicine and Public Health Sciences and Associate Dean for Health Systems Education. He oversees the design of curricula related to the emerging field of health systems science, which prepares physicians for evolving health systems. Gonzalo is funded by the AMA “Accelerating Change in Medical Education” initiative, has 39 peer-reviewed publications related to medical education and clinical research, and is one of the authors our AMA Health Systems Science text. In his first five years as a member of the Penn State faculty, Gonzalo has been awarded seven education awards. He also won the National Society of General Internal Medicine Scholarship in Medical Education Award in 2016.

Affiliations and expertise

Hospitalist, Internal Medicine, Penn State Medical Center, Hershey, Pennsylvania

Maya M. Hammoud

Maya Hammoud, MD, MBA, is Professor of Obstetrics and Gynecology, Professor of Medical Education at the University of Michigan Medical School, and the AMA’s special adviser on medical education innovation. She is a fellow ACOG and past president of the Association of Professors of Gynecology and Obstetrics (APGO).

Affiliations and expertise

Professor, Obstetrics and Gynecology, University of Michigan, Ann Arbor, Michigan

Gregory W. Schneider

Dr. Gregory Schneider teaches medical students at all levels, concentrating on clinical skills, ethics, and the social factors involved in health. His career has focused on higher and medical education with over 20 years of teaching. Dr. Schneider spent a decade teaching undergraduate liberal arts, earning tenure at a liberal arts college, and more than 10 years teaching at the medical school level. He has practiced primary care in academic health, student health care, and community health center settings. These experiences have all contributed to his appreciation of the importance of the doctor-patient relationship, empathy, and working as part of a diverse caregiving team.

Affiliations and expertise

Associate Professor, Florida International University, Herbert Wertheim College of Medicine, Miami, Florida