Value-Added Roles for Medical Students
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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.
Table of Contents
- 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
Product details
- No. of pages: 176
- Language: English
- Copyright: © Elsevier 2021
- Published: July 29, 2021
- Imprint: Elsevier
- eBook ISBN: 9780323759519
- Paperback ISBN: 9780323759502
About the Authors
Jed 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
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