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Development of a health care systems curriculum.
Advances in Medical Education and Practice
  • Zachary Pruitt
  • Rahul Mhaskar, University of South Florida
  • Bryan G Kane, MD, Lehigh Valley Health Network
  • Robert D Barraco, MD, MPH, Lehigh Valley Health Network
  • Deborah J DeWaay
  • Alexander M Rosenau, DO, Lehigh Valley Health Network
  • Kristin A. Bresnan, MD, Lehigh Valley Health Network
  • Marna R Greenberg, DO, MPH, FACEP, Lehigh Valley Health Network
Publication/Presentation Date
1-1-2017
Abstract

Background: There is currently no gold standard for delivery of systems-based practice in medical education, and it is challenging to incorporate into medical education. Health systems competence requires physicians to understand patient care within the broader health care system and is vital to improving the quality of care clinicians provide. We describe a health systems curriculum that utilizes problem-based learning across 4 years of systems-based practice medical education at a single institution.

Methods: This case study describes the application of a problem-based learning approach to system-based practice medical education. A series of behavioral statements, called entrustable professional activities, was created to assess student health system competence. Student evaluation of course curriculum design, delivery, and assessment was provided through web-based surveys.

Results: To meet competency standards for system-based practice, a health systems curriculum was developed and delivered across 4 years of medical school training. Each of the health system lectures and problem-based learning activities are described herein. The majority of first and second year medical students stated they gained working knowledge of health systems by engaging in these sessions. The majority of the 2016 graduating students (88.24%) felt that the course content, overall, prepared them for their career.

Conclusion: A health systems curriculum in undergraduate medical education using a problem-based learning approach is feasible. The majority of students learning health systems curriculum through this format reported being prepared to improve individual patient care and optimize the health system's value (better care and health for lower cost).

Comments

© 2017 Pruitt et al. This work is published and licensed by Dove Medical Press Limited. this is publish open access at: http://resolver.ebscohost.com/openurl?sid=Entrez%3aPubMed&id=pmid%3a29138614&site=ftf-live The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License http://creativecommons.org/licenses/by-nc/3.0/). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms (https://www.dovepress.com/terms.php).

PubMedID
29138614
Document Type
Article
Citation Information

Pruitt, Z., Mhaskar, R., Kane, B. G., Barraco, R. D., DeWaay, D. J., Rosenau, A. M., & ... Greenberg, M. R. (2017). Development of a health care systems curriculum. Advances In Medical Education And Practice, 8745-753. doi:10.2147/AMEP.S146670