Development of a health care systems curriculum.

Autor:	Pruitt Z; Department of Health Policy and Management, College of Public Health, Morsani College of Medicine, University of South Florida, Tampa, FL., Mhaskar R; Department of Internal Medicine, Morsani College of Medicine, University of South Florida, Tampa, FL., Kane BG; Department of Emergency Medicine, Morsani College of Medicine, University of South Florida, Lehigh Valley Campus, Allentown, PA., Barraco RD; Department of Surgery, Morsani College of Medicine, University of South Florida, Lehigh Valley Campus, Allentown, PA., DeWaay DJ; Department of Internal Medicine, Morsani College of Medicine, University of South Florida, Tampa, FL., Rosenau AM; Department of Emergency Medicine, Morsani College of Medicine, University of South Florida, Lehigh Valley Campus, Allentown, PA., Bresnan KA; Department of Family Medicine, Morsani College of Medicine, University of South Florida, Lehigh Valley Campus, Allentown, PA, USA., Greenberg MR; Department of Emergency Medicine, Morsani College of Medicine, University of South Florida, Lehigh Valley Campus, Allentown, PA.
Jazyk:	angličtina
Zdroj:	Advances in medical education and practice [Adv Med Educ Pract] 2017 Nov 06; Vol. 8, pp. 745-753. Date of Electronic Publication: 2017 Nov 06 (Print Publication: 2017).
DOI:	10.2147/AMEP.S146670
Abstrakt:	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). Competing Interests: Disclosure The authors report no conflicts of interest in this work.
Databáze:	MEDLINE
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