Category Archives: Future of AMCs

Remove the Filters To Expand Your Vision of Medical Education

Originally posted September 26, 2015

By Steven M. Christiansen, MD

Let me share with you a few insights so far on Stanford Medicine X 2015 (MedX), but first, let’s talk about colored filters, how our individual filters blind our perspective, and why we must remove our individual filters in order to make the most of Medicine X.

FiltersAs you know, when the white light from a flashlight is shined onto a canvas, the canvas is illuminated. If, however, a blue-colored filter is placed in the light’s beam, the only color seen on the canvas will be blue, and the same goes for red, yellow, or other colors within the visual spectrum. Said differently, the colored filter removes from view all colors except that of the filter itself.

This week at MedX I have been inspired, engaged, and enthused for the future of healthcare. I have listened to amazing presentations by physicians, medical students, nurses, pharmacists, social workers, patients, caregivers, innovators, and thought leaders. MedX, organized by the talented Dr. Larry Chu, delivers as promised, strategically placing MedX at the “intersection between medicine and emerging technologies.” I have enjoyed the presentations, the panels, the small-group discussions, and have attempted to contribute relevant content and insights to the live #MedX Twitter feed. In a few days, MedX will be but a fond memory for the masses, but its legacy will be in its ability to catalyze change. Continue reading Remove the Filters To Expand Your Vision of Medical Education

At Stanford #MedX | ED, Breakthroughs and a Prescription for Change

By Jennifer J. Salopek

As editor of Wing of Zock for the past four years, I have had the honor of learning about hundreds, perhaps thousands, of innovative ideas to reimaging medical education. On the first day of the inaugural Stanford Medicine X | ED conference Wednesday, I got enough new ideas to fuel a year’s worth of posts. A diverse lineup of presenters—educators, students, and patients—collectively created, through words, images, videos, and music, a vision of a possible future for medical education. They reported on promising innovations in medical education that aim to better prepare the doctors of tomorrow. Accompanied by colored lights, diffuse video backgrounds, and a varied soundtrack, the high-energy atmosphere that is the hallmark of Stanford Medicine X pervaded a conference on medical education. Continue reading At Stanford #MedX | ED, Breakthroughs and a Prescription for Change

“How Might We…” Redesign Medical Education?

By Jennifer J. Salopek

IMG_4430What does “medical education” really mean? In its current form, it means four years of medical school, mostly synchronous, live instruction by a faculty member, followed by three to seven years of residency. But what if we took all of our existing notions about medical education and threw them out the window? What if we went back to the drawing board, to design from scratch a new model of medical education that no longer assumes that knowledge acquisition happens in a single, continuous four-year span? That no longer assumes that faculty members are the arbiters of that knowledge? That no longer assumes that teachers and learners must be co-located? That no longer assumes that people learn by sitting and listening? Continue reading “How Might We…” Redesign Medical Education?

Say Goodbye to Industrial-Age Medical Education

Chu Kicks Off Inaugural Stanford Medicine X | ED Conference with Call to Redefine Medical Education

By Jennifer J. Salopek

medx_twitter_icon_400x400In a rousing address this morning to an eager crowd of hundreds, Stanford anesthesiologist Larry Chu, MD, kicked off the first annual Stanford Medicine X | ED conference with a call to redefine medical education as we know it. Chu, the visionary educator who conceived and executed Medicine 2.0, Stanford Medicine X, the Health Care Innovation Summit, and other unique learning forums, exhorted the members of the crowd to bring a “beginner’s mind” to the challenges facing medical education in the 21st century. Continue reading Say Goodbye to Industrial-Age Medical Education

Verghese: #MedEd Must Restore 1:1 Training at the Bedside

By Jennifer J. Salopek

Verghese AbrahamTechnological advances in medicine and health care have caused providers to lose their human connection with patients, says noted author and teacher Abraham Verghese, MD; returning to an apprenticeship model that emphasizes training at the bedside can help to restore that connection. Verghese previewed his Wednesday Stanford MedicineX | ED keynote* in an interview last week, saying that he wants his diverse audience of students, educators, and patients to take away this key message: “Even as we change dramatically how we educate, the very nature of teaching requires more consideration than ever of the human element.”

*To watch the keynote live on Wednesday, September 23 at 5:25 PM Pacific time, click here. Continue reading Verghese: #MedEd Must Restore 1:1 Training at the Bedside

MU Walks the Talk with New Patient-Centered Care Learning Center

By Jennifer J. Salopek

140617_MU SOM-MASTER_From SW_14

Last month, the University of Missouri Medical School broke ground on an innovative new facility at its main campus in Columbia: the Patient-Centered Care Learning Center (PCCLC). From name to design to construction materials, the building will reflect MU’s mission to educate future physicians to provide effective, patient-centered care. Continue reading MU Walks the Talk with New Patient-Centered Care Learning Center

How Technology Can Enhance Health Professions Education

By George Thibault, MD

Digital technology is transforming how all of us live, communicate, and get information. It’s no different for health professions education, where leaders are navigating how to harness technology to help students learn continuously, retain knowledge, and build care competencies.

It’s clear that the “classroom” model for health professions education is fast evolving, moving away from traditional lectures to a greater reliance on online teaching, virtual experiences, and use of mobile tools that are more convenient, accessible, and adaptable. Many of these technological innovations hold great potential for preparing students and sustaining knowledge for faculty and patients as well. But we need to better understand how technology can enhance health professions education, and be blended with more traditional educational approaches. We need to make sure we are leveraging it in the right ways to improve clinical practice, enable lifelong learning broadly, and achieve better health results for patients. Continue reading How Technology Can Enhance Health Professions Education

What Academic Medical Centers Can Learn from Lippi

By James McDeavitt, MD

Originally posted July 7, 2015

512px-fra_filippo_lippi_-_madonna_with_the_child_and_two_angels_-_wga13307What does this 15th century Renaissance painting have to do with a 21st century academic medical center?

Painted by Fra’ Filippo Lippi (a monk of some questionable repute) in about 1465, I selected this image as an analogy for our two broad challenges in building a successful academic medical enterprise in the rapidly changing healthcare environment.

The first challenge is the need to innovate.

At first blush, Lippi’s Madonna With Child and Two Angels may not scream innovation. However, in its time it included a number of groundbreaking techniques. Continue reading What Academic Medical Centers Can Learn from Lippi