Several weeks ago, I was fortunate enough to attend a meeting at the Association of American Medical Colleges (AAMC) on a new mandatory payment model for joint replacement. I was the only resident physician among the more than 70 health professionals at the meeting. What I learned is that for most trainees in medical school and residency, little time is spent understanding the nuances of health care finance or practice management. Continue reading Left Behind: Why Excluding Residents from Delivery System Reform Hurts Us All
Three in four physicians stated that unnecessary tests and procedures contribute to the high cost of health care in the United States, according to a survey conducted by PerryUndem Research/Communication. In recent years, medical societies and health care professionals alike have begun to speak out on the overutilization of tests and its harmful effects on health. Nilay Patel, MD, an internal medicine resident at Massachusetts General Hospital (MGH), understands that we must shift away from our “more is better” culture. That shift can start by equipping residents with the proper knowledge, skills, and tools to promote a culture of high-value care among their patients.
Cost-Value of Patient Care
Patel partnered with his faculty advisor, Ryan Thompson, MD, to investigate MGH residents’ knowledge of the relationship between cost and value due to residency program curriculum, and their consideration of cost–value during daily patient activities. The results were startling: Only 35 percent of residents felt that the current curriculum prepared them to consider the cost–value of patient care during delivery; fewer than 50 percent of residents considered cost–value of procedures and tests on a daily basis.
“These results verified that there was a need for a new, innovative curriculum to train internal medicine residents at MGH in the delivery of high-value care,” said Patel.
Part two of a five part series on the 2014 AAMC Clinical Care Innovation Challenge Pilot Award Winners
Several years ago in Brazil, medical student Anatalia Labilloy witnessed a newborn die in the delivery room when the care team could not properly perform neonatal resuscitation. The experience left an indelible memory with her. She was early in her medical training and she was anxious about encountering other occasions to resuscitate babies knowing what could happen. Now as a resident at Cincinnati Children’s Hospital Medical Center, Labilloy is practicing vital resuscitation skills to help babies breathe.
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.
As 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
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
By Jennifer J. Salopek
What 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?
Chu Kicks Off Inaugural Stanford Medicine X | ED Conference with Call to Redefine Medical Education
By Jennifer J. Salopek
In 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
By Jennifer J. Salopek
Howard Rheingold has been speaking and writing about how to learn, live, and thrive online since 1987, when he coined the term “virtual community.” Since then, he has become an expert on digital literacy, launched websites and online magazines, given a TED talk, spoken about digital journalism, and authored several books including his most recent, Net Smart: How to Thrive Online. Known for his colorful attire, rakish headgear, and painted shoes, Rheingold will deliver the opening keynote* tomorrow at Stanford Medicine X | ED on the era of the networked patient and the advantages and challenges that confront health care providers. He provided a preview of his talk during a telephone interview last week.
*To watch the keynote live Wednesday, September 23 at 8:30 AM Pacific time, click here. Continue reading Clicking with the Networked Patient