By Benjamin Robbins
Hundreds of people gathered in an event space in Google’s Cambridge, MA, office last month to demo the latest in health wearables and watch the final round of a health tech competition co-sponsored by Google, Anthem, MedTech Boston, and Medstro.com. The event suggests that we may be seeing a striking evolution of fitness-oriented health wearables to devices with the potential to improve patient care.
I’ll admit that I had relatively low expectations – imagining walking into a room full of devices designed to keep already-healthy people marginally more healthy. However, when I arrived I was struck by the number of knowledgeable medical experts who had built devices that seemed like they could truly help alleviate or prevent suffering caused by disease.
Continue reading Health Wearables and the Yeshwant Table
By Jennifer J. Salopek
In the late 1990s, the Office of Medical Education at the University of California San Francisco Medical School realized that the third-year curriculum, largely unchanged since the late 1890s, had to be transformed. Ann Poncelet, MD, who headed up the task force charged with the work, offers a dismal look back:
“Under the old apprenticeship model, we had a fragmented learning environment that offered no authentic role for students or for patients,” she says. “The result was a loss of patient-centeredness and moral erosion: Bright, skilled, empathetic doctors were not coming out the other end.”
Continue reading Reinventing the Third Year of Medical School at UCSF
By Ulfat Shaikh, MD
As a pediatrician, I make it part of my personal continuing education goals to keep up with the latest in children’s entertainment. Big Hero 6, Disney’s latest animated feature film, did not disappoint. It introduced me to Baymax, a potential future health care colleague I can look up to. Continue reading Personalized Medicine, Disney Style
By Larissa Guran
This year, Oregon Health & Science University rolled out a new medical school curriculum for incoming first year students. “Your MD” is an innovative program, with a completely new schedule and focus; it is replacing the current curriculum, which is retiring after it serves my classmates and me. This is an exciting time to be a student at OHSU, but one of the drawbacks of this transition year is the disconnect between first- and second-year students. Our school has a strong tradition of previous classes supporting and guiding new medical students through the overwhelming experience of the first year. From our Big/Little Sib program to the Sage Books of wisdom and advice passed down to the next class, we’ve worked hard as a class to stay connected to and supportive of the new students. One way we have done it is through an elective called “Leadership, Education, and Structural Competency.”
Continue reading Instituting “Affective Time Outs” at Oregon Health & Science University
By Jennifer J. Salopek
Do doctors who eat better provide better care? Tim Harlan believes they do. Educating medical students and residents about healthy foods and their preparation is central to the mission of the Goldring Center for Culinary Education at Tulane University, which Harlan directs. Both a trained chef and a doctor, Harlan is committed to showing future doctors—and the patients and communities they serve—that good-for-you foods can taste good too. In a high-fat, high-salt, high-alcohol environment like New Orleans, where the obesity rate is five points higher than the national average, that’s a crucial message to get across.
Continue reading Tulane Medical Students Learn About Health As Well As Health Care
By Kimberly Hoffman, PhD, and Josh Geltman
Successful educational organizations explicitly state their values, develop policies and educational experiences in support of those values, and design measurement tools to evaluate whether those values are routinely and systematically incorporated into daily work. At University of Missouri-Columbia (MU) School of Medicine, our values are expressed in the key characteristics we expect of our graduates. The first of these is the ability to deliver effective patient-centered care (PCC), a value and commitment shared by our major teaching hospital. We felt that to achieve routine delivery of PCC, we needed to understand it through the eyes of our patients. We wanted to legitimize and incorporate patients’ voices, and engage them in creating and assessing a more complete understanding of competence.
Continue reading Teaching to the Test: Patient-Centered Care
Originally posted December 16, 2014
By Jake Quinton
Madeline – a nursing student and hotspotting teammate – and I got back in the car after our third home visit with “R,” a woman whose complications from diabetes have landed her in the hospital every one to two weeks for the past two years. She is so well-mannered that she shows concern over how much homework we’re able to get done while we’re working with her. As we drive, I’m struck by the discrepancy between R’s health challenges and her resources.
Continue reading Notes from the Hotspotters: Finding Flow in Chronic Disease Management
By Javeed Sukhera, MD
After a recent consultation, my patient’s father, a fellow physician, asked me to re-evaluate my recommendations. While I had considered all appropriate practice guidelines and research on the topic, there was an almost obsessive inner monologue that somehow prompted me to reconsider. After all, here was a physician with a young child asking me to change my opinion; I might do the same in a similar situation. I began to wonder, how would I have responded to a parent who wasn’t a doctor—who perhaps had less education or hailed from a different socio-economic condition? Would I have been as likely to acquiesce to that parent’s wishes and reconsider my recommendation?
Continue reading What’s Your Bias?