By Jennifer J. Salopek
In an announcement at Stanford Medicine X this morning, conference director Larry Chu, MD, revealed his plans to launch The MedX Academy, a multi-prong initiative aimed at disrupting medical education in much the same way that Medicine X attempts to disrupt the patient–provider relationship. Its goals:
- Make content accessible.
- Learn together and from each other.
- Start earlier.
“We are focusing on medical education in order to disrupt earlier in the process. We need to reach the health care team before they become too entrenched in old ideas,” Chu said in an interview. (This year’s Medicine X welcomed 100 high school students who are interested in health care professions.)
The Academy is composed of two parts: a virtual classroom that utilizes a MOOC (massive open online courses) format; and an in-person conference that will precede and complement Medicine X 2015 (September 25-27). The first MOOC, “Engage and Empower Me,” a patient design course, will launch Monday through Stanford Online. Courses will not confer CME or GME credit, although patients will be able to earn a Stanford MedX certificate by completing a prescribed curriculum. Chu says that his eventual hope is to provide curriculum for health care providers as well. Continue reading
By George Thibault, MD
In 1978, primary care leaders from around the globe met in Alma Alta (now part of Kazakhstan) and declared that all patients should have the “right and duty to participate individually and collectively” in planning and implementing their health care. Thirty six years later, US health care leaders continue to wrestle with how to meaningfully achieve that goal in this century. Although great strides have been made to fix, reform, transform and revolutionize US health care, we have been less effective at making sure those who care, learn, teach or work within that system can truly partner with patients. Continue reading
By Harlan Krumholz,MD
Medicine is an information science. The volume, velocity, and variety of data and information that suffuses the medical profession are unprecedented and growing at a rapid pace. The medical landscape is changing from one in which medical knowledge is derived from laboratories and insights from the basic sciences to one that is supplemented by databases and insights from the experiences of patients and populations. In this environment, it is impossible for an individual to keep current with the ever-expanding knowledge base of medicine.
These changes have implications for the way we train doctors. The best doctors in the future will be able to manage streams of information, know how to access relevant information, be able to judge the validity of various sources of knowledge, and have the skills to communicate about such data and knowledge with patients. Training in how to manage this type of wide-scale data and use it effectively for each patient will be an essential skill. Continue reading
By Diane Farineau
Right before Christmas, I got a border collie puppy. Winter is a terrible time to get a puppy, but she needed a rescue, so here we are. Having been strictly a labrador kind of gal, my introduction to the unique qualities of the border collie breed has resulted in a number of personal epiphanies. The first revelation is that my pup and I share many of the same traits. The second revelation is that these traits are a crucial requirement for my professional role as director of a graduate medical education (GME) office; they have enabled me to be successful.
How so, you ask?
By Jennifer J. Salopek
Amid frosted glass walls and brightly colored furniture, the meeting attendees cautiously approach the tables stocked with Post-It notes, crayons, Play-Doh, and duct tape in neon colors. Although the purpose of these supplies might be obvious to people familiar with design thinking, their usefulness is less apparent to the folks gathered at Sibley Hospital in Washington, DC, in late July. This is the first meeting of the Design Team on Healthy Aging, which is being held at Sibley’s brand-new Innovation Hub. The attendees, Sibley employees and representatives of local community organizations, will participate in a rapid 90-day iteration process to develop a new product or service.
Several days ago, we encountered some posts on the blog that were also sent out to readers without our knowledge or permission. As soon as we became aware of the problem, we began working on a solution to eliminate these spam posts. For the past few days, our site was down in order for us to perform some maintenance to fix the problem and overall improve user experience.
We apologize for the unwanted spam in your inbox, but are happy to report that the Wing of Zock is up and running on a normal content schedule again.
We want to thank you, our readers, for your support, your tweets, and kind words while we worked to send the spam where it belongs – with the pineapple on our breakfast plates (well, maybe only for some of us).
- The Wing of Zock Editorial Staff
As you might have noticed, the Wing of Zock has been sending out some spam messages over the past few days. We are aware of the problem and are currently working on a solution to stop the spam posts and eliminate the security concerns.
We apologize for the unwanted spam in your inbox. If you receive any of these attacks, please avoid clicking on the links as they could potentially be harmful to your computer or mobile device. Thank you for your patience during this time. We are optimistic that we will be back to normal and spam-free within the next few days.
- Wing of Zock Editorial Team
A couple of years ago, post-graduation surveys of Vanderbilt University medical students revealed that their understanding of the health care system, especially population health management, could be more robust. Bonnie Miller, MD, associate vice chancellor for health affairs and senior associate dean for health sciences education, tasked a team of clinical faculty with this project: to integrate students into clinical teams to care for patients while learning about the larger care-delivery system; and to integrate the patient care experience with medical knowledge. The larger vision was to offer early, active clinical work that would affect the way students learned. The result, the Continuity Clinical Experience (CCX), is a required, four-year longitudinal course launched in fall 2012; participants go “from waiting room to parking lot” with patients. Wing of Zock editor Jennifer Salopek recently sat down with the Vanderbilt team to learn more about the course, which was honored in the AAMC’s Clinical Care Innovation Challenge. An abstract of the project can be found here.