Patients & Populations Year 2 Proposal A presentation to the Medical Education Committee Brenda Sirovich, MD, MS on behalf of The New Course Faculty Work Group Including Amanda Albright, Pamela Bagley, Alex Grossman, Jon Huntington, Donna McGrath, Carolyn Murray, Cathy Pipas, Judy Rees, Brenda Sirovich, and Craig Westling

HealthcareHealth MoleculeCellOrganIndividualGroupSystemPopulationOrganism Communication — Clarity — Listening Design — Improvement — Change Professionalism — Teamwork — Leadership Inquiry — Context — Integration Measurement — Analysis — Critical Thinking

By the conclusion of the course...  students will be empowered with the knowledge, capabilities, and motivation  to be effective, collaborative problem solvers and change agents  who go on to make a difference in the health of both individuals* and populations,  and advance the effectiveness and value of healthcare. HealthcareHealth MoleculeCellOrganIndividualGroupSystemPopulationOrganism Communication — Clarity — Listening Design — Improvement — Change Professionalism — Teamwork — Leadership Inquiry — Context — Integration Measurement — Analysis — Critical Thinking P ATIENTS & P OPULATIONS : I MPROVING H EALTH AND H EALTHCARE

Communication — Clarity — Listening Design — Improvement — Change Professionalism — Teamwork — Leadership Inquiry — Context — Integration Measurement — Analysis — Critical Thinking FALLWINTER SPRING SeptOctNovDecJanFebMarAprMay  Incorporates Year 1 Biostats / Epi course as one of 4 intersecting modules  Further develops content from the Fundamentals of HCDS Seminar course  Includes a newly developed module on Professionalism, Teamwork & Leadership  Incorporates communication throughout all modules  Consists of 60 hours of contact time (19 added)  Has taught us a lot Leadership Format: Mixed large / small group (Winter) sessions, small mentored student teams Assessment: Readings + structured reflections; individual personal improvement project; team improvement project; participation & professionalism O BJECTIVE : T O DEMONSTRATE KNOWLEDGE, SKILLS, AND AWARENESS TO EFFECTIVELY LEAD CHANGE AT THE INDIVIDUAL, TEAM, AND SYSTEM LEVELS. Communication Format: Directly incorporated (with assessment) into each module. O BJECTIVE : T O COMMUNICATE EFFECTIVELY ( INCLUDING LISTENING ) ABOUT HEALTH & HEALTHCARE Measurement Format: Series of large group lectures paired with small group discussion and problem solving sessions (Fall); Monthly Canvas Self- Assessments in Biostats/Epi (Winter / Spring) Assessment: 2 Quizzes + cumulative Final Exam (Fall); monthly Self-Assessments (Winter / Spring) O BJECTIVE : A PPLY STATISTICAL AND EPIDEMIOLOGICAL CONCEPTS, AND MAKE SENSE OF DATA AND EVIDENCE, TO INFORM CLINICAL PRACTICE AND MAKE MEANINGFUL AND MEASURABLE IMPROVEMENT IN HEALTH AND HEALTHCARE. Systems Format: Mixed large / small group (Winter / Spring) sessions, small inter-professional student teams Assessment: Inter-Professional Shadowing experience + structured reflections; participation & professionalism O BJECTIVE : D EMONSTRATE AND COLLABORATIVELY APPLY PRINCIPLES AND PRACTICES TO IMPROVE PROCESSES, OUTCOMES, AND VALUE WITHIN & ACROSS HEALTHCARE SYSTEMS Context Format: Series of large group interactive sessions (Fall / Winter / Spring). Assessment: Final project short paper submission (Spring) O BJECTIVE : E VALUATE THE FORCES, EXPLICIT ( E. G. LEGAL, FINANCIAL, REGULATORY ) AND IMPLICIT ( E. G. HISTORICAL, CULTURAL, ETHICAL ), THAT INFLUENCE, AND ANALYZE THE RELATIONSHIP BETWEEN, HEALTHCARE AND POPULATION HEALTH. P ATIENTS & P OPULATIONS : I MPROVING H EALTH AND H EALTHCARE YEAR 1 Leadership Measurement Context Communication Systems

Communication — Clarity — Listening Design — Improvement — Change Professionalism — Teamwork — Leadership Inquiry — Context — Integration Measurement — Analysis — Critical Thinking  Incorporates Year 1 Biostats / Epi course  Further develops content from the Fundamentals of HCDS Seminar course  Includes a newly developed module on Professionalism, Teamwork & Leadership  Incorporates communication throughout all modules  Consists of 60 hours of contact time (19 added)  Has taught us a lot P ATIENTS & P OPULATIONS : I MPROVING H EALTH AND H EALTHCARE The Big Idea: + Nuts & Bolts: need work o Transparency o Order o Other specifics * Applying the capabilities: The Project YEAR 1

An elective to start with Communication — Clarity — Listening Design — Improvement — Change Professionalism — Teamwork — Leadership Inquiry — Context — Integration Measurement — Analysis — Critical Thinking P ATIENTS & P OPULATIONS : I MPROVING H EALTH AND H EALTHCARE YEAR 2 Why? Objectives Synthesis (As planned) What? Case-based curriculum Project-based curriculum Staged implementation Applying the capabilities: The Project

Questions, Suggestions, Compliments? P ATIENTS & P OPULATIONS : I MPROVING H EALTH AND H EALTHCARE YEAR 2 Thank you

Patients & Populations, Year 1 The first year Patients & Populations course consists of 5 overlapping and interwoven modules. Each module corresponds to one of the first 5 (of 6) overarching course learning objectives (see Course Syllabus, p.2): Measurement (objective #1), Context (#2), Leadership (#3), Systems (#4), and Communication (#5). The following is a schematic concept map of these 5 modules as they will have unfolded over the course of the year. We believe each of these domains is essential for the future physician both in the practice of medicine, and in striving to make a difference on a larger scale, playing a role as effective problem solvers and agents of positive change in healthcare and population health. (The National Board of Medical Examiners also considers these domains important, covering them on the USMLE Step 1, 2, and 3 exams.*) Context Measurement Systems Leadership Communication Format: Mixed large / small group (Winter) sessions, small mentored student teams Assessment: Readings + structured reflections; individual personal improvement project; team improvement project; participation & professionalism O BJECTIVE : T O DEMONSTRATE KNOWLEDGE, SKILLS, AND AWARENESS TO EFFECTIVELY LEAD CHANGE AT THE INDIVIDUAL, TEAM, AND SYSTEM LEVELS. Format: Mixed large / small group (Winter / Spring) sessions, small inter-professional student teams Assessment: Inter-Professional Shadowing experience + structured reflections; participation & professionalism O BJECTIVE : D EMONSTRATE AND COLLABORATIVELY APPLY PRINCIPLES AND PRACTICES TO IMPROVE PROCESSES, OUTCOMES, AND VALUE WITHIN & ACROSS HEALTHCARE SYSTEMS Format: Directly incorporated (with assessment) into each module. O BJECTIVE : T O COMMUNICATE EFFECTIVELY ( INCLUDING LISTENING ) ABOUT HEALTH & HEALTHCARE Format: Series of large group lectures paired with small group discussion and problem solving sessions (Fall); Monthly Canvas Self- Assessments in Biostats/Epi (Winter / Spring) Assessment: 2 Quizzes + cumulative Final Exam (Fall); monthly Self-Assessments (Winter / Spring) O BJECTIVE : A PPLY STATISTICAL AND EPIDEMIOLOGICAL CONCEPTS, AND MAKE SENSE OF DATA AND EVIDENCE, TO INFORM CLINICAL PRACTICE AND MAKE MEANINGFUL AND MEASURABLE IMPROVEMENT IN HEALTH AND HEALTHCARE. Format: Series of large group interactive sessions (Fall / Winter / Spring). Assessment: Final project short paper submission (Spring) O BJECTIVE : E VALUATE THE FORCES, EXPLICIT ( E. G. LEGAL, FINANCIAL, REGULATORY ) AND IMPLICIT ( E. G. HISTORICAL, CULTURAL, ETHICAL ), THAT INFLUENCE, AND ANALYZE THE RELATIONSHIP BETWEEN, HEALTHCARE AND POPULATION HEALTH. FALLWINTER SPRING SeptOctNovDecJanFebMarAprMay See USMLE Content Outline (pp. 29 – 33) and Physician Tasks & Competencies, ‘Required Texts’ Canvas page. (Caveat: We are not exactly big fans of these documents.)