Tomorrow’s Health Educator Paige McDonald, EdD George Washington University

Questions to consider How do we enact the future of healthcare through education? What will healthcare look like in 2027? What are the needs of our future graduates? What do these needs mean for education? How can we support faculty?

What’s the future of healthcare? And...how do we enact it through education? Graphic credit: The Noun Project

Image credit: Smithsonian.com Image credit: Bustle.com Image credit: Smithsonian.com

Image credit: Creative Commons Image credit: Aehdeschaine | CC BY 2.0 Image credit: Nova | CC BY 2.0 Image credit: Joe Bullinger

What is our prediction for the classroom of the future? Adaptive learning Mobile learning Simulation Gamification Virtual reality Image credit: WikiMediaCommons

If we enact the future...then how do we begin today to enact the type of healthcare education our students will require to practice in the future?

What will healthcare look like?

Image credit: The Horizons Tracker Image credit: Smithsonian.com

Future healthcare needs Reduce cost and increased quality Interprofessional diagnosis and treatment complimented by appropriate technologies A complex systems approach to knowledge generation and care

Atul Gawande, June 2010, The New Yorker “Great medicine requires the innovation of entire packages of care—with medicines and technologies and clinicians designed to fit together seamlessly, monitored carefully, adjusted perpetually, and shown to produce ever better service and results for people at the lowest possible cost for society.” Image credit: Wikipedia Atul Gawande, June 2010, The New Yorker

IOM vision: a continuously learning healthcare system Science, informatics, incentives, and culture align for continuous improvement and innovation Best practices seamlessly embedded in the care process Patients and families as active participants in all elements New knowledge captured as an integral by-product of the care experience (Roundtable on Value & Science-Driven Health Care, 2012 as cited in IOM, 2013)

What are the needs of our future graduates?

Skills required of future graduates Systems thinking Self-direction in learning Higher order thinking Evidence-based decision making Data analysis, integration & application Reflective practice Interprofessional teaming & thinking capabilities

What do these needs mean for education?

Adopting innovative pedagogical models Adapted from McDonald et al. (2017, in press)

Leveraging technology Adapted from McDonald et al. (2017, in press)

Macy Foundation Vision of Health Professions Education “Intelligent use of educational and information technologies supports the linkage between education and delivery systems to create a Continuously Learning Health System. In this system, teachers, learners, and clinical data inform continuous improvement processes, enable lifelong learning, and promote innovation to improve the health of the public.” (Stuart & Triola, 2015)

Macy foundation recommendations Empower students, faculty members, and clinicians as teachers and lifelong learners Promote interprofessional education Develop faculty expertise in applying educational technologies for teaching, learning, and assessment Create an educational system that is competency-driven, affordable, and accessible Integrate educational and clinical missions Analyze and apply data to inform curriculum and learning experiences Integrate data across systems and programs (Stuart & Triola, 2015)

How can we support faculty?

Model interprofessional collaboration

But, we still have challenges Faculty time Ongoing faculty development Student acceptance Image credit: Nick Youngson

And...we still have questions How do we assess contact hours with students? Is the Carnegie standard still appropriate? What is required for accreditation? What is required for federal funding?

How we categorize contact time Direct/Guided Instruction (2.5 hours) Independent Learning (5 hours) Lecture recordings Reading assignments Moderating discussion boards Essays/reflections Feedback on group projects Self-check quizzes GWU CRL Sample Statement (Based on a 15-week, 3 credit hour course)

References Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons. Federal Regulation 34 C.F.R. § 600.2 (2011) https://www.gpo.gov/fdsys/pkg/CFR-2011-title34-vol3/pdf/CFR-2011-title34-vol3-sec600-2.pdf Gawande A. (2010, June 16). The velluvial matrix. The New Yorker. IOM (Institute of Medicine). (2013). Best care at lower cost: The path to continuously learning health care in America. Washington, DC: The National Academies Press. Best Care at Lower Cost: The Path to Continuously Learning Health Care in America McDonald, P. L., Ruckert, E., Ekmecki, O., Barnett, JS., & Straker, HO. (in press). Technological innovation in online classrooms: Meeting the needs of a 21st century workforce in Health Professions education. Contemporary Perspectives on Technological Innovation, Management and Policy (Vol 3.) Charlotte, NC: Information Age Publishing. Shedd, Jessica (2003). "The History of the Student Credit Hour". New Directions for Higher Education. 122 (Summer). Stuart, G. & Triola, M. (2015). Enhancing health professions education through technology: Building a continuously learning health system. New York: Josiah Macy Jr. Foundation. 2015 Proceedings of a Conference Sponsored by the Josiah Macy Jr. Foundation.