USF HEALTH SCIENCES CENTER January 6, 2005 P A C E P roject to xx A dvance xxxx C linical xxxxxx E ducation

USF HEALTH SCIENCES CENTER January 6, 2005 Tectonic Plates of Academe: Current Forces of Change Multidisciplinary Perspectives Evolving Perspectives on the Science of Learning New Views of Health and Disease Calls for Accountability Financial Pressures/Reimbursement Irby and Wilkerson, JGIM, Volume 18, 2003

USF HEALTH SCIENCES CENTER January 6, 2005 The Institute of Medicine Trilogy Phase IPhase IIPhase III

USF HEALTH SCIENCES CENTER January 6, 2005 IOM Quality Initiative Phase I: Define the scope of the quality problem ( ) Phase II: Vision of a reformed health care system ( ) Phase III: Implementing the vision ( xx)

USF HEALTH SCIENCES CENTER January 6, 2005 Magnitude of the Problem 44-98,000 Americans die from medical errors annually Only 55% of patients in a random sample of adults received recommended care The lag between the discovery of more effective care and incorporation into routine practice averages 17 years

USF HEALTH SCIENCES CENTER January 6, 2005 Vision for a Reformed System “The American health care delivery system is in need of fundamental change. The current care systems cannot do the job. Trying harder will not work. Changing systems of care will.” IOM’s Committee on Quality of Health Care in America

USF HEALTH SCIENCES CENTER January 6, 2005 Reform of Medical Education Recommendation #12: Health care professionals need better preparation in order to provide the highest quality and safest care, and to function at optimum levels in a changing and increasingly complex 21st century health system

USF HEALTH SCIENCES CENTER January 6, 2005 IOM Vision for Education “All health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence- based practice, quality improvement approaches, and informatics.” IOM’s Committee on Health Professions Education

USF HEALTH SCIENCES CENTER January 6, 2005 The Evolution of Curricular Change at USF

USF HEALTH SCIENCES CENTER January 6, 2005 Form Follows Function Assessment drives learning Educational outcome: core competencies Education should be a continuum We must measure achievement Adult education models which promote self-directed, lifelong learning and self- improvement should be favored

USF HEALTH SCIENCES CENTER January 6, 2005 Timeline Nov 6, 2003: Dean’s Letter to Curriculum Committee Chair Nov 17, 2003: Presentation at Curriculum Committee Retreat Dec 3-4, 2003: Invitation to faculty, chairs, and HSC community Dec 19, 2003:Presentation to faculty Jan 6, 2004: Presentation to first year medical students

USF HEALTH SCIENCES CENTER January 6, 2005 Timeline Jan 2004: Working Group Assignments Jan-March, 2004: PACE Conveners’ Meetings April 20, 2004:PACE Retreat: Presentations by working groups May 11-June 15, 2004: PACE Subcommittee meets 6 times to prepare presentation to Curriculum Committee June 17, 2004: Joint meeting of PACE Subcommittee and Curriculum Committee June 28, 2004:Dean approves plan

USF HEALTH SCIENCES CENTER January 6, 2005 Timeline July 2004: First meeting of PACE Implementation Committee July 2004-Present: PACE Planning Committees (Programmatic and Block) are charged and complete their work Dec 16, 2004: Presentations of key committees at PACE Retreat June 2005: Implementation

USF HEALTH SCIENCES CENTER January 6, 2005

USF HEALTH SCIENCES CENTER January 6, 2005 PACE Planning Committees Programmatic Committees –Provide centralized planning, oversight, integration, and evaluation Block Committees –Charged with defining details of content and clinical work for each block –Work product: Completion of the Clerkship Development Summary sheet

USF HEALTH SCIENCES CENTER January 6, 2005 Programmatic Committees Patient encounters and didactics –First committee to complete its work; reviewed lists and assigned topics/content and top diagnoses to be tracked Communications –organize communication with all constituencies Curricular Oversight –develop model for a new approach to oversight for the required courses in years 3 and 4 Program Assessment –Develop a plan for determining whether we are meeting programmatic expectations Student Assessment/Portfolios –Develop a plan for handling student assessment in the new program including exams, CPX, logbook, portfolios, etc… IT Support –Assess technology needs for the new curriculum

USF HEALTH SCIENCES CENTER January 6, 2005 Block Committees Neuropsychiatry (8) Primary Care (8) Special Populations (8) Continuity Clinic Newborn and Maternal Health (4) Emergency and Urgent Care (4) Inpatient Medicine/Pediatrics (8) Inpatient Surgical Care (8) Oncology (4) Integrated Longitudinal Curriculum (ILC) Longitudinal Web based year 4 course Ambulatory Care Block