Educational Affairs

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Educational Affairs 2017-03-30T11:40:46+00:00

Educational Affairs

The University of Illinois College of Medicine (UI COM) will be introducing our new curriculum to entering medical students in August 2017, at our Rockford, Peoria and Chicago campuses.

Student Representatives from UI-COM Campuses

14 student representatives from all UI-COM campuses: (front row) Kenji Kobayashi, Ally Young (C), Ayesha Hasan (P), Sonali Khurana (R), Kate Heitkamp (R), Stephanie Grach (R), Carley Demchuk (P), Tara Bylsma (C). (back row) Joe Geraghty (C), Mark Looman (C), David Lee, Ralph Davis (P), Peter Karalis (R), Ben Kay (U)

Educational Planning and Quality Improvement

Sandra Yingling, PhD - Associate Dean for Educational Planning and Quality ImprovementSandra Yingling, PhD

Associate Dean for Educational Planning and Quality Improvement

Sandra Yingling, PhD is Associate Dean of Educational Planning and Quality Improvement for all of UI COM’s regional campuses. Dr. Yingling oversees the design and implementation of student assessment and curricular program evaluation systems. She identifies new technologies for collecting, analyzing and visualizing medical education data, with an emphasis on creating self-regulated learning cycles for students and quality improvement cycles for leadership and teaching faculty.

Curriculum renewal process:

What is new about UI COM’s curriculum and why is it important?

Like many medical schools throughout the United States, UI COM is making changes in the way our medical students are taught. More than ever, physicians in training must learn how to be effective members of interdisciplinary clinical teams, how to search for up-to-date, credible, professional sources of medical information, and how to navigate the changing landscape of healthcare delivery.

In preparing students for their core clerkships, the new curriculum:

  • makes powerful connections between the fundamentals of scientific knowledge and the decision-making of patient care
  • ensures plenty of skills practice including patient interviewing, clinical reasoning, forming differential diagnoses, and choosing among treatment options
  • teaches the problem-solving skills and study skills that prepare students for standardized exams and that support the life-long professional skill of medical inquiry
  • engages students and faculty in a continuous dialog about developing a professional identity and voice, gaining perspective on patients’ micro and macro barriers to receiving care, and placing medical treatment in the context of health of individuals, families, and communities

How is UI COM making this curriculum renewal happen?

We are fortunate to have students, faculty and administrative leaders who began addressing the need for curricular change several years ago. UI COM’s Dean Azar has rallied department chairs, medical education scholars, basic scientists, instructional designers, experts in simulation, program evaluation, assessment, and data analysis, together with deans and teaching faculty across the campuses.

UI COM convened several large-scale meetings of administrative leaders, faculty, staff and students to systematically identify the key features of the new curriculum, the principles of our curriculum development, and the types of teams necessary to design, implement and evaluate the proposed new curriculum. We agreed that the new curriculum must:

  • integrate teaching of basic sciences with clinical applications
  • allow time for students to structure their own learning
  • introduce and then revisit concepts in a deliberate fashion called “spiral curriculum”
  • emphasize active learning wherever appropriate
  • have case-based learning as its core
  • have expanded opportunities for career exploration

Meet the cross-campus curriculum renewal teams here:

Theme teams
Block and longitudinal course directors 
Student Curricular Board representatives in Rockford, Peoria, and Chicago

What is next?

Phase 1 (pre-clerkship)

Teams of faculty across our College will continue to meet to develop case-based learning and to finalize assessment methods and program evaluation for Phase 1 (pre-clerkship).

Phases 2 and 3 (clerkships and beyond)

With pre-clerkship curriculum development well under way, we will be focused on clinical experiences in clerkships next. We recently held our first large-scale meeting to plan improvements to the student experience of clerkships and to examine various structural options for clerkships.

Other curricular innovations in progress:

On the Fly mobile tool for direct observation and feedback on clinical skills.

At several of our campuses, a new method of providing narrative feedback to medical students during their core clerkships is currently being piloted. The tool, called “On The Fly” is also known as the Mobile Direct Observation of Clinical Skills tool (M*DOCS). Developed at UI COM, the tool enables students to receive and document feedback from their supervisors about key clinical skills. On The Fly uses the dictation function of cellphones to capture formative feedback in a simple and efficient way.

On The Fly was designed to function with our proprietary medical education database, BenWare, so that students will be able to review their feedback from a variety of attending physicians and residents over time. Based on feedback, students can document their plans for additional practice toward mastery of clinical skills.

Osmosis adaptive learning system

All students entering UI COM in 2017 will have a study tool, Osmosis, for the entirety of their time as undergraduates. This adaptive learning system will be provided at no cost to medical students and will coordinate with the sequence of topics in the new curriculum. Students can build digital flashcards and quiz questions, make them private or share them, and have content pushed to their phones as one part of studying for final exams or the Step 1 exam.

UI COM is a thought leader in medical education, and was chosen to join several national initiatives that focus on how medical students in the United States should be taught, what professional skills students should demonstrate before graduating, and how the fourth year of medical school can be most useful to students in gaining experience and being ready for residency.

Entrustable Professional Activities (EPAs) Pilot Project, a five-year pilot program of the AAMC.

Purpose: To identify key outcomes of undergraduate medical education that can be assessed consistently by medical schools and that reflect the most important ways to be ready for residency; to test the acceptability, feasibility and validity of EPAs as a set of activities that could be taught and assessed as a set of standards among American medical schools.

Our pilot group colleagues:

  • Columbia University College of Physicians and Surgeons
  • Florida International University Herbert Wertheim College of Medicine
  • Michigan State University College of Human Medicine
  • New York University School of Medicine
  • Oregon Health & Science University School of Medicine
  • University of Texas Health Science Center at Houston
  • Vanderbilt Univresity School of Medicine
  • Virginia Commonwealth University School of Medicine
  • Yale School of Medicine

What did we learn? UI COM co-authored three new journal articles that recently appeared in Academic Medicine (2017, epublished ahead of print) as part of our national EPA pilot work. One article is an overview of the purpose of the pilot program, and the lessons learned to date. Another article focuses on the concept of entrustability associated with students’ increased autonomy and decreased need for direct supervision as they approach residency – how is it defined and how might it be measured? A third article discusses faculty development approaches to understanding and providing feedback on students’ progress toward meeting the proposed EPA standards.

  1. Implementing an Entrustable Professional Activities Framework in Undergraduate Medical Education: Early Lessons from the AAMC Core Entrustable Professional Activities for Entering Residency Pilot.
    K Lomis, JM Amiel, MS Ryan, K Esposito, M Green, A Stagnaro-Green, J Bull, GC Mejicano.
  2. Finding a Path to Entrustment in Undergraduate Medical Education: A Progress Report from the AAMC Core Entrustable Professional Activities for Entering Residency Entrustment Concept Group.
    DR Brown, JB Warren, A Hyderi, RE Drusin, J Moeller, M Rosenfeld, PR Orlander, S Yingling, S Call, K Terhune, J Bull, R Englander, DP Wagner.
  3. Constructing a Shared Mental Model for Faculty Development for the Core Entrustable Professional Activities for Entering Residency.
    MA Favreau, L Tewksbury, C Lupi, WB Cutrer, JA Jokela, LM Yarris.

What is next? UI COM is incorporating key teaching concepts from Entrustable Professional Activities into our curriculum renewal design. Learn more about the importance of EPAs here:

Primary goal of the five-year pilot: To demonstrate feasibility of implementing the Core EPAs for Entering Residency framework in the path to graduation of MD candidates.

Secondary Goal: To demonstrate improvement in the gap between performance and expectations for students entering residency who have been entrusted on the Core EPAs.

Carl J. Shapiro Millennium Conference on Transforming the Post-Clerkship Curriculum, May 6-8, 2015, sponsored by the Shapiro Institute for Education and Research of Harvard University.

Purpose: to discuss the last stage of medical school (“the fourth year”), the importance of sub-internships and away electives, as well as the residency interview process and its impact on learning and retaining clinical skills prior to entering residency.

Our conference group colleagues:

  • Case Western Reserve University
  • Harvard Medical School
  • New York University School of Medicine
  • Southern Illinois University School of Medicine
  • University of Colorado School of Medicine
  • The University of Iowa, Roy J. and Lucille A. Carver College of Medicine
  • University of Massachusetts Medical School
  • Vanderbilt University School of Medicine

What did we learn? UI COM recognizes the great burden that the current residency application process places on students, in terms of expense, time commitment, and concomitant decrease in clinical experiences. Please see the Executive Summary for our recommendations.

What is next? UI COM continues to collaborate with our colleagues from the Millennium Conference, pursuing unique contributions to the national dialogue about the educational continuum from medical school to residency and beyond.

Many UI COM faculty and students pursue scholarship to shed light on best practices in medical education including:

  • the theories, methodologies and technologies of teaching and learning
  • the impact of curriculum on practice behaviors
  • how physicians and all healthcare practitioners collaborate to create a patient-centered, safe environment for clinical care.

Our academic Department of Medical Education has a rich history as an international resource for training teaching faculty in quantitative and qualitative research methodologies, notably with its MHPE program, and it continues to develop leaders in medical education and research.

Recent presentations:

AAMC Learn Serve Lead Annual Meeting, November 11-15, 2016 Seattle WA

  • Making It Stick: Initial Implementation of an Intelligent Study System for Adaptive Learning and Enduring Mastery in Two Medical Schools (oral presentation). M Lineberry, A Khan, C Kamin, A Riordan, S Dauner, D Lorens, A Gangopadhyaya, N Rajagopal, J. Kibble, S. Gaglani, R. Haynes
  • Mentoring in Educational Scholarship: Aligning Values for Successful Collaboration, Cooperation, and Consultation (panel). S Rougas, P O’Sullivan, M Blanco, C Boscardin, A Fornari, J Riddle, S Uijtdehaage, E Cichoski-Kelly, N Saks, R Blanchard, N Borges.
  • Differential Weighting for Subcomponent Measures of Integrated Clinical Encounter Scores (RIME paper). Y Park, M Lineberry, G Bordage, R Yudkowsky, A Hyderi.
  • “You Are Here”: Introducing Medical Students to Measurement of Professional Identity Formation (oral presentation). S Yingling, A Kalet, V Harnik, L Buckvar-Keltz, S Hubbard, R Crowe.
  • Comparing Residents’ Communication and Interpersonal Skills between Telemedicine and Face-to Face Encounters (oral presentation). A Gangopadhyaya, Y Park, R Yudkowsky

Upcoming presentations:

Central Group on Educational Affairs (CGEA), March 29-31, 2017, Chicago

  • We Need an Instructional Designer! Six essential questions you should ask before, during and after you hire (workshop). M Anderson, F Haggar, LM Love, P Moore.
  • Assessing students’ situational awareness through direct observation: Raising the bar in the post-clerkship curriculum (oral presentation). S Yingling, KM Atkins, E Aagaard, W Cutrer, D Gugliotti, S Padrino, R Schwartzstein. A Millennium Conference multi-institution collaboration.

All medical schools undergo a periodic re-accreditation process conducted by the Liaison Committee on Medical Education (LCME), which is sponsored by both the American Medical Association (AMA) and the Association of American Medical Colleges (AAMC).

This accreditation process ensures that medical schools in the United States and Canada meet standards for educating physicians. The process also engages medical schools in an ongoing national dialogue about best practices and innovation.

UI COM is preparing for its re-accreditation survey visit by the LCME in April, 2018.
Where are we in the accreditation process?

  • UI COM identifies its Institutional self-study task force
  • Student team conducts the Independent Student Analysis
  • Completion by task force of the Data Collection Instrument (DCI) UI COM task force analyzes self-study information, creates a report
  • Updates to the ISA and DCI just prior to the LCME visit
  • LCME survey team visits and then provides a preliminary report
  • LCME issues accreditation letter, including any requested follow-up.

LCME survey team visits and then provides a preliminary report

LCME issues accreditation letter, including any requested follow-up.