Clinical Executive Medicine Program (CEMED)
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The CEMED course is a four-year longitudinal curriculum providing insights into the clinician executive skills and knowledge essential to addressing the complex leadership challenges resulting from healthcare organizational and health policy changes that impact the way clinicians provide care. It emphasizes the importance of collaboration among clinician leaders and non-clinician administrative leaders in healthcare delivery organizations today and in the future.
Prerequisites and Placement in the Curriculum
Students are selected through a competitive application process (considering supplemental essays and scoring of non-cognitive qualifications prior to matriculation).
Admission to UI College of Medicine and acceptance of offer to join CEMED program are required. There are no courses, clerkships, or required readings prior to participation. Participating students must be in good standing with the college and not in need of remediation in order to continue in this longitudinal elective program.
It is recognized that successful progression through the core medical curriculum is a priority; therefore, if conflicts arise between the elective CEMED program components and the core curriculum, student’s first priority is the core curriculum. Conflicts must be excused by the course director with alternative arrangements made for missed work.
The CEMED program seeks to begin development of future clinician executives in health care who will be capable of integrating the insights and skills of the experienced clinician with the perspectives and skills of health system administrators. The unique characteristics of the health care enterprise and the intimate services provided to each patient demand the integration of these clinician and executive special insights that have no parallel in any other industry. This is a particular challenge because the professional development of clinicians does not generally provide understanding of the management and population-based perspectives necessary for administration of a healthcare organization.
The outcome of the Clinician Executive Medicine Program experience is for medical students to develop a strong understanding of the profound stresses on the American health care system and the critical need for major reform requiring Clinician Executive insights that span the continuum from the intimate, individual physician-patient interaction to the complex population-based decision making in the executive suite and board room of integrated healthcare organizations serving large populations of patients. The Clinician Executive Medicine Program seeks to provide insights into the clinician executive skills and knowledge essential to addressing this complex challenge. In addition, participants will build relationships with their cohort, a small group of 15-20 medical students who have a shared interests in strategic innovation and clinical enterprise leadership in medicine.
Participants will gain competency in interdisciplinary problem-solving, which includes an appreciation and understanding of varying perspectives brought from other disciplines, including health policy and politics, strategic planning, marketing, financial management, health economics, decision analysis, human resources, and ethics. The Clinician Executive Medicine program is designed to provide “real world” experiential, self-directed and team oriented problem-based learning. As healthcare organizational and health policy changes in medicine and healthcare continue to impact the way clinicians provide care, this program seeks to provide exposure and insights into executive decision-making and population health principles that are important to solve fundamental problems in clinical healthcare delivery.
Specific Learning Objective
Participants will be able to:
- Compare and contrast the roles of health system administrators and clinicians as leaders in the complex environment of health care delivery and the interface between administrators and clinicians.
- Summarize the process that creates current health policy.
- Acquire the basic language and principles used in health care finance.
- Describe the complexity of the socio-cultural issues affecting the health of the population.
- Show how a basic working knowledge of quality and effectiveness assessment and assurance improves clinical services to patients.
- Describe the basic elements of core ethical precepts of healthcare organizations and the conflicts that may arise.
- Describe the need for solutions to the interface of clinical services of healthcare organizations and community needs.
- Describe the importance of collaboration among the variety of clinical healthcare professionals in various healthcare organizations.
- Show how effectiveness of operations is influence by the working relationships among medical staff, administrative staff, and board members in healthcare delivery organizations.
- Show how ethical marketing and sales strategies are important in healthcare delivery.
- Seminars: monthly 2 hour seminars accompanied by relevant readings during first and second year (18 hours per year)
- A CEMED clinical mentor will provide contextual and relevant information related to healthcare systems operations and leadership based upon readings and seminars.
- Clinician executive immersion in summer before second year: a three-week period of 30 hours per week during which CEMED students will spend time under the mentorship of a participating healthcare leader in the College of Medicine, the University of Illinois Hospital and Health Sciences System, or affiliated healthcare delivery organizations. During this three week immersion experience, on Fridays from 12-3 pm students will come together for two or three seminars as a group to discuss their experience and make presentations about the experience. Participants will also keep a blog journal documenting their experiences. (90 hours)
- Clinician Executive Courses: Students will audit one course offered in the Clinician Executive MHA program in either fall or spring semester in each of two years (second and fourth year). Students will participate as observers in discussion in class, but not required to complete paper or presentation assignments. Half of the CEMED classes (second and fourth year —5 or 6 students per class) will participate in fall semester and the other half in spring semester. The course will meet for 5 hours in class on each of four separate weekends during the semester. The course schedule is determined by the faculty and published in the University semester course schedule in advance. Additionally the course meets three Wednesday evenings in synchronous online sessions during the semester, approximately once every six weeks (two to three hours each session). With advice from their mentor and consent of instructor, students may select from 15 courses available during the program. The course schedule is either Friday-Saturday (one two hour and one three hour session) or Saturday-Sunday (same two-session schedule). Students will be provided the readings assigned for each session during the four or five week period preceding each class session, as background resources. During the weekend sessions the students will have the opportunity to interact with senior clinicians and executives enrolled in the course. The total commitment in class is 26-29 hours each year plus time spent reviewing the readings. The student evaluation is based upon attendance and class sessions participation plus discussion with the mentor.Below is the list of courses offered—four courses are offered each semester:
- HPA 410: Organizational Leadership
- HPA 463: Health Care Economics
- HPA 437: Health Care Policy and Politics
- HPA 525: Managerial Epidemiology
- HPA 494: Healthcare Human Resources Management
- HPA 463: Managerial Healthcare Economics
- HPA 452: Healthcare Finance
- HPA 461: Decision Support
- HPA 404: Ethics
- HPA 417: Quality Management in Health Services
- HPA 441: Strategic Management
- HPA 551: Healthcare Marketing
- HPA 434: Healthcare Law
- HPA 470: Quantitative Methods
- HPA 403: US Healthcare System
- Clinician Executive Special Project Development: This opportunity will be self-directed with Clinician Executive Medicine mentors. The goal is to identify and begin background research on a potential Special Project, including identification and selection of a current important organizational or operational challenge or opportunity facing healthcare delivery organizations affiliated with the College of Medicine or local or state government challenges in healthcare. Student will be encouraged to address the Special Project work individually or as teams in groups of 2 to 4. Students will work on their Special Project with initial planning in first and second year and more intensively intermittently throughout third year with advice of their mentors. (20 hours)
- CE-MED Showcase in fourth year: Participants will continue their Special Project Development during fourth year to be completed in late spring. During a one or two week period, students will finalize a concise report (approximately 10-20 pages) and each will make a one hour presentation and discussions of their individual or team project to mentors and fellow students. (12 hours)
Faculty: Participating faculty will be members of the College of Medicine administration who will serve as CEMED mentors as well as faculty who currently teach in the Clinician Executive Master of Healthcare Administration (CEMHA) Program, which is jointly sponsored by the College of Medicine and School of Public Health. Current CEMHA faculty may provide opportunities for students to observe selected portions of CEMHA courses. Participating CEMHA faculty will also be recruited for selected individual seminars and mentoring contributions at various times during the four year program.
Mentors will be assigned by the course director at the beginning of the course with the intent that students have the same mentor throughout. Mentors will be faculty and members of the College of Medicine leadership team and hospital administrators. If a student has a specific request for a mentor the request will be honored if possible.
Annual review by the course director and participating faculty to monitor progress and completion of milestones. Feedback during each component of the program (midterm and end of term) is qualitative and constructive with regards to student progress with the goal of providing mentorship.
Each student is assigned a principal faculty or administrative mentor who will provide feedback to program directors.
This elective is pass/fail.
- Seminars: Students will be evaluated for participation by the program directors.
- Clinician Executive Immersion Program summer before second year: feedback solicited from Clinician Executive mentors.
- Clinician Executive course in second year: Students evaluated for participation by faculty members.
- Clinician Executive course in fourth year: Students evaluated for participation by faculty members.
- Clinician Executive Special Project Development in third year: Student will work closely with a mentor to develop a Special Project. Mentor provides regular feedback, as well as feedback regarding progress and completion of
- Clinician Executive Special Project Showcase in fourth year: Mentor will evaluate, grade, and provide feedback on final paper and presentation of project to Mentors and fellow students.
General Program Assessment
- The elective will be evaluated by all participating students (first year – fourth year) annually
- The Office of Assessment and Evaluation will be asked to provide an annual anonymous evaluation of the program.