Who's Competent? Challenging Med Ed Designs
Health care has many pressing challenges, including governmental, political, technological, and social equity. Training the next generation of health care providers to adapt to the ongoing changes across their careers will require different curriculum and training programs than those in use today. At the same time, our society has a significant gap in the number of qualified practitioners to serve the growing needs of the population. Is it possible to train more people, rapidly, but to a superior level of mastery to avoid medical mistakes? How can great evaluation take place that is timely and impactful in helping learners be professionals? Will the resulting learners be fabulous professionals....or a health care system liability? This workshop will be two and a half hours long.
Additional Supporting Materials
- The next accreditation system for training medical doctors focuses on competencies. What is 'competency' and how does it compare to concepts like 'understanding', 'mastery' and 'expertise'?
- Current training programs are time-based (i.e. 4-year degree to be a nurse, MD, etc). What alternative designs for health professions training might help rapidly train qualified, masterful practitioners?
- Current methods of evaluation are often manual, involving human observation. Can automated methods prove to be as effective - or better?
- Health care is a high-stakes profession that requires initial training, but also ongoing practice and learning. How can the risks to patients be reduced throughout the health care training life-long learning pathways?
- Health care is a complex undertaking, where great practitioners are not only great clinicians, they also have high emotional intelligence, cultural understanding, are approachable, and exhibit "caring" in various forms. Is it possible to rapidly train practitioners to mastery for the 'soft skills'?
- Janet Corral University of Colorado Denver School of Medicine
Janet Corral University of Colorado Denver School of Medicine
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