An Accelerated Pathway to Produce 21st Century Primary Care Physicians
DMU faculty and staff.
Evolution and Revolution in Medical Education – Placing Faculty and Students in New Experiences for Teaching and Learning
The Fall IAMSE webinar series has been traditionally dedicated to highlighting the most current issues in health sciences education, newest and most innovative technological teaching applications, and cutting-edge curricular developments that are advancing teaching and learning in the health sciences. We will continue this tradition this year by focusing on programs that are changing roles of faculty from traditional “sage-on-the-stage” content deliverers to motivators, synthesizers, mentors, facilitators, and learning coaches; changing learning environments from the traditional classroom to more experiential clinical learning sites based in-part on health system needs, utilizing competencies and milestones to measure student learning and progress that foster a flexible progression through the curriculum and integrate basic science into the clerkships, developing curricula that focus on “student well-being and resiliency”, and modifying timelines for student progression to residency. We are planning to include several of the new “Accelerating Change in Medical Education” initiatives recently funded by the American Medical Association.
There are concerns that the current medical education structure and processes are inefficient and do not adequately prepare our students to function in our evolving healthcare systems. New educational models significantly modify the historic 2 + 2 time-based framework of UME. However, challenges will arise in implementing these new models. What will the impact be on accreditation processes, student selection for and matriculation into residency, and eligibility for licensure and board certification? The panelists will discuss the current controversies that arise in relation to the transformation of the educational program and provide an update on the Accelerated Competency-based Education in Primary Care (ACE-PC) at the University of California, Davis - a 6 year UME-GME pathway for students interested in primary care careers.
Tonya Fancher, MD, MPH
UC Davis School of Medicine
Dr. Fancher is Associate Professor of Internal Medicine at the University of California Davis School of Medicine. As a board certified primary care internist and health services researcher, her work focuses on care for medically vulnerable, cross-cultural communication and workforce development. She completed her undergraduate studies in Classics and Biology at Cornell University and her medical school and residency at the New York University School of Medicine/Bellevue Hospital. She spent four years in the US Air Force as an internist and Associate Program Director for the Internal Medicine Residency Program at Travis Air Force Base. She completed a Health Services Research fellowship and obtained her MPH at UC Davis. She is currently PI on an American Medical Association grant to create a six-year medical school and residency pathway to primary care practice and a HRSA Title VII training grant to promote primary care careers in medically underserved settings.
Mark Henderson, MD, FACP
UC Davis School of Medicine
Dr. Henderson graduated from the UCSF School of Medicine and completed his internal medicine residency at the University of Texas Health Science Center San Antonio. He is currently Professor of Clinical Medicine and Vice Chair for Education in the Department of Internal Medicine and served as the Residency Program Director from 2000 to 2012. In 2007, he was appointed Associate Dean of Admissions for the UC Davis School of Medicine. He is the co-principal investigator for the UC Davis Accelerated Competency–based Education in Primary Care (ACE-PC) program, which was funded by the American Medical Association. Dr. Henderson is a highly regarded clinician-educator and leader in general internal medicine education. He has served on the Council of the Association of Program Directors in Internal Medicine (APDIM) and has edited the highly acclaimed APDIM Toolkit for IM program directors and The Patient History textbooks on evidence-based history-taking. He has developed innovative training programs at both UT San Antonio and UC Davis, including implementation of the multiple mini-interviews (MMI) process for medical school admissions. He is an Associate Editor for the Journal of General Internal Medicine Exercises in Clinical Reasoning series. His academic and research interests include medical student career choice, medical school admissions practices, syncope, utility of the medical history, and development of clinical reasoning. He has done medical work in several Latin American countries including trips to Nicaragua first-year medical students as part of the UC Davis MEDICOS program.
- 1.00 CE Contact Hours