A Developmental Pursuit of Foundational Scientific Knowledge
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.
This session will describe efforts at Vanderbilt University School of Medicine to inculcate attention to the scientific foundations of medicine during the post-clerkship phase (years 3 and 4 in our revised “Curriculum 2.0”). We will discuss “Integrated Science Courses,” which intertwine ongoing foundational learning with clinical experiences to enhance student perception of relevance. We will discuss a model to intentionally foster master workplace learners by articulating a process for ongoing learning throughout one’s medical practice. Finally, we will discuss the use of shared developmental milestones throughout the entire curriculum to measure students’ approach to learning and ongoing knowledge acquisition.
Kim Lomis, MD
Vanderbilt University School of Medicine
Kimberly D. Lomis, MD is Associate Dean for Undergraduate Medical Education, Associate Professor of Surgery, and Associate Professor of Medical Education and Administration at Vanderbilt University School of Medicine. She is charged with the implementation of a major revision of the medical school curriculum, “Curriculum 2.0.” In that capacity, Dr. Lomis guided the efforts of over one hundred faculty members, residents and students to create an integrated, dynamic system of learning that is responsive to the needs of individual learners. Dr. Lomis received her BS from the University of Texas at Austin in 1988 and her MD from the University Texas Southwestern Medical School in 1992. She trained in general surgery at Vanderbilt University Medical Center from 1992-1997 and practiced until 2012. She holds a graduate certificate in the Business of Medicine from Johns Hopkins, and is a Harvard Macy Institute Scholar. Dr. Lomis’ academic interests include complex systems, change management and competency-based medical education. She guided the implementation of competency milestones for UME at Vanderbilt, which serve as evidence of student development in the new digital portfolio. She is the associate project director for the Association of American Medical Colleges national pilot project regarding the “Core Entrustable Professional Activities for Entering Residency” (CEPAER), and is co-director of the competency-based assessment group in the AMA Accelerating Change consortium. Dr. Lomis also serves in the AAMC as the national chair of the Section on Undergraduate Medical Education, and is on the steering committee for the AAMC Group on Educational Affairs.
- 1.00 CE Contact Hour(s)