Saturday, January 26, 2013

Help @lucienengelen, quick!

I've been so busy that I've let down my friend Lucien Engelen, but maybe you can help me make amends.  You see, he sent out a message a few days ago asking for an intense 24-hour crowdsourcing of ideas for a presentation he needs to make next week.  He notes:

We at Radboud University Medical Center are in the midst of change while running the quest of how to cope with the big challenges that we are facing in healthcare. Doubling demand, budget cuts shortage of skilled personnel combined with better-informed patients and exponential growing technology are rapidly entering this space.

Paradigm-shifts in which doctors become guides instead of gods, better informed patients that start monitoring themselves, review- and rating sites that enter the healthcare-arena are challenging. On the other hand the ample ambition to deliver more quality in less time for less budget. Are we still delivering healthcare the same way in 2020 or will things change and even disappear?

How do we ‘teach’ our new colleagues to face the challenges between quality of care and the pressure that is being put’ on them and compassion on the ‘other’ end.

To cope with these aspects as an Academic Medical Center we of course want to mould them into our education. Partially we are achieving this through master classes and conferences, but we also want to change the curriculum for our medical students.

Next Thursday we have a big meeting on this matter in which I will present my view on this subject.

Let’s assume we can come up with the same, better, unsighted, unexpected views topics in a little social media experiment; so we need YOU ;-)

By running this on LinkedIn, on Facebook and Twitter for 24 hours I want to show how powerful crowdsourcing this is and how we could use this in healthcare as a whole.

Let’s agree on some points to keep this clear and clean :
  • please share your thoughts below in comments
  • keep it short
  • use topics not sentences
  • share and/or RT this message in your communities
  • especially students-networks are important encourage them to share and reply in one of the networks
We then will make a summary of all the comments that l will present to the meeting, our board and also will publish on slideshare of course.

So the BIG question is :
What do we need to incorporate in a REshaped curriculum for medical students to be sustainable for the upcoming changes in healthcare?

Please add your comments here or on Lucien's post.  I don't think it is too late!

5 comments:

Dave S said...

****very biased comment - I work with enterprise content management (ECM)****

The problem i see is the flow of information. We have software (lab, Electronic Medical Record (EMR), radiology, etc) that does not talk to each other. And relying on a single company to excel in medical/EMR, radiology, lab is unrealistic so a link must be established to allow practitioners and administrators to tie everything together. Enterprise Content Management (ECM) has the ability to break down the siloed information that exists in the examples (lab, radiology and EMR) and present the appropriate user with the relevant information.

However, choose your ECM carefully. some promise support and cannot deliver, others are the 'big boys' and while all require specialized skills, some are much more technical oriented while the others are more GUI based which can make them easier to implement.

The short story is to allow information interchange without relying on the providers/vendors of specific systems. the ability to provide the cross reference of an implanted devices serial number (from the inventory system) to the patient (from the EMR) on a real time basis, not days of research, can be invaluable.

Anonymous said...

Nothing new here, but if you want to teach medical students, I recommend using the power of story in every way that you can. I still vividly remember the MS patient who came to speak to us as first year medical students - in 1973.

nonlocal MD

Wim Schellekens said...

- Use statistics (facts) and story-telling about patient safety
- Start with the big crisis and explore what went wrong and teach the basics from there.
- Empahsize reactive improvement (learning fro what went wrong, blamefree) and practive improvement (principles of risk-management)
- Teach them the basic principles of improvement: Nolan model (IHI) with aim-measurement-small cycles-improvement (PDSA)
- Explain that "quality" is not fulfilling standards ("good-bad"), but that quality means continuous improvement ("good-better")
Wim Schellekens (Twitter: @Wim_Schellekens)

Julia Scott said...

From what I have heard from my med student daughter, many students are seeing the flaws and are eager to hear about a different approach. Start small, share what works using stories that tap into values!
Julia

Arnout Orelio said...

Apply what is already there: @IHIOpenSchool materials (There is a Chapter @UMCN from Hub Wollersheim)

Teach them about simplification (through understanding of complexity)

Teach them Kaizen and Lean thinking

Build curriculum around humans as a whole and specialize in area's were we need disruptive innovations, like precision diagnoses (on molecular level)

Involve them in teaching others (the most effective way to learn).

Teach them one-patient-flow, one-problem-flow, one -routine-flow.

Standardize treatment and teaching methods and practices, based on scientific evidence (iso letting them 'choose' what way feels the best or what the teachers believes is the best).

Let them work in care teams, which includes farmacists, nurses, assistents, aids, etc.

Good luck and have fun @lucienengelen