Faculty development directed at curricular reforms designed to improve patient outcomes

Frank J. Papa, Darrin D’Agostino

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Three initiatives involving quality of patient outcomes that evolved in the late 1990s must be considered in the design of 21st century undergraduate medical curricula. They involve (1) the question of how to best teach and assess medical competencies, (2) growing concerns regarding the frequency and severity of error in medical care, and (3) the role physicians might play in weaving together the overlapping elements of population-, community-, and systemsbased practice into a codified approach to medical care. With these initiatives in mind, the University of North Texas Health Science Center Texas College of Osteopathic Medicine has formed an Academy of Medical Educators whose goal is to develop faculty programs intended to expedite curricular modifications and reforms.

Original languageEnglish
Pages (from-to)736-741
Number of pages6
JournalJournal of the American Osteopathic Association
Volume116
Issue number11
DOIs
StatePublished - 1 Nov 2016

Fingerprint

Osteopathic Medicine
Medical Errors
Physician's Role
Curriculum
Health
Population

Keywords

  • Competencies
  • Curricular reform
  • Medical education
  • Model of mind
  • Quality of care

Cite this

@article{bae4bb570f6d4b959b93f5e832911aad,
title = "Faculty development directed at curricular reforms designed to improve patient outcomes",
abstract = "Three initiatives involving quality of patient outcomes that evolved in the late 1990s must be considered in the design of 21st century undergraduate medical curricula. They involve (1) the question of how to best teach and assess medical competencies, (2) growing concerns regarding the frequency and severity of error in medical care, and (3) the role physicians might play in weaving together the overlapping elements of population-, community-, and systemsbased practice into a codified approach to medical care. With these initiatives in mind, the University of North Texas Health Science Center Texas College of Osteopathic Medicine has formed an Academy of Medical Educators whose goal is to develop faculty programs intended to expedite curricular modifications and reforms.",
keywords = "Competencies, Curricular reform, Medical education, Model of mind, Quality of care",
author = "Papa, {Frank J.} and Darrin D’Agostino",
year = "2016",
month = "11",
day = "1",
doi = "10.7556/jaoa.2016.144",
language = "English",
volume = "116",
pages = "736--741",
journal = "Journal of the American Osteopathic Association",
issn = "0098-6151",
publisher = "American Osteopathic Association",
number = "11",

}

Faculty development directed at curricular reforms designed to improve patient outcomes. / Papa, Frank J.; D’Agostino, Darrin.

In: Journal of the American Osteopathic Association, Vol. 116, No. 11, 01.11.2016, p. 736-741.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Faculty development directed at curricular reforms designed to improve patient outcomes

AU - Papa, Frank J.

AU - D’Agostino, Darrin

PY - 2016/11/1

Y1 - 2016/11/1

N2 - Three initiatives involving quality of patient outcomes that evolved in the late 1990s must be considered in the design of 21st century undergraduate medical curricula. They involve (1) the question of how to best teach and assess medical competencies, (2) growing concerns regarding the frequency and severity of error in medical care, and (3) the role physicians might play in weaving together the overlapping elements of population-, community-, and systemsbased practice into a codified approach to medical care. With these initiatives in mind, the University of North Texas Health Science Center Texas College of Osteopathic Medicine has formed an Academy of Medical Educators whose goal is to develop faculty programs intended to expedite curricular modifications and reforms.

AB - Three initiatives involving quality of patient outcomes that evolved in the late 1990s must be considered in the design of 21st century undergraduate medical curricula. They involve (1) the question of how to best teach and assess medical competencies, (2) growing concerns regarding the frequency and severity of error in medical care, and (3) the role physicians might play in weaving together the overlapping elements of population-, community-, and systemsbased practice into a codified approach to medical care. With these initiatives in mind, the University of North Texas Health Science Center Texas College of Osteopathic Medicine has formed an Academy of Medical Educators whose goal is to develop faculty programs intended to expedite curricular modifications and reforms.

KW - Competencies

KW - Curricular reform

KW - Medical education

KW - Model of mind

KW - Quality of care

UR - http://www.scopus.com/inward/record.url?scp=84994091618&partnerID=8YFLogxK

U2 - 10.7556/jaoa.2016.144

DO - 10.7556/jaoa.2016.144

M3 - Article

C2 - 27802559

AN - SCOPUS:84994091618

VL - 116

SP - 736

EP - 741

JO - Journal of the American Osteopathic Association

JF - Journal of the American Osteopathic Association

SN - 0098-6151

IS - 11

ER -