Faculty development directed at curricular reforms designed to improve patient outcomes

Frank J. Papa, Darrin D’Agostino

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

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

Keywords

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

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