Educating for the 21st-Century Health Care System

An Interdependent Framework of Basic, Clinical, and Systems Sciences

Jed D. Gonzalo, Paul Haidet, Klara K. Papp, Daniel R. Wolpaw, Eileen Moser, Robin D. Wittenstein, Terry Wolpaw

Research output: Contribution to journalReview article

30 Citations (Scopus)

Abstract

In the face of a fragmented and poorly performing health care delivery system, medical education in the United States is poised for disruption. Despite broad-based recommendations to better align physician training with societal needs, adaptive change has been slow. Traditionally, medical education has focused on the basic and clinical sciences, largely removed from the newer systems sciences such as population health, policy, financing, health care delivery, and teamwork. In this article, authors examine the current state of medical education with respect to systems sciences and propose a new framework for educating physicians in adapting to and practicing in systems-based environments. Specifically, the authors propose an educational shift from a two-pillar framework to a three-pillar framework where basic, clinical, and systems sciences are interdependent. In this new three-pillar framework, students not only learn the interconnectivity in the basic, clinical, and systems sciences but also uncover relevance and meaning in their education through authentic, value-added, and patient-centered roles as navigators within the health care system. Authors describe the Systems Navigation Curriculum, currently implemented for all students at the Penn State College of Medicine, as an example of this three-pillar educational model. Simple adjustments, such as including occasional systems topics in medical curriculum, will not foster graduates prepared to practice in the 21st-century health care system. Adequate preparation requires an explicit focus on the systems sciences as a vital and equal component of physician education.

Original languageEnglish (US)
Pages (from-to)35-39
Number of pages5
JournalAcademic Medicine
Volume92
Issue number1
DOIs
StatePublished - Jan 1 2017

Fingerprint

health care
science
physician
education
health care delivery system
curriculum
teamwork
value added
health policy
student
graduate
medicine

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{7982425dc27e4d229fe74f72659e2566,
title = "Educating for the 21st-Century Health Care System: An Interdependent Framework of Basic, Clinical, and Systems Sciences",
abstract = "In the face of a fragmented and poorly performing health care delivery system, medical education in the United States is poised for disruption. Despite broad-based recommendations to better align physician training with societal needs, adaptive change has been slow. Traditionally, medical education has focused on the basic and clinical sciences, largely removed from the newer systems sciences such as population health, policy, financing, health care delivery, and teamwork. In this article, authors examine the current state of medical education with respect to systems sciences and propose a new framework for educating physicians in adapting to and practicing in systems-based environments. Specifically, the authors propose an educational shift from a two-pillar framework to a three-pillar framework where basic, clinical, and systems sciences are interdependent. In this new three-pillar framework, students not only learn the interconnectivity in the basic, clinical, and systems sciences but also uncover relevance and meaning in their education through authentic, value-added, and patient-centered roles as navigators within the health care system. Authors describe the Systems Navigation Curriculum, currently implemented for all students at the Penn State College of Medicine, as an example of this three-pillar educational model. Simple adjustments, such as including occasional systems topics in medical curriculum, will not foster graduates prepared to practice in the 21st-century health care system. Adequate preparation requires an explicit focus on the systems sciences as a vital and equal component of physician education.",
author = "Gonzalo, {Jed D.} and Paul Haidet and Papp, {Klara K.} and Wolpaw, {Daniel R.} and Eileen Moser and Wittenstein, {Robin D.} and Terry Wolpaw",
year = "2017",
month = "1",
day = "1",
doi = "10.1097/ACM.0000000000000951",
language = "English (US)",
volume = "92",
pages = "35--39",
journal = "Academic Medicine",
issn = "1040-2446",
publisher = "Lippincott Williams and Wilkins",
number = "1",

}

Educating for the 21st-Century Health Care System : An Interdependent Framework of Basic, Clinical, and Systems Sciences. / Gonzalo, Jed D.; Haidet, Paul; Papp, Klara K.; Wolpaw, Daniel R.; Moser, Eileen; Wittenstein, Robin D.; Wolpaw, Terry.

In: Academic Medicine, Vol. 92, No. 1, 01.01.2017, p. 35-39.

Research output: Contribution to journalReview article

TY - JOUR

T1 - Educating for the 21st-Century Health Care System

T2 - An Interdependent Framework of Basic, Clinical, and Systems Sciences

AU - Gonzalo, Jed D.

AU - Haidet, Paul

AU - Papp, Klara K.

AU - Wolpaw, Daniel R.

AU - Moser, Eileen

AU - Wittenstein, Robin D.

AU - Wolpaw, Terry

PY - 2017/1/1

Y1 - 2017/1/1

N2 - In the face of a fragmented and poorly performing health care delivery system, medical education in the United States is poised for disruption. Despite broad-based recommendations to better align physician training with societal needs, adaptive change has been slow. Traditionally, medical education has focused on the basic and clinical sciences, largely removed from the newer systems sciences such as population health, policy, financing, health care delivery, and teamwork. In this article, authors examine the current state of medical education with respect to systems sciences and propose a new framework for educating physicians in adapting to and practicing in systems-based environments. Specifically, the authors propose an educational shift from a two-pillar framework to a three-pillar framework where basic, clinical, and systems sciences are interdependent. In this new three-pillar framework, students not only learn the interconnectivity in the basic, clinical, and systems sciences but also uncover relevance and meaning in their education through authentic, value-added, and patient-centered roles as navigators within the health care system. Authors describe the Systems Navigation Curriculum, currently implemented for all students at the Penn State College of Medicine, as an example of this three-pillar educational model. Simple adjustments, such as including occasional systems topics in medical curriculum, will not foster graduates prepared to practice in the 21st-century health care system. Adequate preparation requires an explicit focus on the systems sciences as a vital and equal component of physician education.

AB - In the face of a fragmented and poorly performing health care delivery system, medical education in the United States is poised for disruption. Despite broad-based recommendations to better align physician training with societal needs, adaptive change has been slow. Traditionally, medical education has focused on the basic and clinical sciences, largely removed from the newer systems sciences such as population health, policy, financing, health care delivery, and teamwork. In this article, authors examine the current state of medical education with respect to systems sciences and propose a new framework for educating physicians in adapting to and practicing in systems-based environments. Specifically, the authors propose an educational shift from a two-pillar framework to a three-pillar framework where basic, clinical, and systems sciences are interdependent. In this new three-pillar framework, students not only learn the interconnectivity in the basic, clinical, and systems sciences but also uncover relevance and meaning in their education through authentic, value-added, and patient-centered roles as navigators within the health care system. Authors describe the Systems Navigation Curriculum, currently implemented for all students at the Penn State College of Medicine, as an example of this three-pillar educational model. Simple adjustments, such as including occasional systems topics in medical curriculum, will not foster graduates prepared to practice in the 21st-century health care system. Adequate preparation requires an explicit focus on the systems sciences as a vital and equal component of physician education.

UR - http://www.scopus.com/inward/record.url?scp=84944789979&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84944789979&partnerID=8YFLogxK

U2 - 10.1097/ACM.0000000000000951

DO - 10.1097/ACM.0000000000000951

M3 - Review article

VL - 92

SP - 35

EP - 39

JO - Academic Medicine

JF - Academic Medicine

SN - 1040-2446

IS - 1

ER -