" An Update on the Strategic Plan for Medical Education" 1-18-2024 MSC Perspectives on Medicine - Dean Illuzzi

January 19, 2024

An Update on the Strategic Plan for Medical Education

MSC Perspectives on Medicine lecture given by Dean Jessica Illuzzi on January 18, 2024

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ID: 11197
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00:00Get started. Thank you guys for joining in.
00:03Happy New Year for joining in on our
00:06Perspectives on Medicine series.
00:10I'm very excited to introduce
00:11our guest speaker for you today,
00:13Doctor Dean Jessica Luzzi.
00:15Doctor Lucy is the Deputy Dean for
00:19Education and the Harold W Jockers
00:22Professor of Medical Education
00:24and a Professor of Obstetrics and
00:27Gynecology and Reproductive Sciences
00:29here at the Yale School of Medicine.
00:33She has always and long been a central
00:36figure in medical education at YSM,
00:38overseeing the recent efforts
00:41for our LCME site accreditation,
00:45implementing our strategic plan,
00:47as well as being the previous Curriculum
00:50Director for the advanced training period
00:53and the Director of the OBGYN Clerkship,
00:56as well as being instrumental to
00:58the 2015 curriculum redesign and the
01:01LCME reaccreditation cycles and the
01:03previous LCME recreditation cycles.
01:05Additionally,
01:06before becoming Deputy Dean,
01:08Deana Luzi was also the previous
01:10Medical Director of the Vidone Birthing
01:12Center at Yale New Haven Health, St.
01:14Rayfields campus,
01:15where she was also an advocate for
01:17collaboration between physicians and
01:19nurse midwives and introduced A midwife,
01:22A midwife model for delivery of OBGYN care.
01:26Her research also delves into obstetrics
01:28interventions and the clinical
01:29outcomes in newborns and mothers,
01:31including prophylaxis against the vertical
01:34transmission of Group B Streptococci.
01:37Dean Luzi completed her bachelor's
01:39and MD at Harvard before completing
01:41her residency in OBGYN and masters
01:43of science and epidemiology at Yale,
01:46where she has now since stayed on as faculty.
01:49All this to say is that she is an expert
01:51in what her talk will be an update on
01:53the strategic plan for medical education.
01:56So we're very fortunate
01:57to have her join us today.
01:58Dean Luzi,
01:59thank you so much for joining and I'll
02:00turn it over to you when you're ready.
02:03All right, Thank you so much, Wilton.
02:05I'm really excited to be here today
02:08to adjust the Medical student
02:10council perspectives on medicine.
02:13If there are questions,
02:14I think it'll be great if you can put
02:16them in the Q&amp;A and then hopefully it'll
02:18be time at the end that we can address
02:20some of them here on this webinar.
02:22And if not, we'll try to
02:26answer them after the webinar.
02:28Feel free always to reach out to me
02:30to meet or send e-mail with questions.
02:32I'm always happy to do that as well.
02:35So I'm going to share my screen.
02:41OK. So today as well noted,
02:45I'll be giving an update on
02:47our strategic plan for medical
02:49education in its three domains and
02:51then also share if there's time,
02:54a quick quick update on the
02:57LCME accreditation process.
02:58So many of you and many others were
03:02probably involved in some way,
03:05shape or form in the development
03:07of our strategic plan.
03:09When I first came into this role in 2021,
03:12that was the very first thing that
03:14the Dean asked me to do was to create
03:17a new strategic plan for medical
03:19education at the School of Medicine.
03:22So throughout that year, 2021,
03:26we assembled multiple faculty,
03:28students,
03:29and other stakeholders at the School
03:32of Medicine and in the community and
03:35at the hospital to come together and
03:37think about what Yale should be doing
03:40in the next decade in medical education.
03:43And as we all know,
03:45Yale is a very unique and special place.
03:48The Yale System of Medical Education
03:50is something we're very proud of,
03:52and so that was central to our development
03:55of a strategic plan in medical education.
03:59At the same time,
04:00we also needed to be aware that
04:03we had an upcoming LCMA visit,
04:05which as everyone knows has pretty rigid
04:10expectations and standards that all
04:12medical schools must meet in order to
04:15be accredited to give the MD degree.
04:17And so with those two things in mind,
04:20we worked really hard to frame our goals
04:23for the upcoming upcoming decade at Yale.
04:26And so today I'm going to be giving
04:29you some updates in what we've done so
04:32far and what we still yet plan to do.
04:35So these are the three domains
04:37of our strategic plan,
04:38student engagement and attaining competency,
04:41faculty participation in the
04:43educational mission and third,
04:45building a more supportive and
04:48enriched learning environment.
04:49So I'll go through each domain.
04:52So in the first domain,
04:53the goal here as framed by our
04:59strategic planning committee,
05:00is to increase student engagement in
05:03meaningful and innovative opportunities
05:05to learn and monitor their own
05:08progress toward attaining competency
05:10consistent with the Yale system.
05:17There we go. So we outlined 3
05:20action items in this domain.
05:23The first one is innovation
05:25and medical education.
05:26So many of the students and faculty
05:29and staff are aware of some of the
05:31things that we've already been doing.
05:33So iPads were introduced well over a decade
05:37ago in the classroom and at the bedside.
05:40And this continues to be central
05:42to the delivery of our curriculum.
05:44So that every student has access
05:47to the platforms that we present
05:49material and then also when they're
05:51in the clinical setting remain
05:54having access to those platforms
05:56as as well as the addition of the
06:00Epic electronic medical record.
06:02So this gives students actually a
06:05special advantage on rounds as you
06:07can see in these pictures on the
06:10right where students often have
06:12more access to these resources than
06:14actually the other members on the team.
06:17So they're offered, offered,
06:18often asking students on the team,
06:20can you look up what is the most
06:23recent study on X and share it with us.
06:26Even looking at can you look up
06:28the patient's labs that came in
06:30this morning and it's right there
06:32at their fingertips.
06:33So I can say this has really
06:36been a popular tool for students
06:39in the clinical setting.
06:42And I'm also going to thank Mike Schwartz,
06:44who prepared these slides of the innovations.
06:48He's our Director of Innovation and
06:51Medical Education and he used these
06:53slides of these innovations to talk
06:55to our applicant pool last night who's
06:57applying to the old School of Medicine.
07:00So point of care ultrasound has
07:02also been with us for a number of
07:05years led by Doctor Rachel Liu.
07:07And it is as we know,
07:09an emerging and very useful technology
07:11in the delivery of patient care and
07:14assessing patients at the bedside.
07:16It's also, we have also found it extremely
07:19useful in education because it assists us
07:22in teaching anatomy and physical exam.
07:25So it's used in both those domains.
07:27And then when students get
07:29into the clinical setting,
07:30they're much more adept at using
07:33point of care ultrasound in their
07:35evaluation of real patients.
07:36And the teams are finding this very helpful.
07:39And now we have faculty,
07:40residents and fellows also asking to be
07:43trained in point of care ultrasound.
07:45So this is definitely an emerging
07:49and very useful technology.
07:52And then simulation.
07:54So we now begin with simulation at the
07:58beginning of the curriculum at White Coat,
08:01I mean I should say in I pro,
08:03right.
08:03So it's in the very first week of of
08:06medical school and it continues to
08:09be utilized throughout the courses
08:12under the leadership of Lee Evans who
08:16is our Director for the Center for
08:19Healthcare Simulation and Sam Buck
08:21who's been instrumental in develop,
08:23developing applications of simulation
08:25to each of our master courses including
08:29topics like pharmacology which
08:31students say they like to learn in
08:34the simulation setting much better
08:36than in a classroom staring at a screen.
08:39I see Wilton nodding his head.
08:40So, so yes,
08:42learning it,
08:43you know seeing what happens when
08:45you deliver a too much of A beta
08:48blocker to a patient and simulated
08:50setting is very illustrative.
08:52So I mean there's there's so many
08:54applications of this and students have
08:56indicated that they even want more of it.
08:59So that's what we're working on.
09:02We also have integrated simulation
09:04in all of the clerkship blocks and
09:07now are looking into ways to do more
09:10simulation in the advanced training period.
09:13They this team and simulation has
09:16introduced new simulations like
09:18Night On Call in the Capstone course,
09:20which has been rated extremely
09:22highly by the students.
09:24As you can imagine,
09:25they're about to graduate and enter
09:27their internships and residencies,
09:28so being able to practice a night
09:31on call before they're actually
09:33experiencing their first night on call
09:36as a resident is very appreciated.
09:42Next, we've integrated more and more
09:45extended reality in the teaching of anatomy,
09:49neuroscience and pathophysiology.
09:52On the upper left here you see the
09:55Stanford heart model, which is amazing,
09:58and you can see a heart moving
10:01in different physiologic states.
10:03What? What does it look like
10:05when a heart is in a fib?
10:06What does it look like to stand inside
10:08a heart that's undergoing A-fib?
10:10So it's it's a way to really drive
10:14home how the underlying Physiology
10:17as well as pathophysiology affects
10:20the functioning of an organ.
10:22And then over on the right you
10:24can see our use of the HoloLens,
10:26which is now a way to really be able to
10:30look at anatomy in a three-dimensional way.
10:33This has been integrated into our
10:36anatomy course so that students
10:38who are learning on cadavers can
10:41also be learning looking at visual
10:44images in coordination with their
10:47dissection of cadavers.
10:48And I should also add that at the same time,
10:51we've now added an Associate Course
10:54director from biomedical imaging,
10:56an associate course director from
10:58pathology and from surgery to the anatomy
11:02course along under the leadership of
11:05Bill Stewart and Charles Duncan to
11:08enhance the anatomy course overall.
11:11And we are also taking this team
11:16and they have developed a four
11:19week elective after the Capstone
11:21course for graduating students.
11:24And I should say it's probably
11:25also open to 3rd,
11:264th and 5th year students who are
11:30interested in surgical specialties
11:32and would like to experience an
11:35advanced review of anatomy with
11:37particular surgical applications.
11:39So they also use these technologies
11:42in addition to cadaver and other
11:44types of dissections and really
11:46are able to help students review
11:49their anatomy and prepare for
11:51really advanced applications of it.
11:56And then next, so what's coming next?
11:58So I think Bill Rando is
12:03potentially on this webinar.
12:05So I'd like to welcome him again.
12:07So Bill Rando has been hired as our
12:10inaugural Director of Pedagogy in
12:12the Center for Medical Education
12:14and he is going to help us take the
12:18strategic plan to the next step.
12:20And that's really to evaluate
12:23our existing pedagogies.
12:25What we're doing that's working well,
12:27what can is maybe in need of some
12:30change and innovation and help us
12:33redesign and rethink how we teach.
12:36So the goal is,
12:38is to develop and embrace
12:41pedagogies that are engaging,
12:43exciting, evidence based,
12:45effective for our new generation
12:47of learners and definitely
12:49consistent with the Yale system.
12:51So I am really excited.
12:54He'll probably be talking
12:55with many groups of students,
12:57with faculty and other education
13:00leaders to to learn what's going on
13:02here and begin to introduce us and
13:04stretch our minds in thinking about
13:07how we might do this differently.
13:16So next I'm we the other action.
13:19The next action item that I'll
13:21address under this strategic goal is
13:24creating more robust opportunities for
13:26students of assessment that students
13:28themselves may take advantage of
13:30in monitoring their own progress.
13:34So many of you are now hopefully
13:36familiar with the new competencies,
13:38educational program objectives and
13:40milestones that we have developed
13:42at the Yale School of Medicine.
13:45This was as you can imagine,
13:48extremely important in preparation
13:49for the LCME because we had to tell
13:53them what our competencies were
13:55and what our educational program
13:57objectives were and how we were
14:00assessing students in achieving them.
14:04So first let me address the competencies.
14:07So the original competencies we had had
14:10eight competencies developed during
14:13our last strategic planning process a
14:15number of years ago and in reviewing
14:19and updating them for this strategic plan,
14:21we decided to break two of them
14:24apart from one another and that was
14:28professionalism and communication.
14:29So we now have professional identity
14:32formation and communication as two
14:35separate competencies because when we
14:37were working on what the educational
14:40program objectives would be linked
14:42to each of these and and the types of
14:46formative assessments that you'd have,
14:47it seems like they were very
14:49distinct from one another. So.
14:50So we ended up breaking those apart.
14:53I'll point out that these competencies
14:55are very similar I guess across medical
14:58schools and also across residency
15:01programs and there's a reason for that.
15:04That's because the,
15:05you know,
15:06everyone agrees that medical education
15:08is a continuum and it probably
15:11even begins pre medical school,
15:13right during college.
15:14And at times when you're starting
15:17to think about whether or not this
15:19is a career that you would like
15:21to explore and pursue,
15:22then develop further through medical school.
15:24And then after medical school,
15:26you continue to move along the
15:28trajectory of each of these competencies
15:30becoming more advanced in each of them.
15:33And even after residency right as
15:36as faculty we are all continuing to
15:38develop in each of these domains
15:41especially as information is changing.
15:44So we have to challenge ourselves
15:46to be continual and lifelong
15:49self-directed learners.
15:51The the two that I want to point out
15:54that are seem to be rather unique for
15:56Yale are creation and dissemination
15:59and physician, a scientist.
16:01So not a lot of the of other schools
16:04have these two listed as their competencies.
16:07And as you know,
16:09we have a long tradition of having a
16:13thesis requirement of that involves
16:16supervised research under the mentorship
16:19and supervision of a faculty member.
16:22And so we list creation and
16:25dissemination of knowledge as as
16:27distinct competency that we intend to
16:30devote continue to devote resources
16:33our students success in this domain.
16:35And then physician as scientist if
16:36you you know go on the website and
16:38read about it a little bit more,
16:40it's really focused on critical thinking
16:43and not accepting things at face value.
16:46So when students enter,
16:48when students enter residency and they're
16:50taught and this is the way we
16:53handle this disease process,
16:55this is how we treat it,
16:56this is how we follow it.
16:57These are the factors we're concerned about.
17:00You know, we really want students
17:02to challenge that dogma and think
17:05about what is the evidence that
17:07supports any recommendations that
17:08come out and how do we measure our
17:11success in providing effective
17:13patient care that's equitable,
17:15you know, and and really thinking
17:17about the evidence that comes out and
17:20should it actually change practice.
17:22And this is ever more and more important
17:27especially with things being promoted
17:30in the media and sometimes other
17:32domains that may not be evidence based.
17:35So it's important that each
17:37of us is committed,
17:38committed in particular to this
17:41competency whether we become
17:43scientists or practicing physicians
17:45or public health advocates.
17:50This is an example of
17:52one of the competencies,
17:53mechanisms and treatment of disease,
17:56which I think the first years and
17:59second years relate to the most
18:01because the submit so many of the
18:04courses are focused on this content.
18:06But it is only one of the 9
18:09competencies I'll point out.
18:10We at Yale have taken the development
18:13of the competency and the educational
18:16program objective to the next level and
18:19now developed milestones for each phase
18:21of medical training in medical school.
18:24And as I've learned when I've
18:26attended some national meetings,
18:28many other schools have not done that yet.
18:31And so they're kind of struggling
18:33with how they show their students
18:35progress and attaining competency.
18:37And so I think Yale is ahead
18:40of the game in this,
18:41in this area and we'll be sharing
18:44our milestones with other schools.
18:46We actually have a meeting coming
18:48up in the spring where we have
18:5013 schools coming or I used to
18:52say 12 other schools coming to
18:54learn what we do here at Yale.
18:56And this will be one of the
18:58things that we highlight.
18:59So you might be wondering how do we
19:02actually monitor students projects
19:04progress in achieving these milestones.
19:08And so one of the ways is our is
19:12based on the work being done by our
19:15assessment team led by Michael Green.
19:17He is helping to develop more formative
19:21assessments for each of the milestones,
19:23for each competency that students
19:25will have access to whether they're
19:27in the pre clerkship period,
19:29the clerkship or advanced training period.
19:32And it's our hope and goal that
19:34many of these assessments will
19:36be able to produce something,
19:38either a narrative or a rubric that will
19:42populate the students dashboard that
19:45many students are now beginning to use.
19:49Right now it's on a platform called
19:53metrics and it is is the goal is to
19:55give it a students a way to monitor
19:58their own progress in reaching each of
20:00these milestones for each competency.
20:02The first years have all been
20:05assigned coaches to assist them in
20:07that process and so I'll talk about
20:09that briefly on the next slide.
20:14So that is one of the action items
20:16on our strategic plan because as you
20:19can imagine just giving students
20:21more opportunities to self assess.
20:23Is great in theory, but the LCME wants
20:26to know how we're monitoring that
20:29students are reaching those milestones.
20:31And instead of coming up with more summative
20:36assessments and tests and you know,
20:38comparative measures,
20:39we thought it would be better to create,
20:42you know, very use user friendly
20:44assessments for students that they
20:46can engage in no matter what phase
20:48of the curriculum they're in.
20:49And then they can go over these
20:52with their coaches.
20:53So we're requiring the first years to
20:56meet with their coaches on a quarterly
20:58basis to go over their progress.
21:01It's a one-on-one relationship.
21:02Coaches do not engage in assessment of
21:05students. They don't write evaluations.
21:08They don't contribute to the MSPE,
21:10the letter that goes to the
21:13residency programs.
21:14It's really just a personal
21:17coaching relationship between
21:19the student and the coach.
21:21The coach is meant to help the student
21:26in determining what their goals are
21:28with respect to each of the milestones
21:30and finding ways to reach those goals.
21:33So I have this slide up here that was
21:37produced by Michael Green and Dana Dunn,
21:39who is the Director of our Longitudinal
21:43Coaching program to help help
21:45people differentiate between what's
21:47a coach and advisor and a mentor.
21:49Our advisors are the six advisors
21:53in the college system that are now
21:57leading each of our colleges and they
22:00do help students along the process of
22:03getting ready to apply for residency.
22:06They are involved in the writing
22:09and review of the MSPE.
22:11So you know these we've decided
22:13that these people would not be the
22:16people students would want to meet
22:18with to really go over and say how
22:21could I get better in this domain.
22:24I should say those conversations are
22:26still welcome with the advisors,
22:28but we know that students want to have
22:31a more kind of private relationship
22:34as they're struggling and improving.
22:37And it's more the product of of that
22:40learning process that they like to
22:42sit down and talk with the academic
22:44advisors about in choosing their
22:46specialties and then preparing
22:48to apply in those specialties.
22:52We're still working.
22:53This is a work in progress and how
22:55we talk about coaches and advisors.
22:57So the coaches,
22:58the 1st 18 coaches are listed here
23:01and we're actually getting ready
23:04to onboard another 18 coaches to
23:06work with students.
23:07So I think right now each coach has
23:09five or six students and the next
23:11group will also have five or six
23:13students and then we'll be increasing
23:15the number of students they have.
23:17The coaches are the intent is that
23:21they will follow students not
23:22only in the 1st and 2nd year,
23:24but also through the 3rd and
23:264th year to graduation.
23:32So moving on to domain #2,
23:35faculty participation in
23:36the educational mission.
23:37So the goal here is to enhance
23:40opportunities to value and recognize
23:43our faculty contributions to
23:46the educational mission there.
23:48It has been challenging not
23:49just at Yale School of Medicine,
23:51but at all medical schools to really
23:56incentivize and promote faculty
24:02along the medical education pathway.
24:04It can be very difficult to to
24:08tell faculty we want you to teach,
24:09we want you to teach.
24:10But then when they come up for promotion,
24:13it's like how many publications
24:14do you have and how many patients
24:17have you seen and what have your
24:19clinical contributions been?
24:21So we've worked really hard at
24:23Yale to shift that because as
24:25we know there are three missions
24:27out of School of Medicine.
24:29There's clinical research and
24:31education and I'm very proud.
24:34You've probably heard me say it
24:35before in our mission statement.
24:37Education is the very first thing
24:39that's mentioned and I think that's
24:41something that's very special about Yale.
24:43We know that the relationship between
24:45our faculty and their trainee,
24:47so including residents, students,
24:50fellows, is,
24:51is,
24:52is highly valued and it's very
24:54important that we recognize it
24:57in the promotion process to
24:59incentivize faculty participation.
25:01We've also,
25:02prior to writing this strategic plan,
25:05worked with Dean Brown to make sure
25:07that faculty have protected time for
25:10specific educational roles in education.
25:12And it's not just that they're
25:14kind of working at the end of a
25:16burning candle to participate,
25:18but actually giving them time
25:19in their week and participate
25:21is extremely important.
25:23So we've worked really hard to
25:26redefine what it means to to be a
25:29faculty member engaged in education.
25:31And part of part of this was creating
25:34a new track because the previous track
25:37called Clinician Educator Scholar,
25:39which is where many of our clinical
25:43educators kind of SAT and tried.
25:46We're trying to be promoted on,
25:49but many faculty were facing
25:53increasing scrutiny about the number
25:55of publications that they had.
25:57And we all know that if they're
25:59devoting the more majority of
26:01their time to patient care,
26:03many of them work many hours per week
26:05in patient care settings and then
26:08devote a large number of hours to education,
26:11it leaves very little time to
26:13publish original research.
26:15So we've talked about the importance of
26:19recognizing publications in other domains,
26:21such as writing case reports
26:23with the residents and students,
26:25writing clinical guidelines
26:27with national societies.
26:28So there's many other other ways including
26:31giving talks at national meetings,
26:33presenting innovative curriculum.
26:35So these things are now like outlined
26:39to be valued by the School of
26:41Medicine in the promotion process.
26:43And even more importantly,
26:45we've expanded the clinician track to be
26:47what's called an academic clinician track.
26:50So those faculty who choose to
26:53pursue passions in clinical medicine
26:56maybe lead clinical programs or lead
26:59clerkships or electives or Subis
27:02residency programs also also have a pathway,
27:06excuse me to be promoted.
27:08So this is the new academic
27:11clinician track
27:11and it's still challenging to
27:13be promoted on that track,
27:15but the most important thing is that
27:17it embraces people who are devoting
27:20the majority of their time to clinical
27:22care and the educational mission.
27:24We couldn't be a medical school without them.
27:27So it is extremely important that
27:29we value them and retain them here.
27:35The next area in this domain is how
27:39we enhance education leadership in
27:41departments and this might be less
27:44interesting to medical students,
27:46but yet it is very important.
27:49We have created a new role called
27:51the Director of Medical Education in
27:53each of our clinical departments,
27:55and this person is charged with
27:58really overseeing the educational
28:00mission in the department with,
28:02in particular regard to
28:05medical students and students.
28:07It's critical that we have people
28:09like this that we can reach out to,
28:11to teach in our courses,
28:13organize the faculty,
28:15read their teaching evaluations,
28:17provide mentorship,
28:18support them in the promotional process,
28:22advocate for more resources when
28:24needed within the department,
28:26help with professionalism issues.
28:27So as you can see,
28:29there's so many things that need
28:31to be done to have excellent
28:33educators within a department.
28:35And now we have someone who has
28:38kind of taken that charge and we've
28:41provided protected time for them.
28:43And I'm really looking forward to
28:45working more with these individuals
28:47now that the LCME is over.
28:49So if if you're a Director of
28:51Medical Education on this call,
28:53we have a lot to do still.
29:00All right. And then lastly in this domain,
29:02expanded education,
29:03expanded educational educator development
29:07to support scholarship and innovation.
29:11Now this slide is not quite updated
29:14because over the past year we have
29:17taken the Teaching and Learning Center
29:20and are continuing medical education
29:22groups and had them join to produce
29:26the Center for Medical Education,
29:28which is led by Janet Hafler,
29:30whose pictures here.
29:32Doctor Rando,
29:33who is our new Director of Pedagogy,
29:35works within the center,
29:37as does Michael Green,
29:38the Director for Assessment.
29:40John and Candela, who's direct the
29:44Director of Program Evaluation.
29:47And you know, this is a place where
29:49faculty can go to be further developed.
29:51They sponsor an MHS degree
29:54in medical education,
29:55a fellowship in medical education
29:57and provide many other resources and
30:00ongoing activities to make sure that
30:02our teachers are the best they can be.
30:04We didn't.
30:05We all went to medical school,
30:07right, and residency.
30:08We didn't get degrees in education.
30:10So it's important that we have a resource
30:13to develop our faculty in that regard.
30:16And then there's also many other
30:19opportunities that we've been
30:21working on across the school to
30:23enhance everyone's participation
30:25in the educational mission.
30:28So moving on to Domain 3,
30:32this is building a more inclusive
30:34and enriched learning environment
30:36and the goal here is to continue
30:38to build a learning community
30:40that is characterized by equitable
30:43and mutual support and respect.
30:46So this is a picture of one of our
30:49college dinners from last week and
30:52I you know this is one of the most
30:55exciting components of our strategic
30:57plan is the development of our six colleges.
31:02The goal here with the colleges is
31:04to be able to enhance the mentorship
31:07of our students across specialties,
31:10affinities and areas of interest.
31:12Provide the longitudinal coaching
31:14and advising that I've been talking
31:17about earlier.
31:18Enhance peer-to-peer mentorship so
31:20that the first year students can
31:23meet the 4th and 5th years early
31:25on and begin to ask them questions
31:28and learn from them.
31:29Build community events not only
31:32here within the School of Medicine,
31:36but also outside in the New Haven community.
31:38So we're planning to have
31:41representatives from the community
31:43leaders in New Haven who lead not only
31:50community building events there,
31:52but also promote healthcare in our community.
31:56Many of the students have talked
31:59about already having things like
32:01college Olympics and other types of
32:04activities that will really just
32:07promote Wellness and be a lot of fun.
32:09So we're looking forward
32:11to those events as well.
32:15This slide helps you kind of just
32:16see how the colleges are organized.
32:18So right now they're designated by colors.
32:24Names are still in the works,
32:27but I'm kind of starting
32:28to like the color names.
32:30Although Doctor Kashef says that she
32:32wants yellow to be changed gold.
32:34And so I think that's something
32:37we could pursue if it's if,
32:39if the college would like to.
32:42But here's you can see the
32:44makeup of the colleges.
32:45So they're each headed
32:47by an academic advisor.
32:48Each college will have
32:506 longitudinal coaches.
32:51So right now there's three
32:53and we're bringing as I said
32:55onboarding more this spring.
32:57And then you can see every class
32:59year is represented as well as
33:02the MDPHDS and the PA students.
33:05We've recruited a large number of faculty,
33:08fellows and residents across
33:10almost every specialty.
33:12So that's the goal,
33:13that each college will have a
33:15representative from every specialty in it.
33:18So that when we have college events,
33:20when we have college dinners or even
33:22if just a student wants to reach out
33:25to somebody like in a particular field,
33:28they have a name of someone who's
33:30already expressed interest in
33:31providing mentorship in that area
33:33and maybe they've met them already
33:35at some of the college events.
33:37So this is a really important
33:39aspect of the college system.
33:41We also have many alums who have
33:43expressed interest and have now
33:45become affiliates of the colleges.
33:47So they are participating in
33:49some of our in person events but
33:51also will be participating in
33:53virtual events going forward.
33:55So if you're interested in doing
33:58residency in another state,
34:00you will have people that you can
34:01reach out to from those states If
34:03if it's not someone in your college,
34:05there's going to be another
34:06one in someone else's college.
34:07So really important way to link
34:10our students greater in a greater
34:13way with our alums.
34:15And then as I mentioned,
34:16the community liaisons will be
34:18joining the colleges as well and
34:20hopefully we'll be able to help us
34:22plan some community outreach events.
34:28So the next action item in this domain
34:31is to further develop our faculty
34:34to create an inclusive learning
34:37environment and become more facile
34:39with teaching HealthEquity content.
34:42So many of you know Doctor
34:44Beverly Shears and Dr.
34:45Doug Shenson.
34:46They are the leaders of our
34:48HealthEquity thread and have devoted
34:50many hours and lots of time and working
34:53to integrate HealthEquity content
34:55not only in the first year but in the
34:59second and third year curriculum and
35:01in the 4th year and the Capstone course.
35:04So this is still ongoing work
35:07and extremely important.
35:08The other thing that Doctor Shears has
35:11done is developed some pre teaching
35:16videos to help faculty prepare
35:19to give their lectures.
35:22It guides them in reviewing
35:23their slides to make sure they
35:26don't have any outdated slides,
35:28such as slides that would include
35:31presenting race as a biological
35:34construct instead of a social construct.
35:36And so, you know,
35:38she really kind of outlines
35:40this for faculty to help them
35:42understand how how we are now,
35:46you know, addressing the concept
35:48of race in medicine and the and
35:51the importance of the prevalence
35:54of disease versus the incidence
35:56of disease and risk factors.
36:01You know, this is also a work in
36:03progress because not all faculty
36:05have yet undergone the training,
36:07but the goal is to have every
36:10faculty member who teaches have
36:12observed this content and engaged
36:14with it before their lectures
36:17in the office of the curriculum.
36:20They're actually now also reviewing
36:23all slides before each course to
36:26detect any areas where slides may
36:28need to be reviewed and revised.
36:36Another initiative in this regard was the
36:38creation of the Inclusive Language Glossary.
36:42This was led by Beverly Shears and JD
36:47Tawalker and it included creating many
36:51focus groups in different domains.
36:54I think these are the six domains
36:56here where groups of students and
36:59faculty and staff came together and
37:01and looked up the terms that were being
37:04used in these domains and considered
37:06you know based on review of national
37:09literature and then their own.
37:11You know introspection about how these
37:14terms are are applied in medicine and
37:17help to provide guides for faculty,
37:19students and staff in in choosing
37:23more updated terms.
37:25This is just one example of of the guide.
37:28You know, if you look under disability,
37:31the the team has gathered terms that
37:34they detected being used in the
37:37literature or even in in conversation
37:39and then provided comments about each
37:43of these to help people consider their
37:48relevance and appropriateness for the
37:51care of patients and then teaching.
37:53So it's a way to help help update people
37:59in their use of terminology.
38:05And then the last area.
38:07Oh no, there's two more in this one.
38:09Action 9, an effective process for addressing
38:12mistreatment bias and discrimination,
38:15is obviously important for promoting
38:17a positive learning environment.
38:19We worked really hard in preparation
38:21for the LCMU as well to make sure that
38:24everyone knew about this process.
38:26We distributed cards to everyone
38:29about how to report experiences or
38:33observations of of professionalism
38:35concerns which we includes mistreatment,
38:38bias and discrimination.
38:40The new process involves clicking on
38:44this red button or this button that you
38:48find almost on every curricular page now
38:51and being able to share an experience
38:54that either you yourself experienced
38:57or had have observed to share concerns.
39:00And we have a very conscientious team
39:03who works in this office who reviews
39:06each of these reports and then decides
39:08the optimal way to to handle them and
39:12make sure that we're using them to
39:14improve our learning and working climate.
39:16There's an option for students
39:18to remain and anyone who reports
39:21to remain completely anonymous.
39:23There is an option to be confidential,
39:26so meaning that you provide your name
39:28and then you want to talk to them about
39:30it or or be available for questions.
39:34And then there's also an option to
39:36call a phone number if you go on
39:38this website so that you're not
39:40even talking to someone from Yale,
39:42and they'll pass the concern on for you.
39:46The other thing I would mention,
39:48many students have asked like what
39:50happens once I report a concern.
39:51And the goal here is to help this
39:55place be better.
39:56So it's not meant to be a punitive
40:00or disciplinary process.
40:01We work with faculty,
40:03we work with students,
40:04we work with residents.
40:06Anybody who's experiencing difficulty in how
40:10they're working in this in this environment?
40:15The other thing I want to point out is
40:17that there's been many posters placed
40:19around the school to remind people
40:21that they can report things that way.
40:24So if you if you use the QR code on
40:26the poster or here on the screen,
40:29it will take you to a website that guides
40:32you to all the resources that we have.
40:34And you know,
40:35you can see the very first item on here is
40:39have you experienced sexual misconduct,
40:41discrimination or harassment.
40:42So you know there are many resources there
40:46to engage in the university share office,
40:49which is completely anonymous to work
40:51with the Title 9 office who just meets
40:54with students and others to talk about
40:56what they're experiencing and often
40:58helps to navigate very difficult situations.
41:01And then there's also mechanisms
41:03to provide formal complaints.
41:05So I use that as an example to show that
41:08I I know I I never want someone to be
41:11afraid about bringing a concern forward.
41:14You can really you have control over
41:17how how you want this to be handled
41:22and kind of the extent that you want to
41:25remain involved and receive follow up.
41:28So I I think it's really important
41:30that everyone knows
41:31that you know reaching out first
41:32is is first and foremost important
41:34and then talking with how you want
41:36to handle situations like this.
41:47I'm going to say one more
41:48thing about the last slide.
41:50We are planning a town hall in February.
41:54We did this last year in February and
41:56it was an opportunity for students
41:58and faculty and staff to come together
42:01to consider how well we're doing at
42:04creating a positive learning environment.
42:06So, you know, are the reports that are
42:09coming in being addressed appropriately?
42:12Is it working?
42:14We provide data on how many reports we've
42:17received over the year and and then how
42:20they've been followed up in aggregate.
42:22So that way people can have a
42:25sense that these are not just
42:26dropping into a black hole,
42:28that we're actually following up on
42:30every item that is reported to us,
42:35all right. And then lastly,
42:36constructive engagement
42:37with the wider community.
42:39So I mentioned earlier the inclusion of the,
42:43sorry, I'm just looking it away,
42:45OK, I mentioned the inclusion of
42:48community leaders in our colleges.
42:51You know, we've started that
42:53process based on leadership from
42:55the the students here at the school.
42:58We've started a an annual
43:01program called New Haven Voices,
43:04which has been able to bring leaders
43:06to speak with our students at the
43:09beginning of each academic year about
43:11what's going on in the New Haven
43:14community and how the University
43:16and the School of Medicine and the
43:19community can partner to make New Haven
43:22a healthier and safer environment for
43:24everyone who lives and works in it.
43:27Many of you are involved in
43:30activities throughout New Haven,
43:32which is laudable and we fully support.
43:35So we're hoping to engage in more of that.
43:41And then very last of all, a quick
43:43quick update on the LCMU accreditation.
43:46So we, I mentioned earlier have to meet
43:5012 standards that are laid out and the 96
43:55elements that that are broken down under
43:59those standards and we just went through
44:03a two year process preparing for this visit.
44:06Many of you were involved and I'm so grateful
44:09for the student contributions in that regard.
44:12Filling out many surveys,
44:13attending meetings, preparing for for
44:16sessions to meet with our site visitors.
44:19We did it.
44:20We got through it and now we're waiting
44:23for the accreditation decision which we
44:26hopefully will hear by March of 2024,
44:29maybe even the end of February.
44:31So what happens next.
44:32So they will give us a letter and it
44:35will outline the areas that we did
44:37very well in for in their from their
44:40perspective and the areas where they
44:42think we need to either change things,
44:44do things differently or that
44:46they want us to monitor carefully
44:48and provide them updates on.
44:50So when I get that letter
44:53in February or March,
44:54I will share it with the greater
44:56community so that we all know what
44:58it is that we need to be working
45:00on over the next couple of years
45:02to maintain our accreditation,
45:06which obviously is very important
45:08to all of us.
45:10These are some of the the items
45:13that I've listed that I think have
45:16benefited from participating in
45:18the LCME accreditation process.
45:21You know,
45:22many of these things we would
45:23have done anyway,
45:24but the LCME definitely prompted us to
45:28address them more quickly and perhaps
45:31with more urgency and resources.
45:34So you know,
45:35many of the students had been talking
45:38about for years how they needed more
45:40storage options at the School of Medicine,
45:43both on campus and in the hospital.
45:45So we were able to get hundreds of
45:48new lockers placed in in heart in the
45:51Harkness building near the clinical
45:53skills area and we also renovated the gym.
45:56So I,
45:56you know,
45:57I'm very grateful in that sense
45:59to the LCME for helping to prompt
46:01the school to address some of
46:04these things that students have
46:05long been bringing up as issues.
46:10We'll continue to work on
46:11some of those areas.
46:12There's a whole new renovation still
46:15underway being planned for Harkness
46:17and the student spaces there also
46:20plans to do further renovation in the
46:23library to create a new 24/7 space.
46:26So lots of exciting things
46:29ahead in that regard.
46:31But this is just a short list of
46:34some of the many other things that
46:36I think have really moved forward
46:39during the LCME accreditation process.
46:43I never thought I would be saying thank
46:45you to LCME accreditation process,
46:47but I guess this list can give us a
46:52sense of gratitude in that respect.
46:55All right, So that is my last slide.
46:58I'll be taking my slides off the
47:00screen and I can take some questions
47:02in the remaining 10 minutes,
47:04if there are any.
47:09Awesome. Thank you so much, Dean Luzzi.
47:10And yeah, anyone who has questions can
47:13just either pop them in the chat or.
47:15But I think there's AQ and a box
47:17that you might have on your screen.
47:19It's cool, cool to see that.
47:20You know, even as someone who was involved,
47:22you know a lot with you last
47:23year with a lot of these things,
47:24how even now, like, you know,
47:26even though I'm removed from being president,
47:28there's new changes already and new updates.
47:31So kind of cool to see that things are
47:34kind of moving fast and it's really cool.
47:37Yeah, really cool to see.
47:38Yeah. Bilton, I'm particularly grateful
47:41for your leadership as president of
47:44the Medical Student Council during
47:46the LCME accreditation preparations.
47:48Because, you know, it was really important
47:50to be able to have a close link with
47:53the students to kind of reach out,
47:55you know, with questions and
47:57feedback when we needed it.
47:58And for you to mobilize your classmates
48:01to fill out surveys and things like that,
48:05you know And really just to keep
48:07getting feedback on a regular basis
48:09for Medical Student Council that was
48:11really helpful to have that ongoing
48:13dialogue with Medical Student Council
48:15to make sure that we were really,
48:16you know, working on improving
48:18things that students cared about.
48:27One of the items I whoops that also
48:31came from the LCME was the creation
48:33of the you said we did newsletter.
48:36And that's something that we'll
48:38be continuing because we've been
48:41hearing from a lot of students that
48:43they like that way of updating them.
48:46So we're in. Abby Roth and I are in
48:49the middle of working on the next one.
48:51And so hopefully it will either come
48:55out tomorrow or at the beginning of next
48:58week because we just added a few more
49:00items on it based on the last MSC meeting.
49:03So we're just making sure we have
49:07the everything listed there that
49:10students have been asking about.
49:12One thing that oh, go ahead,
49:15sorry, you you can keep going. No,
49:16no, no, there's questions. So I'll, I'll.
49:19So the first question, are there
49:21any plans for certificate programs
49:23like the one in Global Health?
49:25That's the first question, yes. So
49:28you know we've we've talked about having
49:32different concentrations here at the school.
49:34Getting a certificate itself is a large
49:37hurdle because the proposal goes up all
49:40the way to the university and then the
49:43corporation and has to be approved.
49:45But if we do things like have concentrations,
49:50like students can graduate with an MD with
49:53a concentration in medical education,
49:55for example, we learned that we could
49:59do that in a more we can be more facile,
50:02let's put it that way,
50:03in creating concentrations than creating
50:06each individual certificate program.
50:09So at this point in time,
50:11we are planning to create
50:13different concentrations.
50:13The first one was just approved in
50:16the Education Policy and Curriculum
50:18Committee last week in medical education.
50:21That's why I mentioned that one.
50:23But there's also interest in having one
50:26in topics like biomedical informatics,
50:30HealthEquity.
50:33I'm trying to think what else there
50:35was and a number of other areas.
50:37And so I've talked with Doctor
50:39Hoffler and Dean Schwartz,
50:41Dean Hoffler and Dean Schwartz.
50:42And we felt that, you know,
50:45bringing the medical education one
50:47through EPCC was the first step
50:49because now we have a template
50:52to create other concentrations.
50:53So a lot more will come on
50:56that going forward. Yeah.
51:00Thank you. The next question says there's
51:03few medical educators and students
51:05from China or no China medicines.
51:08And any plans to change it,
51:09which I interpret might be sort
51:12of like a diversity question or
51:15I don't know if you can see the
51:16questions from your end, but
51:18yeah, yeah. So I mean,
51:19our office of admissions as well as
51:22all members of the admissions committee
51:25and our Dean is very focused on
51:28improving the diversity of our students,
51:31of our faculty and of our community at large.
51:36And that includes having more
51:39people from places like China.
51:41So, you know, as you know the Supreme
51:44Court just passed a ruling that
51:46we can't take things like race and
51:50ethnicity into account when we're
51:52reviewing a student's application,
51:55meaning like a check box, right.
51:57And so, you know,
51:59we have to be very careful about saying
52:02we're we're seeking to increase the
52:04number of students from a particular country.
52:07But by saying that we we are,
52:10we really value diversity.
52:12That means that we want to have
52:15representation from all different
52:16types of groups, types of countries,
52:19affinities, backgrounds, right.
52:20And I I think that's most important is
52:23what our values are in this regard.
52:27Yeah. Next question says
52:29it's great to see in a place
52:30for students and faculty defined language
52:33that's appropriate for disabled populations.
52:35Is your office addressing the fast
52:38evolving landscape in terms and language,
52:40in terms in language being addressed
52:43when it comes to the creation
52:45and a dissemination of research,
52:49well that's a great question.
52:51Well, the glossary that was created was
52:54created for use in all domains, so clinical
52:58education and in the research domain.
53:01And I'm not sure we've done a good job of
53:04disseminating it to the research community.
53:07So that is something that I think based
53:11on this question I'll be reaching out to
53:13our associate Dean's for Student Research,
53:16Servit Chaudhary and Erica Herzog
53:17to ask how we might be able to
53:21disseminate this resource more broadly.
53:23And then I can speak with Dean Lattimore and
53:26Dean Brown about how we might disseminate
53:29this resource across the research
53:31community even beyond student research.
53:35Yeah, awesome. Next question,
53:37the augmented reality tools for
53:40learning anatomy seem very great,
53:42but do you foresee any additional non
53:44clinical electives taking advantage of
53:46these sort of augmented reality tools
53:49especially for upper years who may be
53:51you know when they went through school,
53:52you know didn't have these technologies
53:53when they were going through an additive?
53:56Yeah. So the I guess the 1st way is in
53:59the creation of the advanced surgical
54:03anatomy elective for the upper class years.
54:08But that same team who created that is also
54:12planning to create a non clinical elective
54:15for students earlier in the curriculum.
54:17So if there's a special interest,
54:20but I mean the answer is yes.
54:22So any tools that we bring on
54:25to enhance medical education,
54:27we should be thinking about
54:29using them in all domains.
54:31And so I'm hoping that Doctor Rando as
54:34our new director of pedagogy will be able
54:36to help us think about that and and we
54:39should be creating new types of electives
54:41that use these types of technologies.
54:44There's a big interest in AI right now.
54:47We have a new director for
54:50Biomedical informatics at the school,
54:52and now the university has set up a team to
54:56explore how we can take advantage of the,
55:00you know,
55:01what AI has to offer and how we can
55:04integrate it more into teaching,
55:05into patient care and into research.
55:08So there's so much that will
55:09be happening on that horizon.
55:14And then our last question,
55:15I think it's a follow up to the
55:18previous question just kind of
55:19commented that there's seems like
55:21there's few collaborations in
55:23medical education between like Yale
55:25and Chinese medicine institutions.
55:26So if you could just kind of briefly
55:29the last couple, let's kind of
55:30speak a little bit about that. Yeah.
55:33So we have an office of Global Health
55:36Education and if I'm not mistaken,
55:40we do have a very some very important
55:45relationships with medical schools
55:47in China through that office.
55:51Bob Rorba, who is the Associate
55:54Dean for Global Health Education,
55:57he'd be a good person to reach out
55:59to if anyone has ideas about other
56:02institutions that we could partner with.
56:05So I I would definitely recommend that
56:10awesome, looks like we're just on right,
56:13right on time at 1:00 PM.
56:15So I guess this will wrap up the questions.
56:17Thank you for everyone who came
56:19today and thank you again Dina Lucy
56:21for taking your time to give us an
56:24update on the strategic plan. Anyway,
56:26has any additional questions You know,
56:28feel free to reach out to Dina
56:30Lucy's office and she's know from
56:32personal experience she's willing to
56:34always talk and entertain new ideas.
56:36Otherwise, hope you guys have a
56:38great rest of your Thursday and
56:40have a great weekend. All
56:42right, Thanks so much,
56:44Walton. Thanks everyone.