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Health Systems Science Curricula in Undergraduate Medical Education: Identifying and Defining a Potential Curricular
Jed D Gonzalo1, Michael Dekhtyar, Stephanie R Starr
1J.D. Gonzalo is assistant professor of medicine and public health sciences and associate dean for health systems education, Penn State College of Medicine, Hershey, Pennsylvania. M. Dekhtyar is senior research assistant, Medical Education Outcomes, American Medical Association, Chicago, Illinois. S.R. Starr is assistant professor of pediatric and adolescent medicine and director of science of health care delivery education, Mayo Medical School, Mayo Clinic College of Medicine, Rochester, Minnesota. J. Borkan is chair and professor of family medicine and assistant dean for primary care-population health program planning, Alpert Medical School of Brown University, Providence, Rhode Island. P. Brunett is clinical professor, Department of Emergency Medicine, and associate dean for graduate medical education, Oregon Health & Science University School of Medicine, Portland, Oregon. T. Fancher is associate professor, Department of Internal Medicine, University of California Davis School of Medicine, Sacramento, California. J. Green is assistant professor of medicine and pediatrics, Vanderbilt University School of Medicine, Nashville, Tennessee. S.J. Grethlein is professor of clinical medicine, Department of Medicine, Indiana University School of Medicine, Indianapolis, Indiana. C. Lai is professor of medicine, University of California San Francisco School of Medicine, San Francisco, California. L. Lawson is assistant dean for curriculum, assessment, and clinical academic affairs and assistant professor of emergency medicine, Brody School of Medicine at East Carolina University, Greenville, North Carolina. S. Monrad is clinical assistant professor, Department of Internal Medicine, University of Michigan Medical School, Ann Arbor, Michigan. P. O'Sullivan is professor of medicine and director of research and development in medical education, University of California San Francisco School of Medicine, San Francisco, California. M.D. Schwartz is professor of population health and medicine and vice chair for education and faculty affairs, Department of Population Health, New York University School of Medicine, New York, New York. S. Skochelak is group vice president of medical education, American Medical Association, Chicago, Illinois.
A new health systems science (HSS) framework was developed by analyzing medical education grants. This framework guides schools in aligning curricula with future healthcare system needs.
Area of Science:
- Medical Education
- Health Systems Science
Background:
- Traditional medical education often lacks comprehensive training in health systems science (HSS).
- There is a growing need to align educational programs with the evolving demands of healthcare systems.
Purpose of the Study:
- To develop a comprehensive health systems science (HSS) curricular framework.
- To identify key domains and subcategories for HSS education.
Main Methods:
- Analysis of 30 Accelerating Change in Medical Education grant submissions.
- Review and coding of HSS-related curricula from 11 grant recipient schools.
- Constant comparative analysis and detailed syllabus review.
Main Results:
- Identified three types of domains: core, cross-cutting, and linking.
- Core domains include healthcare structures, policy, economics, informatics, public health, value-based care, and improvement.
- Cross-cutting domains encompass leadership, teamwork, evidence-based practice, professionalism, and scholarship; systems thinking is a linking domain.
Conclusions:
- The developed HSS framework aims to enhance medical and health professions education.
- It emphasizes aligning curricula with the practical needs of healthcare systems.
- Integration of HSS into existing curricula requires critical investigation.
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