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Related Experiment Video

Updated: Jan 24, 2026

Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training

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Published on: August 9, 2024

Training physicians for the future US Health Care System.

M L Osborne¹, S A Fields²

¹Oregon Health & Science University, Pulmonary Section Portland VA Medical Center, Portland, Oregon, USA.

Future Hospital Journal

|May 18, 2019

Summary

This summary is machine-generated.

Innovations in medical education, including the flipped classroom and entrustable professional activities, are aligning training with scientific advances. This aims to improve patient care, population health, and reduce costs.

Keywords:

Institute for HealthCare Improvement (IHI)US undergraduate medical education (UME)entrustable professional activities (EPAs)interprofessional education (IPE)learning communities (LC)triple aim

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Area of Science:

Medical Education
Biomedical Science Innovation
Healthcare Pedagogy

Background:

US medical education has lagged behind rapid biomedical science advancements.
Current undergraduate medical education (UME) pedagogy is undergoing significant innovation.
There is a need to bridge the gap between UME and graduate/continuing medical education (GME/CME).

Purpose of the Study:

To describe recent innovations in UME pedagogy.
To highlight the potential of these innovations to create a longitudinal educational continuum.
To demonstrate how these changes can address the Institute for Healthcare Improvement's triple aim.

Main Methods:

Implementation of the 'flipped classroom' model.
Adoption of Liaison Committee on Medical Education requirements for interprofessional collaboration.
Development of professional identity in learning communities.
Integration of 'entrustable professional activities' (EPAs) for measurable outcomes.

Main Results:

Innovations facilitate collaborative practice among health professionals.
EPAs provide measurable outcomes for learner progression.
A consistent educational continuum from UME to GME and CME is achievable.
Potential for enhanced shared decision-making and patient satisfaction.

Conclusions:

Recent pedagogical innovations in UME can align education with scientific progress.
These changes support a seamless transition through medical training.
The innovations align with the triple aim of improving healthcare quality, population health, and cost-efficiency.