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Related Experiment Video

Updated: Jul 11, 2025

Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training
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A National Study on Training Innovation in US Medical Education.

David I Hindin1, Michael Mazzei2, Shreyas Chandragiri3

  • 1Department of Surgery, Stanford University School of Medicine, Stanford, USA.

Cureus
|November 6, 2023
PubMed
Summary

Over 75% of Association of American Medical Colleges (AAMC) medical schools offer innovation programs, including medical humanities, design thinking, entrepreneurship, and technology transfer. National Institutes of Health (NIH) Clinical and Translational Science Awards (CTSA) hubs are more likely to have at least one program.

Keywords:
design thinkingenrepreneurshipinnovationinnovation in medical educationinnovation in medical teachingmedical educationmedical humanitiesnarrative medicinetechnology transfer

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Area of Science:

  • Medical Education
  • Innovation in Healthcare
  • Academic Medicine

Background:

  • Traditional medical education emphasizes memorization and algorithmic thinking.
  • There's a growing recognition of creativity and innovation as crucial components in medical training.
  • This study investigates the current integration of innovation-related training in formal academic settings.

Purpose of the Study:

  • To survey Association of American Medical Colleges (AAMC) member institutions on the availability of innovation-related training for medical students.
  • To assess exposure to four key innovation pillars: medical humanities, design thinking, entrepreneurship, and technology transfer.
  • To compare innovation program prevalence between top-ranked and non-top-ranked medical schools, and between NIH Clinical and Translational Science Awards (CTSA) hubs and non-CTSA schools.

Main Methods:

  • A national survey was distributed to 168 AAMC-member institutions.
  • Survey questions assessed the presence of curricula and infrastructure in four innovation pillars.
  • Statistical analysis (Chi-squared) and geospatial visualization (ArcGIS) were employed to compare institutional data.

Main Results:

  • A high response rate of 94.2% (161 institutions) was achieved.
  • Over 75% of surveyed institutions reported offering at least one innovation program.
  • Medical humanities were most common (63%), followed by design thinking and entrepreneurship (32% each), and technology transfer (26%).

Conclusions:

  • Innovation programs are prevalent in AAMC medical schools, with most institutions offering at least one.
  • No significant difference in innovation program prevalence was found between top 20 and other schools.
  • CTSA hub schools were significantly more likely than non-CTSA schools to offer at least one innovation program, highlighting a key trend in medical education innovation.