Providing real-life clinical experiences and context to medical students is an essential part of today’s medical education, and the partnerships between medical schools and health systems are an integral part of this approach. Value-Added Roles for Medical Students, the second volume in the American Medical Association’s MedEd Innovation Series, is a first-of-its-kind, instructor-focused field book that inspires educators to transform the relationship between medical schools and health systems with authentic workplace roles for medical students, adding relevance to medical education and patient care.
1. Cover image - p. Cover 2. Title page - p. iii 3. Table of Contents - p. iii 4. Any screen, Any time, Anywhere - p. iii 5. Copyright - p. iv 6. Foreword - p. iv 7. Preface - p. vii 8. Acknowledgments - p. ix 9. Contributors - p. xi 10. Part I: Theory - p. xii 11. Part I. Theory - p. 1 12. 1. Concept of Value-Added Roles: Creating a Community of Practice - p. 2 13. 2. Current and Emerging Models - p. 14 14. 3. The Role of Program Evaluation in Value-Added Medical Education: Overall Outcomes and Connections to the Assessment of Learning - p. 29 15. Part II: Practice/Preclerkship, Clerkship, and Longitudinal Experiences - p. 38 16. Part II. Practice/Preclerkship, Clerkship, and Longitudinal Experiences - p. 40 17. 4. Students as Patient Navigators: The Penn State College of Medicine - p. 41 18. 5. Students as Patient Navigators: Case Western Reserve University School of Medicine - p. 51 19. 6. Primary Care Quality Improvement: The University of North Carolina at Chapel Hill - p. 59 20. 7. Household-Centered Service-Learning: Florida International University Herbert Wertheim College of Medicine - p. 72 21. 8. Early Medical Students as Clinical Microsystem Agents of Change—Improving Quality, Value, and the Patient Experience: University of California, San Francisco, School of Medicine - p. 85 22. 9. Plan-Do-Study-Act: Vanderbilt University School of Medicine - p. 99 23. 10. Community Health in Action: The A.T. Still University’s School of Osteopathic Medicine in Arizona - p. 111 24. Part III: Implementation - p. 123 25. Part III. Implementation - p. 125 26. 11. Envisioning and Planning Value-Added Roles - p. 126 27. 12. Launching and Sustaining Value-Added Roles - p. 135 28. 13. Improving and Growing Value-Added Roles - p. 143 29. Glossary - p. 149 30. Index - p. 151
Providing real-life clinical experiences and context to medical students is an essential part of today’s medical education, and the partnerships between medical schools and health systems are an integral part of this approach. Value-Added Roles for Medical Students, the second volume in the American Medical Association’s MedEd Innovation Series, is a first-of-its-kind, instructor-focused field book that inspires educators to transform the relationship between medical schools and health systems with authentic workplace roles for medical students, adding relevance to medical education and patient care.
1. Cover image - p. Cover 2. Title page - p. iii 3. Table of Contents - p. iii 4. Any screen, Any time, Anywhere - p. iii 5. Copyright - p. iv 6. Foreword - p. iv 7. Preface - p. vii 8. Acknowledgments - p. ix 9. Contributors - p. xi 10. Part I: Theory - p. xii 11. Part I. Theory - p. 1 12. 1. Concept of Value-Added Roles: Creating a Community of Practice - p. 2 13. 2. Current and Emerging Models - p. 14 14. 3. The Role of Program Evaluation in Value-Added Medical Education: Overall Outcomes and Connections to the Assessment of Learning - p. 29 15. Part II: Practice/Preclerkship, Clerkship, and Longitudinal Experiences - p. 38 16. Part II. Practice/Preclerkship, Clerkship, and Longitudinal Experiences - p. 40 17. 4. Students as Patient Navigators: The Penn State College of Medicine - p. 41 18. 5. Students as Patient Navigators: Case Western Reserve University School of Medicine - p. 51 19. 6. Primary Care Quality Improvement: The University of North Carolina at Chapel Hill - p. 59 20. 7. Household-Centered Service-Learning: Florida International University Herbert Wertheim College of Medicine - p. 72 21. 8. Early Medical Students as Clinical Microsystem Agents of Change—Improving Quality, Value, and the Patient Experience: University of California, San Francisco, School of Medicine - p. 85 22. 9. Plan-Do-Study-Act: Vanderbilt University School of Medicine - p. 99 23. 10. Community Health in Action: The A.T. Still University’s School of Osteopathic Medicine in Arizona - p. 111 24. Part III: Implementation - p. 123 25. Part III. Implementation - p. 125 26. 11. Envisioning and Planning Value-Added Roles - p. 126 27. 12. Launching and Sustaining Value-Added Roles - p. 135 28. 13. Improving and Growing Value-Added Roles - p. 143 29. Glossary - p. 149 30. Index - p. 151
