The Academies Collaborative is excited to announce registration is now open for the National Academies Collaborative Meeting at the AAMC in Boston, MA on November 3, 2017. The meeting is scheduled for 9:00 am – 12:00 pm at the Hynes Convention Center.
At this year’s meeting participants can expect: · Updates on the latest research from across the Academies Collaborative, including success metrics for Academies · Focused time on topics with experts from Academies, including: issues for new academies; leadership skills to maintain engagement; research in your Academies; · An exploration of how Academies can support well-being among our members, and on our campuses · How Academies can support professional advancement at schools
Masters in Health Professions Education Programs:
There are a multitude of Masters in Health Professions Education programs nationally, and internationally. Two peer reviewed articles (in 2012, and in 2014) discuss these programs. There is also a list on the FAIMER website (click here to access). The spreadsheet, below, was first created by the Academy of Medical Educators at the University of Colorado in 2015 to review key features of a shorter list of those programs referenced by the aforementioned sources. Thank you to Drs. Rita Lee, Tai Lockspeiser and Janet Corral at the University of Colorado for sharing this list.If there is a Masters in HPE program you would like to include in this list, please email email@example.com
Academies and Wellness Initiatives
Physician wellness, stress and burnout are increasingly the focus locally such as in medical societies and health systems, and nationally such as the AMA, AAMC, National Academy of Medicine, ACGME and Specialty Societies. Practicing physician reported burnout has risen to 54% from 46% between 2011 and 2014, and annually, physician suicide ranges between 350 to 400 physicians – the equivalent of one 747 crash per year. We in the Academies Collaborative are investigating the roles Academies of Medical Educators in addressing physician wellness, stress and burnout.
In the United States, over 60 of the 140 Academic Medical Centers have some form of Academy of Medical Educators. While Academies have different organizational frameworks and expectations of members, they all support vital work at their respective institutions. Because of the prominence within in the AMCs and the roles they play, we believe that Academies may be instrumental in supporting wellness by activities including their organizational presence, the support for teaching recognition, programming and faculty development, educational scholarship and venues for physicians and physicians in training to disseminate their work. Our goal is to further assess the current state of the relationship of Academies’ work and collaboration to the institutions’ wellness initiatives. Published models for physician wellness include the quadruple aim (Triple aim of improving patient experience of care, improving health of populations and reducing per capita cost of care, plus improving the work life of health care providers including clinicians and staff) and the Reciprocity of Wellness Model from Stanford WellMD Initiative (personal resilience, culture of wellness and efficiency of practice). The National Academy of Medicine is developing a model as well which is not yet final or published.
The urgency to address these issues goes beyond the prevalence of stress and burnout. Physicians under stress and burnout have been shown to deliver lower quality care, to decrease professional effort in clinical care and in some cases to leave their position or the workforce all together. The costs are significant, requiring $500,000 to $1,000,000 to recruit a physician.
There has been an increasing dialog between physicians and health system leaders around the current state of the workforce, the work place, and possible common efforts to reduce stress and increase wellness. Examples of this work include articles by Dr. Shanafelt and Dr. Noseworthy. The AMA with the leadership of Dr. Chris Sinsky and others has brought together physician leaders to address some of these issues through several consortium meetings. The AMA’s work includes a series called Steps First modules addressing aspects of the practice environment and physician wellness.
The National Academy of Medicine, the ACGME and the AAMC recently co-sponsored an onsite and webcast program, “Action Collaborative on Clinician Well-Being and Resilience” to:
The National Academy of Medicine will build a collaborative platform for supporting and improving clinician well-being and resilience across multiple organizations, including clinician and consumer groups as well as health care organizations and policy making bodies. This “action collaborative” will provide the venue for a set of collaborative activities, grounded in evidence-based knowledge, to (1) assess and understand the underlying causes of clinician burnout and suicide, and (2) advance solutions that reverse the trends in clinician stress, burnout, and suicide.Activities of the collaborative will include working meetings among participating groups, public workshops, and stakeholder engagement activities.
Our initiative will include a survey sent out to all of our Academies members to assess their current state of programming, engagement, wellness initiatives, and specifically if they can continue or develop programming which can address institution specific stressors and enhance aspects of wellness. The goal is to assess prevalence of programs, best practices and in free text other ideas or directions for Academies.
This is a regular feature of our newsletter describing one of Academies Collaborative organizations: a new, newly-forming, or existing Academy or Academy-like organization. Many thanks to Steering Committee Member Katie Huggett, PhD, Director, for her description of the Teaching Academy at the UVM College of Medicine.
The Teaching Academy at the Larner College of Medicine, University of Vermont The Teaching Academy at the UVM Larner College of Medicine was launched in December 2014, with a mission to foster a scholarly approach to medical education, nurture faculty development, and guide curricular innovation and scholarship. Since its inception, 107 members have been inducted into the Teaching Academy. There are four membership categories, Distinguished Educator, Master Teacher, Member, and Protégé. The Protégé category was designed for residents, fellows, and post-doctoral scholars. Protégés participate fully in activities and complete a mentored educational scholarship project. All members of the Teaching Academy are selected after peer review of their teaching portfolio, CV, and other relevant materials.
The Teaching Academy hosts two major annual professional development events, the Snow Season Education Retreat and the Essentials of Teaching and Assessment course. The Educator Development Program, a monthly cohort-style program, was launched in 2017. In addition, the Teaching Academy hosts numerous monthly activities, including Medical Education Grand Rounds, Writer’s Workshop, IAMSE webinars, a book club, and Mentoring Groups on topics including Active Learning, Leadership, Clinical Teaching, Educational Scholarship, and Academic Promotion. The Teaching Academy also offers a Curriculum Development and Educational Scholarship grant, awards for travel to educational conferences, and research consultation services. In addition to fostering excellence in teaching and scholarship, the Teaching Academy is responsible for the evaluation of the medical student curriculum and peer evaluation of teaching. For more information, visit our web pages http://www.med.uvm.edu/teachingacademy/home