Teaching/Scholarly Activities


205.3 Instructional Project Elective

Instructor: Gail March, Ph.D.

Contact: gmarch@bu.edu Telephone: 617-414-7440

Location: Office of Medical Education, Robinson Bldg., B-2900

Number of Students: 2 students per month
Period to be Offered: contact Dr. March for available blocks a month ahead

This elective requires four sequential weeks to complete the project and cannot include absences due to travelling for matching interviews, weddings, or other family events.

Description of Elective:

The Instructional Project Elective provides for a MS4 student the opportunity to use a systematic instructional design process to discover, design, develop, and deploy in four weeks an instructional project on a content area of their choice. The focus of the elective is to learn and apply nontraditional curricular formats (e.g., integration of basic sciences and clinical content using technology, online modules, innovative study tools, and simulations.)  Each student meets with a Faculty member as the content expert and the Elective Director a month in advance of the elective to approve the topic, and then weekly to review the deliverables and decide how the project will be implemented.

GOAL: The purpose of this elective is to guide the MS4 student through the development of an instructional project for the current BUSM curriculum, presentation at a conference, posting to an educational portfolio, or for their future roles as physicians, educators, and researchers.

LEARNING OBJECTIVES:

By the end of the Instructional Project elective, the BUSM 4th year student will be able to:

  • Prepare a content outline based on a review of literature of the project content using 3-4 subtopics (upon approval of topic and method by Faculty as a content expert and Elective Director)
  • Write a goal and learning objectives for an instructional project
  • Select the instructional and evaluation strategies for the project
  • Implement the project’s design into a developmental draft of the project for assessment by the mentors and a beta class
  • Report on the beta-test findings, revise if necessary and implement the final project

 

CURRICULUM– The curriculum includes this sequential weekly process:

  • Week 1: Selection of topic and instructional method and competitive analysis
  • Week 2: Writing a content outline, goal and learning objectives for project
  • Week 3: Developing a draft of project
  • Week 4: Beta-testing with a sample population, revision, and final project

 

EVALUATION – The assessment of the student’s performance of the learning objectives will be done by both the Faculty member and the Elective Director on a weekly basis of deliverables. The weekly milestone grades are:

  • Week 1: 10% Discover the topic, targeted audience, and instructional needs
  • Week 2: 10% Design the Project
  • Week 3: 30% Develop the Project
  • Week 4: 50% Deploy the Project

 

Both the Faculty member and Elective Director will provide weekly formative feedback and the summative evaluation will be posted as Honors, High Pass, Pass, or Fail. If the student fails to meet the weekly deliverables, then both the Faculty member and Elective Director will provide a remediation plan. Any incomplete deliverables due to unexcused absences will receive a failing grade.

 

 

601 Quality Improvement Elective I

CONTACT AND COURSE ORIENTATION INFORMATION:

Makeba Kent

Medical Education Coordinator

Department of Obstetrics and Gynecology

Boston Medical Center

Email: makeba.kent@bmc.org

Secondary contact:

Therese D’Agostino

Medical Education Coordinator

Department of Pediatrics

Boston Medical Center

Email: therese.d’agostino@bmc.org

NUMBER OF STUDENTS

1-3 per assigned faculty member

LENGTH OF ELECTIVE

4 weeks

AVAILABLE BLOCKS/SEMESTERS

All blocks/semesters

DESCRIPTION OF THE ELECTIVE

  • In the current context of health care today and into the foreseeable future, health care professionals have two overarching responsibilities:
    • Delivering high quality care and constantly undertaking efforts to improve the care they deliver
  • Medical students who are completing their undergraduate medical training must be equipped with the knowledge and skills that form the foundation for improving care within this context.
  • Students on this elective will work with a faculty advisor with quality improvement expertise to:
    • Identify a quality problem in a specific clinical area
    • Assess and systematically analyze the problem using quality improvement tools and
    • Complete a quality improvement project proposal.
  • Students should contact one of the Course Directors at least 6 weeks in advance to review the expectations before signing up for this elective.

OBJECTIVES

  • By the end of this elective students will be able to:

o State the historical context of the current quality and patient safety movement and how quality improvement is central to delivering high quality patient care.(B, S)

o Explain the conceptual framework underlying quality improvement methodology (R, E, S)

o Analyze systematically a quality problem and design a quality improvement project to address that quality problem (B, C, R, E, S)

CURRICULUM

  • Students in this elective will complete five online educational modules from the Institute for Healthcare Improvement’s Open School, a world-renowned leader in the Quality Improvement education.

o QI 101: Fundamentals of Improvement

o QI 102: The Model for Improvement: Your Engine for Change

o QI 103: Measuring Improvement

o QI 104: Putting It All Together

o QI 105: The Human Side of Quality Improvement

  • Students will also complete the following with guidance and input from their faculty mentor/advisor:

o QI Elective I: Faculty Advisor-Student Agreement Form

o Defining an Aim Statement

o Creating a Family of Measures

o Key Stakeholder Analysis

o Cause and Effect Diagram or Key Driver Diagram

  • At the end of the elective, students will submit a formal quality improvement project proposal.

GOAL AND SUMMARY

To initiate the knowledge and skills development needed for future quality improvement efforts that will be required in graduate medical education and professionally after training. At the completion of the elective the expectation is that the student will have completed a QI project proposal that can be used to initiate and complete a quality improvement project defined in the Quality Improvement II Elective


EVALUATION

Students will be evaluated by their successful completion of a QI project proposal, components of the online modules on an appropriate timeline, as well as presentation of the QI project proposal to core faculty listed below.

FACULTY

The faculty member/advisor will be responsible for supervising the student timeline, providing guidance and instruction, and facilitating the process for the students in completing the project proposal.

Course Directors:

James Moses, MD, MPH

Pediatric Director of Patient Safety and Quality

Department of Pediatrics

Boston Medical Center

Email: james.moses@bmc.org

Jodi Abbott, MD

Clerkship Director, Obstetrics and Gynecology

Department of Obstetrics and Gynecology

Boston Medical Center

Email: jodi.abbot@bmc.org

Key Faculty:

Karin Sloan, MD

Director of Clinical Quality, Department of Medicine

Department of Medicine

Boston Medical Center

Email: karin.sloan@bmc.org

602 Quality Improvement Elective II

CONTACT AND COURSE ORIENTATION INFORMATION:

Makeba Kent

Medical Education Coordinator

Department of Obstetrics and Gynecology

Boston Medical Center

Email: makeba.kent@bmc.org

Secondary contact:

Therese D’Agostino

Medical Education Coordinator

Department of Pediatrics

Boston Medical Center

Email: therese.d’agostino@bmc.org

NUMBER OF STUDENTS

1-3 per assigned faculty member

LENGTH OF ELECTIVE

4 weeks

AVAILABLE BLOCKS/SEMESTERS

All blocks/semesters

DESCRIPTION OF THE ELECTIVE

Students on this elective will work with a faculty advisor with quality improvement expertise to:

1. Assess and systematically address a problem previously identified in QI Elective I using quality improvement tools and

2. Actively participate and/or lead the design and implementation of a quality improvement project to address that quality problem

3. Complete a quality improvement project abstract and summary

Pre-requisite for Quality Improvement Elective II is successful completion of the requirements for Quality Improvement Elective I including the assigned IHI Open School modules (QI 101-105).

There will be weekly assignments the student will be responsible for submitting to their faculty advisor that guide the QI process throughout the elective. These will be used as part of the grading/evaluation process.

 

OBJECTIVES

· By the end of this elective students will be able to:

Operationalize a quality improvement project using quality improvement methodology (B, U, C, S)

Quality improvement projects are carried out with cultural competence and patient centeredness. They also require effective team based communication

o State the reason why and how quality improvement methodology is used to create sustainable improvement in local systems of care for the benefit of patients (C, E, S)

o Analyze and address a quality problem in a specific care setting using quality improvement methodology (C, R, E, S)

CURRICULUM

· Students in this elective will complete an experiential based online module from the Institute for Healthcare Improvement’s Open School, a world-renowned leader in the Quality Improvement education.

o QI 201: QI practicum

o With completion of QI 201, students will be awarded the QI practicum from the Institute for Healthcare Improvement

· As part of QI 201, students will complete the following with guidance and input from their faculty mentor/advisor:

o QI Elective II: Faculty Advisor-Student Agreement Form

o Quality Improvement Project Proposal (created by student in QI elective I)

o Cause and Effect Diagram (created by student in QI elective I)

o Two Plan-Do-Study-Act Forms

o Run Chart

o Project Summary Document

· At the end of the elective, students will submit a formal quality improvement project abstract, project summary and present their work to the course directors.

GOAL AND SUMMARY

To provide the knowledge and skills needed for medical students to develop future quality improvement efforts that will be required for residency. At the completion of the elective the expectation is that the student will have completed a quality improvement project involving two tests of change (PDSA). QI projects will be used to create an abstract and project summary that can be submitted for presentation at a local/national meeting, funding for further support of QI project, and/or certification from the Institute for Healthcare Improvement Open School’s QI Practicum Certificate.


EVALUATION

Students will be evaluated by their completion of the QI project, including successful completion of the weekly checklist of deliverables, all components QI 201 Practicum, as well as presentation of abstract/project summary of the QI project proposal to core faculty listed below.

FACULTY

The faculty member will be responsible for supervising the student timeline, providing case based didactic instruction, and overseeing planned implementation of the proposed change.

Course Directors:

James Moses, MD, MPH

Pediatric Director of Patient Safety and Quality

Department of Pediatrics

Boston Medical Center

Email: james.moses@bmc.org

Jodi Abbott, MD

Clerkship Director, Obstetrics and Gynecology

Department of Obstetrics and Gynecology

Boston Medical Center

Email: jodi.abbot@bmc.org

Key Faculty:

Karin Sloan, MD

Director of Clinical Quality, Department of Medicine

Department of Medicine

Boston Medical Center

Email: karin.sloan@bmc.org

603. 1    Patient Advocacy and Community-Based Resources in Clinical Medicine

Course Director: Megan Sandel, MD

Department of Pediatrics, Vose 3

Telephone: (617) 414-3680

E-mail: Megan.Sandel@bmc.org

Location:  Boston Medical Center

 

Number of Students: 1-2 students per block

Period to be offered: all blocks

 Description:

During their time at Boston Medical Center, BUSM students are allowed the unique opportunity to serve a patient population that is reportedly 70% underserved and includes patients who may be low-income, immigrants, non-English speaking, or some combination of all three. The health of these patients is often intimately tied to social, economic, or other non-biomedical circumstances, requiring their medical teams to craft a treatment plan that accommodates these social needs. While health care providers are well trained to address medical issues, this elective is designed to provide more intensive training around social determinants of health and the various ways physicians can advocate for social change to improve the lives of their patients.

This elective will focus on helping medical students explore the social determinants of health and how physicians can assess and manage these social determinants of health as part of an inter-professional team. The main faculty mentor will be Dr. Megan Sandel, MD, MPH, who will meet with each student and help to coordinate the clinical setting in which the student will spend the four week block.  Students will spend 50-75% of their time in this clinical setting or community based organization devoted to underserved patients (examples include Boston Healthcare for the Homeless Program; GROW clinic, or Project RESPECT Clinic).  Students, in collaboration with Dr. Sandel, will choose a BMC faculty mentor at their clinical site who is invested in patient advocacy and a subject expert in the student’s area of interest.  The other 25-50% of time will be spent doing an advocacy focused research or intervention project. Details of the elective must be worked out in a meeting with Dr. Sandel at least 1 month prior to the start of the elective block.