Papa FJ, D’Agostino D. Faculty Development Directed at Curricular Reforms Designed to Improve Patient Outcomes. J Am Osteopath Assoc 2016;116(11):736–741. doi: https://doi.org/10.7556/jaoa.2016.144.
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Three initiatives involving quality of patient outcomes that evolved in the late 1990s must be considered in the design of 21st century undergraduate medical curricula. They involve (1) the question of how to best teach and assess medical competencies, (2) growing concerns regarding the frequency and severity of error in medical care, and (3) the role physicians might play in weaving together the overlapping elements of population-, community-, and systems-based practice into a codified approach to medical care. With these initiatives in mind, the University of North Texas Health Science Center Texas College of Osteopathic Medicine has formed an Academy of Medical Educators whose goal is to develop faculty programs intended to expedite curricular modifications and reforms.
This Medical Education section represents a collaboration between the JAOA and the American Association of Colleges of Osteopathic Medicine (AACOM) to recruit, peer review, edit, and distribute articles through the JAOA on osteopathic medical education research and other scholarly issues related to medical education.
Keywords: competencies, curricular reform, medical education, model of mind, quality of care
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