Browsing by Author "Allen, Bradley"

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    Assessing the Transition of Training in Health Systems Science From Undergraduate to Graduate Medical Education
    (Accreditation Council for Graduate Medical Education, 2021) Santen, Sally A.; Hamstra, Stanley J.; Yamazaki, Kenji; Gonzalo, Jed; Lomis, Kim; Allen, Bradley; Lawson, Luan; Holmboe, Eric S.; Triola, Marc; George, Paul; Gorman, Paul N.; Skochelak, Susan; Medicine, School of Medicine
    Background: The American Medical Association Accelerating Change in Medical Education (AMA-ACE) consortium proposes that medical schools include a new 3-pillar model incorporating health systems science (HSS) and basic and clinical sciences. One of the goals of AMA-ACE was to support HSS curricular innovation to improve residency preparation. Objective: This study evaluates the effectiveness of HSS curricula by using a large dataset to link medical school graduates to internship Milestones through collaboration with the Accreditation Council for Graduate Medical Education (ACGME). Methods: ACGME subcompetencies related to the schools' HSS curricula were identified for internal medicine, emergency medicine, family medicine, obstetrics and gynecology (OB/GYN), pediatrics, and surgery. Analysis compared Milestone ratings of ACE school graduates to non-ACE graduates at 6 and 12 months using generalized estimating equation models. Results: At 6 months both groups demonstrated similar HSS-related levels of Milestone performance on the selected ACGME competencies. At 1 year, ACE graduates in OB/GYN scored minimally higher on 2 systems-based practice (SBP) subcompetencies compared to non-ACE school graduates: SBP01 (1.96 vs 1.82, 95% CI 0.03-0.24) and SBP02 (1.87 vs 1.79, 95% CI 0.01-0.16). In internal medicine, ACE graduates scored minimally higher on 3 HSS-related subcompetencies: SBP01 (2.19 vs 2.05, 95% CI 0.04-0.26), PBLI01 (2.13 vs 2.01; 95% CI 0.01-0.24), and PBLI04 (2.05 vs 1.93; 95% CI 0.03-0.21). For the other specialties examined, there were no significant differences between groups. Conclusions: Graduates from schools with training in HSS had similar Milestone ratings for most subcompetencies and very small differences in Milestone ratings for only 5 subcompetencies across 6 specialties at 1 year, compared to graduates from non-ACE schools. These differences are likely not educationally meaningful.
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    Leadership and Mentorship in Medical Education: 6th Annual Indiana University School of Medicine Education Day Program
    (2025-04-25) Kochhar, Komal; Hoffman, Leslie; Rodgers, David; Stefanidis, Dimitrios; Allen, Bradley
    Program for the 6th annual Indiana University School of Medicine Education Day held at Hine Hall Conference Center on the IU Indianapolis campus on April 25, 2025. An inherent challenge of operating a large multi-campus educational system is being able to provide professional development opportunities for all our medical educators across the state. To address this need, the Indiana University School of Medicine implemented an annual “Education Day”to promote educational scholarship across our nine-campus system. Held each spring, Education Day showcases the educational scholarship of IUSM faculty, staff, and learners, and provides a forum to share best educational practices and forge new collaborations in educational research.