2013 Grant Winner
R. Scott Stephens, MD
Project Title: Educational Efficacy of a Required Clerkship in Critical
Abstract of Project
The skills learned in an ICU are widely applicable to nearly all fields of medicine, and most residents must rotate through an intensive care unit during their traning. Despite this, few medical schools provide structured instruction in critical care medicine to medical students. The required Advanced Clerkship in Critical Care was instituted at Johns Hopkins to fill this need. Though completion of this clerkship has increased selfperceived student comfort with critically ill patients, there are no objective data to confirm the effectiveness and long-term impact of this clinical experience. Similarly, there are no current data on undergraduate critical care education at other US medical schools. Therefore, we propose to study the effect of this clerkship on important knowledge and skills outcomes. Specifically, we will use validated test data and scored medical and communication simulations to determine the efficacy of this clerkship. We will also design and perform a survey of United States medical schools to determine the current status of undergraduate education in critical care. Objective 1 and 2 will document and disseminate the design and short-term effectiveness of our curriculum for an advanced clerkship in critical care medicine. Objective 3 will document critical care training needs in US medical schools. These data will be of vital importance in improving curricula for undergraduate critical care education here and disseminating them to other medical schools.
2012 Grant Winners
Hopkins Faculty Team
Robert A. Dudas, MD
Barry Solomon, MD, MPH
Michael A. Barone, MD, MPH
Project Title: Interprofessional Learning in Child Health:
Developing, Implementing and Evaluating an
Innovative Curriculum for Medical and Nursing
Students at Johns Hopkins University
Abstract of Project
National health reforms are increasingly requiring health professionals to collaborate in teams. New accreditation standards require evidence that professional schools are preparing their graduates with interprofessional experiences to better prepare them for this newly emerging health environment. Interprofessional education is believed to be a necessary step along the path toward improved interprofessional collaboration and ultimately improved patient outcomes. This proposed educational project is the first of its kind at the Johns Hopkins University and seeks to develop, implement and evaluate novel curricular interventions to engage students from the JHU Schools of Nursing and Medicine. By utilizing multiple educational strategies based upon sound adult learning theory principles, these learning methods (high-fidelity simulation, standardized patient scenarios and team-based learning) will be designed to promote collaboration in the healthcare setting with the potential to improve the quality of care delivered to patients.
2011 Grant Winner
Susan W. Lehmann, MD
Project Title: Development of a Geriatric Psychiatry Curriculum for
Medical Students in the Clinical Years
Abstract of Project
Currently, 13% of the U.S. population is 65 or older, but this number is anticipated to grow to 20% over the next 20 years. As a result, the mental health needs of older adults are expected to increase significantly in the coming decades. Despite reports from the Institute of Medicine and other professional groups about the need to expand geriatric education, there is growing concern that the numbers of geriatricians and geriatric psychiatrists will be grossly inadequate to meet national clinical needs. Indeed, most mental health care for older Americans will be provided by physicians who are not trained geriatric specialists. Thus, it is of paramount importance for medical school educators to ensure that all medical students have a firm grounding in the basic principles of geriatric mental health care and in the psychiatric assessment of older adults. However, an appropriate curriculum in geriatric mental health for medical students has yet to be defined and currently does not exist. As a geriatric psychiatrist for over 20 years and psychiatry clerkship director for over 7 years I have presented nationally about the need for medical educators to address this curricular deficiency, and I have worked to enhance to geriatric mental health education within the Johns Hopkins University School of Medicine psychiatry clerkship. However, I have not had the resources or the time to devote to creating such a curriculum, which is sorely needed on the national level. As a Berkheimer Education Scholar, I will deepen my own knowledge and skills in curriculum development and will use them to create a workable geriatric psychiatry medical student curriculum and educational modules that can be implemented by clerkship directors nation-wide to improve the education of medical students and better prepare them for the older patients they will care for in the future.
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