CURRICULUM DESCRIPTION: The Vanderbilt University School of Medicine MD degree program curriculum, known as Curriculum 2.0 (or C2.0), is a highly innovative curriculum focused on creating self-directed, life-long learners. The first year of C2.0, the Foundations of Medical Knowledge Phase, now includes a new, multi-disciplinary and longitudinal course entitled, Foundations of Physician Responsibility (FPR). This course is designed to foster a holistic approach to the study and practice of medicine and focuses on 4 core responsibilities: Self, Team, Patient, and Systems. FPR combines the content historically taught in the Learning Communities, Physical Diagnosis (PDX), Foundations of Health Equity 1 (FHE1), Vanderbilt Program in Interprofessional Learning (VPIL), and Foundations of Healthcare Delivery (FHD).
The following request for applications is for three roles:
- Clinical Home Preceptor
- IPE Facilitator
- Health System Facilitator.
For any of these roles, APPLY HERE. Faculty may choose to apply for one or more of the roles.
CLINICAL HOME PRECEPTORS
DESCRIPTION: Clinical skills development will be an integral thread which will run throughout all four years of the MD curriculum as part of the FPR course. Our prior first-year clinical skills course, “Physical Diagnosis,” will be incorporated into the clinical skills thread of FPR. Similarly, the Foundations of Healthcare Delivery Continuity Clinical Experience, or “CCX” is now being adapted. A key part of clinical skills development involves clinical learning experiences in which a “preceptor” teaches foundational history-taking, examination, communication, and clinical reasoning skills in the outpatient setting. We are seeking applicants for FPR Clinical Home Preceptors for the 2024-2025 academic year.
ROLE DESCRIPTION: We will have 14 outpatient clinic sessions over the academic year. FPR Clinical Home Preceptors will be assigned one or more first year medical students who attend their outpatient clinics for each of the 16 sessions during the year. In addition, a significant and required component of the role is participation in faculty development sessions to learn the direct observation and feedback method used and strategies for providing clinical skills instruction to students. Participation in faculty development sessions is required. Faculty development will begin in the summer of 2024. More information about this role is available HERE.
QUALIFICATIONS: All levels of faculty are encouraged to apply. FPR Clinical Home Preceptors may hold faculty appointments in any department across VUMC or the VA.
APPLICATIONS: To apply to join the Clinical Home Preceptors First-Year Program you will apply using the link above. You will submit the following before July 31st at 5 pm Central:
1 – Your personal contact information and clinic address, and clinical/administrative assistant contact information.
2 – Your departmental administrator’s name, email (for payment)
3 – List of all possible **AFTERNOON** clinics that you would be willing to host a student beginning September 2024 (and if there is a strong preference for a certain day).
Application questions and help should be directed to: Jared Austin jared.g.austin@vanderbilt.edu.
Questions about role qualifications may be directed to Heather Ridinger, MD, MHPE heather.a.ridinger@vumc.org, Rachel Apple, MD, MPH rachel.apple@vumc.org or Anuj Patel, MD anuj.patel@vumc.org.
INTERPROFESSIONAL EDUCATION (IPE) FACILITATORS
DESCRIPTION: The “Team” curricular elements of FPR will introduce medical students to foundational concepts of interprofessional education (IPE) and collaboration. According to the World Health Organization (WHO), interprofessional education (IPE) is an experience that “occurs when students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes” (WHO, 2010). Interprofessional teamwork is vital for healthcare professionals, and IPE helps students develop the skills they need to effectively communicate, gain a clear understanding and knowledge of each other’s roles, and collaborate on interprofessional teams. The Vanderbilt School of Medicine collaborated with the Vanderbilt School of Nursing, Vanderbilt Peabody Human Development Counseling Program, Lipscomb University College of Pharmacy, Lipscomb University Clinical Mental Health Counseling and Marriage and Family Therapy Programs, and University of Tennessee at Knoxville Social Work programs to develop and implement an interprofessional Education (IPE) program known as the Vanderbilt Interprofessional Health Education Collaborative (VIPHEC).
The Team curriculum will include large group didactics, small-group active learning sessions, and participation in longitudinal team-based projects (which students will complete in interprofessional teams of 2-4.). Sessions will occur exclusively on Wednesday afternoons. These learning activities are facilitated by faculty members, using a methodology that focuses on empowering learners to take responsibility for their own learning in all aspects of the educational program.
ROLE DESCRIPTION: IPE Facilitators will mentor a small group (9-12 health professions students) over the course of the year-long curriculum. IPE Faciltitators must commit to:
- IPE Facilitators will mentor a small group (9-12 health professions students) over the course of the year-long curriculum.
- Attending all Wednesday afternoon (1-4:15pm) ~1x/month over the course of the academic year: 9/18, 10/23, 11/20, 1/22/25, 2/19/25, 3/19/25, 4/16/25, with 1 additional date in May/June.
- Attending a regular faculty meetings on Wednesdays from 11 am- 12 pm.
- Notify course leadership of any students who are not meeting expectations for either small group participation or assignment completion in a timely manner
- Monitor student assignment completion on the online learning platform (VSTAR).
- Review and provide formative feedback on assignments – written essays and assignments (estimated 1-2 hours per week).
- Complete student feedback sessions and student milestone assessments (biannually)
In addition, a significant and required component of the role is participation in faculty development sessions to learn interprofessional competencies, educational strategies used and approaches to providing feedback to students. Participation in faculty development sessions is required and will begin in the summer of 2024.
Facilitators receive salary compensation of 0.04 FTE. Compensation for being a facilitator will begin on July 1, 2024 in the 24-25AY.
QUALIFICATIONS: All levels of faculty members are encouraged to apply. No expertise in a specific field of medicine is required. The desire to work with health professions students in a collaborative learning environment and the willingness to learn new teaching and assessment skills is critical.
APPLICATIONS: To apply for the IPE Facilitator role, you will apply using the link above. You will be required to submit the following by May 31st, 2024 at 5 pm Central:
1 – A brief statement of interest outlining qualifications.
2 – A current copy of the faculty member’s CV.
3 – A letter of support from their chair or division chief. This letter should include an explanation of how the facilitator role aligns with the career pathway of the faculty member. It should also indicate how his/her present duties and responsibilities will be appropriately adjusted downward to account for the time required for the facilitator role. If you are applying for more than one role, a single letter is required.
Application questions and help should be directed to: Jared Austin jared.g.austin@vanderbilt.edu.
Questions about the role qualifications may be directed to Charlotte Brown, MD charlotte.m.brown@vumc.org.
References:https://iris.who.int/bitstream/handle/10665/70185/WHO_HRH_HPN_10.3_eng.pdf?sequence=1IIPE
HEALTH SYSTEMS FACILITATORS
DESCRIPTION: The “Systems” curricular elements of the FPR course will be deeply integrated with the other elements and will cover the core content of the Health Systems Science framework: structures and processes, social drivers of health, equity, value, clinical informatics and health IT, economics, advocacy, and improvement. Sessions will be intentionally designed around the case-based learning case scenarios and integrated with patient care experiences.
ROLE DESCRIPTION: Health Systems Facilitators will be assigned a small group of 8 students within one of the four medical school colleges and will act as teachers and health systems advocates.
Friday sessions will be intentionally designed around the case-based learning case scenarios and integrated with patient care experiences. We expect ~10 sessions over the course of the year along with assessment responsibilities.
In addition to the Friday sessions, health systems facilitators may be asked to participate as observers in CELA simulation sessions and longitudinal day sessions, specifically as they relate to health systems science topics in patient care.
Expectations:
- Prepare for small group sessions by reviewing the didactic materials, seminar guide, and required readings.
- Attending each of the Friday afternoon sessions (1-3 pm) (dates TBD)
- Attend faculty development meetings immediately preceding each Friday session: 12:30-1:00 pm. These sessions will include seminar material review and brief faculty development. These sessions are an opportunity to review the materials for the session with course directors, receive additional guidance, provide feedback and suggestions, and ask questions prior to the seminar session.
- Lead small group sessions by engaging students in active learning and skill practice.
- Participate in health systems related content during longitudinal day sessions throughout the year (July, October, March)
- Facilitate CELA sessions as needed (1-2 times per year)
- Notify course leadership of any students who are not meeting expectations for either small group participation or assignment completion in a timely manner
- Monitor student assignment completion on the online learning platform (VSTAR).
- Review and provide formative feedback on assignments – written essays and assignments (estimated 1-2 hours per week).
- Complete student feedback sessions and student milestone assessments (biannually)
In addition, a significant and required component of the role is participation in faculty development sessions which are held Participation in faculty development sessions is required.
Facilitators receive salary compensation of 0.04 FTE. Compensation for being a facilitator will begin on July 1, 2024 in the 24-25AY.
QUALIFICATIONS: All levels of faculty members are encouraged to apply. No expertise in a specific field of medicine is required however those with specific content expertise in health systems science, population health, public health, health equity, clinical informatics, data science, or other field of health systems science are encouraged to apply. Please mention your specific area of expertise or interest in your statement of interest.
APPLICATIONS: To apply for the Health Systems Facilitator role, you will apply using the link above. You will be required to submit the following by May 31st, 2024 at 5 pm Central:
1 – A brief statement of interest outlining qualifications.
2 – A current copy of the faculty member’s CV.
3 – A letter of support from their chair or division chief. This letter should include an explanation of how the facilitator role aligns with the career pathway of the faculty member. It should also indicate how his/her present duties and responsibilities will be appropriately adjusted downward to account for the time required for the facilitator role. If you are applying for more than one role, a single letter is required.
Application questions and help should be directed to: Jared Austin jared.g.austin@vanderbilt.edu.
Questions about the role qualifications may be directed to Heather A. Ridinger heather.a.ridinger@vumc.org.
