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Monday, February 27 • 3:15pm - 4:45pm
(BRIGHTON) Quality in Undergraduate Medical Education – How do we define it?

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Abstract Body: Objectives 1. Describe how a competing values framework, borrowed from business, can be utilized to define quality in medical education 2. Use a competing values framework to categorize and expand a list of quality indicators 3. Recognize how value and quality is dynamic and affected by idiosyncratic institutional missions Methods In their increasingly popular book, The Competing Values Leadership: Creating Value in Organizations (2006), Cameron et al, propose a dynamic relationship between value and quality. They identify four broad categories of value: vision, compete, control and collaborate. In response to conditions in and out of the organization, values change and so will the meaning of quality. In this session, we will employ a competing values framework, adapted from Cameron et al, to identify competing values in undergraduate medical education (UME) and to explore how the relative importance of these values change according to our definitions of quality. There is little evidence as to what forms of health professions education are cost effective or have favorable cost-benefit or cost-utility ratios (Walsh K et al, 2004). The University of Utah School of Medicine proposes an equation for defining value as: V=(Q+E)/C where the value (V) of the UME program is derived from the sum of the quality (Q) of the program and the experiences (E) of the students and faculty delivering the program, divided by the cost (C) required to administer the program. However, to define value, we must first have a clear definition of what constitutes quality in undergraduate medical education, especially in a changing environment (e.g., movement toward competencies, increasing competitiveness of the match, digital revolution). Utilizing a competing values framework adapted from Cameron et al (2006), we will engage the audience in a review of possible indicators of quality and clarify their impact on value. We will dedicate the majority of the workshop to small group work aiming to refine the indicators defining quality in medical education and to more explicitly align them with different possible competing values. Intended Outcomes Participants will emerge with an understanding of a competing values framework that can be used to link quality and value in medical education. These results, and lessons learned about the competing values framework, can be used by schools as they implement new programs or as they review their values and associated quality indicators of existing programs at their institutions. Target Audience Undergraduate medical educators, administrators, students, residents. 

avatar for Danielle Roussel

Danielle Roussel

Assistant Dean for Clinical Curriculum, University of Utah
avatar for Kerri Shaffer

Kerri Shaffer

Director of Curriculum and Faculty Support, University of Utah School of Medicine

Monday February 27, 2017 3:15pm - 4:45pm

Attendees (21)