1. Aligning Incentives An appraisal of resources required for preservation and innovation of the education mission
WGEA Saturday April 16, 2016
10:55-11:40 AM
Salon E
Preetha Basaviah, MD
Stanford School of Medicine
Pamela Schaff, MD
Keck School of Medicine of USC
Amy Waer, MD
University of Arizona College of Medicine Tucson
This project will be the focus of the Section for UGME over the coming year
Opportunity for cross-continuum and cross-organizational collaboration
AAMC GEA Regional Meetings 2016

2. Workshop Objectives
1. Determine a few best practices for utilizing limited resources to support the core educational program and to develop or sustain curricular innovations. 2. Utilize a Business Model Canvas framework to identify and communicate the value, delivery, resources and alternatives for a medical education project. 3. Formulate ideas on how to improve resource allocations to address the demand for curriculum innovation, while recognizing the funding challenges of Academic Health Centers.
AAMC GEA Regional Meetings 2016

3. Aligning Incentives An appraisal of resources required for preservation and innovation of the education mission
Medical schools across the country are responding to calls for curricular innovation
Academic health centers are adjusting to a shift toward value-based reimbursement
Competing demands place strain on faculty members, administrative teams and trainees (students & residents)
We need to identify and propagate sustainable models of education
We hope to generate a bi-directional conversation between educators and finance teams
Current innovations being encouraged in the educational realm often required significant resources. Calls for more individualization and active learning methodologies demand more facilitation and administrative support.
At the same time, academic health centers are under financial pressures, with demands for increased throughput.
Clinical teaching faculty are caught in the middle of these forces.
As educators, we should strive for good stewardship of resources and the identification of efficient means to accomplish our educational goals.
This project is intended to help articulate the resource needs of the educational mission through collaborative interactions between educators across the continuum and our colleagues in finance an business affairs.
AAMC GEA Regional Meetings 2016

4. Goals of this project:
Provide medical educators with a skill set to articulate resource needs
Collaborate with other groups (GBA, GFA) to promote bi-directional faculty development
“Finance 101” for educators
“Med Ed 101” for finance teams
Generate an inventory of strategies utilized at various institutions to appropriately resource specific educational interventions
Identify opportunities for the GEA/AAMC to advocate for appropriate resources for educational mission
The first phase of this effort will involve bi-directional exchange of key issues and terminology between the educational and business sectors. (GBA= Group on Business Affairs; GFA = Group on Faculty Affairs)
Ultimately, we hope to describe the types of resources needed to support several specific interventions currently being encouraged, such as learning portfolios, coaches, etc.
We envision creating an inventory of business statements that can serve as guides to institutions embarking on a particular educational effort.
AAMC GEA Regional Meetings 2016

5. 2016 AAMC Medical Education Meeting
Process
Introduction at 2015 Med Ed Meeting
SGEA
Regional workshops
Spring 2016
Follow-up Session
2016 AAMC Medical Education Meeting
CGEA
NEGEA
WGEA
At our business meeting last November during Learn Serve Lead, the UGME steering committee introduced this project and received endorsement from our constituents.
Today we will build upon that discussion and explore a model to describe and justify the resources needed for specific curricular interventions.
The UGME Steering Committee will collate input from all these spring regional meetings and present findings at the 2016 Annual Meeting
AAMC Medical Education Meeting 2015
AAMC GEA Regional Meetings 2016

6. for teaching and assessment
Types of resources…
Staff support
Faculty time
for teaching and assessment
IT platforms
Space
Faculty develop-ment
Program evaluation
New admin structures
Culture
During the business meeting last November, the UGME steering committee hosted a brainstorming session to define general categories of resources that are needed to support educational efforts.
An expanded list from that discussion is included in the handouts for this session.
AAMC Medical Education Meeting 2015
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7. Business Model Canvas Modified for Medical Educators
1. Value Proposition
Provide a brief description of the educational rationale for the intervention.
How will this intervention enhance the education of the learner?
What value do we deliver to the learning system?
2. Customer Segments
For whom are we creating value?
Who are our most important customers? (Define the target learner)?
Are there other stakeholders in the learning system that will benefit?
4. Key Activities
Provide an overview of the educational design of the intervention, with enough details to justify resource demands.
What key activities does the educational intervention involve?
What additional activities are needed to support logistics?
What additional activities are needed to support the educational intervention?
6. Key Resources*
Faculty time, for teaching and assessment
Staff support
IT platforms
Space
Faculty development
New administrative structures
Clinical placements
Students (as teachers and change agents)
Leadership team
Collaborative tools
Other learners and Instructors (IPE)
Materials
Program evaluation
7. Key Partners
Who are key partners (Which educators are needed? What departmental support is needed?)
Are other partners needed to provide clinical placements or access to learning opportunities?
Which key resources are we acquiring from partners?
Which key activities do partners perform?
3. Customer
Relationships
What type of relationship does each of our customer segments expect us to establish and maintain with them? (Consider relationships with learners and other stakeholders.)
Which relationships have we established and which need to be established?
How might students perceive the proposed intervention?
What are potential unintended consequences?
What communication with stakeholders will be needed to inform them about the intervention?
5. Delivery Logistics
Through which channels do we intend to reach our customers?
Which ones work best?
Which ones are most cost-efficient?
Consider scheduling issues, space, supporting technology, etc.
8. Revenue Streams
Revenue streams are uncommon in medical education, but consider whether there is any potential for generating revenue from the intervention.
For what value are our customers really willing to pay?
How much does each revenue stream contribute to overall revenues?
Consider funding opportunities beyond existing budget – alternate sources of support for the intervention, such as grants, student fees, etc.
9. Cost Structure Reflection on the entire plan:
What are the most important costs inherent in our business model? Review the relative costs of all aspects of the intervention; consider efficiency and alternatives.
Which key resources are most expensive? Does the anticipated benefit justify the costs?
Which key activities are most expensive? For critical costly components, have appropriate measure been taken to promote success?
Today we will explore a utility of a specific model that can be used to describe a project, its intended outcomes and its associated resource demands. We will modify this to align with the needs of medical educators.
Once we define a common framework to describe our needs, we can then create a bank of completed forms for common interventions based upon input from multiple sites.
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8. The Business Model Canvas

9. Group Activity (20 minutes)
Read and discuss the fictional case scenario to be provided on the next slide.
Formulate ideas you can use to address the problem.
Select one idea and complete the Business Canvas Model template.
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10. Group Scenario
You direct the first year Metabolism & Nutrition course. As a result of mostly mediocre reviews by the students, your Academic Affairs dean asks you to redesign your course using the “flipped classroom” approach. You know that to do this will require an enormous amount of additional time on your part and you aren’t convinced students will like it any better. Besides, you have several research grants to write which your department chair says are necessary to support your salary.

11. Gallery Walk
1) Please use the small Post-its notes on your table to walk around to the poster sized Post-its to place your ideas regarding the nine sections of the Business Canvas Model as it pertains to the scenario

12. Wrap-up Discussion Was this a useful model to articulate your needs?
What are the strengths and weaknesses of this business model?
Other thoughts?
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13. Section on UGME Contacts
Kim Lomis, MD (Chair) Pamela Schaff, MD (Past Chair) Sheila Crow, PhD (SGEA) Lisa Coplit, MD (NEGEA) Dawn S. Bragg, PhD (CGEA) Preetha Basaviah, MD (WGEA) Amy Waer, MD (WGEA)
AAMC GEA Regional Meetings 2016