1. Tomorrow’s Health Educator
Paige McDonald, EdD
George Washington University

2. Questions to consider
How do we enact the future of healthcare through education?
What will healthcare look like in 2027?
What are the needs of our future graduates?
What do these needs mean for education?
How can we support faculty?

3. What’s the future of healthcare?
And...how do we enact it through education?
Graphic credit: The Noun Project

4. Image credit: Smithsonian.com
Image credit: Bustle.com
Image credit: Smithsonian.com

5. Image credit: Creative Commons
Image credit: Aehdeschaine | CC BY 2.0
Image credit: Nova | CC BY 2.0
Image credit: Joe Bullinger

6. What is our prediction for the classroom of the future?
Adaptive learning
Mobile learning
Simulation
Gamification
Virtual reality
Image credit: WikiMediaCommons

7. If we enact the future...then how do we begin today to enact the type of healthcare education our students will require to practice in the future?

8. What will healthcare look like?

9. Image credit: The Horizons Tracker
Image credit: Smithsonian.com

10. Future healthcare needs
Reduce cost and increased quality
Interprofessional diagnosis and treatment complimented by appropriate technologies
A complex systems approach to knowledge generation and care

11. Atul Gawande, June 2010, The New Yorker
“Great medicine requires the innovation of entire packages of care—with medicines and technologies and clinicians designed to fit together seamlessly, monitored carefully, adjusted perpetually, and shown to produce ever better service and results for people at the lowest possible cost for society.”
Image credit: Wikipedia
Atul Gawande, June 2010, The New Yorker

12. IOM vision: a continuously learning healthcare system
Science, informatics, incentives, and culture align for continuous improvement and innovation
Best practices seamlessly embedded in the care process
Patients and families as active participants in all elements
New knowledge captured as an integral by-product of the care experience
(Roundtable on Value & Science-Driven Health Care, 2012 as cited in IOM, 2013)

13. What are the needs of our future graduates?

14. Skills required of future graduates
Systems thinking
Self-direction in learning
Higher order thinking
Evidence-based decision making
Data analysis, integration & application
Reflective practice
Interprofessional teaming & thinking capabilities

15. What do these needs mean for education?

16. Adopting innovative pedagogical models
Adapted from McDonald et al. (2017, in press)

17. Leveraging technology
Adapted from McDonald et al. (2017, in press)

18. Macy Foundation Vision of Health Professions Education
“Intelligent use of educational and information technologies supports the linkage between education and delivery systems to create a Continuously Learning Health System. In this system, teachers, learners, and clinical data inform continuous improvement processes, enable lifelong learning, and promote innovation to improve the health of the public.”
(Stuart & Triola, 2015)

19. Macy foundation recommendations
Empower students, faculty members, and clinicians as teachers and lifelong learners
Promote interprofessional education
Develop faculty expertise in applying educational technologies for teaching, learning, and assessment
Create an educational system that is competency-driven, affordable, and accessible
Integrate educational and clinical missions
Analyze and apply data to inform curriculum and learning experiences
Integrate data across systems and programs
(Stuart & Triola, 2015)

20. How can we support faculty?

21. Model interprofessional collaboration

22. But, we still have challenges
Faculty time
Ongoing faculty development
Student acceptance
Image credit: Nick Youngson

23. And...we still have questions
How do we assess contact hours with students?
Is the Carnegie standard still appropriate?
What is required for accreditation?
What is required for federal funding?

24. How we categorize contact time
Direct/Guided Instruction (2.5 hours)
Independent Learning (5 hours)
Lecture recordings
Reading assignments
Moderating discussion boards
Essays/reflections
Feedback on group projects
Self-check quizzes
GWU CRL Sample Statement
(Based on a 15-week, 3 credit hour course)

25. References
Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.
Federal Regulation 34 C.F.R. § (2011)
Gawande A. (2010, June 16). The velluvial matrix. The New Yorker.
IOM (Institute of Medicine). (2013). Best care at lower cost: The path to continuously learning health care in America. Washington, DC: The National Academies Press. Best Care at Lower Cost: The Path to Continuously Learning Health Care in America
McDonald, P. L., Ruckert, E., Ekmecki, O., Barnett, JS., & Straker, HO. (in press). Technological innovation in online classrooms: Meeting the needs of a 21st century workforce in Health Professions education. Contemporary Perspectives on Technological Innovation, Management and Policy (Vol 3.) Charlotte, NC: Information Age Publishing.
Shedd, Jessica (2003). "The History of the Student Credit Hour". New Directions for Higher Education (Summer).
Stuart, G. & Triola, M. (2015). Enhancing health professions education through technology: Building a continuously learning health system. New York: Josiah Macy Jr. Foundation Proceedings of a Conference Sponsored by the Josiah Macy Jr. Foundation.