CHALLENGE BASED LEARNING FOR PATIENT CENTERDERNESS: EDUCATIONAL REFORM

Authors

  • S Olivares Tecnologico de Monterrey, Escuela de Medicina y Ciencias de la Salud, Mexico
  • MA Jiménez Tecnologico de Monterrey, Escuela de Medicina y Ciencias de la Salud, Mexico
  • M Turrubiates Tecnologico de Monterrey, Escuela de Medicina y Ciencias de la Salud, Mexico
  • J ValdezGarcía Tecnologico de Monterrey, Escuela de Medicina y Ciencias de la Salud, Mexico

DOI:

https://doi.org/10.17501/24246700.2021.7132

Keywords:

Challenge Based Learning, Curriculum design, Patient Centered Care, Leadership, Higher education

Abstract

The purpose of this study was to gather recommendations from organizational leaders, faculty, and students as an input to curricular reform for healthcare programs.  The method was a qualitative research with a focus group and interviews with 26 leaders, faculty, and students. Focus group participants were leaders who dialogued reflect on the future tasks of healthcare professionals of the future. The data from the focus group was analysed learning environment dimensions. Five themes emerged from the focus groups. Eight leaders from associations, hospitals and medical schools remarked the importance on: 1) patient centered care, emphasis on prevention and well-being, 2) professionalism and identity formation, 4) innovation, research, and technology, 5) leadership for healthcare systems. Interviews showed that biomedical contents develop critical thinking and self-directed learning. Interviewees recommended starting patient care earlier on the program. There was a significant curricular reform to address opportunities and suggestions from participants. Perspectives from different stakeholders helped to develop inter-professional education for five programs. Patient Centeredness is learned from the first year of the programs through challenge-based learning. This approach which started on August 2019 is intended to develop leaders for the improvement of the healthcare systems. Even that scientific and technological advances demand radical change for universities, there are centuries of history that restrain them. At Tecnologico de Monterrey, School of Medicine and Health Sciences an integrated curriculum with challenges for wellness instead of diseases is now a reality.

Downloads

Download data is not yet available.

References

Abreu, L., Valdez-García, J., Esperón, R., Olivares, S. (2020). El reto del COVID-19 respecto a la responsabilidad social de las escuelas de medicina: nuevas perspectivas profesionales y humanas. Gaceta Médica de México (156), 311-316.

Barber, M., Donnelly, K., & Rizvi, S. (2013). An avalanche is coming: Higher education and the revolution ahead. Institute for Public Policy Research.

Beraza, J. M., & Rodríguez, A. (2007). La evolución de la misión de la universidad. Revista de Dirección y Administración de Empresas (14).

Brown, M., McCormack, M., Reeves, J. D., Brooks, C., & Grajek, S. (2020). 2020 EDUCAUSE Horizon Report Teaching and Learning Edition. Louisville, CO: EDUCAUSE.

Coburn, D. (2006). Medical dominance then and now: critical reflections. Health Sociology Review, 15(5), 432-443.

Cohen, M., Kay, A., Youakim, J., & Balaicuis, J. (2009). Identity Transformation in Medica. American Journal of Psychoanalysis (69), 43-52.

D'Amour, D., & Oandasan, I. (2005). Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept. Journal of Interprofessional Care, 1, 8 – 20.

Elliott, V. (2018). Thinking about the Coding Process in Qualitative Data Analysis. The Qualitative Report, 23(11), 2850-2861.

Evans, J., & Lindsay, W. (2014). Administración y control de la calidad. México: Cengage.

Gerteis, M., Edgman-Levitan, J., & Delbanco, T. (1993). Through the Patient's Eyes: Understanding and Promoting Patient-Centered Care. San Francisco CA: Jossey-Bass.

González, P., Olivares, S., & Fouquet, A. (2019). La visión de los estudiantes de medicina sobre su profesión: obstáculos para la transición a la perspectiva centrada en el paciente. Educación Médica. doi: 10.1016/j.edumed.2019.09.006

Gruppen, L. D., Irby, D. M., Durning, S., & Maggio, L. A. (2019). Conceptualizing Learning Environments in the Health Professions. Academic Medicine, 94(7), 969-974.

Hanson, J. L., Balmer, D. F., & Giardino, A. P. (2011). Qualitative Research Methods for Medical Educators. Academic Pediatrics CADEMIC PEDIATRICS 2011, 11, 375–386.

Johnson, L., Adams, S., & Cummins, M. (2012). The NMC Horizon Report: 2012 Higher Education Edition. Austin, Texas: The New Media Consortium.

Koehn, M. L., & Charles, S. C. (2019). A delphi study to determine leveling of the Interprofessional Core Competencies for four levels of interprofessional practice. Medical Science Educator, 29, 389–398.

OECD. (2019). Higher Education in Mexico: Labour Market Relevance and Outcomes, ,. Higher Education .

Olivares Olivares, S. L., & Valdez-García, J. E. (2017). Aprendizaje Centrado en el Paciente: Cuatro perspectivas para un aprendizaje integral. México: Editorial Médica Panamericana.

Olivares, S. L., Adame, E., Treviño, J. I., López, M. V., & Turrubiates, M. L. (2019). Action learning: challenges that impact employability skills. Higher Education, Skills and Work-Based Learning.

Scattergood, D. (2010). Self-care Essential Extras: An Integration of Holistic Nursing, Functional Medicine, and Health Coaching to Promote Therapeutic Lifestyle Change and Decrease Chronic Disease. Holistic Nursing Practice, 24(5), 294–300.

Stevens, M. L., Armstrong, E. A., & Arum, R. (2008). Sieve, Incubator, Temple, Hub: Empirical and Theoretical Advances in the Sociology of Higher Education. Annual Review of Sociology, 34, 127-151.

Thornton, J., Russek, H., & O'Neil, T. (2019). Turn and Face the Strange: Changes impacting the future of employment in Canada. Canada: Brookfield Institute.

Valdez García, J. E. (2004). Salerno: la primera escuela de Medicina. AVANCES, 37-39.

White, R. H. (2018). Report on the Future of Higher Education. Oklahoma City, Oklahoma: OSRE.

Downloads

Published

2021-10-29

How to Cite

Olivares, S., Jiménez, M., Turrubiates, M., & ValdezGarcía, J. (2021). CHALLENGE BASED LEARNING FOR PATIENT CENTERDERNESS: EDUCATIONAL REFORM. Proceedings of the International Conference on Education, 7(1), 325–331. https://doi.org/10.17501/24246700.2021.7132