Medical EducationREVIEW

Faculty Development Directed at Curricular Reforms Designed to Improve Patient Outcomes

Frank J. Papa, DO, PhD, and Darrin D’Agostino, DO, MPH, MBA
Notes and Affiliations
Notes and Affiliations

Received: June 10, 2016

Accepted: June 28, 2016

Published: November 1, 2016

J Osteopath Med; 116(11): 736-741

Three initiatives involving quality of patient outcomes that evolved in the late 1990s must be considered in the design of 21st century undergraduate medical curricula. They involve (1) the question of how to best teach and assess medical competencies, (2) growing concerns regarding the frequency and severity of error in medical care, and (3) the role physicians might play in weaving together the overlapping elements of population-, community-, and systems-based practice into a codified approach to medical care. With these initiatives in mind, the University of North Texas Health Science Center Texas College of Osteopathic Medicine has formed an Academy of Medical Educators whose goal is to develop faculty programs intended to expedite curricular modifications and reforms.

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