MedNet

Education

The overarching goal of the education pillar is: Teaching, development, and mentoring of practitioners and scientists who can work together effectively in an evolving system.

Read more about the objectives and draft outcomes, metrics, and activities for each below.


Objectives

E1: Invest in program renewal and realignment to meet evolving societal and career requirements.

E5: Develop a learning environment conducive to learner, trainee, staff and faculty development and mentorship.

Draft Outcomes, Metrics, & Activities

E1: Invest in program renewal and realignment to meet evolving societal and career requirements.

Outcomes & Outputs

  • Enhanced capacity to prepare students for evolving societal and career needs through renewed education programs.

Metrics

  • Aggregated student assessment results indicating level of competency in new/renewed content areas, by program.
  • Number of program changes/additions designed to prepare students and trainees for identified evolving societal and career needs.
  • Narrative impacts of program changes/additions on students’ preparedness for evolving societal and career requirements.
  • Number of admits to, and graduates from, new/renewed programs, and their eventual practice area (by type and location).

Activities

  • E1.1  Develop and implement a mechanism to identify evolving societal, career, and learning needs (includes engagement with students, industry, and distributed partners). (Link w P2, P4)
  • E1.2  Prioritize and review existing educational programs to assess alignment with societal, career, and learning needs, and discuss results with students of those programs.
  • E1.3  Prioritize program changes, and create a plan (including timelines) and secure resources (including financial, human, space) for the renewal or realignment of educational programs.
  • E1.4  Coordinate the renewal and realignment of educational programs in order of priority. (UW)

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E2: Exploit disruptive innovation to enrich the learning experience and increase access.

Outcomes & Outputs

  • Increased access and enhanced learning experiences through established innovative education practices and programs.

Metrics

  • Number of new innovative education practices (e.g.: technologies, teaching and learning methods) incorporated into programs.
  • Narrative impacts of new innovative education practices on the learning environment and access.
  • Percent change in learners accessing programs with innovative education practices.
  • Percent of learners in programs with new innovative education practices who rate the quality of their educational experience as high.

Activities

  • E2.1  Identify opportunities to leverage innovative technologies and practices. (UW)
  • E2.2  Create and implement a plan, including liaising with existing UBC resources, to expand/implement innovative programs.

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E3: Pursue new program development and expansion where UBC excellence aligns with provincial and global demand.

Outcomes & Outputs

  • Enhanced access and alignment with local and global demand through new programs and expansion of existing programs facilitated by an Office of Education Innovation.

Metrics

  • Number of new/expanded programs at the nexus of UBC excellence and provincial/global demand, and number of seats in each.
  • Narrative impacts of new/expanded programs on alignment with provincial/global demand.
  • Number of admits/grads from new/expanded programs.
  • Number of dollars generated by new/expanded programs compared with amount spent (ROI).
  • Number of graduates from new/expanded programs working in areas of identified provincial and global demand (long-term).

Activities

  • E3.1  Create an Office of Education Innovation with a clear mandate. (UW)
    • E3.1.1  Establish an advisory group to help define the mandate of the office, which will help determine type of staff required and expected outputs of office.
  • E3.2  Establish an internal program development process that enables the successful implementation of new programs in a timely manner. (UW)
  • E3.3  Develop and implement a mechanism to assess local and global needs/demands. (UW)
  • E3.4  Develop and launch new programs that align with local and global needs/demands. (Link w P2, P4)
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E4: Transform the clinical placement model and experience to support practical team-based and lifelong learning.

Outcomes & Outputs

  • Improved support for inter/intra-professional* and lifelong learning through established new clinical training** models and experiences for students, trainees, and practitioners*** in BC.

Metrics

  • Number of new or transformed clinical training models supporting inter/intra-professional and lifelong learning competencies.
  • Number of new or transformed clinical training opportunities/placements by type and location.
  • Narrative impact of activities supporting lifelong learning across the medical education continuum (students, trainees, practitioners).
  • Narrative impact of new/transformed clinical training models on students’, trainees’, and practitioners’ inter/intra-professional and lifelong learning competencies.

Activities

  • E4.1  Appraise current clinical training models, and develop a plan to transform the learning experience, building on clinical faculty relationships and considering regional contexts.
  • E4.2  Create and implement a plan to support inter/intra-professional and lifelong learning.
  • E4.3  Explore new models and opportunities for enhanced work-based learning.

*Although the objective references “practical team-based” learning, the outcome and metrics broaden the focus to inter- and intra-professional learning.

**Although the objective uses the term “clinical placement”, the outcome and metrics use the term “clinical training”.

***Scope is deliberately expanded to include students, trainees, and practitioners.

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E5: Develop a learning environment conducive to learner, trainee, staff and faculty development and mentorship.

Outcomes & Outputs

  • Enhanced learning environment that facilitates safety, support, development, and mentorship of learners, trainees, faculty, and staff.

Metrics

  • Number of specific changes designed to facilitate development and mentorship for learners, trainees, staff, and faculty.
  • Narrative impact of changes on development and mentorship for learners, trainees, staff, and faculty.
  • Number of learners, trainees, staff, and faculty reached by the changes.
  • Percentage of learners, trainees, staff, and faculty rating the learning environment to be safe, supportive, and conducive to development and mentorship.

Activities

  • E5.1  Identify the underlying challenges of the learning environment related to safety, support, development, and mentorship for learners, trainees, staff, and faculty. (Link w O5)
  • E5.2  Develop and implement a plan that strengthens processes aimed at optimizing the learning environment, and embraces safety, support, development, and mentorship. (Link w O5)

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