Improving Graduate Medical Education by Aggregating Data Across the Medical Education Continuum

Author:

Thelen Angela E.1ORCID,George Brian C.2,Burkhardt John C.3,Khamees Deena4,Haas Mary R.C.5,Weinstein Debra6

Affiliation:

1. is an education research fellow, Center for Surgical Training and Research, University of Michigan, Ann Arbor, Michigan, and a general surgery resident, MetroHealth Medical Center, Case Western Reserve University Medical School, Cleveland, Ohio.

2. is associate professor, Department of Surgery, and Director, Center for Surgical Training and Research, University of Michigan, Ann Arbor, Michigan, and executive director, Society for Improving Medical Professional Learning, Boston, Massachusetts.

3. is assistant professor, Departments of Emergency Medicine and Learning Health Sciences, and Director, Master of Health Professions Education Program, University of Michigan, Ann Arbor, Michigan.

4. is assistant professor, Department of Emergency Medicine, McGovern Medical School, and Texas Innovation and Education Research Lab, University of Texas Health Science Center, Houston, Texas.

5. is assistant professor, Department of Emergency Medicine, and assistant director, Emergency Medicine Residency Program, University of Michigan, Ann Arbor, Michigan.

6. is executive vice dean for academic affairs and professor of learning health sciences and of internal medicine, University of Michigan Medical School, and chief academic officer, Michigan Medicine, Ann Arbor, Michigan.

Abstract

Meaningful improvements to graduate medical education (GME) have been achieved in recent decades, yet many GME improvement pilots have been small trials without rigorous outcome measures and with limited generalizability. Thus, lack of access to large-scale data is a key barrier to generating empiric evidence to improve GME. In this article, the authors examine the potential of a national GME data infrastructure to improve GME, review the output of 2 national workshops on this topic, and propose a path toward achieving this goal. The authors envision a future where medical education is shaped by evidence from rigorous research powered by comprehensive, multi-institutional data. To achieve this goal, premedical education, undergraduate medical education, GME, and practicing physician data must be collected using a common data dictionary and standards and longitudinally linked using unique individual identifiers. The envisioned data infrastructure could provide a foundation for evidence-based decisions across all aspects of GME and help optimize the education of individual residents. Two workshops hosted by the National Academies of Sciences, Engineering, and Medicine (NASEM) Board on Health Care Services explored the prospect of better using GME data to improve education and its outcomes. There was broad consensus about the potential value of a longitudinal data infrastructure to improve GME. Significant obstacles were also noted. Suggested next steps outlined by the authors include producing a more complete inventory of data already being collected and managed by key medical education leadership organizations, pursuing a grass-roots data sharing pilot among GME-sponsoring institutions, and formulating the technical and governance frameworks needed to aggregate data across organizations. The power and potential of big data is evident across many disciplines, and the authors believe that harnessing the power of big data in GME is the best next step toward advancing evidence-based physician education.

Publisher

Ovid Technologies (Wolters Kluwer Health)

Subject

Education,General Medicine

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