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2. http://www.slideshare.net/pongsakkhowsathit/ra mathibodi-towardleadingmedicalschoolinasia 3. 8 4. 9 5. . (.) . ..... 400 . . . . 6. - -Imaging center -Private Wing .......... - 22 2555 7. 30 . 2555 8. 15 9. .. . .. 13 2555 9.00-14.30 . M2 10. LEARNER NEEDS LEARNER NEEDS PROFESSIONAL NEEDS LEARNING & EXPERIENCE RESOURCES EVALUATION & FEED BACK VERIFICATION OF SPECIFIC COMPETENCIES BROAD EDUCATIONAL GOALS HEALTH NEEDS SPECIFIC OBJECTIVES 11. N Engl J Med 2001,344, 2021-5 12. N Engl J Med 2001,344, 2021-5 13. Quaternary 14. 15. Educational system must ensure that key competencies are attained by every physician Providing a variety of learning paths and technologies that prepare students for diverse roles in their future careers Lay the foundation for physicians to be skilled clinicians, health scientists, researchers, and advocates for health system reform 16. Medicine is rooted in fundamental scientific principles, both must be learned throughout the MD education experience As scientific inquiry provides the basis for advancing health care, must be developed to foster a new generation of health researchers 17. The hidden curriculum is a set of influences that function at the level of , affecting the nature of learning, professional interactions, and clinical practice 18. In order to prepare physicians for these realities, Faculties of Medicine must provide learning experiences throughout MD education for all students in a , ranging from small rural communities to complex tertiary health care centers 19. Goal Purpose Outcome Input 20. Goal Purpose Outcome Input 7 . 55 21. skills Experts values Professionals Leadership Change agents 7 . 55 22. Goal Purpose Outcome Input change agent 7 . 55 23. 41 24. 42 25. Goal Purpose Outcome Input change agent 26. Competent Graduate Building a competency-based curriculum: the agony and the ecstasy. Adv Health Sci Educ Theory Pract, 2008 27. Competent Graduate C1 C2 C3 C4 C5 28. skills Experts values Professionals Leadership Change agents 29. 22 . 55 30. STRUCTURED CLINICAL EXPERIENCES PLANNED & ORGANIZED TEACHING CIRRICULUM APPROPRIATE ROLE MODELS SUPPORTIVE LEARNING ENVIRONMENT +++ = 31. APPROPRIATE ROLE MODELS SUPPORTIVE LEARNING ENVIRONMENT + 32. 22 . 55 33. Manyfactorsinfluencelearning BMJ 2003, 326:810-2 34. BMJ 2003, 326:810-2 35. 30 .55 36. 51 19 10 32 14 11 . . 27 . 26 . 7 65 37. N Engl J Med 2007,356;858-66 38. N Engl J Med 2007,356;858-66 39. N Engl J Med 2007,356;858-66 40. N Engl J Med 2007,356;858-66 41. Continuity Barriers Care Underinvestment in ambulatory care infrastructure Underinvestment in information technology infrastructure Traditional academic medical center organization and culture Curriculum Departmental boundaries and culture Lack of agreement on educational and assessment strategies Administrative costs Inflexible accreditation and other regulatory standards Supervision Incremental faculty teaching effort Lack of recognition and academic advancement Narrowness of faculty expertise Lack of interdisciplinary teaching models Insufficient competency-based evaluation instruments N Engl J Med 2007,356;858-66 42. 1 2 3 4 5 6 ?? / / Outcome 43. 1 2 3 4 5 6 / / Outcome 18 . 56 44. 18 . 56 45. Learning Environment 46. 90 27 .56 47. Organizational transformation Culture change Strategic orientation Professional linkage Collaboration (+preclinic) Career Path Faculty Development 91 48. Organizational transformation + Culture change Strategic orientation Professional linkage Collaboration (+ preclinic) Career Path Faculty Development 92 49. Organizational transformation + Culture change + Strategic orientation Professional linkage Collaboration (+preclinic) Career Path Faculty Development 93 50. Organizational transformation + Culture change + Strategic orientation + Professional linkage Collaboration (+preclinic) Career Path Faculty Development 94 51. Organizational transformation + Culture change + Strategic orientation + Professional linkage + Collaboration (+preclinic) + Career Path + + Faculty Development + 95 52. Organizational transformation + Culture change + Strategic orientation + Professional linkage + Collaboration (+preclinic) + Career Path + + Faculty Development + 96 53. 97 27 .56 54. 98 27 .56 55. Education ResearchService Community 56. Goal change agent Purpose Competency-based Curriculum Continuity of care of closed supervision Community Participation Outcome 57. Goal Purpose Outcome Input 58. Goal Purpose Outcome Input 59. change agent 60. Outcome Input 61. Outcome Input 62. Outcome Input 63. From being open-minded to being closed- minded From being intellectually curious to narrowly focusing on facts From empathy to emotional detachment From idealism to cynicism From civility and caring to arrogance and irritability 64. BMJ 2003, 326:810-2 65. Outcome Input 66. Outcome Input 67. Vision& Mission Strategy KPIs Structure Division of Accountabilities Competency Performance Management Job Analysis/ Job Evaluation Compensation Manning Analysis Selection Criteria Career Path Succession Planning Target Culture Training Needs 133 68. Vision& Mission Strategy KPIs 134 27 .56 69. 135 27 .56 70. Vision& Mission Strategy KPIs Structure Division of Accountabilities Competency Performance Management Job Analysis/ Job Evaluation Compensation Manning Analysis Selection Criteria Career Path Succession Planning Target Culture Training Needs 136 27 .56 71. KPIs Division of Accountabilities Competency Performance Management Job Analysis/ Job Evaluation Compensation Career Path Succession Planning Training Needs 137 27 .56 72. 138 73. 139 74. 140 75. How will we secure our most important financial sources? At what process do we need to excel to fulfill our customer expectations? Knowledge Management System HA/JCI Standards Happy WorkplaceHow will we sustain our ability to improve? How can we develop our students to be change agents in health systems? Innovative Healthcare Systems People-centered Healthcare Transformative Medical Institute Research Institute for Better Health & Education Role-model Healthcare Professionals Integrated Healthcare Systems Translational Research Pre-clinical /Clinical Research Student-centered Medical Institute Competency-based Education Continuity of Supervision Community Participation 141 Research Grants Investment Returns Healthcare Revenues Government Budgeting Public Donations Health Systems Research Medical Education Research Social Marketing & Public Relations Strategic HRM & HRD State-of-the-art IT Infrastructure State-of-the-art Learning Resources 76. Training for Hospital Management Best Practice for Hospital Management: HR IT Finance Strategy Retain high potential Manager Put right man into the right job Leader in hospital Management 77. Education Learning resources Information access Integration with Hospital Phaya Thai Campus Service Hospital Information Systems (HIS) Enterprise Resource Planning (ERP) Keywords Operational focus Data integration Long-term manageability Business continuity Research Learning resources Research tools Access to patient information