Daniel R Wolpaw
Datos Biográficos
| ID | 7720203 |
|---|---|
| NOMBRE | Daniel R Wolpaw |
| NOMBRES | Daniel R |
| APELLIDO | Wolpaw |
| FIRMA | WOLPAW D R |
| AFILIACIONES | Penn State College of Medicine |
| ORCID | 0000-0002-7567-2034 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2019 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 0 |
Implementation and Evaluation of an Interprofessional Health Systems Science Professional Development Program
Non-physician and physician preceptors in Landscapes of Practice
Medical education has traditionally relied on physician educators. With expanding Health Systems Science competencies, non-physician healthcare providers are required. To investigate preceptor-role types, communication frequency, and importance of preceptors in value-added patient navigator roles (PN) and clinical preceptorships (CP). Using a mixed-methods approach, medical students participating in PN and CP during the first year of medical scho…
Evolving the Systems-Based Practice Competency in Graduate Medical Education to Meet Patient Needs in the 21st-Century Health Care System
Medical education is increasingly recognizing the importance of the systems-based practice (SBP) competency in the emerging 21st-century U.S. health care landscape. In the wake of data documenting insufficiencies in care delivery, notably in patient safety and health care disparities, the Accreditation Council for Graduate Medical Education created the SBP competency to address gaps in health outcomes and facilitate the education of trainees to b…
Health Systems Science in Medical Education
Medical education exists in the service of patients and communities and must continually calibrate its focus to ensure the achievement of these goals. To close gaps in U.S. health outcomes, medical education is steadily evolving to better prepare providers with the knowledge and skills to lead patient- and systems-level improvements. Systems-related competencies, including high-value care, quality improvement, population health, informatics, and …
Penn State College of Medicine
Medical Education Program Highlights The vision of Penn State College of Medicine (PSCOM) for its MD program is “to guide the development of a humanistic, systems-ready physician who is adaptive, critical thinking, collaborative, and scholarly.” The curriculum is built on a 4-pillar framework of biomedical science, clinical science, health systems science (HSS), and health humanities. It is designed to align with a dynamic, evolving health care s…
Contributions of Health Professions Students to Health System Needs During the Covid-19 Pandemic
The COVID-19 pandemic poses an unprecedented challenge to U.S. health systems, particularly academic health centers (AHCs) that lead in providing advanced clinical care and medical education. No phase of AHC efforts is untouched by the crisis, and medical schools, prioritizing learner welfare, are in the throes of adjusting to suspended clinical activities and virtual classrooms. While health professions students are currently limited in their co…
A Developmental Approach to Internal Medicine Residency Education
Lessons learned included challenges in coordination of observations, identifying disorienting dilemmas, and creating a shared mental model between residents, faculty, and program leadership. The coaching program resulted in professional learning plans aligned with IM EPAs, in addition to other professional development topics. Operationalization of aspects of these results can inform the development of similar programs in residency education
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A Developmental Approach to Internal Medicine Residency Education
Lessons learned included challenges in coordination of observations, identifying disorienting dilemmas, and creating a shared mental model between residents, faculty, and program leadership. The coaching program resulted in professional learning plans aligned with IM EPAs, in addition to other professional development topics. Operationalization of aspects of these results can inform the development of similar programs in residency education
Health Systems Science in Medical Education
Medical education exists in the service of patients and communities and must continually calibrate its focus to ensure the achievement of these goals. To close gaps in U.S. health outcomes, medical education is steadily evolving to better prepare providers with the knowledge and skills to lead patient- and systems-level improvements. Systems-related competencies, including high-value care, quality improvement, population health, informatics, and …
Penn State College of Medicine
Medical Education Program Highlights The vision of Penn State College of Medicine (PSCOM) for its MD program is “to guide the development of a humanistic, systems-ready physician who is adaptive, critical thinking, collaborative, and scholarly.” The curriculum is built on a 4-pillar framework of biomedical science, clinical science, health systems science (HSS), and health humanities. It is designed to align with a dynamic, evolving health care s…
Contributions of Health Professions Students to Health System Needs During the Covid-19 Pandemic
The COVID-19 pandemic poses an unprecedented challenge to U.S. health systems, particularly academic health centers (AHCs) that lead in providing advanced clinical care and medical education. No phase of AHC efforts is untouched by the crisis, and medical schools, prioritizing learner welfare, are in the throes of adjusting to suspended clinical activities and virtual classrooms. While health professions students are currently limited in their co…
Evolving the Systems-Based Practice Competency in Graduate Medical Education to Meet Patient Needs in the 21st-Century Health Care System
Medical education is increasingly recognizing the importance of the systems-based practice (SBP) competency in the emerging 21st-century U.S. health care landscape. In the wake of data documenting insufficiencies in care delivery, notably in patient safety and health care disparities, the Accreditation Council for Graduate Medical Education created the SBP competency to address gaps in health outcomes and facilitate the education of trainees to b…
Implementation and Evaluation of an Interprofessional Health Systems Science Professional Development Program
Non-physician and physician preceptors in Landscapes of Practice
Medical education has traditionally relied on physician educators. With expanding Health Systems Science competencies, non-physician healthcare providers are required. To investigate preceptor-role types, communication frequency, and importance of preceptors in value-added patient navigator roles (PN) and clinical preceptorships (CP). Using a mixed-methods approach, medical students participating in PN and CP during the first year of medical scho…
Innovations in Medical Education (6 obras) · Medical education (6 obras) · Medicine (6 obras) · Health care (5 obras) · Psychology (5 obras) · Political science (4 obras) · Health and Medical Research Impacts (3 obras) · Interprofessional Education and Collaboration (3 obras) · Nursing (3 obras) · Operationalization (3 obras)