Future of Health Care 2020

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THE FUTURE OF HEALTH CARE // HEALTH EDUCATION Medical school and students adapt to Covid-19 CONTINUED FROM PAGE 26 normally in proctored settings, but are now distributed virtually. They can be virtually monitored, but students are not required to do so. We’re relying a lot upon the honor system. We’ve noticed no problems with that, as this year’s scores are comparable to the previous 10 years’ worth of scores. What feedback have you received from students? We stay in touch through email and virtual town halls. They’ve been very patient with us as we’ve worked through ongoing changes. I know they realize there are a lot of things outside of anybody’s control. But they feel we have their best interests at heart. We’re trying to minimize their anxiety and difficulty in terms of coursework and flexibility. How has the pandemic changed how students learn? It’s not what, but how it’s delivered. The Association of American Medical Colleges recommends that students not be in the clinical environment. So they’re not in the hospitals. That has some effect on first- and second-year students, and a greater impact on third- and fourth-year students. In some ways, it’s actually been beneficial. We’ve been looking at a curricular reset in 2022, prior to any thoughts of a pandemic. To do that, we want to continue to use good teaching principles with learning objectives and a very structured accounting of what they need to know and how it’s delivered. With the pandemic and (students’) rapid removal from the wards, everybody has really bought into the disruptive change. As a result, some practices now are the delivery types and learning objectives we wanted a year from now. Clearly, what’s significantly different is they don’t have clinical exposure. Many schools have offered Covid electives, and we’ve tailored other electives. We’re now concentrating on delivering core online material. Once hospitals are clear, we will return students to clinical environments, making sure they are as well-trained as they otherwise would be. Any new curriculum would be competencybased, not time-based. Some people can master things more quickly. It’s the measure of that competency that’s much more important. How will this outbreak change your curriculum going forward? The Liaison Committee on Medical Education is requiring contingency plans for significant disruption for delivery of the educational content. This is something we’ve always talked about. It is something you really need to plan for, but until it happened, most plans were theoretical. In the future, there will be much more detailed plans. It has gone as well as it could. Look back to late 1990s with the avian flu. The world developed concern that it might be a worldwide pandemic. Also, there was SARS in 2002. It was a pandemic in terms of disruption, but not in terms of infectivity. It was easier to control. Then in 2009 with H1N1, that was dealt with extremely well. But this one really showed us how to react in a faster and more defined manner. Are there any positives to take from this situation? I think everybody has gotten a lot better at online delivery of content. We talk in medical education about backward design. You identify your learning objectives, figure how you’ll assess and decide what material is important to achieve that. It’s that sense of urgency. You have to figure out what you need to know. What impact has there been and might there be on med-school applicants? For next year, we were through most of the interviews already. The last several sets occurred virtually. What’s going to happen next year is really a topic for national discussion. It’s going to be impacted at multiple places down the line. Students who haven’t taken the MCAT can’t take it. Colleges and universities have gone to pass/ fail. Courses that might give some insight into how students will handle the large volume of information are going to be graded on a pass/ no-pass basis, which might impact the school’s ability to discern applicants. We have adopted a holistic approach in recent years, so that has put us a little bit ahead of the curve. But it’s really going to impact the admissions process. From high school to college and college to graduate-level, everything is going to be impacted. Can prospective students do anything to get a leg up? It will probably change some people’s approach toward the timing of testing and requirements. Sometimes people put things off. I think this will give them a greater appreciation for (the fact that) you don’t have much control over many things. Get the requirements done so you’ll still be in good standing. Has there been or will be there be a surge in demand for your next class of graduates? (Federal) recommendations did make allowances to have graduates participate earlier, graduate earlier. But our graduation being May 1 anyway, it hasn’t impacted our students nearly as much. If some part of the health-care system wants to utilize them prior to their residency, all the different organizations have set up guidelines. It’s not just as simple as them starting earlier. That’s not the best option. New graduates take training. It takes resources to train people. One has to be careful about introducing additional requirements on the system. — Paul Lane WORD FROM THE SPONSOR: D’YOUVILLE Higher Education Keeps Pace With Evolving Health Care Field There are two things that innovative educational institutions have learned during the 2020 Coronavirus Pandemic. First, no organization is immune to the effects of massive market disruption. Second, those institutions which act rather than react or become idle, will not only thrive but drive the future. Healthcare education leaders, over the last five years, could often be quoted saying, “We must be nimble. We have to be ready to respond quickly to changing market demands.” It meant launching new programs fast and tightening curriculum to expedite length to degree. It meant condensing credits to lower student costs and bringing in new technologies. It meant developing pathways for students to move in and out of educational experiences, from certificates to Lorri Clemo, PhD., is President of D’Youville. doctorates, as their life circumstances evolved. These were cuttingedge ideas in an industry that traditionally moved slowly. That is no longer the case. The future of healthcare education will demand more than fast responsiveness. It is now apparent that an institution will never be able to respond fast enough to the volcanic market that is the world today. So, for a university like D’Youville, we will continue to take the lead in our industry, not by responding to market needs in a reactionary way, but by shaping the future through education today. This commitment is evident in D’Youville’s Health Professions Hub, a 57,000 square foot epicenter of health care delivery, future-forward educational pedagogies, and workforce development opportunities aimed at building a healthier community. Moving forward, what might it mean to shape the future through education? It could mean reshaping cross-disciplinary academic programs into physical and digital team-based learning experiences that will not only educate, but tangibly improve public health outcomes. It could mean driving the workforce in an era when funders are suddenly pouring dollars into expanding programs like telehealth. What jobs might we imagine in this new future? How will these professionals shape healthcare outcomes twenty years from now? It could mean training students, not just to acquire skills needed in the work environment, but to anticipate and develop protocols around community health and wellness needs long before the disaster is at our door. We all know from this life experience that has overtaken our world, that we can – individually and collectively - adapt to technology we thought we would never use. Education must drive and familiarize its students and the communities they serve with future technologies that allow us to pivot quickly when common methods of service delivery suddenly become obsolete. The higher education marketplace throughout America is facing challenges. Colleges and universities will close. D’Youville will gather up its strength to ensure that healthcare education tomorrow sets the pace. 28 THE FUTURE OF HEALTH CARE BUFFALO BUSINESS FIRST
THE FUTURE OF HEALTH CARE // HEALTH EDUCATION CURRICULUMS IN TRANSITION Health-care education could look vastly different BY PAUL LANE plane@bizjournals.com Already a rapidly evolving area of academia, medical-related programs and curriculums promise to look far different once the Covid-19 pandemic winds down. The spring semester was one of upheaval for students receiving health-care training as they all converted online. Some got thrust to the frontlines of the Covid-19 battle; all got an education on adaptation that health care requires. Short-term impact As students switched programming, so did instructors who have long used traditional methods and mainly practiced emergencies in a hypothetical setting. “Our faculty will use this opportunity to teach the importance of collaboration throughout the health-care system and focus on the immediate disaster preparedness needed within the state,” said Diane Roth, assistant vice president of academic affairs at Niagara County Community College. “I see inter-collaboration within health-care professions becoming an even bigger focus in the future.” The key will be to find teaching moments, according to Allyson Lowe, Trocaire College vice president of academic affairs. That can be present on the frontlines and behind the scenes, including in health-care informatics. The popularity of the Johns Hopkins Covid-19 daily dashboard, for example, showed the importance of being able to visualize numbers, she said. Cheryl Nosek, chair of the nursing department at Daemen College, said many students at the graduate level or taking part in an R.N.-to-B.S. nursing program have been working in health care all along and much their work was already being done online. The pandemic has given faculty a new appreciation for demands put on students. “The amount of stress they’re enduring is just incredible,” said Nosek, citing one working student who was living in an RV in the driveway to minimize exposure to his loved ones. “What we’ve tried to do is be as flexible as possible. Extended deadlines. Incompletes so they can finish over the summer.” Job prospects slim Students without jobs in the field may have a hard time lining them up, according to Gregg Shutts, program director and department chair for physical therapy at Daemen. “A lot of offices in the area have furloughed their staff because they have no patients,” he said. “I think people are going to be somewhat cautious in expanding and getting back to the norm.” That will get worse the longer this goes, he said. Kids who aren’t going to school are not bringing home illnesses. Noncritical issues have been put off, further siphoning away revenue. Students who continue their studies may have issues of their own, especially those in the workforce who may be too overwhelmed to come back to school in the fall, said Doug Pisano, dean of St. Bonaventure University’s School of Health Professions. Rethinking training The pandemic situation has accentuated the need for changes in how health care is taught, Shutts said. R R Telehealth has surged and proven to be fairly reliable in many cases. More training in that area could ease the burden on patients to come in for face-to-face visits. R R Technological training could help in other areas, as well, such as letting students hear lectures over again and connecting students to each other. R R Faculty members can not worry about missing a class and throwing their schedules off. They can use virtual reality and artificial intelligence to create more life-like simulations. Upgrades in these and other areas could create a new normal for medical training, which Shutts said has long been based on a that’s-how-it’salways-been methodology but could be improved while not compromising on accreditation requirements. “There’s been a call to be more tech-savvy for years. This actually expedited the process, and we’ve been able to see the benefits,” he said. “How many weeks of experience do you need to be a doctor or a PA or a nurse? It’s always been historical, but people haven’t evaluated if it can be done in a shorter time. There’s going to be a lot of research into that.” A different curriculum To get to that point, institutions will have to bolster their offerings. While the certifications needed for programs required many changes to begin before the onset of Covid-19, several are still on the way for next year. St. Bonaventure will roll out a graduate-level physician-assistant studies program in January 2021. It’s the latest addition to a quickly growing School of Health Professions that opened in fall 2016 and has since added several bachelor’s and master’s programs. “The surrounding counties will really benefit,” said Pisano, adding that the pandemic isn’t expected to impact the applicant pool. “On average, one-third of physician-assistant graduates nationwide stay in the area near where they graduated from.” Genesee Community College will help students build up to the graduate level with a health-studies associate in science program coming in the fall. The program will offer about half the content online and is meant to feed students into SUNY’s Health Education Transfer Path, which sends students to four-year colleges to earn health-care degrees. The pandemic also has shown the The Covid-19 pandemic has shown the need for changes in the way health care is taught, says Gregg Shutts, program director and department chair for physical therapy at Daemen College. JOED VIERA need for leadership, which is the focus of Trocaire’s new bachelor’s program in health-care management. “Health care is at a crossroad and needs skilled leadership across all health-care professions to address the many challenges,” said Gary Smith, Trocaire’s vice president of innovation and workforce development. There are no concrete plans for stress-management coursework, but Nosek said current circumstances have pointed out the need for some. “I think there’s going to be a lot of post-traumatic stress when this settles down,” she said. “We need to think about managing that.” Facilities upgrades The space available to train also will be different at some schools. St. Bonaventure got a waiver to continue construction on renovations to Francis Hall, which is being converted for the School of Health Professions. The $17.5 million project should be done by about Thanksgiving. D’Youville College has been able to continue work on the $26 million Health Professions Hub and remains on track for a December opening, President Lorrie Clemo said. Given some time, halls new and old again will be full with students. The pandemic will lead to development of strong plans in place should there be a next time, educators agree. “These kinds of things happen, but we will slog through. We are really looking to the future,” Pisano said. “We will overcome.” O MAY 15, 2020 THE FUTURE OF HEALTH CARE 29
Page 1 and 2: BUSINESS FIRST SUPPLEMENT THE FUTUR
Page 3 and 4: Contents JOED VIERA The Covid-19 pa
Page 5 and 6: ECMC’s Virtual Care EXTENDING HEA
Page 7 and 8: Patient Care Sponsored by BEYOND TH
Page 9 and 10: For a complicated time, the simples
Page 11 and 12: Collaboration, compassion and excep
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Page 15 and 16: Technology PAID ADVERTISEMENT Spons
Page 17 and 18: ROSWELL PARK COMPREHENSIVE CANCER C
Page 19 and 20: Thank You to all Healthcare Profess
Page 21 and 22: Visit shswny.org for more info As o
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