CHIME Strategic Goals Visual

To graduate excellent clinicians and scientists who are change agents for good, who are dedicated to advocating, innovating, and reforming healthcare, and fostering practice environments where there is joy in practice, and everyone feels indispensable / valued. ​

Many programs, one school: together, creating the future of collaborative healthcare education and practice

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Goal 1: Synergize our diverse programs to enhance learning and increase operational effectiveness.

What's Next

This goal is centered on fostering unity and collaboration among the School of Medicine's professional programs to create a more cohesive educational environment. It envisions a shift from the current model, which can sometimes feel divided, towards a more interdependent and equitable approach. Much like a shared clubhouse in a neighborhood, we will create intentional collaborative opportunities and spaces for educators and learners to work together effectively. We will develop a unified philosophy, infrastructure, and resource-sharing approach that supports our educational missions. We will identify and leverage existing interactions and collaborations, while also discovering new opportunities for synergy and continuing to honor the unique strengths, attributes, and needs of each individual program.

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• SOM Student Data Project

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Goal 2: Support and sustain a culture of educational innovation.

What's Next

• Hiring Senior Educational Analyst
• Hiring of Educational Developer(s)
• Training from the Center for Deliberate Innovation

This goal aims to support and sustain a culture of educational innovation by fostering a vibrant learning community among educators. We commit to empowering faculty, learners, and staff with the skills needed for educational innovation, grounded in proven learning sciences frameworks and deliberate innovation practices. To support these efforts, we will establish the Center for Humanizing Innovations in Medical Education (CHIME). This center will bring together experts in the learning sciences, educational innovation, and faculty development who will inspire, partner with, and support educators as they carry out their innovative educational initiatives. Through CHIME, we commit to continuously evolving our educational approaches to meet the ever-changing needs of medical education and ensuring our community is equipped to lead and innovate effectively.

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Goal 3: Implement Pedagogical Approaches for Deep, Transferable Knowledge and Self-Directed Learning.

We will adopt state-of-the-art teaching and learning methods that are anchored in the learning sciences and the theory of complex learning to guide our instructional designs. We will emphasize the cognitive apprenticeship model to enhance the development of expert clinical reasoning and decision-making through the explicit demonstration and articulation of thought processes in realistic settings. We will make both expert and learner thinking visible in all of our learning environments, using teaching strategies such as modeling, scaffolding, and coaching. We will sequence learning activities such that they initially provide a holistic view of tasks, followed by a systematic increase in complexity in a diverse range of settings. We will use interactive small groups, case-based, team-based, and problem-solving studio approaches. We will provide coaching and explicit instruction in how to learn, metacognition, and self-directed learning skills, and, where appropriate, offer asynchronous delivery of didactic content to support our diverse learners' needs. We will actively involve learners in the co-creation of learning environments, to foster a sense of community and facilitate their development as future educators.

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Goal 4: Enhance and sustain a culture of intellectual humility, compassion, joy-in-practice, and strong interpersonal relationships.

This goal is designed to prepare learners, faculty, and staff to flourish personally and professionally. Our aim is to cultivate critical intrapersonal competencies that are essential for enhancing well-being, compassion, team collaboration, and connecting meaningfully with people in fast-paced environments, so that the beauty of people’s lives are not lost in the speed. We will integrate narrative modes of thinking into our curriculum, such as life stories pedagogies, to cultivate skills that enable learners to adapt to, but more importantly to positively influence, the clinical environments they work in.

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Goal 5: Employ a Collaborative Practice Curriculum in Diverse Authentic Settings.

This goal is dedicated to preparing learners for modern healthcare settings that emphasize teamwork in patient-centered care. We will develop a curriculum that systematically integrates collaborative practice learning activities across various environments to facilitate enhanced learning and appreciation for different healthcare providers. This approach will ensure that collaborative practice learning is not viewed as isolated activities but as fundamental components that enrich every aspect of our educational framework. Our curriculum will facilitate enhanced learning and deeper appreciation for the diverse roles within healthcare teams by situating learners in a range of authentic settings. We will design the curriculum to immerse learners in progressively complex and realistic situations that will develop the skills needed to work effectively in multidisciplinary teams. We will empower our learners to not only excel within, but also to shape for the better, professional patient-centered collaborative practice environments.

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Goal 6: Prepare learners to be agents of change for good, who are inspired to innovate, advocate, and reform healthcare to be more effective and equitable.

This goal aims to prepare learners who are not only skilled in clinical practice but also champions of healthcare reform. The focus will be on collaborative learning with community leaders and organizations, addressing local and global healthcare challenges. We aim to cultivate a community of learners who, through vulnerability and mutual support, help each other provide outstanding care for individual patients while also finding ways to reduce healthcare inequities. We recognize that health inequities are heavily shaped by social determinants; hence, our curriculum will focus on equipping learners with the knowledge and tools to address these disparities head-on. Our aim is to graduate healthcare providers who are engaged in community health issues and committed to creating a more effective and equitable healthcare system.

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The SOM Student Data Governance Project seeks to forge a unified view of professional degree-seeking students lifecycle within the SOM. Our focus is on implementing a cross-program viewpoint by breaking down silos and fostering communication across different programs. Additionally, we’re convening an alignment council composed of key stakeholders, that will collaboratively align processes, systems, and definitions across various aspects of education and practice. Subsequently, this will allow the SOM to create analytics products that track the student lifecycle and other key performance indicators (KPIs) more quickly and easily. By harmonizing these elements, we aim to create a cohesive and efficient ecosystem benefiting both students and practitioners alike in multiple ways.

SOM Student Data Governance Project

Leads: Dr. Ulemu Luhanga, Taylor Brooks, and Tyrese Hinkins-Jones