Healthcare Leadership Track
Welcome to the Healthcare Leadership Track!
The purpose of the Healthcare Leadership Track is to provide additional avenues for students to learn in an interdisciplinary environment about healthcare quality improvement and innovation, the impact of advances in the life sciences industries, and the need for effective health provider leaders to implement change in our healthcare system.
Due to increasing financial pressures and legislative changes, the healthcare system requires physician, nursing, and health student leaders with clinical expertise and skills in the improvement of delivery systems and processes. As providers of care, physicians, nurses and health students are uniquely positioned in their ability to impact and improve the healthcare landscape.
This track aims to help health science learners gain knowledge for success in a changing healthcare environment. The track will review basic operational issues in cost management and quality within an integrated system and teach how to assess the overall performance of a hospital. For those students interested in healthcare innovation, this course will provide a foundation for critically analyzing and creating new evidence-based practices and technology to improve patient outcomes. Exposing learners to these topics early in their career provides them with crucial tools to be successful, innovative leaders in a constantly evolving field of medicine. It will also enable participants to develop skills necessary to most effectively lead interdisciplinary patient-care teams.
At the completion of the Healthcare Leadership Track, students will:
- Demonstrate the skills needed to critically analyze the application of innovative medical technology to patient care.
- Develop an understanding of the tools used to improve patient safety.
- Develop quality improvement measures based on patient safety initiatives to implement in the delivery of healthcare.
- Discuss challenges in the standardization of care across care delivery organizations.
- Demonstrate effective communication and teamwork in the development and implementation of new healthcare goals.
- Critically analyze articles relevant to quality and innovation within the medical field and incorporate proven measures into practice.
School of Medicine Competencies
The Healthcare Leadership Track is designed to further facilitate the medical student’s mastery of the following defined School of Medicine competencies:
- The ability to evaluate critically new knowledge and to determine its relevance to the clinical problems and challenges presented by the individual patient.
- An understanding of current and proposed strategies for the organization, financing, and delivery of healthcare.
- The ability to communicate and collaborate effectively with patients and colleagues.
- The ability to learn independently with a critical awareness of the scope and limits of one’s knowledge, skills, and values.
- An understanding of the ethical dimensions of the physician-patient relationship and of the ethical dilemmas encountered in health care, at the bedside as well as in the formulation of health care policy.
Healthcare Leadership Track Curriculum
This track provides a multifaceted approach consisting of small group discussions, workshops, and online cohort-based modules in years 1 and 2, web-based self-directed learning in year 3, guest lecturers/speakers throughout the fourth year, and a capstone research project or internship in year 4. Core competencies include the following:
- Change Management and Communication: Students will learn to formally present new ideas to the healthcare team. Throughout the track, students will give several small presentations to groups of classmates and faculty with the goal of providing strong, persuasive arguments for adopting new policies and methods in healthcare. Students will present the need for these changes as well as why their proposed solution will be effective. Students will learn how to shape their presentations so that they are clear, logical, and well received and understood by specific audiences.
- Organizational Leadership: Students will be exposed to various healthcare organizational models and the pros and cons of each. They will learn how each healthcare professional plays his/her role and how these groups work together.
- Team Development and Motivation: Students will work in a group of 4 nursing and medical students over the 4 years. Students will learn to use one another’s strengths effectively and help each other improve their weaknesses, as is necessary for any healthcare leader. Students will also have the opportunity to complete posters and abstracts of their work to present at various conferences.
- Conflict Resolution: Students will be presented with difficult and controversial healthcare scenarios where there may be several conflicting situations. Students will have to work as a team to devise a solution that addresses the issues of all the parties involved. Students will be introduced to healthcare provider roles in patient advocacy, policy, and administration
Healthcare Quality and Innovation
Students will be introduced to healthcare startups, the application of medical technology to clinical practice, health information technology, entrepreneurial business planning, pharmaceutical and medical device development, reimbursement models, and personalized medicine utilizing genetic therapy. Students will be introduced to quality improvement models and tools, clinical statistical analysis, quantitative and qualitative assessments for cost-efficiency, challenges in providing quality care, clinical research skills, and the process of defining and implementing standards of care.
Students will learn the process by which patient safety concerns are identified, diagnosed, and addressed in a system-wide fashion to reduce future events. Safety tools to be examined include checklists, patient handoffs, event reporting, and workflow throughout the hospital. As part of the patient safety curriculum, students will participate in select online IHI Open School modules.
Combination of both large group discussions and small group work involving all health science students
- Large group work would consist of forums with topic area experts with voluntary participation and discussion.
- Students would also be provided with online avenues for discussion of topics.
- Large and small groups will be the basis for discussion of online modules
- Small groups will then participate together in capstone projects during the 4th year as described below.
- These groups will discuss case studies, articles, videos, and reflections of expert discussions to evaluate highly efficient healthcare teams and systems, adverse events, communication skills, problem-solving, etc.
Over the course of the track, students will be evaluated based on their attendance and participation in the required number of lectures, small groups meetings, and the completion of the required online modules. The final evaluation will be based on the Capstone project 4th year discussed below. This project will be evaluated based on uniqueness, the students’ demonstration of the need for their particular innovation, how well they address barriers to implementation, and their presentation of this innovation to faculty.
- Complete the required online modules
- Participate in 75% of small group activities including online and in-person discussions
- Attend 75% of discussions by topic area experts
- Complete 4th-year capstone project.
Students will utilize what they have learned about innovation, quality, patient safety, and leadership to critically evaluate a healthcare system and propose changes to improve patient care through advancements in workflow, technology, and communication techniques. Students will develop an innovative idea that they will present to faculty who will then serve as their project mentors. Students will then assess a need for the change and back this need with data. They will create a plan to implement and address barriers and finally present their proposal to the MedStar Institute for Quality and Safety or MedStar Institute for Innovation, depending on the content of the proposal.
Anne Gunderson, Ed.D, MS, GNP
Ray Mitchell MD, MBA, MACP, FAAP, FACR
Kevin Maloy, MD
Jeff Reid, Professor
Dr. Gunderson has been in medical education for 18 years. She is a Professor of Medicine and prior to coming to MedStar/GU, she served as Associate Dean for Medical Education at the University of Cincinnati, College of Medicine. Dr. Gunderson has a doctorate in educational leadership, is a geriatric nurse practitioner, professor of medicine, and associate dean for innovation in clinical education GUMC. She is assistant vice president for education MedStar department of safety and quality. Dr. Gunderson has served as a leader for the Telluride Patient Safety Round-Table since 2006. She also served as an invited advisor for the AMA and the Lucian Leape Roundtable. She served two, two-year terms on the Association of Rehabilitation Nurses Board of Directors and a 3-year term on the American Geriatrics Society Health Care Systems Committee. She served 3 years as Chair of the Association of American Medical Colleges Central Group for Educational Affairs and the Group on Educational Affairs, and 4 years as the UGME section leader. Dr. Gunderson’s research interests have led to PI/Co-PI roles on projects funded by the U.S. Department of Education, HRSA, D.W. Reynolds Foundation, John A. Hartford Foundation, and multiple state-level grants. Dr. Gunderson will serve the IQL as co-director and will lead the safety/leadership elements of the curriculum.
A Dreyfuss National Merit Scholar at the University of North Carolina, Dr. Mitchell completed training and certification in Internal Medicine and Pediatrics at the North Carolina Memorial Hospital in Chapel Hill. He completed Rheumatology subspecialty training at Georgetown University. He accepted a faculty position to provide rheumatology teaching and service in adult and pediatric rheumatology at Georgetown University Hospital, where he opened the Childhood Arthritis Center. He served as Residency Program Director in Internal Medicine from 1992 to 1999 and initiated an innovative Medicine Pediatric Residency at Georgetown in partnership with Kaiser Permanente in 1996 under the sponsorship of Partnerships for Quality Education and the Pew Charitable Trusts. He served on the Council and Secretary-Treasurer of the Association of Program Directors in Internal Medicine (APDIM) from 1996-2002. He was Associate Dean for Clinical Curriculum at Georgetown University School of Medicine from 1998-2000 and Senior Associate Dean for Academic Affairs from 2000 until May 2002. He served as the Joseph Butenas Professor of and Dean of Medical Education at Georgetown until July 2020. He is presently Dean Emeritus. Dr. Mitchell has been honored with multiple Golden Apple awards and has been inducted then into the Golden Orchard twice for medical student education. He has received the Kaiser Permanente Award from the faculty for the outstanding Clinical Teacher in the medical center. Dr. Mitchell has received every residency teaching award in the Department of Medicine, including induction into the Sol Katz Society. He was awarded a Laureate Award from the Washington Metropolitan Chapter of the American College of Physicians/American Society of Internal Medicine in 2002. In 2004, he was inducted into Mastership of the College, the highest honor bestowed only to 600 living members of the 150,000 member organization. Dr. Mitchell will lead the business/leadership elements of the curriculum.
Dr. Maloy works clinically as an Attending Physician in the Emergency Department at MedStar Washington Hospital Center. In addition to seeing patients in the trenches, he assists in various departmental quality improvement projects as well as departmental research initiatives. Dr. Maloy received his M.D. from Georgetown University. He completed his residency at Georgetown Washington Hospital Center where he was both Chief Resident and Scholar of the Year. He is board certified in Emergency Medicine, a Fellow of the American College of Emergency Physicians, and a Fellow of the American Academy of Emergency Medicine. He received his Bachelor of Art in English with a Concentration in Poetry from Georgetown University. He is one of the two leaders of MI2’s new National Center for Digital Health and Data Science. Dr. Maloy organized a selective last year for GU medical students on “Hacking Healthcare” and will provide leadership on innovating elements of the curriculum.