MMC lands five-year grant to 'transform' the training of doctors
Courtesy / Maine Medical Center
Maine Medical Center in Portland has debuted a peer-reviewed medical journal, which is available online at no charge.
The American Medical Association awarded Maine Medical Center a five-year, $1.8 million grant that’s aimed at transforming the training of resident doctors.
MMC received the grant for a proposal it submitted to redesign the clinical learning environment to prepare residents for inter-professional, team-based care. MMC will use its experiences from its pilot project, the Inter-professional Partnership to Advanced Care and Education (iPACE), to inform this latest effort.
In MMC’s iPACE model of graduate medical education, an inter-professional care team (including physicians, nurses, pharmacists, residents, medical students and care managers) visits every patient in the unit every morning with these goals:
- Forming one plan of care.
- Completing one progress note for the team (completed before the team leaves the patient’s room).
- Delivering one message to the patient.
MMC proposes expanding the iPACE model across multiple inpatient clinical learning environments, to rural and outpatient settings and earlier in the educational process to undergraduate medical education through unique fourth-year rotations.
“The iPACE model of education at its core teaches our multi-disciplinary team how to work together consistently and seamlessly to fully consider and plan all aspects of a patient’s care journey,” said Dr. Doug Sawyer, MMC’s chief academic officer. “This AMA grant will allow us to expand and improve on this model, training residents in more disciplines and settings, who will take this experience to care for patients in Maine and beyond.”
The AMA awarded a total of $14.4 million to support innovation projects at eight teaching hospitals nationwide. More than 300 entities with oversight of graduate medical education in the United States contributed to proposals for projects.
The eight projects were selected through a competitive grant process by an advisory panel made up of leading experts in medical education. The projects were selected based upon how well they addressed the aims of the program: improving the transition from medical school to residency to preserve continuity in professional development, ensuring readiness for practice through modifications of residency curricula and optimizing the learning environment to support well-being among trainees, mentors and staff.
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