Building a health systems science bridge between medical school and the clinical learning environment via a pilot faculty development cohort program

• Published in: BMC medical education Vol. 25; no. 1; pp. 395 - 10
• Main Authors: Harendt, Sarah M., Allison-Jones, Lisa, Rudd, Mariah J., Karp, Natalie E., Parker, Sarah H., Whicker, Shari A.
• Format: Journal Article
• Language: English
• Published: England BioMed Central Ltd 18.03.2025; BioMed Central; BMC
• Subjects: Adult Learning; Andragogy; Clinical Clerkship; Collaboration; Communities of practice; Cooperative Learning; Curricula; Curriculum; Curriculum Design; Curriculum development; Curriculum Evaluation; Curriculum integration; Department Heads; Design; Educational Change; Educational Development; Educational Environment; Educational Objectives; Educational Strategies; Expertise; Faculty; Faculty Development; Faculty, Medical - education; Full Time Equivalency; Health care; Health Services; Health systems science; Humans; Instructional Effectiveness; Internal medicine; Knowledge; Learning; Learning Theories; Medical colleges; Medical education; Medical Evaluation; Medical schools; Medical Services; Medical students; Medical teaching personnel; Medicine; Methods; Pilot Projects; Professional development; Program Development; Program Evaluation; School environment; Schools, Medical - organization & administration; Staff Development - methods; Staff Development - organization & administration; Systems science; Teachers; Training; Undergraduate medical education; United States; Faculty development; Health systems science; Undergraduate medical education; Curriculum integration; Curriculum development
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-025-06954-w

Clinical faculty development focused on Health Systems Science (HSS) is crucial for integrating HSS concepts into medical education. The 2021 HSSIP Faculty Development program was created to support faculty in effectively creating and incorporating comprehensive HSS content into the clerkship experience. Nine clinical champions, selected for their diverse backgrounds and interest in HSS, participated from November 2021 through October 2022 in monthly day-long, in-person workshops, and bi-monthly self-directed sessions, covering both HSS domains and foundational learning in curriculum development. Using a community of practice model, clinical champions gained expertise in HSS domains and developed curricula throughout the year-long program. Evaluation methods included surveys and feedback, focusing on satisfaction, self-efficacy, and curricular content creation. Post-engagement surveys showed increased comfort in teaching HSS content, with significant improvement in specific areas. Participants valued learning from experts and collaborating with peers but found virtual sessions challenging. Despite systemic challenges and time constraints, clinical champions successfully created and implemented HSS-focused curricular content. They also contributed to broader HSS education efforts, presenting scholarly work and integrating HSS into various educational activities. This study showcases an innovative approach to preparing faculty to integrate HSS into clinical education. Key lessons included the value of subject matter experts, community engagement, and the challenges of virtual participation. Despite limitations such as low response numbers and context-specific results, the program demonstrated the potential for broad HSS integration. Further research with more participants and more rigorous data collection protocols is needed to more fully understand the generalizability of such an innovation. The initiative serves as a model for other academic health centers.