Applying the Hedgehog Concept to Transform Undergraduate Medical Education
Applying the Hedgehog Concept to Transform Undergraduate Medical Education
复制标题
应用刺猬理念变革本科医学教育
DOI：
10.1097/acm.0000000000002564
复制
发表时间：
2019
影响因子：
7.4
通讯作者：
Lawrence G. Smith
中科院分区：
文献类型：
--
作者：
Samara B. Ginzburg;Joanne M. Willey;C. Bates;S. Santen;David L. Battinelli;Lawrence G. Smith
随着美国医疗保健系统的变化和医生职责的转变，医学教育者必须重新考虑如何最好地为医学院毕业生准备未来的医学实践。对本科医学教育（UME）的目标以及教育者、医学生和医生的角色进行深思熟虑的重新审视是有必要的，以确保他们与不断发展的卫生保健环境和提供系统保持一致。在这篇特邀评论中，作者将吉姆·柯林斯的“刺猬概念”——一个旨在改变公司的商业世界框架——应用于UME。刺猬概念是由一个组织的激情、专业领域、经济和资源引擎的交集来定义的。专注于这个单一的概念可以指导关键的决策，拒绝那些在概念上不一致的东西，并推动整个组织的成功。作者使用刺猬概念来构建霍夫斯特拉/诺斯韦尔的唐纳德和芭芭拉扎克医学院（Zucker SOM）的程序化发展，这是一所千禧一代的医学院，作为一个充满激情的组织，通过挑战现状来开发创新的UME课程；努力最大限度地利用卫生系统资源，培养毕业生在基于系统的护理方面表现出色；经济和资源引擎，包括教师时间，财政和基础设施支持，以及声誉的建立。在Zucker SOM，通过学生和毕业生的成果数据来评估这种方法的成功。作者认为，这种刺猬概念可以推广到其他UME项目，这些项目的领导者试图改变医学教育，以满足21世纪的劳动力和医疗保健服务需求。
As the U.S. health care system changes and physician responsibilities shift, medical educators must reconsider how best to prepare medical school graduates for the future practice of medicine. Thoughtful reexamination of the goals of undergraduate medical education (UME) and the roles of educators, medical students, and physicians is warranted to ensure that they align with evolving health care environments and delivery systems. In this Invited Commentary, the authors apply Jim Collins’s “hedgehog concept” from Good to Great—a business-world framework designed to transform companies—to UME. The hedgehog concept is defined by the intersection of an organization’s passion, area of expertise, and economic and resource engines. Focusing on this single concept can guide key decisions, reject what does not align conceptually, and drive overall organizational success. The authors use the hedgehog concept to frame the programmatic development of the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell (Zucker SOM), a millennial medical school, as an organization with the passion to develop innovative UME curricula by challenging the status quo; the drive to be the best at leveraging health system resources to train graduates to excel in systems-based care; and the economic and resource engine of faculty time, financial and infrastructure support, and reputation building. The success of this approach is assessed at Zucker SOM through student and graduate outcomes data. The authors suggest that this hedgehog concept is generalizable to other UME programs whose leaders seek to transform medical education to meet 21st-century workforce and health care delivery needs.