an environment in which they are
doing what doctors do. This way, we
give them the feeling that they’re right
there in the clinic or hospital as they
work through these cases.
Traditionally in medical school, you
spend your ;irst two years in the classroom and the second two years on the
wards, doing hands-on clinical work.
Does your school introduce that hands-on education sooner?
We do. We introduce the notion of
thinking about patients right away —
day one of the curriculum. We actually
don’t do two years of basic science; we
just do a year before they hit the wards.
We’ve shrunk that down quite a bit to
give us more time to do other things, to
get them where they want to be, learning from patient care.
How important do you see that
type of work being to future
I think it should be important. There’s
audience-response systems to make
things more interactive, but that’s still
about feeding back specific facts. It’s
not concepts. It’s not working together.
It’s not problem solving, really.
I’ll give you another place where
we’ve used this highly e;ectively, and
plan to do so even more. When I was
[associate vice chancellor for research
at the University of California, San
Francisco], we started to do work with
the design firm IDEO — a human-centered design firm. Now we’ve hired the
guy who ran their health-care practice
[as executive director of the University
of Texas at Austin’s Design Institute
for Health]; a guy named Stacey Chang.
Medicine Man Clay Johnston
thinks that health care in the
United States has ‘gone o;
the rails’ — and that ;ixing it
means changing the medical-education model.