Precision Education Data Coordinating Center
With funding provided by the American Medical Association (AMA) for 2019 to 2022, the Institute for Innovations in Medical Education established the AMA-NYU Precision Education Data Coordinating Center for the AMA’s Accelerating Change in Medical Education (ACE) Consortium. The center aims to harness and maintain an education data warehouse for consortium members and provide advanced analytics capabilities that enhance medical education research at the local and national levels.
Governed by ACE leadership, the Precision Education Data Coordinating Center incorporates AMA masterfile data from 32 participating schools, practicing physician data from Centers for Medicare and Medicaid Services, and other data sources. In November 2020, the center produced its first AMA Graduate Profile—a personalized report for each consortium school describing its graduates’ specialty distribution, practice type and location, patients served, and standardized quality metrics.
With additional funding through 2022, the Precision Education Data Coordinating Center supports the unprecedented ability to perform educational research across dozens of schools and thousands of learners. In addition to answering specific questions around previous ACE interventions, the data warehouse enables the ACE Consortium to follow their graduates over a lifetime of practice, compare their outcomes with non-ACE school graduates, and support continuous quality improvement in current and future educational programs.
Related Pilot Project
We partnered with the University of Cincinnati College of Medicine on a related pilot project.
Connecting Education to Clinical Care Using Trainee Attributable and Automated Care Evaluations in Real-Time
In collaboration with the University of Cincinnati College of Medicine, we aim to develop and validate an automated approach for capturing Trainee Attributable and Automated Care Evaluations in Real-Time (TRACERs) from the electronic health record of two separate internal medicine residency programs. We hypothesize that operationalizing such an approach would create a roadmap for other institutions to capture novel clinical performance metrics in the graduate medical education setting. TRACERs hold promise to inform self-assessment in the master adaptive learner cycle, enrich coaching, support transitions across the education continuum, and connect health systems science with competency-based medical education. Creating a roadmap for TRACERs is the first step in bringing patient care into programmatic assessment. Funding was provided by an AMA Innovation Grant for 2021 to 2022.