Institute for Innovations in Medical Education Grants
NYU School of Medicine’s Institute for Innovations in Medical Education oversees grants for the study of advances in health professions education.
Our faculty includes principal investigators or collaborators on all three of NYU School of Medicine’s major education consortium grants: the American Medical Association’s Accelerating Change in Medical Education, the Association of American Medical Colleges’ Core Entrustable Professional Activities for Entering Residency, and Josiah Macy Jr. Foundation’s Consortium of Accelerated Medical Pathway Programs.
Our faculty and staff have also published manuscripts in major education journals, presented at national conferences, and chaired national committees.
An Adaptive Tutor for Visual Diagnosis
This project, funded by the U.S. Department of Defense, is focused on optimizing the learning of visual diagnosis by developing a demonstration project using 20,000 consecutive ECGs. The ECGs will be categorized and calibrated using advanced informatics techniques including natural language processing in order to develop a generalizable method of presenting visual diagnosis cases in the exact quantity and order to ensure efficient and effective learning. Target learners in the study include a wide range of health care professionals including physicians, nurses, and paramedics.
Health Care by the Numbers Curriculum
NYU School of Medicine’s Health Care by the Numbers project aims to create a flexible, individualized, technology-enabled curriculum to improve care coordination and quality.
The basis of the curriculum is a panel of virtual patients derived from deidentified data from NYU Langone’s physician network practices and state hospitals. Students immerse themselves in big data—large, complex data sets—in a realistic clinical setting and create eportfolios for tracking their developing competence.
After students graduate, they can continue to use the virtual patient panel in support of a lifelong learning framework for analyzing their own patient data. Health Care by the Numbers is funded by the American Medical Association’s Accelerating Change in Medical Education initiative.
Learning Analytics and Medical Images
In our Learning Analytics and Medical Images study, researchers analyze how learners interact with medical images and videos within multimedia educational modules.
Funded by MedU, a compendium of online educational programs, the project is designed to develop detailed data models for MedU using clinical media, especially in the context of the cognitive processes involved when learners use media in a simulated clinical context. The second aim is to demonstrate that the data model can improve learning for MedU students.
The following are a selection of our grant-funded projects.
Interprofessional Education with NYU3T: Teaching, Technology, Teamwork
NYU School of Medicine and NYU Rory Meyers College of Nursing collaborated on a four-year project to support the development of interprofessional education. This project, called NYU3T: Teaching, Technology, Teamwork, aims to develop competency in team-based care for medical and nursing students.
By fostering collaborative learning, this technology-enhanced, interprofessional curriculum prepares a large and diverse group of healthcare learners. It is funded by the Josiah Macy Jr. Foundation and combines web-based educational tools to provide learners with a longitudinal panel of virtual ambulatory patients.
Psychosocial Aspects of Bioterrorism: Education for Readiness and Response
Funded by the Centers for Disease Control and Prevention and the Association of American Medical Colleges, this project allowed researchers to develop, implement, and evaluate a continuing education program for physicians and other health professionals. It addressed the need for training in bioterrorism response, including patient care, self- and colleague care, and the physician as community leader, especially in risk communication. Martin J. Blaser, MD, was the principal investigator.
Randomized Trial of Educational Outcomes of Web Initiative in Surgical Education
In this study funded by the National Library of Medicine, researchers conducted a two-year, three-armed, randomized, controlled trial that evaluated the impact of Web Initiative in Surgical Education Modules, or WISE-MD, on cognitive and affective outcomes in new medical students at seven U.S. schools of medicine. Adina Kalet, MD, MPH, was the principal investigator, and the project number was 1R01LM009538-01A1.
Exploiting the Edge: A Web-Based Content Management and Delivery System to Enable Rigorous Assessment of the Impact of a Rich Media Educational Intervention on Clinical Competence
In collaboration with the computer science department at NYU’s Courant Institute of Mathematical Sciences, this investigation funded by the National Science Foundation aimed to develop new tools and assessments for multimedia teaching applications. It also proposed to build a technical infrastructure for the global distribution of content. Robert Grimm, PhD, was the principal investigator, and the project number was IIS-0537252.
Integrated Advanced Information Management Systems
NYU School of Medicine’s Integrated Advanced Information Management Systems aimed to develop a team-based and patient-centered educational culture and extend our existing digital library program components to maximize interoperability and integration.
The project, funded by the National Library of Medicine, also sought to develop a plan for continuous assessment that ensured the appropriateness of the tools and content and demonstrated this learning system’s impact on the NYU School of Medicine community. The principal investigator was Richard Levin, MD, and the project number was G08 LM008806-01.
Physical Computing for Students and Teachers
Funded by the National Science Foundation’s Information Technology Experiences for Students and Teachers program, this project implemented a curriculum in physical computing with a group of underserved high school students in New York City. The principal investigator was Bonnie Brownstein, and the project number was ESI-0525171.