AMA Mission, Principles & Strategic FocusAs the nation's health care system continues to evolve, the AMA is dedicated to ensuring sustainable physician practices that result in better health outcomes for patients. This work is captured in the AMA's five-year strategic plan, which aims to ensure that enhancements to health care in the United States are physician-led, advance the physician-patient relationship, and ensure that health care costs can be prudently managed.The AMA's plan emphasizes three core areas of focus [documented as goals in this StratML rendition]American Medical AssociationAMA_6fc4abf8-b225-11e4-82c1-8b096f048708PhysiciansThe AMA has a robust House of Delegates consisting of representation from every State and medical society, a solid base of physician members, a thriving advocacy influence, the most revered journals and resources in medicine, and respected practice tools.Medical SocietiesJames L. Madara, MDChief Executive Officer & Executive Vice PresidentAMA Board of TrusteesRobert M. Wah, MDPresident -- Reproductive Endocrinology/Obstetrics & GynecologySteven J. Stack, MDPresident-elect -- Emergency MedicineArdis Dee Hoven, MDImmediate Past President -- Internal Medicine/Infectious DiseaseAndrew W. Gurman, MDSpeaker -- Orthopedic SurgerySusan R. Bailey, MDVice Speaker -- Allergy, Asthma and Immunology/PediatricsBarbara L. McAneny, MDChair -- OncologyStephen R. Permut, MD, JDChair-elect -- Family MedicineDavid O. Barbe, MD, MHAImmediate Past Chair -- Family PracticePatrice A. Harris, MD, MASecretary -- PsychiatryMaya A. Babu, MD, MBAMember, Board of Trustees -- NeurosurgeryJesse M. Ehrenfeld, MD, MPHMember, Board of Trustees -- AnesthesiologyJulie K. GoonewardeneMember, Board of TrusteesGerald E. Harmon, MDMember, Board of Trustees -- Family MedicineWilliam E. Kobler, MDMember, Board of Trustees -- Family MedicineRussell W.H. Kridel, MDMember, Board of Trustees --Facial Plastic SurgerySamuel J. Mackenzie, MSMember, Board of TrusteesMary Anne McCaffree, MDMember, Board of Trustees -- PediatricsAlbert J. Osbahr III, MDMember, Board of Trustees -- Family Medicine/Occupational MedicineJack Resneck, Jr., MDMember, Board of Trustees --DermatologyCarl A. Sirio, MDMember, Board of Trustees -- Internal MedicineGeorgia A. Tuttle, MDMember, Board of Trustees -- Dermatology... a better, healthier future -- not just for patients and physicians, but for the country as a whole._6fc4af0e-b225-11e4-82c1-8b096f048708To promote the art and science of medicine and the betterment of public health._6fc4b08a-b225-11e4-82c1-8b096f048708UnityAMA is one enterprise, highly capable, well coordinated and focused on high impact results.CapabilityCoordinationResultsImpactHealth Care DeliveryAMA believes that there is a national imperative to chart a successful course for health care delivery that will improve the health of the nation.ChangeAMA embraces the need for change and believes physician leadership is critical to the successful evolution of health care in a patient focused delivery system.LeadershipEvolutionPatient FocusEthicsAMA will build on its legacy of leading physician ethics, setting standards for medical education, and advancing medical science to serve as the premier voice for the core values of the medical profession.StandardsMedical EducationMedical ScienceTalentAMA has the unique combination of talent with practical skills and intellectual capabilities, the financial resources, and influential multi-sector relationships to be a leading voice in the transformation of health care.SkillsIntellectual CapabilitiesFinancial ResourcesRelationshipsTransformationHealth CareHealth OutcomesImprove Health Outcomes_6fc4b15c-b225-11e4-82c1-8b096f0487081The American Medical Association is galvanizing a new, bold professional movement in pursuit of healthier people, better health care and lower health care costs.The AMA is committing its resources, expertise and reach to prevent heart disease and type 2 diabetes and to improve outcomes for those suffering from these diseases. The toll of these two diseases -- both in dollars and human suffering -- is staggering. To improve health outcomes, we believe a new approach is required: by focusing on health as well as medical care, and by strengthening links between the clinic and community through novel strategies and collaborations, we can achieve a healthier nation.PrediabetesPrevent or delay progression to diabetes._6fc4b292-b225-11e4-82c1-8b096f0487081.1To address type 2 diabetes, we are focusing our attention and resources on prediabetes, a serious health condition that increases the risk of developing type 2 diabetes, heart disease and stroke.Evidence-based programs to address prediabetes can prevent or delay progression to diabetes.High Blood Pressure (Hypertension)Address heart disease and stroke by focusing on high blood pressure._6fc4b364-b225-11e4-82c1-8b096f0487081.2We seek to address heart disease and stroke by focusing on high blood pressure, a major contributor to cardiovascular disease, which is the leading cause of death in the United States.CollaborationCollaborate with organizations whose efforts are aligned with our initiative and strategies._6fc4b436-b225-11e4-82c1-8b096f0487081.3Johns HopkinsOur collaborations with the Johns Hopkins Medicine Armstrong Institute for Patient Safety and Quality and the Johns Hopkins Center to Eliminate Cardiovascular Health Disparities (to support the goal of improving blood pressure control in people with hypertension), and with the YMCA of the USA (to support the goal of reducing the incidence of type 2 diabetes) represent the beginning stages of a long-term effort toward accomplishing our vision.YMCA of the USAU.S. Department of Health and Human ServicesOur engagement with the U.S. Department of Health and Human Services' "Million Hearts®" initiative, and with the Centers for Disease Control and Prevention's National Diabetes Prevention Program, are further examples of strategic alignment toward shared goals.Centers for Disease Control and PreventionCommunitiesThe AMA improving health outcomes team wants to learn about what is happening in your community or state to improve health outcomes in our two key areas of focus. StatesCollaboration is essential to our success.The AMA is interested in collaborating with organizations whose efforts are aligned with our "Improving Health Outcomes" Initiative and our strategies around controlling high blood pressure and preventing diabetes.Medical EducationAccelerate change in medical education._6fc4b512-b225-11e4-82c1-8b096f0487082Medical SchoolsThe AMA is partnering with leading medical schools and national organizations to ensure that future physicians are prepared and empowered to succeed as leaders and team members in our evolving health care system. Through collaboration, the AMA is working to prepare future physicians for new care delivery models in an increasingly patient-centric, value-driven health care system. AMA "Accelerating Change in Medical Education" initiative schools After more than 80 percent of the medical schools in the country expressed a strong interest in the AMA's initiative, the following 11 medical schools were selected to participate in the five-year grant program. Today, these schools comprise a consortium tasked with developing best practices that can be shared and implemented in schools across the country. Over the next four years the AMA will work with these schools on prototyping and disseminating their innovative programs and ideas within the consortium and beyond. Indiana University School of MedicineIndiana's project will create a virtual health care system (vHS) and a teaching electronic medical record (tEMR) to ensure competencies in system-, team- and population-based health care, as well as clinical decision-making. Patients for the first one-third of the curriculum have been identified, and their tEMR entries are being created through de-identification of real patient data. The first phase of activities will address health care finance, access to care, quality improvement, and health care disparities. Indiana will develop Quality and Systems Coaches -- faculty educated in current health systems practice with expertise in the tEMR -- through an innovative faculty development program. Mayo Medical School Mayo's project aims to create a new educational model to prepare students to practice and lead within patient-centered, community-oriented, science-driven collaborative care teams that deliver high-value care. To accomplish this goal Mayo is working closely with health system leaders and has launched teams that will develop detailed educational models for each of the six science of health care delivery (SHCD) domains. In the meantime, the school has created early SHCD experiences around the topics of patient- and population-centered care, teamwork, and health policy and economics. Mayo is developing milestones and novel assessment strategies to allow for flexible progression through the curriculum. As physician well-being impacts patient outcomes and access to care, Mayo is also developing tools and curriculum to enhance student well-being and resiliency. Mayo is testing the functionality of a Medical Student Well-Being Index, which allows self-assessment of distress and immediate access to local and national resources. The school has also created wellness learning modules and is currently developing a required curriculum focused on wellness and resiliency with facilitated small group modules. New York University School of MedicineNYU's project is focused on creating the NYU Health Care by the Numbers Curriculum, a flexible three-year, individualized, technology-enabled blended curriculum to improve care coordination and quality improvement. The foundation for the curriculum is virtual patient panels derived from de-identified patient data from NYU Langone Medical Center physician network practices and open data health resources that immerse students in the data of a simulated clinical setting. NYU has created a group practice of virtual patient panels available for use for both NYU and other schools within the Accelerating Change in Medical Education ConsortiumExternal Link. This new curriculum has been rolled out and emphasizes the use of big data and technology for patient and population management, and includes an e-Portfolio to allow students to track their own activities for quality improvement, safety and value-added care. A new online portal for student self-directed learning is being used and updated based on students' experiences. Oregon Health & Science University School of Medicine OHSU is implementing a novel, learner-centered, competency-based curriculum that enables students to advance through individualized learning plans as they meet milestones tracked by a portfolio. Faculty will teach and assess skills related to informatics, quality science and interprofessional teamwork. This program allows for the completion of medical school in less than four years and creates lifelong learners who self-assess, adapt, and are prepared to manage the needs of patients and populations. The school's new curriculum began in August 2014 and includes a system in which students receive a badge for each entrustable professional activity that is mastered. In addition, to increase experiences in the learning environment, OHSU has developed learning communities and has identified 28 faculty members as portfolio coaches. Pennsylvania State University College of Medicine Penn State's project aims to collaborate with its health system leaders to design educational experiences that align medical education with health system needs. Its new Systems Navigation Curriculum (SyNC) launched in August 2014 and includes a Science of Health Systems course paired with immersive experiences as patient navigators. The course threads evidence-based medicine, and teamwork and leadership throughout its eight health systems modules. Cases for the seminar-based, 20-month course are being developed in collaboration with health system leaders in the central Pennsylvania region. All first-year medical students began the course by interviewing standardized patients portraying high utilizer scenarios to learn about the role of patient navigators. Beginning October 2014, at least 50–70 medical students will be embedded at clinical sites across central Pennsylvania working as patient navigators. To prepare for the patient navigator program, Penn State conducted site visits to clinical settings that will support the patient navigators and completed data collection of relationships with external agencies/health systems and clinical sites. Analysis of the data will occur within the next year.The Brody School of Medicine at East Carolina University Brody's project will implement a new comprehensive Longitudinal Core Curriculum in patient safety for all medical students. The project features integration with other health-related disciplines to foster interprofessional skills and prepare students to successfully lead health care teams for systems-based health care transformation. Brody School of Medicine has established its Teachers of Quality Academy to provide faculty development in patient safety, quality improvement and team-based care as part of its new Longitudinal Core Curriculum. The new curriculum for students began in the fall of 2014 and includes the Institute for Healthcare Improvement Open School Certificate Program, patient safety seminars, problem-based learning cases, new objective structured clinical examinations (OSCEs), simulation cases, and other aspects that focus on population health, quality improvement, professional development and teamwork. Brody is beginning to develop its Leaders in INovative Care (LINC) scholars program, which will enroll 10 students per year, beginning spring 2015. These students will complete advanced course work and experiential activities leading to a Certificate in Healthcare Transformation and Leadership in addition to their MD degrees. The Warren Alpert Medical School of Brown University Brown's project aims to educate a new type of physician leader equipped to promote the health of the population it serves. To accomplish this, Brown has received approval for the Master of Science degree in population medicine that includes nine courses, two of which are currently being introduced to all students covering the topics of health disparities and epidemiology/biostatistics. The school has also been developing a continuum of leadership courses and a student-led elective course emphasizing principles of patient safety and quality improvement. Brown has also begun the development of population medicine content and has identified sites for its longitudinal integrated clerkships. University of California, Davis School of MedicineIn partnership with Kaiser Permanente and UC Davis' residency programs, UC Davis' project will create a three-year medical school pathway, the Accelerated Competency-based Education in Primary Care (ACE-PC) program. UC Davis medical students who were accepted into the ACE-PC program were simultaneously considered for acceptance into local primary care residencies. Students have already completed a six-week pre-matriculation course. As part of this course, students are presented with a new primary care complaint each week. Students are taken through the physical exam, medical history and clinical reasoning that is related to the complaint, and they are evaluated weekly. In addition, UC Davis has already held a faculty development workshop for Kaiser preceptors and is starting to develop the third-year longitudinal integrated clerkship.University of California, San Francisco School of Medicine In the three-phase UCSF Bridges Curriculum, physicians will learn to work expertly in interprofessional teams to advance science and improve health care. In Foundations I, students will embrace the habit of inquiry while learning basic, clinical and systems sciences. In the clinical microsystems clerkship, year-one students will join teams to improve health care quality. In Foundations II, redesigned clerkships will allow students to improve their competency in clinical care and basic science. In the final career launch phase students will conduct a scholarly exploration into an important problem in medical science or health care. UCSF launched a massive open online course, or MOOC, titled "Collaboration and Communication in Healthcare: Interprofessional Practice" on Sept. 15.University of Michigan Medical School The University of Michigan is transforming its curriculum to graduate physician change agents who will improve health care at a systems and patient level. It will launch M-Home in fall 2015, a longitudinal learning community designed to foster a strong professional identity based on doctoring skills, professionalism and an understanding of one's values in the service of medicine. Through phased implementation, the school will be rolling out a two-year foundation trunk integrating science and clinical experiences, followed by flexible 1–3 year professional development branches. Intentional leadership development exercises have been launched and will connect with all aspects of this program, including the growing number of Paths of Excellence (scholarly concentrations) in the current and coming years.Vanderbilt University School of Medicine Vanderbilt's Curriculum 2.0 aims to create master adaptive learners who are embedded in the health care workplace during their undergraduate medical education. They will be introduced to clinical experiences earlier in their education, which will provide them with the opportunity to experience various types of clinical settings with an increased amount of responsibility. Students will also use learning communities, portfolios and faculty mentoring to learn and practice self-directed learning skills. Vanderbilt is continuously improving the logistics of its portfolio and is currently developing a "GPS" to further assist students in navigating their curriculum. Other educational innovations being produced by Vanderbilt are integrated science courses for third- and fourth-year students and milestone-based clerkship evaluations that the school will begin using in the next academic year. Learning Environment Study SchoolsThe AMA-sponsored medical education Learning Environment Study The Learning Environment Study (LES) is an ongoing multi-year, multi-institutional collaborative research project led, coordinated and sponsored by the AMA that includes 28 medical schools in a study of the medical education undergraduate learning environment, and the role it plays in shaping the values and behaviors of medical students (N = 4,795). The LES uses a prospective, longitudinal, research design employing a set of valid and reliable measures to assess and evaluate: the changes that may occur in student values and behaviors as they progress through their medical school education, and the relationship of the medical education learning environment on student values and behavior. With three medical schools participating in both the AMA "Accelerating Change in Medical Education" initiative and LES, there is a unique intersection between the two projects. These schools plan on leveraging their historical LES data to use as a baseline to understand how perceptions of the learning environment and other student characteristics may change as their "Accelerating Change in Medical Education" initiative projects evolve. The AMA is working to leverage both the LES and its "Accelerating Change in Medical Education" initiative to develop a community of medical schools that engage with each other to improve the medical student experience. Boston University School of MedicineCreighton University School of MedicineDavid Geffen School of Medicine at UCLAEastern Virginia Medical SchoolHofstra North Shore-LIJ School of Medicine at Hofstra UniversityIndiana University School of MedicineKeck School of Medicine of the University of Southern CaliforniaMichael G. DeGroote School of Medicine at McMaster UniversityRush Medical College of Rush University Medical CenterStanford University School of MedicineStritch School of Medicine, Loyola University ChicagoThe Brody School of Medicine at East Carolina UniversityThe Raymond and Ruth Perelman School of Medicine at the University of PennsylvaniaTufts University School of MedicineUniversity of Arizona College of Medicine - TucsonUniversity of Arizona College of Medicine - PhoenixUniversity of CalgaryUniversity of California - Irvine School of MedicineUniversity of Cincinnati College of MedicineUniversity of Illinois College of MedicineUniversity of Massachusetts Medical SchoolUniversity of Michigan Medical SchoolUniversity of Minnesota Medical SchoolUniversity of North Carolina School of MedicineUniversity of North Dakota School of Medicine and Health SciencesUniversity of Toledo College of MedicineUniversity of Toronto Faculty of MedicineUniversity of Vermont College of MedicineMedical StudentsPhysiciansPatientsThe American Medical Association is committed to making the important changes in physician training that have been identified over the last decade by the medical education community. We sponsored 11 boldly innovative projects with partner medical schools to develop new models that can be adapted at other schools. Help us make it happen -- together we can build the medical school of the future. Imagine a school that truly meets the needs of our nation's medical students, physicians and patients, a school that facilitates improvements in care delivery and the stewardship of our nation's resources.The American Medical Association believes it can be done. That's why we're placing significant resources toward the effort to help make it happen...How are we going to accelerate change in medical education?Wide consensus on the need for deep restructuring and breakthrough innovation has existed within the medical education community for more than a decade. Yet the defined changes have not occurred. Barriers to innovation are preventing medical schools from making these changes on their own, and new ideas, new models and new leaders are needed to serve as catalysts. To accelerate this change, and in keeping with our historic leadership in physician education, the AMA in 2013 launched an $11 million competitive grant initiative that resulted in partnerships with 11 leading medical schools.CompetenciesDevelop new methods for measuring and assessing key competencies for physicians at all training levels to create more flexible, individualized learning plans_6fc4b62a-b225-11e4-82c1-8b096f0487082.1PhysiciansSafety, Performance & CarePromote exemplary methods to achieve patient safety, performance improvement and patient-centered team care_6fc4b756-b225-11e4-82c1-8b096f0487082.2PatientsSystem & FinancingImprove understanding of the health care system and health care financing in medical training_6fc4b88c-b225-11e4-82c1-8b096f0487082.3Learning EnvironmentOptimize the learning environment_6fc4b9ae-b225-11e4-82c1-8b096f0487082.4Satisfaction & SustainabilityEnhance Professional Satisfaction and Practice Sustainability._6fc4bad0-b225-11e4-82c1-8b096f0487083As the nation's health care system continues to evolve, the American Medical Association is dedicated to helping physicians successfully navigate the environment successfully by promoting sustainable practices that can result in improved health outcomes for patients and greater professional satisfaction.Delivery & Payment ModelsPROMOTE successful care delivery and payment models in both public and private sectors_6fc4bc56-b225-11e4-82c1-8b096f0487083.1ToolsCREATE tools that enable physicians to adopt proven models that fit with their practices_6fc4bd78-b225-11e4-82c1-8b096f0487083.2PhysiciansTools & PracticesWORK with hospitals and health plans to incorporate into their operational models the findings and innovative tools that support sustainable physician practices_6fc4beae-b225-11e4-82c1-8b096f0487083.3HospitalsHealth PlansPolicy & LegislationENGAGE in shaping new government policy and legislation that incentivizes and enables proven models._6fc4c098-b225-11e4-82c1-8b096f0487083.4Government2015-02-11http://www.ama-assn.org/ama/pub/about-ama/our-mission.page?OwenAmburOwen.Ambur@verizon.net