No. 346,
July 2002
Editor: Gregory Vercellotti,
M.D., verce001@umn.edu
Editorial Assistant: Allison
Campbell, aac@umn.edu
Getting
hip to HIPAA
In April
2003, enforcement will begin for the privacy provisions of the Health Insurance
Portability and Accountability Act. Conceived to facilitate electronic exchange
of health information, HIPAA includes standards for protecting the privacy of
patients' health information. All faculty, staff, and students, as well as our
partners in the community, need to learn about HIPAA, as each of us will be
responsible to ensure that we don't inadvertently release health information
that can be traced to an individual.
While
ensuring greater security in computer systems is an important part of adapting
to HIPAA, another essential task is changing culture and behaviors. HIPAA
requires training of everyone who handles patient records or has access to
individuals' health information. These new regulations go beyond our
traditional commitment to maintain confidentiality in the patient-physician
relationship. Civil penalties could be levied against the AHC if HIPAA
regulations are violated. Going forward, two AHC task forces will be promoting
privacy awareness, health-policy curriculum changes, and improvements in
information security. Ross Janssen and Greg Vercellotti are co-chairing the
education task force. Watch for posters, e-mail messages, and information
meetings in the coming months.
Curriculum
reform---so far
As we
prepare the physicians for the future, we continually work to improve our
curriculum, to best educate medical students in the classroom and the clinic.
In 1997, we recognized that physicians for the future face a tremendous
increase in knowledge, a new model of care, and an increased emphasis on
diversity. In addition, teaching paradigms are changing radically, not least to
accommodate new demands by licensing institutions (see Editor's note). A report
on the progress made in reforming curriculum the last few years is now
available online; go to www.meded.umn.edu/
and click on Curriculum Reform: 1997 to 2002 and Beyond. After you've read the
report, I'd appreciate any comments and questions about the reform effort or
the report; please respond to me at verce001@umn.edu
Life-long
learning, through CME
Life-long
learning is essential for the physicians of tomorrow---and today. Among the
valuable educational resources organized by our Office of Continuing Medical
Education are 15 series of Grand Rounds lectures offered through Medical School
departments. During the past year, more than 5,000 physicians, students, and
other health professionals engaged in more than 250 hours of instruction. Soon,
CME will add a Grand Rounds section to its Web site
(www.med.umn.edu/cme/) so that a schedule of current and future lectures
will be available. If you have questions, please contact Bart Galle at galle004@umn.edu
Steps
on the Pathway
Our
Duluth program continues its focus on promoting health and medical careers
among American Indians. This summer, 21 high school and college students are
enrolled in Native American into Medicine, in which they explore career
possibilities and learn about health-sciences skills. The six-week session
includes field trips, hands-on learning experiences, and cultural activities. Another
six-week session, High School Super Star, immerses 15 American Indian students
in grade 9 through 12 in science- and health-related projects. Students in both
programs receive living allowances and are enrolled in the Center of American
Indian & Minority Health Pathway, which provides further guidance and
information as students progress.
Those
farther along the path, American Indian physicians, are invited to attend the
conference Northern Traditions and Healing, which takes place Aug. 1-6 in Anchorage
Alaska. For more information on the agenda and travel arrangements, go the Web
site www.aaip.com
Changes
in scholastic standing policy
·
Policy changes by the
Committee on Student Scholastic Standing, recently approved by the faculty,
take effect Aug. 15, 2002. They include:
Students must complete Years 3 and 4 and pass Step 2 within three years.
·
Students must complete
the M.D. degree within seven years. Those in good standing enrolled in joint
degree programs may extend their course of study.
·
Students who fail to
complete a course or fail the USMLE Step 1 or 2 examination will at risk and no
longer in good academic standing.
·
Students who fail to
complete two Year One or Year Two courses, or fail a clinical rotation in Years
Three and Four, or fail the USMLE Step 1 twice, or the USMLE Step 2 once, may
be placed on Academic Probation.
The 2002
Student Handbook, with all the revisions, should be posted to the Web within a
few weeks. If you have any questions, contact Helene Horwitz, horwi001@umn.edu
Editor's
note: Clinical exams
Starting
in 2005, medical students will be required to pass a clinical-skills exam as
part of the USMLE II. NBME has been pushing for a clinical exam for
licensure---and now, here it is. To prepare students and faculty, we have been
expanding the use of OSCEs and offering faculty development workshops. The only
problem is, currently it looks like the requirement will be costly
(approximately $1,000). Nationwide, there will be only seven exam centers so
students will have to pay their way to Chicago or another site in order to take
this required exam. Given their already considerable financial burden, to me,
this is problematic. The AAMC, AMA, and state licensing boards need to be vocal
about this issue and find some financial relief for the students.