SHARPENING OUR FOCUS
STRATEGIC PLAN 2016 – 2019 STRATEGIC PLAN A
table of contents Dean’s Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . 3 Planning Process . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Statements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Strategic Themes, Realities and Commitments . . . . . 8 Alignment with the College Strategic Plan. . . . . . . 9 School-Specific Goals, Tactics and Outcomes. . . . . 10 Fiscal Commitments and Timelines. . . . . . . . . . . . . 20 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . 23 Glossary of Abbreviations. . . . . . . . . . . . . . . . . . . 25
B SCHOOL OF MEDICINE
Dean’s Message
Executive Summary
Reading the School of Medicine’s (the School’s) new strategic plan reminds me of the lyric, “When everything old is new again.” As the new dean of this old medical school, I have enjoyed learning about our School’s rich history, and of the accomplishments of our many distinguished faculty members and graduates. We resolve to venerate such ‘New York Med’ lore, much like the fans of a great sports franchise cast their memories back to the last big championship win.
Whether our New York Medical College (NYMC) School of Medicine faculty members are training new physicians to practice in the community, discovering novel scientific information to foster healthcare innovations or performing complex services such as transplantation or critical care to save lives and improve health, our team fulfills the tri-partite mission of academic medicine on a daily basis.
But our School’s new strategic plan is mindful about the future. An intensive and inclusive planning process has afforded me the opportunity to interact with hundreds of our faculty members, learners and staff. In order to collect creative ideas and broadly-based input, we purposefully visited the many diverse venues that make up our distributed MD program. For me, it has been an intense educational experience – a deep read – for which I am very grateful. The process has allowed us to lay out an aspirational but realistic roadmap for the future of our School. The excitement we share about turning a page on the past, in anticipation of a bright future, is palpable. How will we come together today to make a real difference tomorrow? This plan offers specific goals, plausible tactics and measurable outcomes. And because it is a living plan, it will be reviewed and renewed annually in order to optimize its ongoing impact. Successes will be reinforced and failures re-examined for their root causes. An unswerving commitment to continuous quality improvement is at the core of our go-forward approach to organizational improvement. Each of us can lead, and all of us must contribute. Mindful that the recent past has seen many changes, and that we live and work in the present, we know that our School’s future remains to be determined. To assure positive outcomes, let us all commit to following this plan’s clear path forward. A good strategic plan stretches us, individually and collectively. So let us purposefully refine this bold plan as we make steady progress together. We will push many buttons and tear a few envelopes on the way. But as we have heard from the Association of American Medical College leadership, being bold and resilient is a necessary characteristic of modern academic medicine. This is real leadership, and we must all be fearless in the pursuit of our collective success. Humans think optimistically; so we embrace the dream of a bright future. Humans understand uncertainty; so we prepare for whatever the future might bring. Thank you for contributing to the inception of our School’s new strategic plan, and for all that you will do to make it a resounding success. Remember, unless we stand together, we will surely fall apart.
D. Douglas Miller, MD, CM, MBA Dean, School of Medicine, New York Medical College
2 NEW YORK MEDICAL COLLEGE SCHOOL OF MEDICINE
The discipline, energy and creativity of our family, including some 10,000+ medical school alumni, regularly impact Westchester County, the Tri-state area and the entire nation. Directly and indirectly, the scope and scale of these collected activities change many lives. And while we are not living on an island, we are completely surrounded by our friends. This plan is designed to help our School reach out more effectively to make more lifelong allies, garner trusted new supporters and build durable partnerships throughout our many communities. The six specific goals of our School’s new strategic plan encompass our established medical school missions (medical education, biomedical research, clinical service), as well as our shared organizational aspirations (faculty rejuvenation, diversity and inclusion, value and reputation building). The varied tactics being proposed are designed to organize for and strategically invest in inciting excellence. In order to do this well, we must incessantly measure performance, attract new resources and constantly adjust to our rapidly changing environment. Each of these goals is fully aligned with the three overarching themes evoked by the meaningful input received through our engagement with diverse stakeholders during the planning process – organizing for excellence, building true partnerships and impacting our communities. These themes resonate at many levels, and provide the plan with a sound foundation for early implementation and steady progress. Our newly crafted Mission, Vision and Values statements are true to these important themes. The mantra of this plan is organizational capabilities + true partnerships = greater competitiveness. In terms of strategic positioning, as the greater New York City area’s only community-based medical school, the plan will propel us to the top of this Association of American Medical College (AAMC) peer group – punching above our weight. Our true partnerships will evolve and expand, not because we are needier than other medical schools, but because we are nimble and responsive to our valued customers and partners. The proposed timeline for this plan’s rollout includes aggressive but achievable year-on-year targets. Success is predicated on continuing clear communication of goals and outcomes. Progress is dependent on a high level of organizational engagement, similar to that achieved during the strategic planning process. Accomplishments will not come cheaply, but our carefully considered strategic investments in focused priorities will be rewarded. STRATEGIC PLAN 3
Planning Process Whether public or private, research-intensive or community-based, each medical school across North America has its own unique approach to fulfilling academic medicine’s tripartite mission. The School’s strategic plan for 2016-2019 will be a living document – a rolling 3-year plan that will be actively monitored and refocused on an annual basis. By intention, the plan is the product of an inclusive planning process that began in April 2015. In order to complete a comprehensive planning process, the School convened faculty members, learners and staff at four (4) strategic planning retreats and six (6) Dean’s town hall meetings. Two (2) of these retreats – diversity and inclusion in academic medicine, and continuous quality improvement in healthcare – were informed by AAMC leadership. This process also provided opportunities for significant engagement with representatives of our major affiliated hospitals, community stakeholders and key constituencies. The draft plan was posted on the School’s website for further input in October 2015. Following review by the Academic Affairs Committee of the NYMC Board, the School began to actively pursue these strategic initiatives in November 2015.
APRIL/MAY
Starting Point Summarize SOM tactics in previous plans
JUNE
Organize SOM planning retreat to establish goals, major initiatives and objectives
Leadership Retreat (June 2)
JULY
AUGUST
Continue to define strategic framework – mission, vision, values and strategic priorities
Refine and ratify strategic framework; create Dean’s Strategic Committee (DSC)
Affiliated Teaching Hospital Town Halls (4x)
Town Hall – Basic Science Faculty (2)
SEPTEMBER
SOM Strategic Plan draft complete
MIni-Retreat on Patient-Informed Healthcare (September 10)
OCTOBER
SOM Strategic Plan finalized
LCME Mock Site Visit (October 11-13)
MIni-Retreat on Divesity/Inclusion (September 25)
MIni-Retreat on Quality-driven Healthcare (October 2)
4 NEW YORK MEDICAL COLLEGE SCHOOL OF MEDICINE
STRATEGIC PLAN 5
Empathy
Compassion
PROFESSIONAL
RESPECT
Dignity
Cooperation
Kindness
HONESTY
Collaboration
6 NEW SCHOOL YORK OFMEDICAL MEDICINE COLLEGE SCHOOL OF MEDICINE
Accountability COLLEGIALITY
Integrity
Statements This Sharpening Our Focus strategic planning effort produced new Schoolspecific Mission, Vision and Values statements. MISSION The NYMC School of Medicine improves health through medical education, biomedical research and service to patients, their families and the community. This is accomplished through the skill and dedication of our faculty, learners and staff in true partnership with diverse stakeholders and supporters.
VISION The NYMC School of Medicine will be the flagship academic unit of a leading national health sciences college and international university system. We will positively impact our communities by continuously advancing educational excellence and scientific innovation, while improving health care.
VALUES Operating under Jewish auspices and consistent with diverse cultural traditions, the School has a strong commitment to academic excellence and community service. Our values are illustrated in the word cloud, which reflects the School of Medicine’s and our affiliates’ joint commitment to an optimal learning environment.
STRATEGIC PLAN 7
Strategic Themes, Realities and Commitments
Alignment with the College Strategic Plan
The strategic planning exercise produced three strategic themes that are broadly applicable to the School’s mission and well aligned with its new strategic goals:
Branding – While embracing its rich history, recognize that the once New York City-based hospital-owning organization changed fundamentally when NYMC relocated to the Valhalla ‘Grasslands’ campus in 1971-72. This reality needs to inform current branding of the School.
The recently ended NYMC NYMC Strategic Plan (2009-2014) included several goals (The College) and tactics related to the School. The College released its new Strategic SOM Plan in February (The School) 2015. Shortly thereafter, the School began its own planning process, designed to focus on the unique opportunities and responsibilities of a medical school, while aligning with the College’s new Strategic Plan 2015-2020.
Communications – As revealed in the 2012 NYMC-Touro Research Advancement Task Force report, the School’s profile is no longer “research-intensive,” but is now well aligned with the “community-based” AAMC medical school cohort.
In April-May 2015, the School’s strategic planning working group abstracted relevant elements of the College’s new plan, in order to assure that these were considered in the School’s planning process.
Positioning – As revealed following the 2012 NYMC-Touro Research Advancement Task Force report, the School’s profile is no longer “research-intensive, but is now well aligned with the “community-based” AAMC medical school cohort.
The main points of emphasis in the College’s 2015-2020 Strategic Plan are:
Organizing for excellence – functions and portfolios must reflect a commitment to serving the needs of the School’s customers – our faculty, learners and patients. Building true partnerships – the imperative to seek out and solidify needs-based relationships that foster organizational and individual sharing of essential skills, capabilities and best practices. Impacting our communities – whether internal customers or external stakeholders, recognizing the core need for a greater emphasis on measuring what the School does and will do for the communities it serves and our affiliates’ joint commitment to an optimal learning environment.
The conversation about organizational transitions since the prior plan (2009 – 2014) required that this new plan address evolving organizational realities:
Another go-forward need derived from the strategic planning process is an organizational commitment to continuous quality improvement (CQI). In order for the School to effectively champion and utilize the CQI approach, it must: • Educate the organization about fundamental CQI principles and precepts.
CQI PROCESS
8 NEW YORK MEDICAL COLLEGE SCHOOL OF MEDICINE
• Achieve and maintain diversity among learners and faculty; offer diverse and inclusive learning venues in the community.
CONTINUOUS QUALITY IMPROVEMENT ACTION
• Commit resources and HQP to capture data, perform analytics and report to operating and/or academic units, while longitudinally measuring outcomes of data-driven interventions.
• Emphasize translational research along the spectrum from basic biomedical science to population-based studies. • Community service, by the College and through its wide network of clinical affiliates.
DATA
• Create and dedicate CQI teams comprised of highly-qualified personnel (HQP).
• Meet the educational needs of a modern healthcare workforce.
ANALYSIS
• Commit to rewarding innovation, while requiring accountability, at both individual and organizational levels. A closer review of the College’s 2015-2020 Strategic Plan lists educational, research and clinical care goals directly within the responsibility and accountability envelope of the School. In addition, the College’s three principal aims for 2015-2020 are aligned with the School’s three strategic themes, as identified below: • Achieve alignment and integration between organizational structure and missions. • Develop mechanisms to encourage innovative partnerships in education, research and patient care. • Establish and communicate metrics for organizational success towards common goals and shared priorities.
STRATEGIC PLAN 9
School-Specific Goals, Tactics and Outcomes The School’s strategic planning process identified several specific goals, related tactics and measurable outcomes.
Goal 1 Build upon recognized excellence in medical education – consistent with institutional strengths identified in the last LCME re-accreditation, as well as subsequent ACGME and ACCME program accreditations. Tactic 1.1 – Establish a comprehensive (UME, GME, CME) Academy of Medical Education (the Academy) to oversee and manage the performance of the School’s faculty who teach in nationally accredited programs. The Academy will be directed by an experienced senior Dean’s staff member, informed by performance data (evaluation, assessment) and by annual facultychair evaluations (teaching portfolio). The Academy’s core educators will receive dedicated salary, career development opportunities and scholarship support. Tactic 1.2 – Purposefully invest in the creation of longitudinal integrated clerkship (LIC) sites embedded in underserved communities, anchored (where appropriate) by clinical campuses, which evolve into a ‘hub and spoke’ operating model. Tactic 1.3 – Enhance student involvement in defining educational goals through regular student-faculty-administration exchange of aspirations and ideas. Using focused – topic communications (e.g., Dean’s Messages, Synapse newsletter), social media (Facebook, Twitter) and informal sessions (“Hot Topics”), students will connect to the educational mission while School administration advances actions towards shared goals. Tactic 1.4 – Consistent with recognized national gaps in health quality and health policy education, develop and teach an inter-professional education (IPE) curriculum for health professionals, while preparing MD graduates for continuous learning and patient advocacy in future medical practice. Tactic 1.5 – MD students will be given opportunities for concentrated enrichment learning, research and leadership towards special certification in patient safety and bioethics. Tactic 1.6 – More actively engage MD students in improving the health of communities across its distributed medical education network, by enhancing student service learning opportunities and population health research projects.
OUTCOMES MEDICAL EDUCATION EXCELLENCE TACTICS
10 NEW YORK MEDICAL COLLEGE SCHOOL OF MEDICINE
YEAR 1
YEAR 2
YEAR 3
1.1
Create Academy, hire director – 25% core educator involvement
Performance metrics & teacher portfolio final – 50% core educator involvement
Career development & scholarship awards – 75% core educator involvement
1.2
ECC identified & approved sites
Hub & spoke operations begin
Initial evaluation year by ECC
0 LIC
1 Hub + 3 LIC’s
2 Hubs + 6 LIC’s
1.3
Interactions = 10 per year
Interactions = 15 per year
Interactions = >15 per year
1.4
IPE courses = planning & ECC approval
IPE = 1 course
IPE = >1 course
1.5
Students complete IHI modules = 50%
Students complete IHI modules = 75%
Students complete IHI modules = 100% / certification for bioethics learners
1.6
Service learning participation = 50%
Service learning participation = 75%
Service learning participation = 100%
Service learning in Family Medicine only
Service learning in Family Medicine & 1 other option
Service learning in Family Medicine & 2 options
STRATEGIC PLAN 11
Goal 2
Goal 3
Enhance translational science capabilities and strategic partnerships to increase competitiveness of research programs for larger, more complex grants (PPG, T32, multi-R01). This goal is consistent with the recommendations of the 2012 NYMC-Touro Research Advancement Task Force.
Strengthen AHC partnerships critical to nationally accredited MD education (UME) and residency training (GME). Actively partner with progressive community-based health systems that are passionate about research-infused, patient-centered, quality-conscious care at facilities and in practices throughout the Northeast region and nationally. Such initiatives are characteristic of progressive health systems and public health authorities.
Tactic 2.1 – Inventory basic biomedical discovery and clinical researchenabling platforms via a School-wide research asset mapping exercise, to include the advanced technologies (cores) and HQP essential to extramural funding competitiveness in “bench-to-bedside” research. Tactic 2.2 – Fully align and tightly link the School’s patient-oriented and population health research capabilities to those of its communitybased academic health center (AHC) partners, locally and nationally. Tactic 2.3 – Rapidly and efficiently build a clinician-scientist faculty complement by co-developing and co-teaching a novel executive training in Translational Medicine (TM) with a biotechnology pharmaceutical partner. Tactic 2.4 – Carry out an “Innovation Ecosystem Assessment,” an environmental scan of institutional technology transfer and commercialization capabilities for both internal (NYMC faculty) and external (BioInc@NYMC incubator) clients. Tactic 2.5 – Upgrade the internal capabilities of the Office of Research Administration with skilled senior leadership, more HQP, better technology and new programs to assure that customers receive cost-effective services. BioInc will co-manage intellectual property (IP) and acquire start-up funding for new companies (via accelerator/venture capital [VC] funding, NIH SBIR/STTR, etc.).
OUTCOMES
TRANSLATIONAL SCIENCE COMPETITIVENESS TACTICS
2.1 2.2
YEAR 1
YEAR 2
YEAR 3
Asset map of cores & HQP complete
Resource plan for cores & HQP needs
Investment in critical cores & HQP completed
Tactic 3.1 – Secure multi-year organizational commitments (i.e., affiliation agreements, AAMC-styled MOU’s) to foster models for student placement, shared governance and joint accountability for learner well-being in the optimal learning environment. Tactic 3.2 – Re-double efforts to integrate faculty charged with excellence in clinical education (UME and GME) with hospital medical staffs charged with delivering accountable care and CQI. Tactic 3.3 – Annually re-invest a percentage of the financial return on quality from healthcare operations, accountable care and/or risk-sharing care delivery models at affiliated health systems. Tactic 3.4 – Provide instruction to learners and incentives to providers for documentation of quality care in secure administrative databases and/or interoperable electronic medical records. Tactic 3.5 – Achieve AAMC Teaching for Quality (Te4Q) designation through a partnership of School faculty and students, affiliated health system quality offices and national healthcare quality organizations (e.g., Institute for Healthcare Improvement (IHI)). Initial Te4Q focus will be the UME/GME/CME continuum, a quality curriculum, learner concentrations and IHI certification. Te4Q aligns best practices for faculty development, benchmarking outcomes and shared accountability.
OUTCOMES
AHC PARTNERSHIPS AND PROGRAMS
AHC research education training initiated at 2 sites
AHC research education AHC research education training expanded to 3 sites training expanded to 4 sites
Clinical Trials Unit activities initiated 1 day per week
Clinical Trials Unit activities expanded 2 days per week
Clinical Trials Unit activities expanded >2 days per week
Population Health research proposals = 1 applied
Population Health research proposals = 1 funded
Population Health research proposals >1 funded
2.3
Curriculum planning, state approval, applicant process complete
10-20 enrollees
>20 enrollees
3.2
2.4
Internal IEA completed & validated by HBS
Expansion of BioInc capabilities to high tech & med tech client base. Capital project = 5K sq ft satellite space
New space open & spin-off capabilities active from university
BioInc clients 5-7
BioInc clients 7-10
BioInc clients >10
Domestic clients only
Domestic + 1 global client
Domestic + >1 global client
Complete initial staffing (3 FTEs)
Acquire, activate & upgrade grants management application/IT systems
Full CRO capabilities achieved
2.5
Clinical research integration Integrated clinical research plan with WMC offices active with WMC SBIR/STTR = 1
SBIR/STTR = 2
12 NEW YORK MEDICAL COLLEGE SCHOOL OF MEDICINE
Clinical research offices active beyond WMC site i.e., network SBIR/STTR >2
TACTICS
3.1
YEAR 1
YEAR 2
YEAR 3
Finalize WMC multi-year agreement
Finalize BCH affiliation
Identify new AHC affiliations
Renew all active MOU’s
Renew MOU’s
Renew MOU’s
Dean’s Office reports quarterly to all major AHC affiliates
Quarterly tracking of care & quality metrics by medical staff / Dean’s office
Metrics aligned with annual P4P plan
3.3
Establish DSRIP benchmarks & disseminate to learners and faculty
Refine care model & define baseline performance metrics
Implement plant to reinvest percentage of savings into quality programming
3.4
Orientation of all learners (annual) on EMR security & key quality field elements (Med reconciliation & order entry)
Provide UME, GME, CME Measure year 1-3 EMR core quality curriculum security & quality metrics. to all learners & faculty Report to learners & faculty (coordinate with AHC quality offices)
3.5
Complete Te4Q “boot camp” Achieve Te4Q designation (from AAMC)
Initiate Te4Q network interactions; adopt network of best practices
Introduce Te4Q program / concepts to learners & faculty
100% completion IHI modules / certification for quality concentration learners
Require IHI module completion for learners and faculty seeking certification
STRATEGIC PLAN 13
Goal 4 Strengthen the School by growing and rejuvenating its faculty complement, and by structuring the organization to better align with our strategic focus, perceived customer needs and community opportunities. Tactic 4.1 – Continuously develop the skills of faculty members to achieve the highest standards of professionalism, imparting the principles of social accountability and assuring the well-being of learners in all venues. Tactic 4.2 – Through effort analysis and activity-base costing, identify the educator core – the faculty members critical to the delivery, evaluation and assessment of the MD curriculum. In partnership with core faculty members’ academic department chairs, assure a teaching budget to protect educational efforts that are critical to the MD program and highlyvalued by our medical students. Tactic 4.3 – Establish an Office of Faculty Affairs under the direction of a skilled senior Dean’s staff member, to manage faculty complement, hiring diversity, skillset mix, career development and faculty performance evaluation (in concert with chairs). Tactic 4.4 – Realign the efforts of faculty members appointed in the School’s academic units (i.e., departments) into highly functioning clusters (i.e., institutes), in order to better utilize their skills and more accurately measure their efforts towards excellence in education and research. Tactic 4.5 – Optimize strategic investments by building a faculty focused on achieving excellence, use the annual faculty evaluation process to assign performance-based ‘merit’ bonuses to faculty members in the top 25th percentile ($) and top 10th percentile ($$). An annual merit pool will be funded by clinical departments (Dean’s tax), the School (SOM Reserves) and donors wishing to foster academic excellence.
OUTCOMES FACULTY REJUVENATION AND GROWTH TACTICS
4.1
4.2
4.3
4.4
YEAR 1
14 NEW YORK MEDICAL COLLEGE SCHOOL OF MEDICINE
YEAR 3
Initiate SOM faculty development programming in CPD/CME areas; initial emphasis = education
Expand SOM CPD/CME; research emphasis
Complete integration of SOM & department CPD/ CME; emphasis on clinical departments
Joint SOM & AHC CPD/ CME programs sponsorship = 25%
Joint SOM & AHC CPD/ CME programs sponsorship = 50%
Joint SOM & AHC CPD/ CME programs sponsorship = 100%
SOM UME & GME offices identify paid percentage of teaching effort, in concert with department Chairs
All education faculty with effort >= 25% assign to education core in support of accreditation
Education core membership reevaluated based on performance (evaluation, assessment, accreditation)
SOM & graduate school identify paid graduate education effort for shared faculty
Education core budget source of funding secured
Core adjusted / expanded to meet needs
Establish SOM office of FA. Hire SAD FA
Complete integration of FA / development / records in SOM
Institute annual faculty evaluation process (with Chairs)
Institute faculty diversity data tracking
Complete hiring plan for +10 new faculty members (assistant, associate, full professor) with departments
80% – completion / feedback
90% – initiate faculty recruitment / retention data tracking
100% – initiate faculty recruitment / retention data tracking
Develop plans for the Academy & TSI
Secure funding & budgetary allocations for functional realignment & funding of faculty in the Academy & TSI
Measure the Academy & TSI performance against metrics compared to historical departmental data
The Academy & TSI – discuss plans with stakeholders & leadership
4.5
YEAR 2
Estimate & measure performance metrics for “excellence”
Align Chair charters & annual faculty evaluation to reflect cross unit functions in the Academy & TSI
Apply annual faculty evaluation (with Chair review) & complete – 80%
Apply annual faculty evaluation (with Chair review) & complete – 90%
Apply annual faculty evaluation (with Chair review) & complete – 100%
Performance based merit distribution assigned by Chairs measured as (0,1,2,3)
Fund performance based merit “pool” from available sources (Dean’s tax, reserves, donors, AHC, etc.)
Payment of first merit based bonus tied to previous year’s scoring
Validate merit assignments across SOM & in departments
Establish top 25th & top 10th percentile faculty cohort based on merit score. Impute cost of merit based bonus payment to high performers
Measure year 3 performance scores & distribution versus year 2 for “greater excellence”
STRATEGIC PLAN 15
Goal 5
OUTCOMES
Recognizing that diversity and inclusion (D&I) are at the core of the School’s tripartite mission, and consistent with the belief that the differences across our communities inform our aspirations for excellence, the School will adopt the principles of AAMC ‘Diversity 3.0.’
DIVERSITY AND INCLUSION
Tactic 5.1 – Transition from an informed and consulted College D&I Committee to a responsible and accountable School Office of D&I. The Office will be directed by an experienced senior Dean’s staff member, staffed and given resources to implement the School’s new D&I policy. Tactic 5.2 – Expand prior success on underrepresented minority (URM) student diversity to achieve greater faculty diversity. The College’s Human Resource Office will hire HQP responsible for tracking and reporting faculty search and hiring diversity data. Tactic 5.3 – Work closely with stakeholders (e.g., alumni, donors, clinical affiliates, community groups) to grow D&I scholarships and bursaries (e.g., Dean’s White Coat Scholarship Fund). This assures the School’s greater competitiveness for URM students. Tactic 5.4 – Recognizing financial limitations on faculty recruitment and the exceptional diversity of our School’s learners, emulate best practices to mentor and recruit diverse junior faculty from within the School’s learner base. Tactic 5.5 – Increase the School’s commitment to inclusivity based on sexual orientation, gender identity, ethnicity and religious beliefs. Tactic 5.6 – Invest in programming that emphasizes elements of underserved and/or underrepresented populations in the delivery of healthcare, while proactively involving community partners as co-advocates.
16 NEW SCHOOL YORK OFMEDICAL MEDICINE COLLEGE SCHOOL OF MEDICINE
TACTICS
5.1
YEAR 1
YEAR 2
Establish SOM office of D&I – Appoint Associate Dean for D&I
Review admissions data, pipeline program data & faculty data for + or – trends & correlations Funded budget >$100K with D&I policy (student (staff, program expenses) debt, academic success, Review new SOM D&I policy committee diversity, faculty recruitment, etc.) Establish CQI process for D&I impact
5.2
5.3
5.4
5.5
5.6
YEAR 3
Report D&I value (cost benefit) to College leadership, D&I committee and Board) Provide management with D&I impact data to inform admissions, student affairs, FA, etc.
Establish baseline faculty diversity (clinical, basic)
Coordinate HR faculty hiring Track performance of process within NYMC & search, hiring, retention with TCUS initiatives, trended versus years 1-2
Identify variables impacting faculty diversity (compensation, culture, location, etc.)
Complete plan for faculty growth through internal & external URM inclusive searches
Hire HR diversity / faculty HQP for hiring process improvement & data tracking
Achieve 100% search committee diversity / EEO training
Establish terms & definitions for “scholarships & bursaries.” Create policy for awarding funds for diversity, need, academic achievement, etc.
Expand DWC program as focus of regular alumni, School academic & College events
Complete subset analysis of impact of bursaries on student debt of URM & needs based MD students versus others. Report findings to College, AMSNY, AAMC
Establish DWC fund as #1 SOM priority with alumni association and development office. Create DWC promotional literature & strategy
Create & consolidate close relationship with 1 Historically Black College with related scholarship program
Create & consolidate close relationship with 2 HBCU
New bursaries + 5 ($10k each)
New bursaries + 10 ($10k each)
New bursaries + 20 ($15k each)
Create mentorship program for self-identified diverse residents & fellows in SOM GME programs
With departments, identify candidates for GME programs for targeted career development & recruitment efforts
Actively fund junior faculty recruitment (assistant professor) from GME learner base (N = 3-5)
Develop career opportunity literature promoting SOM opportunities for junior faculty
Initiate career interest groups for GME learners. Offer course development opportunities (i.e., enrollment in TM training program, etc.) with release time
Inclusive discussion of definition of “inclusion” with AAMC, students & faculty (retreats, Hot Topics, faculty meetings)
Focused programing related to inclusion initiated by students & faculty, supported (partly funded) by SOM & community stakeholders
SOM inclusion group identification with more membership in relevant national organizations & initiatives to promote inclusion
Inventory of inclusive groups seeking “official” designation & support
Target 3-5 programs per year
Target >5 per year
Determine impact of greater faculty diversity
Plan & hold 2nd “Inclusive Plan & hold inaugural Plan & hold 3rd “Inclusive “Inclusive Health Health Conference” at MET Health Conference” at St. Conference” at NYMC / WMC (partner with HHC, PAGNY, etc.) Joseph’s (other NJ partners)
STRATEGIC PLAN 17
Goal 6 Rebranding in order to more effectively convey the School’s true value to the College, and to build the School’s reputation with potential partners in the communities it serves. The expectation is that new resources will accrue by demonstrating quality and value to partners and communities. Tactic 6.1 – Proactively build the School’s relationship with its 10,000+ member Alumni Association in order to leverage this group’s commitment to endowing the School with new Chairs (+ 5) and securing a naming gift from a major donor. Tactic 6.2 – Leverage the School’s faculty key thought leaders (KTL’s), state-of-the-art medical education facilities and novel research capabilities to build partnerships
with regional private sector pharmaceutical, biotechnology, high tech companies, venture capital funds and global innovation investors. Tactic 6.3 – Use public sector advocacy and funding opportunities to attract municipal, regional, state and national funding for School programs tied to physician workforce development, economic impact and HQP training (e.g., scientists, health professionals).
Tactic 6.4 – Position the physician faculty to collaborate effectively with affiliated health systems (e.g., Westchester Medical Center, Boston Children’s Hospital) for larger research network grants and contracts. Potential funders include clinical research organizations, foundations (Robert Wood Johnson, Josiah Macy), New York State and national agencies (PCORI, AHRQ, USDVA).
Tactic 6.5 – For non-core medical educator faculty, work with departments to identify and make available non-MD program teaching capabilities and effort for use in other College and Touro programs (in return for cost-plus resources).
Tactic 6.7 – Join the small cohort of progressive medical schools requiring that all MD graduates complete the IHI Open School modules in quality improvement and patient safety (www.ihi.org/ education/ihiopenschool).
Tactic 6.6 – Once the School brand is identified as the primary vehicle for College fundraising events, establish prorated distribution of event proceeds in support of the School’s drive for excellence.
OUTCOMES BRAND VALUE AND REPUTATION TACTICS
6.1
6.2
6.3
YEAR 1
YEAR 2
YEAR 3
Joint Dean / Alumni Board initiatives to meet alumni groups (regional, national) building trust & networks for alumni input / donorship (DWC, etc.)
Institute focused efforts to endow 5 new chairs with major alumni classes. Identify & introduce Chair candidates to alumni events with development office & president. Develop written case statement for major naming gifts
Complete targeted funding from year 1-2. DWC = $1M per year; 5 new endowed Chairs; 1 naming gift from a major donor
Jointly prioritize projects & programs under MRA with Regeneron
Initiate translation medicine training program with Regeneron; develop KTL capabilities with partners
Align TSI programming with Regeneron programming for drug discovery, commercialization
Expand MRA with Philips
Complete Philips Phase 1 Computational Genomics project
Create new Phase 2 Philips project plan
Complete BCH innovation cross programing & shared research process planning
Engineer efficiencies & best practices with BCH for grants management, clinical trials, bio banking, etc.
Complete integration of research office administrative functions, focus and grants management process with BCH
Obtain consulting input seed funding for BioInc clients & NYMC spin offs
Complete HBS business Initiate fund creation plan for seed and Series A / through internal and/or VC funding – US & global external investor groups; create management firm external to NYMC / Touro
Complete initial Start–Up NY process for 2-3 companies; recover Hot Spot grant funding based on prior year expenses
Complete Year 1 TM training Expand TM training program program (NYS approval) with & graduate 10-15 students; 10-15 students enroll 10-15 new students from outside entities Develop & submit economic impact proposal to NYS with Repeat Tripp Umbach major pharma partner (HQP economic impact analysis & jobs, tech incubator focus) compare to 2010
Initiate ECRIP grant for HQP training (clinical scientist)
6.4
Establish integrated clinical research office with WMC
Establish clinical research office with BCH
Establish integrated CRO with WMC & BCH in NE region
Establish new clinical trials unit within BioInc
Extend service to entire WMC health system
Extend services to all affiliate AHC & entire NE region
Develop infrastructure & faculty for community base outcomes research in partnership with SHSP
Initiate community base / outcomes research grant applications with foundations, state & community agencies
Initiate community based outcomes research proposals to national agencies (AHRQ, PCORI, USDVA, etc.)
6.5
Refine existing faculty effort distribution through annual faculty evaluation & budget process; determine year 1 non-core capacity
Distribute non-core faculty efforts to relevant NYMC / Touro programs; received budgeted cost recovery from services; evaluate teaching performance & program satisfaction
Expand year 2 activities as appropriate based on capacity & available cost reimbursement opportunities
6.6
Reexamine & reallocate Founder’s Dinner revenues to SOM based on donor interest & documentation
In partnership with College, alumni & other donors, hold 1 to 2 major regional fundraising events to introduce “Excellence” initiatives for major gift giving
Same as year 2 – hold 2 to 3 major regional fundraising events
Learn about IHI Open School program & educate students to benefit
Require all MD student in quality concentration track complete IHI modules
Require all MD students to complete IHI modules & be certified
6.7
Survey alumni & stakeholders regarding school brand & reputation awareness; achieve national ranking status as a top program for education / research / care in 1-2 surveys
Develop and submit NYSTAR COE proposal
18 NEW YORK MEDICAL COLLEGE SCHOOL OF MEDICINE
STRATEGIC PLAN 19
Fiscal Commitments & Timelines STRATEGIC TACTICS
FISCAL YEAR 2015-16
FISCAL YEAR 2016-17
MEDICAL EDUCATION EXCELLENCE 1.1 1.2 1.3 1.4 1.5
FISCAL YEAR 2017-18
FISCAL YEAR 2018-19
Summary The first step in this planning process was for the organization to understand its current reality, and then envision the possibility of transformation. Specifically, the question was asked about how to better integrate the School in a competitive academic and clinical environment, while striving to better meet the needs of the communities it serves. The answer was through excellence in the education of medical professionals and biomedical scientists, and through new strategic partnerships with the School’s communities.
1.6 TRANSLATIONAL SCIENCE COMPETIVENESS 2.1 2.2 2.3 2.4 2.5 AHC PARTNERSHIPS AND PROGRAMS 3.1 3.2 3.3 3.4 3.5 FACULTY REJUVENATION AND GROWTH 4.1 4.2 4.3 4.4
Our strategic plan working group identified three themes which formed the foundation of this new School plan. The plan’s bold goals and related tactics will be continuously refreshed through a meaningful dialog with the academy and the community, in order to represent the continuum of mutual interests across the spectrum of shared beliefs. Our demonstrated commitment to inclusive strategic planning and organizational transparency is characteristic of the culture of a diverse, historically-rich medical school that continues to evolve. By and through its current community relationships and activities, the School generates >$2 billion in annual economic impact (per Tripp-Umbach, 2010). The overarching goal of our more cooperative, community-inclusive strategies and tactics is to measurably increase this economic impact by 2020. However, such econometrics do not fully value the School’s impact on its internal and external customers. Our School’s new vision is 20-20, unambiguous and entirely consistent with the 1860 founding precepts of the College.
4.5 DIVERSITY AND INCLUSION 5.1 5.2 5.3 5.4 5.5 5.6 BRAND VALUE AND REPUTATION 6.1 6.2 6.3 6.4 6.5 6.6 6.7 Fiscal Year 2015-16 activity begins November 2015 20 NEW YORK MEDICAL COLLEGE SCHOOL OF MEDICINE
The successful execution of this ambitious 3-year rolling strategic plan will require a clearer organizational focus. It will also demand a collective will – a resurgence of shared purpose – to act selflessly, to build cooperatively and to simply be better. Because our School, like other medical schools, is not capable of reaching its full potential alone, it is our aspirational vision to seek out needs-based partnerships with other committed public and private entities. By Sharpening Our Focus, our School and its key stakeholders will share values that are firmly grounded in the highest principles of both medical professional integrity and selfless community service. With the unparalleled pace of change in modern health care and the mounting challenges to academic medicine, and with the lives of New Yorkers and Americans in the balance, the NYMC School of Medicine will take up new challenges and continue to lead by advancing human health through teaching, research and patient care. STRATEGIC PLAN 21
Acknowledgements DEAN D. Douglas Miller, MD, CM, MBA, Dean, School of Medicine EDITOR Randi D. Schwartz, MBA, Associate Dean for Academic Administration and Interim Director, BioInc@NYMC DEAN’S STRATEGIC COMMITTEE Nader Abraham, PhD, Professor of Medicine and Pharmacology David Asprinio, MD, Chair, Department of Orthopedic Surgery Francis Belloni, PhD, Dean, Graduate School of Basic Medical Sciences Fredrick Z. Bierman, MD, Senior Associate Dean for Medical Education and Westchester Medical Center Director of GME Mitchell Cairo, MD, Director, Children and Adolescent Cancer and Blood Diseases Center Michael Gewitz, MD, Vice Chairman, Department of Pediatrics Richard McCarrick, MD, Vice Dean for Affiliations and GME D. Douglas Miller, MD, CM, MBA, Dean, School of Medicine Joseph Morales, DDS, Chair, Department of Dental Medicine Donald Risucci, PhD, Assistant Dean for Evaluation and Assessment Sally Schwab, PhD, Assistant Dean for Faculty Development Randi D. Schwartz, MBA, Associate Dean for Academic Administration and Interim Director, BioInc@NYMC William A. Steadman II, Senior Associate Dean for Administration AFFILIATED CLINICAL SITES Michael DeLisi, MD, St. Joseph’s Regional Medical Center, Associate Dean for Medical Education, NYMC Estevan Garcia, MD, Brookdale Hospital and Medical Center, Chief Medical Officer Renee Garrick, MD, Westchester Medical Center, Chief Medical Officer and Vice Dean, NYMC Christos Paras, DO, Brookdale Hospital and Medical Center, Associate Dean for Medical Education, NYMC John Pellicone, MD, Metropolitan Hospital Center, Chief Medical Officer and Associate Dean for Medical Education, NYMC STUDENTS Joshua Sterling (Class of 2016), President SOM Student Senate Lydia Bunker (Class of 2017), Vice President SOM Student Senate Seung Won (Paul) Jeong (Class of 2018), Treasurer SOM Student Senate Stephen Shapero (Class of 2018), Secretary SOM Student Senate 22 NEW SCHOOL YORK OFMEDICAL MEDICINE COLLEGE SCHOOL OF MEDICINE
STRATEGIC PLAN 23
Glossary AAMC Association of American Medical College Academy Academy of Medical Education ACCME Accreditation Counsel for Continuing Medical Education ACGME Accreditation Counsel for Graduate Medical Education AHC Academic Health Center AHRQ Agency for Healthcare Research and Quality AMSNY Associated Medical Schools of New York BCH Boston Children’s Hospital CME Continuing Medical Education CPD Continuing Professional Development CQI Continuous Quality Improvement CRO Clinical Research Organization D&I Diversity and Inclusion DWC Dean’s White Coats Scholarship Fund ECC Educational Curriculum Committee ECRIP Empire Clinical Research Investigator Program EEO Equal Employment Opportunity EMR Electronic Medical Records FA Faculty Affairs FTE Full Time Equivalent GME Graduate Medical Education HBCU Historically Black Colleges and Universities HBS Harvard Business School HHC Health and Hospitals Corporation HQP Highly-qualified Personnel HR Human Resources IEA Innovation Ecosystem Assessment IHI Institute for Healthcare Improvement IPE Inter-professional Education IT Information Technology KTL Key Thought Leaders LCME Liaison Committee on Medical Education LIC Longitudinal Integrated Clerkship MET Metropolitan Hospital Center MOU Memorandum of Understanding MRA Master Research Agreement NJ New Jersey NYMC New York Medical College NYS New York State NYSTAR COE Empire State Development’s Division of Science, Technology and Innovation Center of Excellence P4P Pay For Performance PAGNY Physician Affiliate Group of New York PCORI Patient-Centered Outcomes Research Institute SAD Senior Associate Dean SBIR Small Business Innovation Research SOM/ School School of Medicine SHSP School of Health Sciences and Practice STTR Small Business Technology Transfer TCUS Touro College and University System Te4Q Teaching for Quality TM Translational Medicine TSI Translational Science Institute UME Undergraduate Medical Education URM Underrepresented Minority VC Venture Capital WMC Westchester Medical Center USDVA U.S. Department of Veteran Affairs 24 NEW SCHOOL YORK OFMEDICAL MEDICINE COLLEGE SCHOOL OF MEDICINE
STRATEGIC PLAN 25
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