Innovation should be part of all health care professionals’ training – Boston, Massachusetts

Boston, Massachusetts 2022-05-23 04:40:15 –

WWhen it comes to driving innovation, most academic medical centers, medical schools, and healthcare systems use a “pull” approach. Opening technology transfer offices, hiring staff, building relationships with the industry, doctors, researchers, trainees (students, residents, fellows), and other healthcare providers can start contacting or new Submitting inventions and following the normally opaque path of medical innovation and discovery.

This approach works only for the most voluntary and enterprising innovators, ignoring the majority of institutional medical professionals.

There is a better way. Pushing basic medical innovation knowledge, skill sets, opportunities, and ground-level support to all medical professionals entering the facility door.


This is the route where I and a few colleagues, Mass General Brigham, a large Boston-based healthcare organization, are overseen by the Innovation Office. Most of our efforts are less than five years old, but we have already seen results. New companyPatented technology, PublicationAnd a subtle but notable change from a good clinician or researcher to a good clinician or researcher innovator.

Why bother? Healthcare innovations save lives: new diagnostic methods, treatments, devices, and methods to keep people healthy, treat illnesses, improve quality of life, and prevent premature death. It is an engine. Schools and institutions must do everything in their power to maintain innovation, keep it running, and democratize the process.


Play a long game

Institutional innovation in a scalable way is by no means quick. We generally need a long-term vision from executive leaders to invest in and maintain initiatives to grow our innovator pool over the years, starting from scratch.

A generous estimate of the number of well-meaning innovators in Mass General Brigham is 0.5% of the total workforce. These are doctors, researchers, clinicians, and others who have invented successful commercialized products for use in clinical trials by substantial, but not always, investors. Percentage of future innovators — People who may be biting new ideas, have filed or received patents without substantial commercialization success, or have created prototypes or marketable products. The ratio of is about 5%.

A strategic long-term vision could be to double the pool of future innovators from 5% to 10% and increase the proportion of genuine innovators that correspond, but are not necessarily equivalent. An absolute increase in genuine innovators of only 0.1% is projected to increase innovation output by 20% according to our indicators, leading to better patient care and higher value licensing of healthcare systems. In short, a small investment in basic development can greatly contribute to absolute outcomes.

My colleagues and I investigated the educational flaws that underlie the major barriers that prevent medical professionals from growing as innovators.According to our research, knowledge of traditional innovation domains (patent process, commercialization, idea translation, prototyping, digital and device basics, artificial intelligence, etc.) Universally poor..

In addition, our team Recent reports on nature biotechnology, Most healthcare trainees do not initially consider themselves to be innovators. The biggest barriers to innovation are limited time and energy (43%), lack of physical resources (35%), and lack of expertise (31%). The most useful tools cited were dedicated time for research and innovation (61%), financial support with grants and start-up funding (49%), and partnerships with mentors (47%). According to an internal survey, about 50% of employees want to develop ideas for new products. In other words, we want to innovate.

There is a way to fill this gap.

An important step forward is to provide the innovation education that organizations need (rather than selective). These core curriculums are enhanced by additional asynchronous innovation and entrepreneurship programs and a pull approach that provides mentorship opportunities such as grants and venture funding, patent and development support, and networking opportunities. Innovation conferencemore.

Support for these health-improving benefits may come from organizations accrediting medical schools. Medical Education Liaison Committee And that Accreditation Council for Graduate Medical Education.. Neither currently lists innovation as a core competency. While this does not represent a criticism of healthcare innovation by these institutions, it does not provide a clear focus or respect for innovation in medical schools or training programs.

Innovation push case study

To radically change the outlook for medical innovation, General Brigham Healthcare (MESH) Incubator Biomedical Engineering Solutions In 2016.

The first step was to develop and launch an integrated hospital-based core curriculum. Mesh core.. Originally in the Department of Radiology at Massachusetts General Hospital, this intensive and hands-on weekly rotation is a resident, fellow, doctor at all levels, through the basics of patent process, commercialization, corporate development, artificial intelligence, and prototyping. And guide clinicians, 3D printing, entrepreneurship, venture funding and more. This program has earned a protected time for trainees to participate. For example, we are now touring innovation services in the same way we are touring ICUs. The message to the trainees is clear. Innovation is as important as clinical practice.

The result of the peer review is All aspects of the basic domain of innovation.. Mass General Brigham Innovation will lead the expansion and deployment of MESH Core using a new online platform built by the inventor across the medical systems of more than 80 affiliates, with more than 1,400 future people in all disciplines. Served as an official innovation education certificate course by successful innovators. Currently registered as a “student”.It provides Dedicated networking platform Connect junior and veteran innovators alike for mentorship and guidance. The MESH core is also taught at the International Medical Conference.

Additional follow-on pull programs will result in numerous new inventor disclosures and inquiries regarding products used in innovation offices, new companies, patents, publications, and patient care. RadTranslateFor example, it is an artificial intelligence-based medical translation app that provides a number of oral point-of-care tests and procedural instructions, such as performing a chest x-ray or injecting a Covid-19 vaccine. A language that helps patients understand what is happening and how to work best with their medical professionals. This app is currently used daily in the emergency medical and emergency departments throughout the system. Positive effect About patient care.

Innovation diversity is not an option

The diversity of innovators, ideas and developments ultimately helps to provide more equitable care to patients.Highlighted by Disparity in incidence rate Covid-19 during a pandemic and its ImpactHealthcare inequality has been and continues to be at the forefront.

Innovation programs everywhere must recruit, educate and fund women and undervalued groups of women who understand inequality at the most visceral level by living. Hmm. Those who have real experience in the gap must be one of the leaders who envision and implement innovations to benefit all. Structured programSomething led by my colleague Diana Schwartzstein can help fill this gap.

The rising tide lifts all boats

Institutions like General Brigham and schools like Harvard Medical School are endowed with resources that many others don’t have. But it should not stop other institutions from aiming to make innovation a core part of what they do.

There may be different innovation interest groups in a particular medical school or hospital. The common thread of the most successful groups is to have one or more exciting leaders roaming: industry-licensed and genuine innovators with solid qualifications such as patents and clinical trials that generate real revenue. , Or exit and specific return on investment.

There are few MD and Ph.D pools with this background and are often overlooked. As such, educational institutions are responsible for efficiently engaging in the pipeline and not only advising the C Suite, but also providing direct guidance to trainees, faculty, and healthcare providers who wish to follow them. You need to incentivize and hire successful innovators and assume executive positions. footsteps.

Institutions can strengthen their in-house leadership pool by hiring successful home entrepreneurs. This is one of the strategies adopted by General Brigham Innovation to advise senior leaders of the institution on commercialization efforts.

Innovation is now the core knowledge needed in medicine. Long-term, mandatory innovation education needs to be integrated into medical schools and residences in the same way that pathophysiology, medical ethics, and other core knowledge are needed today.

Mark Succi is a radiologist and inventor at Massachusetts General Hospital, a clinician at Massachusetts General Brigham Innovation, a founder and executive director of the Massachusetts General Brigham Medical Engineering Solution for healthcare incubators, and a faculty member at Harvard Medical School. I’m the CEO.Minute Medicine Co., Ltd.

Innovation should be part of all health care professionals’ training Source link Innovation should be part of all health care professionals’ training

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