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Fostering the ongoing connectedness of health professions educators committed to transforming health care delivery and education.

Senthil Kumar Rajasekaran, MD

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Senthil Kumar Rajasekaran, MD, FCP, FAcadMed (Leaders ’13; Assessment ‘14) is a medical educator. Senthil currently holds a position as Associate Dean for Academic Affairs at Eastern Virginia Medical School. He served as a member of the World Health Organization working group to develop a global competency framework for universal health coverage. Senthil’s areas of professional interest include innovative curriculum design, learner assessment and educational continuous quality improvement. Senthil can be followed on LinkedIn or Twitter, or contacted via email .


Behind the Curtain with Senthil Rajasekaran: Developing a Global Competency Framework for Universal Health Care

Recently, Senthil Kumar Rajasekaran was invited by the World Health Organization (WHO) to be a part of a small working group of health professions education experts to develop a global competency framework for universal health coverage. As an alumnus of the 2013 “Leading Innovations in Healthcare and Education” course – who has also served as course faculty - we thought we would sit down with Senthil and ask him some questions about this meeting, his participation, the team’s recommendations and to learn about the global competency framework as it applies to health professions education 

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High-Value and Person Centered Care Taught Through Virtual Families

The following blog has been co-authored by the CareForward Team of Senthil Rajasekaran, Lauren Mazzurco, Christine Matson, Don Robison, Anca Dobrian, Marta Ambrozewicz, Raja Koteeswaran, Mekbib Gemeda, Cindy Cadieux, Carrie Elzie, Arun Mohanram and April Pace

It seems like American Healthcare has been in “crisis mode” since 1900s. Despite so many advances, little has changed in controlling cost and improving value and health outcomes. Even though there is plenty of evidence to suggest that clinical care at its best contributes to only 20% of patient health outcomes and a whopping 80% is determined by socioeconomic and behavioral factors, little is done in medical education to address the 80%. Recently we are witnessing a welcome trend, where undergraduate (UME) and graduate medical education (GME) are seen as part of this solution. At Eastern Virginia Medical School (EVMS) we have implemented our new CareForward curriculum to teach cost, value, and health system sciences in the UME. Realizing the challenges in effectively integrating these complex topics in UME, our team at EVMS has created a set of virtual families, members of which will be represented in the clinical cases that are used in the UME curriculum. These virtual families represent diverse patient populations (e.g., age, gender, sexual orientation, ethnicity, race, culture, belief system, literacy level, socioeconomic status and geography), and introduce variables such as veteran affairs, family dynamics, financial turbulence, health equity/disparity, roles within a care delivery team, access to community resources, interactions of organizations and complexities of care in specific patient populations. Each organ system module and clerkship will use longitudinal clinical cases that are drawn from the virtual families.

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