East Carolina University Health Sciences Center Comp mprehens ehensive M e Master P er Plan Establishing the Philosophical Basis for Development of Main Campus + Region Professional Schools • Curriculum + Training • Clinical Services • Research • February 17 + 18, 2009
East Carolina University Health Sciences Center Comp mprehens ehensive M e Master P er Plan OVERVIEW OBJECTIVES • Where Have We Been? • Review / Confirm Current Working Assumptions • Where are We? • Review Analysis Completed to Date • Where are We Going? • Open Dialog on - Development Philosophy • What do We Need? - Concepts Driving Facility Requirements • Timeline • “Fill-in-the-blanks” • Leadership Interviews • Baseline Data • Establish Next Steps / Schedule
ECU Health Science Center – Industry Context External Drivers • Institute of Medicine … Quality Chasm (2001) • AAMC … Vision for Medical Education in the United States • Initiatives to Improve Patient Safety / Care Quality • Diverse Population with Complex Chronic Conditions • Increasing Market Expectations with the Same or Diminishing Resources Implications for ECU (and all AMCs) • Curriculum Changes Designed to Prepare Students / Graduates for Future Care Delivery Models • Organizational Realignment to Enhance - Inter-disciplinary / Inter-professional Learning - Care Delivery • Integrated Facilities to Support Education, Care Delivery, and Research - Foster Integration - Optimize Resource Utilization - Enhance Flexibility / Responsiveness
ECU Health Science Center Overarching Perspectives • External Market Factors Drive the Need for Healthcare Professionals • Practice Realities Should Embrace an Inter-professional Team-based Model • Healthcare Professionals Must be Educated and Trained to Respond to the Market and Practice Realities • Health Professional Schools Must Have a Curriculum Which Educates / Trains the Most Appropriate Professional School Graduates • A Contemporary Health Professions Curriculum Should Recognize an Inter-professional Educational Model at All Levels – Pre-clinical, Clinical, Graduate, and Post-graduate Level • Evidence-based Research Under-pins the Education and Care Delivery Models
ECU Health Science Center Observations • Current Professional School-based Programs are Essentially Separate and Distinct • Professional School Curriculum are Separate and Distinct • Care Delivery Model which Should Support Pre- and Post-graduate Education is Fragmented and Not Integrated • Major Rethinking of the Education, Care Delivery, and Research Program Models is Necessary if ECU is to Adequately Respond to the Future in a Cost-effective Manner
ECU Health Science Center Working Assumptions • Aspirations • Vision • Limitations • Peer Organizations • Integration Concepts • Initial Program & Facility Constructs • Quality / Value Model
ECU Health Science Center – Recap of Phase 2 Health Science Center - Organizational Aspirations • Consistent Desire to Create an Integrated Health Science Center Campus Respectful of Student & Faculty Support and Patient Access • Efficient and Effective Research Student Enrollment / • Consistent Goal of Aligning Clinical Service, Education and Research Funding & Academic Growth Leadership with Health Needs of Region Recognition • Desire to Provide an Integrated Core Curriculum in support of Inter- Faculty professional Education across the Health Science Center Schools Recruitment; Clinical / • Continue and Strengthen Regional Growth in Support of Current and Academic Model Anticipated Program Development Clinical Revenue Clinical Growth & Growth Recognition Health Science Center - Conceptual Vision An Integrated, Humanistic-Oriented, Community- Based Care-Delivery, Education, and Research Model.
ECU Health Science Center – Recap of Phase 2 Health Sciences Center - Limitations • Various Programs are Fragmented and Non-Integrated • Funding Resource Constraints • Inconsistent Utilization of Existing Facilities • Limited Physical Ability of Current Facilities to Support Future Program Development • Revenue Sources are Inconsistent; Distribution in Support of Programs Require Constant Negotiation • Wayfinding Challenges due to Historic Focus on a “Medical Mall” Model • Fragmented Delivery Rather Than an “Integrated Health” Model
Target Affiliations – Primary + Secondary Market Complex # UNIVERSITY HEALTH SYSTEMS Discharges Surgeries Births ED Visits OP Visits Location Beds Employees Pitt County Memorial Hospital 745 34,923 28,000 5,200 60,400 72,000 5,298 Greenville Heritage Hospital 117 4,002 1,500 1,000 12,300 14,100 389 Tarboro Roanoke-Chowan Hospital 112 3,922 3,900 400 12,800 21,700 490 Ahoskie Duplin General Hospital 89 2,788 900 600 10,600 11,600 305 Kenansville Chowan Hospital 25 1,902 400 300 1,400 - 391 Edenton The Outer Banks Hospital 18 1,533 300 300 300 - 204 Nags Head Bertie Memorial Hospital 15 444 100 - 300 - 102 Windsor Albemarle Health 142 7,246 8,500 800 12,700 29,200 911 Elizabeth City SUB-TOTAL 1,263 56,760 43,600 8,600 110,800 148,600 8,090 ECU TARGET AFFILIATIONS Lenoir Memorial Hospital 188 9,348 3,500 700 22,900 24,600 918 Kinston Wilson Medical Center 277 8,786 6,500 1,000 23,500 38,000 994 Wilson Nash General Hospital 353 14,421 8,800 1,100 39,600 40,100 1,577 Rocky Mount Wayne Memorial Hospital 276 14,014 3,200 1,500 30,500 31,800 1,441 Goldsboro Halifax Regional MC 144 7,061 3,000 600 20,100 20,200 721 Roanoke Rapids Craven Regional MC 303 15,166 14,500 1,100 30,000 45,600 1,460 New Bern Sampson Regional MC 105 3,965 3,500 600 20,000 22,100 482 Cinton Onslow Memorial Hospital 162 8,042 2,600 2,500 23,100 24,300 865 Jacksonville New Hanover Regional MC 665 30,149 37,000 3,500 64,200 106,000 3,901 Wilmington SUB-TOTAL 2,473 110,952 82,600 12,600 273,900 352,700 12,359 TOTAL 3,736 167,712 126,200 21,200 384,700 501,300 20,449 source: American Hospital Directory accessed 7-28-2009, updated 8-13-2009
Health Sciences Center Peer Organizations – Proposed Revisions Hospital Name Allied Health Public Health Grad Studies Brody SoM Peers – Proposed ECU HSC Peers – Pharmacy Medicine Dentistry Nursing August, 2009 February, 2010 Ranked By Total Enrollment East Carolina University AH D M N Pitt County Memorial Hospital Texas Tech 567 East Tennessee State University AH M N PH No Integrated Hospital Michigan State 494 Northeastern Ohio 456 Southern Illinois University D M N No Integrated Hospital Eastern Virginia 440 Texas Tech University HSC AH M N P No Integrated Hospital Florida State 416 Wright State-Boonshoft 413 University of Nevada AH M N No Integrated Hospital Texas A & M 348 University of South Carolina M N P PH No Integrated Hospital South Carolina 315 Marshall University M N No Integrated Hospital East Carolina-Brody 293 Southern Illinois 291 Michigan State University M N No Integrated Hospital Hawaii-Burns 254 Marshall-Edwards 246 Meharry Medical College AH D G M No Integrated Hospital North Dakota 245 University of Puerto Rico AH D M N P PH No Integrated Hospital Mercer 243 East Tennessee-Quillen 242 University of South Alabama AH M N University of South Alabama Medical Center Nevada 224 University of Connecticut AH D M N P Univ of Connecticut Health Center Morehouse 216 South Dakota-Sanford 210 West Virginia University D M N P West Virginia University Hospitals, Inc. University of Mississippi AH D G M N P University Hospitals and Clinics University of Missouri-Columbia AH M N University of Missouri Health Care University of Missouri-Kansas City D G M N P Truman Medical Center Hospital Hill University of Arizona AH M N P University Medical Center University of Nebraska AH D G M N P The Nebraska Medical Center
ECU Health Science Center Areas of Consideration for Development • Program Relationships -East + West Campus Integration - Hub + Spoke (Regional Campus Development) - Distance Learning • Professional Schools - Current + Future • Curriculum Integration between Schools - Pre-Clinical, Clinical, Graduate, Continuing Education • Clinical Delivery Model - Ambulatory / Inpatient - Relationship with University Health System - Disposition of Target Affiliations incl. VA • Extent of Research - Basic Sciences / Clinical Sciences…Translational Research - Level of Integration
Integration Models in an “Era of Resource Constraints” Enhanced Alignment • Increases Productivity • Reduces Duplication • Supports Knowledge Management • Supports Emerging Disciplines • Supports Development of Evidence-Basis • Optimizes Care Delivery • Enhances Quality & Value
Continuum-of-Integration Bench ‘Bedside’ Interactions Enhanced Evidence-Based Processes Clinical Care Care Delivery Model Other Research Labs / Clinics Beds Partnerships Core (0 – 23 Hour) (24 Hour +) Animal Integrated & Interdisciplinary Education
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