Development of a Comprehensive Women's Health Program in an Academic Medical Center: Experiences of the Indiana University National Center of Excellence in Women's Health

Conceptualising centres of excellence: a scoping review of global evidence

OBJECTIVE

Globally, interest in excellence has grown exponentially, with public and private institutions shifting their attention from meeting targets to achieving excellence. Centres of Excellence (CoEs) are standing at the forefront of healthcare, research and innovations responding to the world's most complex problems. However, their potential is hindered by conceptual ambiguity. We conducted a global synthesis of the evidence to conceptualise CoEs.

DESIGN

Scoping review, following Arksey and O'Malley's framework and methodological enhancement by Levac et al and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews.

DATA SOURCES

PubMed, Scopus, CINAHL, Google Scholar and the Google engine until 1 January 2021.

ELIGIBILITY

Articles that describe CoE as the main theme.

RESULTS

The search resulted in 52 161 potential publications, with 78 articles met the eligibility criteria. The 78 articles were from 33 countries, of which 35 were from the USA, 3 each from Nigeria, South Africa, Spain and India, and 2 each from Ethiopia, Canada, Russia, Colombia, Sweden, Greece and Peru. The rest 17 were from various countries. The articles involved six thematic areas-healthcare, education, research, industry, information technology and general concepts on CoE. The analysis documented success stories of using the brand 'CoE'-an influential brand to stimulate best practices. We identified 12 essential foundations of CoE-specialised expertise; infrastructure; innovation; high-impact research; quality service; accreditation or standards; leadership; organisational structure; strategy; collaboration and partnership; sustainable funding or financial mechanisms; and entrepreneurship.

CONCLUSIONS

CoEs have significant scientific, political, economic and social impacts. However, there are inconsistent use and self-designation of the brand without approval by an independent, external process of evaluation and with high ambiguity between 'CoEs' and the ordinary 'institutions' or 'centres'. A comprehensive framework is needed to guide and inspire an institution as a CoE and to help government and funding institutions shape and oversee CoEs.

Medical students' assessment of education and training in women's health and in sex and gender differences

BACKGROUND

The authors surveyed U.S. medical students to learn their perceptions of the adequacy of women's health and sex/gender-specific teaching and of their preparedness to care for female patients.

METHODS

Between September 2004 and June 2005, third and fourth year students at the 125 allopathic medical schools received an online survey conducted by the American Medical Women's Association (AMWA). Students rated the extent to which 44 topics were included in curricula from 1 to 4 (1 = no coverage, 4 = in-depth coverage) and their preparedness to perform 27 clinical skills (1 = no preparation, 4 = thorough preparation).

RESULTS

From 101 of the 125 schools, 1267 students responded (mean number of respondents/school = 13, SD 12). The mean curriculum rating (2.53, SD 0.52) indicated brief to moderate coverage of topics. The mean preparedness rating was higher (3.09, SD 0.44), indicating moderate preparedness. In a regression model, female student sex and site of an AMWA chapter were associated with lower mean combined curriculum and preparedness ratings (female 2.76, male 3.01, p < 0.001; AMWA 2.77, non-AMWA 2.89, p < 0.001), whereas other school characteristics (female dean, federally funded women's health program, and proportion of tenured women faculty) had no association.

Building a sustainable comprehensive Women's Health Program: the Michigan model

The Women's Health Program at the University of Michigan was established in 1993 and has developed into a successful, federally supported program that links clinical research and education activities across the University. It has focused on human resource capacity building, sustainable financial support and infrastructure, and adaptability to change and opportunities. Widely accepted standards, demonstrated value, committed leaders/champions, and participatory culture have contributed to its success and are important to its future.

Reflections on a Decade of Experience in Implementing a Center for Women's Health at an Academic Medical Center

On the 10th anniversary of the establishment of a Center for Women's Health (CWH) program, the opportunity to share the successes and limitations in developing a centralized approach to women's healthcare is provided. The development of the CWH at the Columbia University Medical Center, New York-Presbyterian Hospital was prompted by concerns that the health status for women is worse than for men in terms of disability, morbidity, and chronic illness. Moreover, women move through cycles of health and illness differently from men, and gender inequalities in research design and implementation and underrepresentation of women in clinical studies contributed to knowledge gaps concerning women's health, possibly leading to suboptimal care. The goal in developing a program was (1) to provide outstanding medical care to women based on prevention and treatment of unique aspects of women's health, (2) to develop professional training and multidisciplinary educational programs promoting knowledge, understanding, and credible scientific efforts, and (3) to foster collaborative research and communication among researchers, practitioners, policymakers, and organizations. In this paper, the clinical and educational programmatic activities and lessons learned are described.