BACKGROUND:Medical education outcomes and clinical data exist in multiple unconnected databases, resulting in 3 problems: (1) it is difficult to connect learner outcomes with patient outcomes, (2) learners cannot be easily tracked over time through the education-training-practice continuum, and (3) no standard methodology ensures quality and privacy of the data.OBJECTIVE:The purpose of this study was to develop a Medical Education Outcomes Center (MEOC) to integrate education data and to build a framework to standardize the intake and processing of requests for using these data.METHODS:An inventory of over 100 data sources owned or utilized by the medical school was conducted, and nearly 2 dozen of these data sources have been vetted and integrated into the MEOC. In addition, the American Medical Association (AMA) Physician Masterfile data of the University of Minnesota Medical School (UMMS) graduates were linked to the data from the National Provider Identifier (NPI) registry to develop a mechanism to connect alumni practice data to education data.RESULTS:Over 160 data requests have been fulfilled, culminating in a range of outcomes analyses, including support of accreditation efforts. The MEOC received data on 13,092 UMMS graduates in the AMA Physician Masterfile and could link 10,443 with NPI numbers and began to explore their practice demographics. The technical and operational work to expand the MEOC continues. Next steps are to link the educational data to the clinical practice data through NPI numbers to assess the effectiveness of our medical education programs by the clinical outcomes of our graduates.CONCLUSIONS:The MEOC provides a replicable framework to allow other schools to more effectively operate their programs and drive innovation.

This paper presents a summary of systems change research as it applies to planning comprehensive early childhood service systems. It explains the inter-agency model developed by the Collaborative Planning Project for Planning Comprehensive Early Childhood Systems at the University of Colorado. The model attempts to address system issues such as understanding the current context; articulating a "shared vision"; providing professional development; and ensuring adequate fiscal, human, and facility resources. The model has the following key features: (1) facilitator role; (2) stakeholder involvement; (3) leadership commitment; (4) assessing the current context; (5) visioning; (6) determining priority challenges to address; (7) strategy development and action planning; and (8) plan implementation, monitoring, and evaluation. (Contains 26 references.) (DB) Reproductions supplied by EDRS are the best that can be made from the original document. 71p& Coieed01.44.4.& Roe' Facilitating Change in Comprehensive Early Childhood Systems Collaborative Planning Project for Planning Comprehensive Early Childhood Systems U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUC ONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Peggy Hayden Barbara J. Smith Mary Jane Rapport Linda Frederick