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>> The Dartmouth Institute has a very simple, simple mission
that is to make the U.S. heath care system a better place
through our research, through our educational programs.
And probably what distinguishes us from others is
that we really try to make a difference
on the ground whether it's in policy or in clinical practice.
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>> I think that Dartmouth has an incredible commitment
to education.
It's stronger than what you traditionally see
at other universities.
It carries forth in every program within it,
and it carries forth a sort of an ethos for the institution.
>> It's a very small setting,
and the professors are very engaged with the students.
And the students have very different individual interests,
but I think that the Dartmouth Institute does a good job
of addressing each student's individual interest.
The students are also allowed to participate in faculty research
or through their internship experience to things
in the community here through Dartmouth-Hitchcock as well.
>> The class size and who it brings to the table, I think,
bringing physicians and people in the field and people working
in the field, people studying about the field really allows
for an enriching experience.
>> They bring together so many different types of students.
And you have everything from people coming
from health care industries, information technology,
software experts to physicians
that are mid or even early career.
>> The TDI classroom is incredibly dynamic.
You know, certainly from time
to time we will have formal lectures
or it's a direct knowledge transfer
from the faculty to the student.
But much of the knowledge transfer happens
between students, and that happens in small group settings.
Every class is centered around some sort
of group-based project.
The idea is to really teach really,
really good teamwork skills.
And I think that really is part of what makes TDI great,
is this team-based learning environment
where we're learning a lot from each other.
>> How do we know what procedures work?
How do we know what diseases matter?
How do we know what puts people at risk
or at increased risk for disease?
Those are very, very basic questions,
so we want students here to be literate,
to be quantitatively literate and to be able
to access the medical literature and understand what it's saying
and add some healthy skepticism about the literature.
Not all research is right.
>> They didn't teach you what to think,
they taught you how to think.
The fundamentals that you learn there are based in science,
in numbers, in looking at the evidence.
>> There's so many resources and papers that have been written
by the faculty that are going
to be teaching the incoming students,
people who have already done it.
They are not teaching from a text book, they're teaching
from the things that they've already done
which is very unique.
At Dartmouth, you're talking to people who have been dealing
with health care policy on the national level in Washington,
D.C. with the president.
You're dealing with people who have changed the way
that hospitals operate and the way that insurance is used.
>> We're trying to teach them to think about the broader picture.
And so while the environment here is very intimate,
the reach is very broad in terms of what the policy we're hoping
to inform and the clinical practice we're hoping
to change across the country.
>> Going through the Public Health Program
at the Dartmouth Institute has really sort of filled
in all the gaps from medical school,
the things that are important about health care,
taking care of people, working
in our complex health care system,
the things they don't teach you in medical school
that are very important for, you know,
realistically starting a practice or working
in our health care system.
>> As the light goes on that it's not only possible
to understand things and what's happening in US health care,
but it's also possible to make a difference,
that's just so much fun.
And it's why we all came here.
It's not just to fill empty spots on the library shelf,
this is about making a difference
in our children's future.
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