Presentation on theme: "Michelle Daniel, MD, FACEP Preetha Basaviah, MD, FACP, FHM Deborah J. Ziring, MD Julie Scott Taylor, MD, MSc."— Presentation transcript:
Michelle Daniel, MD, FACEP Preetha Basaviah, MD, FACP, FHM Deborah J. Ziring, MD Julie Scott Taylor, MD, MSc
Background Challenges (large group discussion) Solutions (breakout sessions) Large group discussion of best practices Future directions: Envisioning DOCS role in developing resources and best practices…
1 Curricular integration 2 Faculty Development 3 Administration 4 Resources / funding 5 Pressure to add other curricular topics 6 Respect for “soft” clinical vs “hard” basic science skills 7 Staying up-to-date with technology 8 Remediation of struggling students 9 Evaluations / Assessments 10 Coming to consensus on teaching the PE Challenges
Faculty Development: “The enhancement of educational knowledge and skill of faculty members so that their educational contributions can extend to advancing the educational program rather than just teaching within it.” Rubeck RF, Witzke DB. Faculty Development: A field of dreams. Acad Med Sep;73(9 Suppl):S32-7.
Time Money Critical to recruitment and retention
Clinical Skills Courses Community Mentorship Medical Interviewing Physical Examination Oral Presentation Written Documentation, Reflective Writing Professionalism
Content Beyond Interview and Physical Diagnosis Skills
Family MedicinePediatricsInternal Medicine Emergency MedicineSurgery OB/GYN
Physicians Resident / Student Instructors Allied Health Professionals
Standardization (of instruction, grading…) Rapidly advancing technology Keeping up with EBM Distance Logistics
Clinical Preceptors Classroom Teachers
Some common challenges in both groups ◦ i.e. time and money NEGEA: list of challenges specific to clinical preceptors and classroom teachers Let’s add to it together (large group) Focus on solutions (breakout sessions)
Large # individuals: How do you get them together – distance / logistics? How do you recruit and retain preceptors given ambiguous or non-existent rewards / incentives? You need to get beyond the “warm body” problem for meaningful FD to occur. How do you ensure knowledge of course curriculum? ◦ How do you ensure material is consistent from classroom to bedside (i.e. teach in class not to listen through clothing, yet preceptors do this frequently.)
How do you get them to “buy in” to the idea of needing FD to improve their teaching skills? ◦ How do you accommodate heterogeneity of knowledge and skills? ◦ How do you build self-confidence in lesser used skills? ◦ How do you ensure they are teaching to the appropriate learner level (RIME framework?) ◦ Need to learn to effectively give and receive feedback. ◦ Need to learn to teach different learning styles (VARK.) Digital divide between many preceptors and more tech savvy students.
Ambiguous or non-existent incentives / rewards How do you effectively facilitate a small groups How to develop presentation / interactive “lecture” skills How do you control for, but also maximize productivity associated with a heterogeneity of experience, teaching style, & interests? How to give effective formative / summative feedback and evaluations? How to deal with problem learners?
Clinical preceptors Classroom Teachers
Recruitment ◦ Network and communicate with department chairs ◦ Promote non-$ benefits (faculty appt, CME, library / athletic facility access…) ◦ Use senior medical students, standardized patients, and allied health professionals for teaching certain skills Retention ◦ Document faculty contribution for promotion ◦ Teaching awards ◦ Mentoring, meaningful faculty development ◦ Work with department chairs & deans on payment issues* *Via DOCS, demonstrate a national standard for reimbursement
DOCS role in developing FD resources and best practices? How can DOCS best help you with FD? ◦ list / contact / networking ◦ Centralized website with resources ◦ Contribute your best FD solutions centrally to post! Goal: next 1-2 years = white paper for FD (volunteers?)
Regionally ◦ CGEA: March 21-23, Cincinnati, OH ◦ NEGEA: April 12-13, NYC, NY ◦ SGEA: April 18-21, Savannah, GA ◦ WGEA: May 4–7, Irvine, CA
(overview of adult learning theories) (clinical teaching focus – one minute preceptor, SNAPPS, effective questioning, observation and feedback techniques) (a toolbox for medical educators) (do on your own time modules) (designed for residents and physicians with teaching roles) (requires subscription) (expert preceptor interactive curriculum) Steinert Y, Mann K, et al. A systematic Review of Faculty Development Initiatives Designed to Improve Teaching Effectiveness in Medical Education. Med Teach Sep; 28(6): Teaching Medicine Series (6 books) by the American College of Physicians