1. Faculty Development Susan Ballinger, MD
Assistant Dean for Educational Affairs and Faculty Development
Associate Professor of Clinical Pediatrics
Section Pediatric Rheumatology
Indiana University School of Medicine

2. Faculty Development
Every patient encounter is a teaching encounter between physician and patient.

3. (Clinical)Faculty Development
IUSM
Changes are coming/are here
Tasks for teachers
Teach
Evaluate
Improve
Repeat
Aids to teaching

4. (Clinical)Faculty Development The new curriculum

5. (Clinical)Faculty Development The new curriculum
Integration of basic science and clinical experiences: New advanced science electives to help students explore foundational science concepts in the context of their chosen specialty. Elective content will build upon foundational science content acquired in Phase I; IUSM anticipates developing advanced science electives across all disciplines.

6. (Clinical)Faculty Development The new curriculum
Enhanced support: Four-year advising and mentoring, transitions courses, and learning communities that connect students from all campuses. An intentional approach to mentoring and career development will prepare learners to make values-driven decisions about their careers, explore the actual experiences of physicians early, and choose a specialty that fits their strengths and lifestyle choices.

7. (Clinical)Faculty Development The new curriculum
Interprofessional emphasis: Intentional learning experiences alongside peers in other healthcare fields. Through small-group instruction and additional opportunities to learn and work alongside students in other healthcare fields, IUSM learners will benefit from a collaborative approach to learning and build networks with others across campus.

8. (Clinical)Faculty Development The new curriculum
Outcomes-based innovations: The nation’s first teaching EMR and an increased focus on improving quality and safety.

9. (Clinical)Faculty Development The new curriculum
Six-in-four: Preparing future physicians for an ever-changing health care environment by extending six core competencies through all four years. IUSM has adopted the ACGME competencies: patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice

10. (Clinical)Faculty Development The new curriculum

11. (Clinical)Faculty Development The new curriculum

13. (Clinical)Faculty Development Teaching
Wimmers MedEduc 2006; 40:450-8
(Clinical)Faculty Development Teaching
“Even small moments of teaching time can offer important learning opportunities to trainees by providing them with new insights and skills that they would not acquire from simply seeing patients on their own”

14. (Clinical)Faculty Development Teaching - Tools
Clerkship syllabus
Learning objectives
Clinical skills requirement for the clerkship
Handbook
Supplemental materials
Evaluation form

15. (Clinical)Faculty Development Teaching
Identify learner’s needs
Teach rapidly
Evaluate

16. (Clinical)Faculty Development Teaching
Identify the learner’s needs
Target then teach
Ask question
Have you seen this before
Do you have a differential in mind
Listen and observe (this is more logistically challenging)
Aspect of the encounter

17. (Clinical)Faculty Development Teaching
Rapid teaching
One minute preceptor
Commit – what learner thinks is going on
Probe
Reasoning
Alternative explainations
Teach a general principle
Provide feedback
Positive
Corrective

18. (Clinical)Faculty Development Teaching
Rapid teaching
Pattern recognition (Aunt Minnie Model)
Present main complaint
Presumptive diagnosis
Discuss after teacher has seen patient

19. (Clinical)Faculty Development Teaching
Rapid teaching
SNAPPS model – learner driven
Summarize history and findings
Narrow down differential
Analyse the differential by comparing and contrasting
Probe the teacher by asking questions
Plan the management for patient’s medical problems
Select a case related problem for self-directed learning

20. (Clinical)Faculty Development Teaching
Rapid teaching
Activated demonstrations
Give learner specific assignment to observe
After encounter activate the learner by asking them to describe what they’ve observed
Case presentation at bedside

21. (Clinical)Faculty Development Teaching
Evaluation
Providing feedback is powerful.
Describe strengths and areas of improvement
Be specific and descriptive

22. (Clinical)Faculty Development Teaching

23. (Clinical)Faculty Development Teaching
Identify learner’s needs
Teach rapidly
Evaluate

24. (Clinical)Faculty Development Teaching
Irby BMJ 2008;336:384-7
(Clinical)Faculty Development Teaching

26. (Clinical)Faculty Development Aids to Teaching

27. (Clinical)Faculty Development Aids to Teaching/Support
Assistant Deans for Educational Affairs and Faculty Development 4
Matt Neal – Internal Medicine
Muncie, Fort Wayne
Laura Torbeck – Surgery
Bloomington, Evansville
Steve Cico – Emergency Medicine
Lafayette, Terre Haute
Sue Ballinger – Pediatrics
South Bend, Northwest
We server as
Campus liaisons
Clerkship liaisons

28. (Clinical)Faculty Development Support
Recruit, retain, train community faculty
Increase faculty development opportunities
1-2 events per year at each regional campus
CME and MOC opportunities
E-Bytes – short 5-10 minute podcasts of faculty development
Online offerings
Faculty recognition events at regional campuses
Assist volunteer clinical faculty with promotion
Assist recruitment
On boarding
IT assistance – IUSM
Duties otherwise not specified

29. (Clinical)Faculty Development
IUSM
Changes are coming/are here
Tasks for clinical teachers
Teach
Evaluate
Improve
Repeat
Aids to teaching
Followup questions – contact me Sue Ballinger

30. References
Irby DM. Excellence in clinical teaching: knowledge transformation and development required. Med Edu 2014;48:
Irby DM, Wilkerson L. Teaching when time is limited. BMJ 2008;336:384-7.
Wimmers P, Schmidt H, Splinter T. Influence of clerkship experiences on clinical competence. Med Edu 2006;40:450-8