STFM Predoctoral Education Conference 2010

Slides:

Advertisements

Similar presentations

CBES Essentials for Residents, Fellows, and Faculty A 10-minute primer on student performance assessment in required clerkships Stanford School of Medicine.

Advertisements

Continuity Clinics as Medical Home Hawaii Dyson Initiative Louise Iwaishi, MD March 5, 2005 Hawaii Dyson Initiative.

Portfolio Assessment in Clerkship Michelle Gibson - Geriatrics (thanks to Chris Frank and Melissa Andrew too)

Background: As students complete their clerkships throughout their M3 year they gain in clinical experience and confidence, which may translate into improved.

MEDICAL STUDENT TRANSITION COURSE Professionalism in the Clinical Environment ANTHONY A. MEYER, MD, PHD CHAIRMAN, DEPARTMENT OF SURGERY UNIVERSITY OF NORTH.

CBEI Essentials for residents, fellows, and faculty A 10-minute primer on the Criterion-Based Evaluation Initiative and student performance assessment.

The Electronic Health Record Lab: A Comprehensive Educational Intervention for Outpatient Electronic Records Bruce Britton M.D. Cy Cedar MS4 Christine.

Masters in Family Medicine in Laos: A Pilot Distance Learning Program Laura Goldman MD Jeff Markuns MD EdM Phoutone Vangkonevilay MD Ketkesone Phrasisombath.

Results of CERA Clerkship Director Survey: Practice Based Learning and Improvement in Family Medicine Clerkships Deanna R Willis, MD, MBA Betsy G Jones,

KENIA MANSILLA-RIVERA, MD UNIVERSITY OF CONNECTICUT STFM MSE JANUARY 2016 You have a message in your box! Using to evaluate and train different skills.

To Scribe or Not to Scribe: Effective Utilization of Scribes in a Family Medicine Residency Center John Gazewood, MD, MSPH; Rebekah Compton, RN, DNP, FNP-C;

Qualitative Analysis of Student- Patient Interviews in Underserved Clinics William B. Shore, MD Jessica Muller, PhD George Saba, PhD UCSF-Family and Community.

Coordinating the Goals and Objectives of Family, Rural, and Community Medicine through a Rotation Merger James Leeper, PhD Professor, Community and Rural.

Practice CSE-3: A Formative, Low Stakes Experience for Third Year Family Medicine Clerkship Students Jeri R. Reid, MD Donna M. Roberts, MD Mary B. Carter,

University of california, san francisco school of medicine Longitudinal Integrated Clerkships STFM 2011 Conference on Medical Student Education.

From Hospital to Home: Medical Students Observe Patients in Transition Martha S. Terry, MD Assistant Professor of Clinical Family and Community Medicine.

The Number Needed to Teach: Eliminating the Statistics Fear Factor and Improving Data Literacy Thomas Hahn, MD University of Wisconsin Department of Family.

Patrick Huffer MD, Thomas Hahn MD, Jensena Carlson MD University of Wisconsin, Madison Department of Family Medicine and Community Health May 2, 2016 GOAL-ORIENTED.

Family Medicine Online Penn State College of Medicine Shou Ling Leong, MD Department of Family and Community Medicine Penn State College of Medicine.

Comparison of graduates from the longitudinal integrated and rotation based clerkships Performance in family medicine residency: W. Woloschuk, D Myhre.

READY! SET! TEACH! Dr. Pamela Wiseman Tulane University School of Medicine Department of Family and Community Medicine Family Medicine Clerkship Module.

Renewing Primary Care : The Power of Residents as Teachers Steven Lin, Erika Schillinger, and Grace Yu O’Connor Family Medicine Residency Program Stanford.

Adopting a New Model for Interprofessional Student Education in an Ambulatory Primary Care Site – a MSEDI project Presented by: Emily Herndon MD, FAAFP.

Patient’s Knowledge and Attitudes of Medical Students and Residents Wyman Gilmore, MS; Melanie T. Tucker, PhD; Daniel Avery, MD; John C. Higginbotham,

Can the Collaborative Care Model Enhance Resident Education in Psychiatric Medicine During Residency Training? David B. Feller, MD Michael R. Ware, MD.

STFM 2010 Pre-doctoral conference Jacksonville, FL

Doug Bower MD & Jeff Morzinski PhD

Evaluation of an Interprofessional Team Seminar Course in Preparing

The A Team: Electronic Simulation of a Clinical Team Helps Learners Appreciate Benefits of Team-Based Care Elaine Lee, MS 4 Margo Vener, MD, MPH University.

Ellen Hagedoorn, MSc, PhD student

Richard W Pretorius, MD, MPH Denise McGuigan, MSEd

Can an adherence simulation enhance medical student understanding of the challenges patients face in taking medication? Suzanne Minor, MD.

Improving Student Engagement Through Audience Response Systems

The One Minute Learner An Innovative Tool to Promote Student-Faculty Discussion of Goals and Expectations Miriam Hoffman-Kleiner, MD Molly Cohen-Osher,

Flip Recorders An Alternative to Direct Observation

Maureen Gecht-Silver OTR/L, MPH UIC Department of Family Medicine

Lawrence Family Medicine Residency

Revolution in Resident Scheduling: A Mini-Block Model

Impact of a 12 Week Continuity Clinic on Primary Care Interest

Leigh E. Tenkku, PhD, MPH Department of Family and Community Medicine

STFM Predoctoral Education Conference 2008

William Lovett, MD, Ashley Secunda, DO

Checking In on Check-Out: Perceptions and Expectations of Residents during the Continuity Clinic Check-Out Process Yvonne Covin, M.D., Shannon Scielzo,

The STFM Graduate Medical Education Committee

A Web-based Approach to Enhance Preventive Medicine Education Outcomes for Third Year Medical Students 35th Annual Predoctoral Education Conference 2009.

PeArLS (Personally Arranged Learning Session)

Richard Pretorius, MD, MPH Karen Devlin SUNY AT BUFFALO

Development of Inter-Professional Geriatric and Palliative Care Clinic

Jacob Prunuske, MD, MSPH STFM Predoc 2009

Beat Steiner, MD, MPH Lisa Slatt, MEd

Surviving the LCME VISIT Lessons Learned

Development of Inter-Professional Geriatric and Palliative Care Clinic

Assignments: the purpose versus the perception

CBEI Essentials for Residents, Fellows, Advanced Practice Providers, and Faculty A 10-minute primer on student performance assessment in required clerkships.

Patient Family Survey Lean Six Sigma: Resident Work Rounds Project

CLICK TO GO BACK TO KIOSK MENU Material & Methods (Click)

Nursing Survey Lean Six Sigma: Resident Work Rounds Project

2016 DTSDE Surveys: Clinton Elementary School

Take Home Implementation Tools for Safety Evaluation

Attending Survey Lean Six Sigma: Resident Work Rounds Project

Resident Survey Lean Six Sigma: Resident Work Rounds Project

Experience Introducing Physician Assistant Students

Measuring perceptions of safety climate in primary care

EDUCATIONAL OBJECTIVES CLICK TO GO BACK TO KIOSK MENU

Instructional Methods Lessons Learned & Next Steps

Addressing the challenges of preceptor development and recruitment

A Simple Disabilities Curriculum Improves Student Awareness

Preceptor: Dr. Emily Beckett

Webinar Presenters: Annie Rutter, MD Jim Ballard, EdD Emily Walters

Site Visits and Clerkship Coordinators – Defining a Best Practice

Presentation transcript:

STFM Predoctoral Education Conference 2010 Location, Location, Location: Does it matter for the 3rd year clerkship? Jacob Prunuske, MD, MSPH Teresa Kulie, MD David Deci, MD STFM Predoctoral Education Conference 2010

UW 3rd-Year Primary Care Clerkship Required 150 students/yr 8 weeks FM and Peds/IM Rotation Structure Clinic PBL residency site (22% of students) non-residency site

Background Variable anecdotal student feedback regarding site experiences Clerkship desire to optimize educational experiences for students LCME requires equivalent experiences Strengths & weaknesses of residency vs non-residency training sites

Objectives Compare instructional quality in residency and non-residency clerkship sites Consider implications of results for student site assignments and faculty development Approved by the University of Wisconsin Educational Research IRB

MedEdIQ Validated survey tool 4 domains of instructional quality Learning opportunities Site environment Student involvement Preceptor actions Items rated on a six-point scale James, PA, Osborne, JW. Family Medicine 21(4) 1999. 263-269 James, PA et al. Academic Medicine 76(10) 2001. s33 – s35 Six-point scale strongly disagree, mildly disagree, disagree, mildly agree, agree, strongly agree Involvement No exposure, involved hardly at all, involved to a small, moderate, or high degree

MedEdIQ Learning opportunities (6 items) Site environment (6 items) ‘I saw a wide variety of interesting cases’ Site environment (6 items) ‘Things moved too fast for me to really learn anything’

MedEdIQ Student involvement (7 items) Preceptor actions (14 items) ‘Performing exams’ Preceptor actions (14 items) ‘Made every patient encounter a learning experience’

Results 68 of 77 (88.3%) students completed the MedEdIQ Site survey 19 evals of residency sites 49 at non-residency sites 70 completed evaluations of preceptors 15 students at residency sites 55 at non-residency sites No difference in proportion of students responding from residency or non-residency sites (p = 0.67) 5 peds and 1 int med faculty eval excluded from analysis

Learning Opportunities “The opportunities were too diverse, preventing me from developing proficiency” 31.6% agreed* at residency sites 8.2% agreed* at non-residency sites p = 0.0146 *mildly agree, agree, strongly agree

Site Environment “I did not feel like a useful member of the health care team” 31.6 % agreed* at residency sites 8.2 % agreed* at non-residency sites P = 0.0146 “The health care team was not supportive of my learning” 15.8% agreed* at residency sites 0.0% agreed* at non-residency sites P = 0.0044 *mildly agree, agree, strongly agree

Participation No differences between residency and community sites Seven Items History Exam Lab interpretation Radiology Explaining pathophysiology Discussing assessment & diagnosis Planning treatment & patient education

Preceptor No differences in 14 items measuring preceptor actions Trend: Brought to my attention physical findings that I had not previously seen 1.8% agreed* for faculty at non-residency sites 13.3% agreed* for faculty at residency sites P = 0.0507 *mildly agree, agree, strongly agree

Project Strengths Project Weaknesses Good survey response rate Validated survey tool Small numbers Student perceptions vs direct observation, logs or other objective evaluation Project Weaknesses

Conclusion While students have comparable levels of clinical participation and faculty instruction, students placed at residency sites may be overwhelmed with diverse opportunities and have a less supportive learning environment than students placed at non- residency sites

Next Steps Collect second semester data Refine with focus groups Improve site preparation for students Consider associating sites with exam performance

STFM Predoctoral Education Conference 2010 Thank You Jacob Prunuske, MD, MSPH Terri Kulie, MD David Deci, MD STFM Predoctoral Education Conference 2010