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

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

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

(Clinical)Faculty Development The new curriculum

(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.

(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.

(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.

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

(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

(Clinical)Faculty Development The new curriculum

(Clinical)Faculty Development The new curriculum

(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”

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

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

(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

(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

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

(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

(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

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

(Clinical)Faculty Development Teaching

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

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

(Clinical)Faculty Development Aids to Teaching http://faculty.medicine.iu.edu/ofapd-online-teaching-modules/ http://faculty.medicine.iu.edu/recruitment/volunteer-faculty/ https://www.youtube.com/user/IUSMCommunications

(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

(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 email Duties otherwise not specified

(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 sballing@iu.edu 317-274-2172

References Irby DM. Excellence in clinical teaching: knowledge transformation and development required. Med Edu 2014;48:776-84. 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