And how can it help prepare our residents for practice? Marie-Therese Cave. M.Sc. P.G. Dip Couns. Cert.Ed Faculty Development. April 19 th 2011.

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Presentation transcript:

And how can it help prepare our residents for practice? Marie-Therese Cave. M.Sc. P.G. Dip Couns. Cert.Ed Faculty Development. April 19 th 2011

Objectives To introduce doc.com and reasons for implementation To familiarise participants with doc.com and to gain feedback from established family medicine educators To consider application in office setting To discuss residents’ response to implementation

Timeline for session Introduction to doc.com20 minutes Initial Questions10 minutes Hands on experience of doc.com60 minutes Plenary discussion-what next?30 minutes

Introduction to doc.com Overview Web based modular course in health care communication addressing communication between: HCP- Patient HCP- Patient’sFamily HCP- HCP HCP Teams

Characteristics of doc.com’s pedagogical approach Evidence based approach to physician/patient communication Modular Web based- anytime access Created by international group of medical educators including: Julian Tudor Hart, Cathy Cole Kelly, Cathy Risden, Ron Epstein, Elizabeth Gaufberg

Reasons for implementation in our curriculum Move to Triple C Curriculum Centered in Family Medicine, Continuity, Comprehensive Physical and Logistical Changes 3 blocks of Fam Med blocktime to 2 blocks = more residents in FM blocktime and for longer Increase in Community Physician Faculty Advisors with responsibility for PGY1 residents. (largely unaware of Behav med curriculum, content and process)

How doc.com is being used in the curriculum 1 st year. Basic Modules are a revision for most residents. Helps us identify residents who need more help. 2 nd year. Advanced modules Faculty Development.

Introduction Introduced at same time as CBAS Required to be in place before accreditation Lack of Faculty Development Leave of Absence in place for Course Coordinator

Modules currently being used Mindfulness Opening the discussion Gathering information Understanding patient’s perspective Sharing the information Reaching agreement. Breaking Bad news.

Residents’ response to doc.com curriculum “We did this in undergrad.” “It is too theoretical” “Too long” “Too directive” “Not realistic”

Facts Undergraduate learning. PCCM. 1 st and 2 yr year of medical school. 3 rd and 4th year clerks chart using traditional medical inquiry format. Skills need Practice. Comparison with ACLS Communication consultation skills used many more times than any other clinical skill. Faculty some unaware of current CCFP standards. Residents fail. Unaware of importance of context in Diagnosis and Management plan.

Discussion/ Questions

Plenary Discussion Personal experience of doc.com What we like. What we dislike Is any of it useful to faculty advisors? Context for Learning How could doc.com be helpful in clinic?