Kurt Borg, Ph.D. Director of Assessment Office of Medical Education.

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Presentation transcript:

Kurt Borg, Ph.D. Director of Assessment Office of Medical Education

Medical Education in U.S Active Learning by Students Didactic Lectures and Labs (30%) Clinical Correlations (32%) Small Group Cases (23%) PBL Hybrid PBL (15%) Ref. Scott Kinkade, MD University of Missouri, Columbia 2004 % of 123 Medical Schools

Offices of Medical Education and Student Affairs  Student Orientation Logistics  PCL Case Processing Skills  Case Wrap-Up / Patient  White-Coat Ceremony

(Years 1-4) (Years 3-4) (Year 4) 62 Students / Year

Patient Centered Learning PBL Hybrid Concept Began Year One 1998 Began Year Two 1999

Patient Centered Learning PBL Hybrid Concept Block Design Teams Basic Scientists + Clinicians Volunteer Clinical Faculty

Ambulatory Care Experience (ACE)

 The Interprofessional Health Care (IPHC) course uses patient-centered cases to focus on the process involved in team building.  Emphasis is placed on effective teamwork, the unique contributions of different professions, and patient or family-centered approach in health care delivery.  Blocks III, IV, V, VI (15-16 medical students/Block)

 Nine professions: Physical Therapy (required), Medicine (required), Nursing (required), Communication Sciences and Disorders, (elective), Nutrition and Dietetics (elective), Social Work (elective), Occupational Therapy*, Clinical Lab Sciences*, and Physician Assistants*  Student level of education varies from Senior Undergraduate to first or second year Graduate level  *Students will participate when on-line course available

 Apply knowledge and perspectives of health professions in team discussions about patient/client care situations  Apply group skills in case management approaches throughout the course  Demonstrate patient/client-centered approach in healthcare decision-making as an interdisciplinary team  Demonstrate ability to reflect about team experiences and feedback  Identify sources of potential error and consequences to health care delivery

* Basic and Clinical Science Knowledge and Skills * Students must pass each component at 75%

Facilitator Assessment during PCL Sessions for Eight Weeks (Formative Feedback – Midblock) Three Domains: 1.Acquisition and Integration of Knowledge 2.Peer Teaching and Communication Skills 3.Professionalism

“Sequenced Progress Inventory & Reflective Assessment of Learning” Olson, L.M., A.D. Schieve, K. G. Ruit, and R.C.Vari. Measuring inter rater reliability of a sequenced performance inventory and reflective assessment of learning (SPIRAL). Academic Medicine 78 (8): , Facilitator assessment on scale / narrative regarding observations in PCL 2.Formative feedback at Week 4 3.Students conduct self-assessment (Week 4) 4.Summative feedback at Week 8 (S/U Grade)

Meet with Block Director (Weekly QB Meeting) Electronic Lecture Form Notification Electronic Facilitator Form (End-Block) * Constructive Professional Process

PCL

 Redesigned in 1998  Year 3 : Traditional Rotations (8 weeks each) Surgery, OB/GYN, Psychiatry, Family Medicine, Internal Medicine, Pediatrics Rural Opportunities In Medical Education: ROME  7 months at Rural site  Self selection with Committee approval  Year 4: Acting Internships in Internal Medicine and Surgery (4 weeks each) Electives (4 weeks each) Research Project Senior Colloquium

Began One or two students at rural site for 7 Months Parent Campus: 8 Weeks of Psychiatry 4 Weeks each Pediatrics, OB/GYN, Internal Medicine Surgery & Family Medicine at ROME site Clinical Skills Lab prior to ROME Chest tubes Catheterizations

Community Populations ROME Jamestown (14,800) ROME Devils Lake (7,000) ROME Williston (12,400) ROME Hettinger (1,307)

PCL

Dir. Of OME, PCL Director, Tom Hill, Ph.D. Program Development (BORDERS, Norway. Exchange)Linda Olson, Ed.D Assessment Director, Basic Sciences Director Year 02Kurt Borg, Ph.D. Basic Sciences Director Year 01Patrick Carr, Ph.D. Clinical Sciences (IPC) Co-Director Year 02, Jon Allen, M.D. Clinical Skills (CSA), Assistant Dean – Northeast Campus Clinical Sciences Co-Director Year 02Ralph Levitt, M.D. IPHC Course DirectorSue Offutt, Ph.D. Statistics / Research Clint Hosford, Ph.D. Pharmacology ContentRick Clarens, Pharm.D. Clinical Sciences (IPC) Co-Director Year 01Charles Christianson, M.D. Rosanne McBride, Ph.D ROME, Case DevelopmentRoger Schauer, M.D.

Standardized Patients, (IPC) Dawn Drake, M.A. PCL CoordinatorKathy Williams, B.A. IPC Coordinator Janelle Studney, M.Ed. PCL Cases & Accounting Roxanne Korynta Grand Forks Campus Phyllis Tweton, B.A. Administrative Support Faye Aker, B.A.