Learner Directed Clinical Case Tutorials An Approach that

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Masters of Science in Patient Safety Leadership,Responding to the Demands for a Safer Health. Anne J Gunderson Ed Dc GNP, University of Illinois Chicago College of Medicine. 808 S Wood CME 986,Chicago IL 60612 USA, Phone 1 312 996 9643 Fax 1 312 413 2048 Email agunders uic edu. The Institute of Medicine s IOM report To Err is Human Building a Safer Health System estimated that. as many as 98 000 patients die every year in hospitals from preventable medical errors Health care. providers both clinical and administrative have a tremendous need to develop expertise in the fields of. healthcare quality and patient safety Competencies for optimal patient care outcomes in the clinical. environment include knowledge skills and attitudes in critical disciplines These competencies however. are not traditionally taught in traditional health science education In response to this gap in health science. education the University Of Illinois College Of Medicine developed an online Master of Science in Patient. Safety Leadership PSL program The PSL program was designed for both clinical and non clinical health. care professionals interested in taking health care quality and patient care services to a higher level of. excellence, The MS in Patient Safety Leadership is offered primarily online through the UI Global Campus with one 5. day intensive on site requirement The curriculum of the PSL program consists of nine 9 4 credit hour. courses for a total of 36 credit hours Three core domains are embedded within the curriculum Patient. Safety and Quality Care Leadership and Organizational Systems Management and Professional and. Interprofessional Development Course content includes patient safety and health care quality leadership. interprofessional collaboration organizational management communication global health legal policy. error science simulation information technology and health services research Each course has been. designed and developed by interprofessional teams across multiple health science disciplines at the. University of Illinois and by nationally recognized experts in the field of patient safety. The PSL program is important to the health care community in its continued efforts to break the cycle of. medical error and improve the safety of patients who participate in the health care system This degree. program provides comprehensive education and training enabling learners to become leaders in the critical. aspects of safe and effective healthcare from bedside care to facility design including administration. academia government accreditation and clinical associations. JIAMSE IAMSE 2008 Volume 18 1S 2,Use of Portfolios in a First Year.
Medical School Course,Norma S Saks Ed D Carol A Terregino M D. Office of Education,Robert Wood Johnson Medical School. 675 Hoes Lane,Piscataway NJ 08854 USA, Phone 1 732 235 4129 Fax 1 732 235 5280 Email saks umdnj edu. Self reflection is an important skill for physicians training students in the art of self reflection is an. important goal Our new Patient Centered Medicine PCM course has afforded the opportunity for. students to maintain a portfolio of reflections Students meet in small groups almost weekly with a faculty. facilitator mentor Portfolio entries are read by each student s facilitator who comments on every entry. This creates a mechanism for conversation and serves as an extension of the small group meetings. Students reflect on experiences before beginning medical school Describe a personal experience with the. health care system Describe your feelings in anticipation of seeing patients Throughout the year. students reflect on patient physician encounters Reflect on an ethical dilemma Discuss a patient. interaction which has impacted you on service learning activities Describe the teacher learner. interaction Describe negative and positive attributes of your site population and on chronic illness and. end of life community site visits What can physicians offer when curative treatment is not available. Discuss experiences with chronic or terminal illness which you have had with family members and. Students are required to make one entry per month They write their portfolio entries online using our. course management system WebCT Entries contain personal observations and thoughts raise challenges. pose questions and are expected to reflect empathy respect for others honesty motivation. professionalism and cultural competence Student entries are graded on quantity and quality 0 not. regularly recorded 1 entry completed 2 entry reflects thoughtful and thorough comments The. portfolio grade accounts for 25 of the PCM course grade. Student feedback has been both positive and negative Some students enjoyed writing about their personal. experiences and tracking their activities and thoughts during medical school Others found this type of. reflection more difficult especially on top of the work required for other classes Faculty feedback was. mostly positive Portfolio writing will continue into the second year of PCM and become a longitudinal. document that will provide evidence of personal and professional growth in the skill of self reflection and. in learning to be a doctor,JIAMSE IAMSE 2008 Volume 18 1S 3. Journal of the International Association of Medical Science Educators. Volume 18 Number 1S 2008,Learner Directed Clinical Case Tutorials.
Pathology Image of the Day,Educating Future Physicians Concerning. Professionalism,Assessing Ethical Expertise,Un Educating Creativity. IAMSE on the Web ISSN 1550 8897,www iamse org, The Journal of the International Association of Medical Science Educators. Volume 18 Number 1S INNOVATIONS 2008,INNOVATIONS, LEARNER DIRECTED CLINICAL CASE TUTORIALS AN APPROACH THAT FOCUSES. ON THE INTEGRATION OF PATIENT PHYSICIAN INTERACTION AND BASIC SCIENCE. INFORMATION TO DIAGNOSE PATIENT COMPLAINTS, Camille DiLullo Ph D Harry Morris D O Richard Kriebel Ph D 1.
MASTERS OF SCIENCE IN PATIENT SAFETY LEADERSHIP RESPONDING TO THE. DEMANDS FOR A SAFER HEALTH SYSTEM,Anne J Gunderson Ed Dc GNP 2. USE OF PORTFOLIOS IN A FIRST YEAR MEDICAL SCHOOL COURSE. Norma S Saks Ed D Carol A Terregino M D 3, CLINICAL APPLICATIONS PROBLEM SOLVING AND INTEGRATION OF BASIC. SCIENCE CONCEPTS USING TEAM BASED LEARNING, William E Seifert Jr Ph D Jeffrey K Actor Ph D Roger J Bick Ph D Leonard J 4. Cleary Ph D Rebecca Cox Ph D Nachum Dafny Ph D Daniel Felleman Ph D Wai. San Johansson M Ed Elizabeth Green Allison R Ownby Ph D Norman Weisbrodt. Ph D Joanne L Oakes M D, A PROFESSIONAL DEVELOPMENT MODULE TO OPTIMIZE INTERACTIONS BETWEEN. TEACHERS AND LEARNERS, Laura Torbeck Ph D Mary Alice Bell M S James J Brokaw Ph D John M Kunzer 5.
M D Virginia C Thurston Ph D Paula S Wales Ed D, PATHOLOGY IMAGE OF THE DAY A TOOL FOR AUGMENTING VISUAL LEARNING IN A. PROBLEM BASED CURRICULUM,Anna N Walker M D Jerome P Tift M D 6. ESTABLISHING A STUDENT TUTORING PROGRAM,Angela Payne Wetzel M Ed 7. MONOGRAPHS, AN OVERVIEW ON EDUCATING FUTURE PHYSICIANS CONCERNING. PROFESSIONALISM, Lorraine Basnight M D Virginia D Hardy Ph D Richard H Ray Ph D Randall H 8.
Renegar Ph D David W Musick Ph D,2006 IAMSE, DEVELOPING COMPUTER AIDED INSTRUCTION WITHIN A MEDICAL COLLEGE. Karen R Marsh MILS MBA 17,PEDAGOGIC REFLECTION BUILDING A BETTER TEACHER. Ben Graffam Ph D 29, UN EDUCATING CREATIVITY A CASE FOR A GREATER EMPHASIS ON CREATIVITY IN. MEDICAL EDUCATION, Gary Odero B Sc Francis Amara Ph D Benedict C Albensi Ph D 33. 2006 IAMSE,Clinical Applications Problem Solving and.
Integration of Basic Science Concepts using,Team Based Learning. William E Seifert Jr Ph D Jeffrey K Actor Ph D Roger J Bick. Ph D Leonard J Cleary Ph D Rebecca Cox Ph D Nachum Dafny. Ph D Daniel Felleman Ph D Wai San Johansson M Ed Elizabeth. Green Allison R Ownby Ph D Norman Weisbrodt Ph D Joanne L. The University of Texas Medical School at Houston,Houston TX 77030 USA. Phone 1 713 500 6283 Fax 1 713 500 0652 Email William E Seifert uth tmc edu. The first year curriculum at The University of Texas Medical School at Houston is comprised of traditional. discipline based basic science courses and an Introduction to Clinical Medicine course where students learn. the basics of the patient interview and physical exam Integration of material between courses can be. problematic within traditional curriculums particularly due to division of materials between courses in. consecutive semesters The first year course directors developed a method to allow students to cross the. boundaries of concurrent courses and establish connections between materials presented in successive. semesters These methods also incorporated associated content from the basic science courses with skills. learned in the Introduction to Clinical Medicine course In order to accomplish these goals seven. integrative problem solving sessions were introduced into the first year curriculum four in the first. semester and three in the second These Clinical Applications sessions utilized a team based learning. approach to present scenarios of patient problems that integrated content from three or more of the first. year courses Particular efforts were made to incorporate concepts from first semester courses into sessions. in the second semester to promote vertical integration Clinical scenarios have included infertility. premature birth sickle cell anemia HIV infection diabetes mellitus renal failure cardiovascular disease. cancer and pain and travel medicine, The first year class is divided into 40 teams of six students corresponding to the Gross Anatomy tank. groups Students prepare for sessions by completing pre assigned reading and review of targeted lectures. Their material mastery is then assessed by readiness assurance quizzes that are first administered. individually followed by group team analysis Following the readiness assurance process teams are. presented clinical scenarios Additional problem sets are presented within scenarios and teams are directed. to find solutions to posed questions Teams compose a one page written justification for their solution for. one of the problems within the set which is submitted for grading Faculty members facilitate the inter. team discussion of the solutions the teams present The facilitation of the session is best accomplished with. participation of all first year course directors present thus allowing for sufficient horizontal and vertical. integration An overwhelming majority of students indicated the sessions helped them better apply their. basic science knowledge to clinical problems,JIAMSE IAMSE 2008 Volume 18 1S 4. A Professional Development Module to Optimize,Interactions between Teachers and Learners.
Laura Torbeck Ph D Mary Alice Bell M S James J Brokaw Ph D. John M Kunzer M D Virginia C Thurston Ph D,Paula S Wales Ed D. Phone 1 317 274 3162 Fax 1 317 Email ltorbeck iupui edu. Each medical university strives to have an optimal learning environment Inevitably lapses do occur often. attributable to miscommunication between teachers and learners At our institution it was noted by both the. Association of American Medical Colleges Graduation Questionnaire and individual clerkship evaluations. from 1998 2004 that there were numerous negative comments regarding the learning environments of the. surgery and obstetrics gynecology clerkships and that both of these clerkships were ranked lowest in. overall quality mainly due to the perceived poor quality of the learning environment. In an effort to improve the learning environment of these two clerkships a professional development. module was created to help faculty and residents identify their own personality preferences recognize. behavioral cues in others and optimize teacher learner interactions Based on the Myers Briggs Type. Indicator MBTI and the Flex Care methodology of Allen and Brock 1 the module was designed to teach. clinical faculty members how to adjust or flex their preferred communication styles to accommodate. the learners preferences for receiving information. The module is a 54 slide PowerPoint presentation with embedded video clips Before presenting the. module it is assumed that the presenters are experienced MBTI facilitators and that each member of the. audience has taken the MBTI and has participated in an interpretation session about his her type The. authors report that these sessions were received well by the clinical faculty. This is an innovative way to help improve the teaching and communication skills of clinical faculty. members and residents We look forward to seeing if measurable improvements in the learning. environment result from this professional development module The module is available for review from. the authors ltorbeck iupui edu,REFERENCES, 1 Allen J Brock S A Health Care Communication Using Personality Type New York Routledge. JIAMSE IAMSE 2008 Volume 18 1S 5,Pathology Image of the Day a Tool for Augmenting. Visual Learning in a Problem Based Curriculum,Anna N Walker M D Jerome P Tift M D. Department of Pathology,Mercer University School of Medicine.
1550 College Street,Macon GA 31207 USA, Phone 1 478 301 4071 Fax 1 478 301 5489 Email walker an mercer edu. We use an integrated problem based curriculum to teach basic science and pathology The curriculum is. organized by organ system and divided into phases At the end of each phase a multi disciplinary. USMLE style examination is administered Many questions are vignette style One third of pathology. Norma S Saks Ed D Carol A Terregino M D Office of Education Robert Wood Johnson Medical School 675 Hoes Lane Piscataway NJ 08854 USA Phone 1 732 235 4129 Fax 1 732 235 5280 Email saks umdnj edu Self reflection is an important skill for physicians training students in the art of self reflection is an important goal Our new Patient Centered Medicine PCM course has afforded

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