Number Eighteen * September 2010 Dear colleagues, Welcome to the 2010-2011 season of Faculty Development programs and services! 2009-2010 was a busy and good year for our Faculty Development Office. We hosted many exciting workshops, events and programs including the first contest on Tips for Teaching in the UBC Distributed Medical Education Program, the annual Faculty Development Initiatives Grant program and the inaugural Medical Education Days for Health Professionals (featuring the Annual William Webber Luncheon Lecture in Medical Education, Medical Education presentations and Faculty Development Annual Retreat). We maintained good networks with all regional sites via the faculty development listserv. As well, we worked collaboratively with both Postgraduate and Undergraduate programs to support our clinical and academic faculties of all sites and at all career stages. We will continue our programs and services and are confident you will enjoy them as before. Sincerely, Roger Y.M. Wong, BMSc, MD, FRCPC, FACP Assistant Dean, Faculty Development Faculty of Medicine - UBC Inside this issue: 1. The 6th (2010) Webber Lecture in Medical Education 3. 2010-2011Faculty Development Initiatives Grant 5. 2010 Medical Education Days presentation abstracts
2. 2010 Killam Teaching Prize Recipients 4. 2010 Contest on Tips for Teaching Winners 6. Faculty Development: Calendar of Events & site contacts
THE SIXTH WILLIAM WEBBER LECTURE IN MEDICAL EDUCATION:
Empathy and Medical Education Dr. Lara Cooke (University of Calgary)
2010 Webber Lecture in Medical Education
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Guest speaker: Dr. Lara Cooke
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Education Matters (No. 18, September 2010) Watch the complete lecture on our website: http://www.med.ubc.ca/faculty_staff/faculty_development/2010_Med_Ed_Days.htm
KILLAM TEACHING PRIZE RECIPIENTS 2010
Dr. Martha Donnelly
Dr. Martha Donnelly – Department of Family Practice & Department of Psychiatry Dr. Donnelly is described by students as a dynamic and inspiring teacher. She animates her lectures with personal experiences that demonstrate her profound compassion for patients. Students consistently report she has a positive approach to feedback, which creates a collegial atmosphere of learning. She is flexible and interactive in her teaching style, always assessing individual or group learning objectives. Dr. Donnelly is committed to inter-professional education in geriatrics. She is highly respected by her colleagues for her development and sharing of provincial and national guidelines for best practice in seniors care, her innovative curricular designs and her individual mentorship.
Dr. Jan Friedman – Department of Medical Genetics Throughout his tenure at UBC, Dr. Friedman has displayed a true dedication to teaching and mentoring at all levels and he is highly respected by peers and students alike for his teaching excellence. Dr. Friedman has made key contributions in the development and implementation of the graduate and clinical training programs in the Department. Among the many accolades garnered on Dr. Friedman, he was recently honoured as the only faculty member to receive the UBC Department of Medical Genetics award for outstanding teaching in clinical, as well as basic science teaching.
Dr. Jan Friedman
Dr. Kenneth Gin – Department of Medicine Dr. Gin is a nationally renowned clinician-educator. As the cardiology program director for 10 years, he was a role model and mentor to the cardiology trainees. He is a superb clinician who has the ability to engage his trainees through the process of reflective learning. His students universally describe him as a knowledgeable and patient teacher; for this, he has won numerous teaching awards from the University and teaching hospitals. His commitment as an educator is unsurpassed, and the successful physicians that he has taught are a testament to that dedication. Dr. Kenneth Gin
Dr. Patricia Janssen – School of Population & Public Health Dr. Patricia Janssen is a renowned educator and innovator who almost single-handedly developed the new Master of Public Health program at UBC in both a traditional and a unique distributed format. She is widely known among her students and her peers as an extremely gifted educator who inspires, mentors and motivates those who work with her. Her students often describe her courses as among the best they have ever taken. Her commitment to the student experience is reflected in the new MPH program that is already attracting 350 applications per year covering every province in Canada and every continent on Earth. Dr. Patti Janssen
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Education Matters (No. 18, September 2010) 2010 – 2011 FACULTY DEVELOPMENT INITIATIVES GRANT AWARDEES The Office of Faculty Development awards two applications for the Faculty Development Initiatives Grant each year. These grants are available to support individual members of faculty to further their educational and educational leadership skills. Individuals will pursue this skill development by designing, implementing, and/or participating in an educational project or program that addresses issues related to teaching, assessment, program development, professional development or educational research. This year we received many excellent and innovative applications. The adjudication committee had a very difficult time in make the decisions as they were all competitive and had a major focus on improving the teaching and learning skills of faculty. We are pleased to announce the two winners for 2010-2011 FDIGs. Dr. Rose Hatala, Clinical Associate Professor, Department of Medicine, has been awarded $4,990 for her proposed project “Modification of an OSCE Format to Enhance Patient Continuity in a Summative Medical Student Clinical Examination”. Dr. Cary Cuncic, Clinical instructor, Department of Medicine, and Clinical Educator Fellow, Centre for Health Education Scholarship, has been awarded $5,000 for her proposal “Exploration of Preceptors’ Experiences in a Continuity-Based Clinical Model”. These winners were announced at the recent Medical Education Days for Health Professionals.
Modification of an OSCE Format to Enhance Patient Continuity in a Summative Medical Student Clinical Examination Rose Hatala, Clinical Associate Professor, Department of Medicine
Project Summary: One theme of the curricular renewal currently underway within the UBC undergraduate MD program is continuity. Continuity may be implicated in many aspects of student education but includes continuity of patient care. One of the stated goals of the undergraduate curriculum is to educate generalist physicians, who would be comfortable providing continuity of care for complex patients. The UBC clerkship has been innovative in implementing an integrated clerkship which, compared to a traditional discipline-based clerkship, may provide students with generalist skills such as holistically and comprehensively assessing patients. In step with any curricular change is the development and implementation of assessment methods that compliment those changes. The current proposal describes the development and evaluation of an Objective Standardized Clinical Examination (OSCE) assessment format that emphasizes generalism and patient continuity. The student will perform three continuous yet distinct clinical activities with the same standardized patient (SP). We will gather feedback from students and examiners regarding their satisfaction with this modified OSCE format and assess the psychometrics of these OSCE stations. In addition, we will analyze whether performance differs between students exposed to the traditional clerkship model compared to those who completed an integrated clerkship.
Dr. Rose Hatala
Project Objectives:
1. Assess the acceptability, reliability and validity of a continuous patient OSCE during the medical student 4th year summative OSCE. 2. Assess whether integrated clerkship students perform differently on the continuous patient OSCE compared to traditional clerkship students.
Exploration of Preceptors' Experiences in a Continuity - Based Clinical Model Cary Cuncic, Clinical Instructor, Department of Medicine
Project Summary: In recent years, the structure of medical education has consisted of a fragmented learning environment where students rotate through relatively brief, randomly sequenced rotations and multiple supervisors (1). There is a growing sense that this model may not be best meeting society’s needs (1, 2) and as such, there has been a
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Education Matters (No. 18, September 2010) movement to increase the continuity and start to reverse the fragmentation in medical education. Continuity of the learning environment can be divided into three components: continuity of patient care, continuity of curriculum, and continuity of preceptorship (2). One of the few existing examples of continuity-based clinical training is the longitudinal integrated clinical clerkship (LICC). Thus, the LICC model can provide us with a unique opportunity to study both the effects and the implementation of continuity-based training. Several studies have documented the benefits of LICC training for students (3 - 8), but little is known about the unique pressures and challenges for preceptors who are supervising in this model. One study for example suggested that the preceptors' experiences have evolved Dr. Cary Cuncic from one of pure clinical supervision to more of a true mentorship model (9). However, little (and her baby) is known regarding how this evolution occurs, how the preceptors are rising to the unique challenges of this new model of supervision, or where they struggle in trying to do it well. I propose to interview faculty at UBC working in this continuity model in order to better understand their lived experiences. The results of such a study should help us to support what is effective and provide assistance for unique challenges, which should in turn support and prepare faculty for this role, ultimately giving students the best experience. In addition, it is hoped that these findings would be applicable to other continuity models.
Project Objectives: 1. To understand from the preceptors' experiences how mentorship evolves in a longitudinal supervisory relationship; 2. To describe what makes supervision (learning facilitation and assessment) successful in a longitudinal environment from the preceptors’ perspectives; 3. To describe the challenges the preceptors experience in longitudinal clinical clerkships.
2010 CONTEST ON TIPS FOR TEACHING IN THE UBC
DISTRIBUTED MEDICAL EDUCATION PROGRAM
The UBC Office of Faculty Development wishes to thank the faculty members and residents from all of our regional sites for their participation in the “Tips for Teaching in the UBC Distributed Medical Education Program” contest. We received 45
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Education Matters (No. 18, September 2010) teaching tips from our contestants and all entries were reviewed in an anonymous fashion by our adjudication panel. The 12 winners of the teaching tip contest are: Luke Chen (clinical educator fellow, Vancouver) Gurbir Dhadwal (resident, Dermatology & Skin Science, Vancouver) Mark Fok (resident, Internal Medicine, Vancouver) Ken Harder (faculty member, Integrated Clerkship, Chilliwack) Hanh Huynh (faculty member, Pathology & Lab Medicine, Vancouver) Ryan Lunge (resident, Family Practice, Prince George) Mark MacKenzie (faculty member, Integrated Clerkship, Chilliwack) James McKinney (resident, Internal Medicine, Vancouver) William Ovalle (faculty member, Cellular & Physiological Sciences, Vancouver) Pooja Rauniyar (resident, Family Practice, Victoria) Luke Tse (resident, Family Medicine IMG program, Vancouver) and Diane Villanyi (resident, Geriatric Medicine, Vancouver). The 6 contestants who receive Honorary Mention include: Carol-Ann Courneya (faculty member, Cellular & Physiological Sciences, Vancouver) Shafik Dharamsi (faculty member, Family Practice, Vancouver) Jane Gair (faculty member, Medical Genetics, Victoria) Monica Langer (resident, Pediatric Surgery, Vancouver) Nino Seto (faculty member, Medical Sciences, Victoria) and Stephane Voyer (clinical educator fellow, Vancouver). All awards and certificates were presented at the 2010 Medical Education Days for Health Professionals on Thursday June 10th, 2010 at the Vancouver Coastal Coal Harbour Hotel.
2010 Medical Education Presentations
Abstracts - Oral Presentations 1. Completing a quality clinical evaluation report: We can influence the demonstrated skills of clinical supervisors Nancy Dudek, M. Marks, T. Woods, S. Dojeiji, G. Bandiera, Rose Hatala, Lara Cooke and Leslie Sadownik Background: The effectiveness of faculty development interventions in changing clinical supervisors’ behaviour has
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Education Matters (No. 18, September 2010) been questioned. Objective: To evaluate the effect of a faculty development workshop on the quality of clinical evaluation reports submitted by rotation supervisors. Methods: A three-hour interactive program, designed to improve clinical supervisors’ ability to effectively complete evaluation reports of their residents, was offered at three Canadian universities. Three reports completed prior to the workshop by each clinical supervisor and all reports completed for six months following the workshop were collected. Three blinded, independent raters evaluated the reports using the Completed Clinical Evaluation Report Rating (CCERR); a validated scale that assesses completed evaluation report quality. We also measured participant satisfaction. Results: Twenty-one clinical supervisors participated. Program satisfaction was high. Inter-rater reliability was 0.88 for the pre-ITER ratings and 0.92 for the post-ITERs. The mean CCERR total score for ITERs completed after the workshop was significantly higher (21.74 ± 4.91 versus 18.90 ± 5.00, p=0.02). The standardized effect size was 0.55 indicating a moderate effect of the intervention. Conclusion: We have demonstrated that our faculty development workshop improved the quality of clinical supervisors’ evaluation reports. The results should be generalizable to a variety of residency training centers. Contact: rhatala@mac.com 2. Building Capacity for Interprofessional Education for Interprofessional Collaboration Christie Newton, Victoria Wood and Louise Nasmith BACKGROUND: Increasingly, medical programs across Canada are seeking ways to integrate interprofessional learning into their curricula, driving the need for educators prepared to teach using an interprofessional approach. In response, the College of Health Disciplines has developed an Interprofessional Collaborative Learning Series (IP-CLS). OBJECTIVE: The IP-CLS is designed to provide professional development to practitioners and faculty so they incorporate elements of interprofessional collaboration (IPC) into practice and learn how to provide interprofessional education (IPE) to a broad range of students. METHODS: • Based on a comprehensive needs assessment • Informed by the Institute for Healthcare Improvement Model for Improvement • Consists of seven learning sessions focused on the various dimensions of collaborative practice • Trains faculty and preceptors to teach using an interprofessional approach RESULTS: 1. Allows practitioners to incorporate IPC into practice and provide IPE to a broad range of students; 2. Supports change; and 3. Considers dissemination models for implementation. CONCLUSION: As the IP-CLS has been piloted and presented, the need for flexible delivery methods has been brought to the fore, sparking the development of online tools and strategies to support it. Contact: christie.newton@familymed.ubc.ca 3. How do we Assess Clinical Competency? The Role of the OSCE and the OSCE Examiner Jane Gair and Steve Martin Objectives: 1. What is an OSCE? 2. Understanding the role of the standardized patient. 3. Why is standardization so important? 4. Dissecting the role of the OSCE examiner. 5. What is the difference between an observation and a judgment?
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Education Matters (No. 18, September 2010) Methods: We used a trained actor and standardized patient (SP) to simulate and present 2 OSCE stations. The participants were asked to follow along with their checklist and "grade" the mock student. We then used the iClicker technology to go through each point on the checklist to demonstrate the range of answers that were given, and give an opportunity for questions and discussion. A session on "Observation vs. Judgment" followed. We then had a great discussion about the role of the examiner. Results: Participants loved the use of the iClickers and the instant visual feedback that they provided for discussion. They found the interactivity, the use of an actor to demonstrate cases and the format very useful for their learning and their understanding of all aspects of the OSCE and the OSCE examiner. Conclusions: Faculty development workshops that involve multiple activities, lots of interaction and time for questions by participants are useful for the OSCE examiners in order to understand their role. The iClickers are a great addition to FD workshops and allow for visual representation of some key points observed in assessment and evaluation. They also encourage interaction and engagement by the participants. Contact: jgair@uvic.ca 4. Remote Hands-on “YouTube” Mediated Education (RHYME): Using Social Media to Enable Interactive Feedback in Rural Medical Clerkships Kendall Ho, Gingerich Andrea, Neslon Shen, Stephane Voyer, P. Weerasinghe, Joanna Bates and David Snadden Background/Objective: Medical students in rural clerkships may be disadvantaged compared to urban clerkships due to limited, one-on-one coaching by medical specialists. This project deploys a secure “YouTube-like” model to facilitate mentorship from specialists for medical students during their rural clerkships. Method: Seven students in two rural B.C. distributed sites used video cameras to film each other performing structured clinical interactions (e.g. respiratory exam). Each student’s video was sent securely to two specialists, who were filmed critiquing the students’ performances. Their feedback were inserted into the student video and sent back securely to students. This e-mentorship process was evaluated using focus groups, interviews and questionnaires. Results/findings: Students found the feedback very helpful. They were concerned with security of access to their videos, but were willing to share with other students for mutual learning. The specialists felt uncomfortable critiquing students without first establishing rapport with them. They found observing physical examination skills from limited angles difficult, and were unable to question students about their reasoning during history taking and physical examination. Conclusions: Providing video-based feedback through a secure online platform can be a widely accessible approach to provide clinical skills mentorship from teaching center-based medical specialists to medical students in rural clerkships. Contact: nelson.s@ubc.ca 5. Four Afternoons, Six Second Year Medical Students Learning the Basic Psychiatric Interview: How Structure Makes a Difficult Task Fun Chris Schenk and Sean Flynn Background: INDE 420 Basic Clinical Skills is an introduction to the psychiatric interview taught in 4 afternoons of 3.5 hours by psychiatrists at multiple sites. A curriculum handout is provided, outlining the formal mental status examination, and instructors supervise each of the 6 participants in a half hour interview, which students then write up as a case report, covering the observations of the interview, and collateral provided by the instructor. Objectives: Discuss for the audience how we decreased student anxiety over interviewing, kept the sessions focused yet flexible, and enhanced the small group learning process. Methods: We provided each group with an in-house handout for each session, covering a schedule, with clear objectives, and incorporated didactic presentations, interviews of psychiatric inpatients, role playing and group discussion in 15 to 30 minute time slots. At the start of each session, objectives were refined based on group
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Education Matters (No. 18, September 2010) feedback, and the schedule was adjusted. Results: 1. Over 3 years, student satisfaction feedback was above average to outstanding in the categories assessed (safe interactive environment, well prepared, addressed the stated objectives, facilitated hands on learning, gave useful sensitive feedback); 2. Student anxiety over interviewing was noted to decrease over the 4 sessions; 3. Interviews became more complete, and skills such as empathy, genuineness, and boundary setting were manifestly refined. Conclusions: Keeping a flow going with a variety of learning activities over three and half hours keeps the attention going, the structure assists learning by clarifying the objectives to be met each session, and reduces anxiety as the students have input into what to accomplish. Contact: chris.schenk@me.com
Abstracts - Poster Presentations 1. Second year medical students as peer facilitators in PBL tutorials: a Recipe for Success? Pawel Kindler and Kerry Jang BACKGROUND/ OBJECTIVES: Some 2nd year medical PBL groups can be effective without much facilitatory assistance from their tutors. This study investigates: (1) potential benefits of peer-facilitated (PF) PBL and (2) the impact of PFPBL on the academic performance. METHODS: Three PFPBL and three control groups participated. Each of the first two weekly tutorials was facilitated by a different peer facilitator (PF), the third one by the faculty tutor. Confidential guides emphasizing key concepts and listing potential learning issues were distributed to the PFs before their respective tutorials. At the end of each PF tutorial participants assessed their experience. All PF and control students completed weekly anonymous quizzes and written examination grades were used to determine the impact of PFPBL on academic performance. RESULTS: All three PF groups provided very positive assessment of the Group Dynamics, Individual Contributions, Professionalism, Peer Facilitator and Effectiveness of Peer-Facilitated Sessions (4.30-4.55 out of 5). Among all groups, average quiz scores were statistically similar and participation in PF tutorials had no impact on written examination scores (ANCOVA). CONCLUSIONS: PFPBL can provide a highly rewarding and stimulating learning environment without jeopardizing participants’ academic performance. Offering PFPBL can serve as an effective strategy to renew often eroded sense of
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Education Matters (No. 18, September 2010) excitement about PBL process. Contact: pkindler@interchange.ubc.ca 2. Lights, Camera, Surgery: Evaluation of a Pilot Project for Medical Students to Produce Surgical Education Learning Resources Kelvin Kwan, Chris Wu, Damian Duffy, John Masterson and Geoffrey Blair Background: The expansion of the UBC distributed MD undergraduate program has led to a the use of new educational resources to bridge learning at multiple sites.
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Objectives: OPSEI launched a pilot project, “Lights, Camera, Surgery”, for medical students to design and produce instructional videos for teaching common surgical procedures. Methods: A group of 13 medical students, mentored by faculty, were given a leadership role in filming key surgical cases within the operating room. At the end of the project, the students were surveyed using a 5-step Likert scale to assess whether this pilot project allowed them to broaden access to clinical learning resources, explore surgical careers, and develop skill sets for creating online resources. Results: Eight of 13 surveyed students responded. All respondents indicated no previous experience filming, editing, narrating videos, or producing educational learning resources. When asked if the project allowed them to explore careers in surgery, 62.5% agreed and 37.5% strongly agreed. Conclusions: A total of 21 surgical videos were developed. The pilot project “Lights, Camera, Surgery” was a worthwhile learning experience. This novel approach has served as a unique way to expose students to careers in surgery and to interact with surgical mentors. Contact: kkmd@interchange.ubc.ca 3. The Design and Integration of a Novel Online Problem-Based Learning Resource to Enhance Undergraduate Medical Education Tyler Fraser, Simon Jones, Chris Wallis, Andrea Human, Larry Goldenberg and John Masterson Background/Objectives: To bridge the gap between pre-clinical knowledge and the diagnostic approach to common genitourinary conditions, the University of British Columbia (UBC) Department of Urologic Sciences created an online library of Problem-Based Learning (PBL) modules. The cases were published on the Diagnosis X server as a collaborative project between UBC, the Molson Medical Informatics Institute, and McGill University. Diagnosis X was launched to provide learners from all UBC distributed medical sites with a variety of easily accessible cases. Methods Used: The cases were written by medical students and reviewed by urology residents and faculty members. Using the comprehensive template of Diagnosis X, the students authored cases that simulate a real life patient encounter. Cases were developed in a pedagogical manner to provide a systematic review of clinical presentations, patient assessment and treatment plans. Cases also had supplemental questions and comprehensive explanations to facilitate critical thinking. Therefore, students could access these materials to enhance their learning experience. Summary of Results: In April 2008, FERGU block (Fluids, Electrolytes, Renal, Genitourinary block) of 1st year medical curriculum (FMED 404) was augmented with 4 PBL online cases as supplemental material. Approximately 35% of the class accessed the cases and 40% of those individuals reported that the online cases enhanced their understanding of the clinical approaches to common urologic problems. In 2009, 24% of students completed the same survey at the end of the block with 41% saying the cases had a positive impact on their learning.
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Education Matters (No. 18, September 2010) Conclusions: Our objective is to further integrate Diagnosis X as a supplemental resource in FERGU while we continue to improve and enhance the diversity of the online cases for medical students at all levels. Even though the Department of Urologic Sciences was one of the pioneers in expanding Diagnosis X, other Departments including Pediatrics, Family Practice and Psychiatry have already started similar projects. This year we have added a video component to the project. Supplementing the cases with videos will hopefully further improve learning, and also develop a resource for students who are not intending to pursue a urology residency to become familiar with urologic procedures. Integrating and enhancing such study tools can provide an extensive learning resource to medical professionals at all levels. Contact: tylerfraser@gmail.com 4. A Novel Online Video Learning Resource to Enhance Urology Medical Education Simon Jones, Christopher Wallis, Tyler Fraser, Damian Duffy, John Masterson and Geoffrey Blair Background: Recently, the UBC Department of Urological Sciences, with the help of the Office of Pediatric Surgical Excellence and Innovation, developed a novel online video learning resource aimed at increasing medical students’ exposure to urology. Objectives: The goal of this project is to provide medical students 24-hour access to online videos that will act as a learning tool to help understand key urological procedures. Methods: Videos were filmed and edited by UBC medical students, with help of urology residents and staff. Key urological procedures were identified, recorded and edited to highlight the materials used, identify the appropriate anatomical landmarks, and educate students about the major surgical techniques of each procedure. The completed videos were then published onto a password encrypted website. Results: A total of 20 videos were successfully completed and published online. Conclusions: the collaboration between students and urology faculty can result in the successful production of educational videos outlining key urological procedures. Future plans include (1) the continued expansion of the project, (2) the formation of an educational synergy between each video to online Problem Based Learning urology cases developed at UBC, and (3) the completion of a study to identify the effectiveness of online video in medical education. Contact: simonrobertjones@gmail.com 5. Socially Responsible Approaches to Global Health: Some Ethical Issues that Medical Students and Residents should Consider Before Participating in International Service Shafik Dharamsi Background: Medical students and residents are participating in increasing numbers in international/global health opportunities that are often set in vulnerable communities in resource poor settings where there are pronounced inequities in health and healthcare. There is growing concern around the undesirable impacts (potential for harm and exploitation) of such initiatives. Motivations range from a positive desire to respond to global health challenges, as well as, and sometimes primarily to practice clinical skills, enhance a résumé, and opportunities for travel. Vulnerable communities then become a means to the learners’ ends instead of serving first the community identified needs and interests. Objectives: Explore the ethical issues around global health initiatives and how to enable a level of critical
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Education Matters (No. 18, September 2010) consciousness to facilitate responsible conduct. Methods: Interactive presentation. Conclusions: Participation in global health initiatives can offer students the opportunity to learn about their role as global citizens, community engagement, leadership, and social responsibility. Global health initiatives must be sustainable, based on collaborative partnerships, and strengthen capacity to address the root causes of health inequities. Contact: shafik.dharamsi@familymed.ubc.ca 6. Surgical Residents as Teachers (SRAT): Implementing an Educators’ Curriculum for Surgical Residents Karen Joughin and Sandra Jarvis-Selinger Background: Residents are both teachers and learners. As residents progress from junior trainees to independently functioning specialists, their roles, identities and priorities change. Their skills as learners, and as teachers of medical students, junior residents, patients and conference participants(!), similarly change. Developing excellent teaching and learning skills takes time. Because residents’ interests, needs and priorities change over time, repeating a set of “one size fits all” training sessions is unlikely to be as time-efficient or effective as a program designed to be developmentally and motivationally appropriate. Residents also need opportunities to deliberately practice the skills they’ve learned, get feedback, reflect, and build on lessons learned from training and experience. Objectives: Our goal has been to develop a progressive PGY-relevant residents-as-teachers (RAT) program, taking into account changes in residents’ perceived roles, interests and needs as they progress from juniors to seniors. Methods: We have reviewed the literature and resident surveys regarding needs at various stages in training. We are translating that knowledge into a longitudinal residents-as-teachers program which is spiral in nature and tailored to residents’ developmental progression. Results/findings: The program development (in progress) will be explained. Conclusions: A longitudinal RAT program is likely to be time-efficient, useful, relevant and enjoyable for residents as they progress through their training. Contact: sandra.js@ubc.ca 7. Bloom’s Affective Domain and the Formation of Professional Identity Eric Kristensen In 1964, Krathwohl, Bloom and Masia published their book, Taxonomy of Educational Objectives...the Affective Domain. This followed upon the success of Bloom's widely-known work on the cognitive domain, but the affective domain has received relatively little attention. Their work on the affective domain provides a useful tool to understand how a student learns professional attitudes and values. Perry’s scheme provides insight into how students approach intellectual and ethical learning. Kolb provides a tool to understand the learning cycle and elucidates factors that contribute to a student’s learning style. This presentation will examine how these concepts can help faculty understand their students' progress towards professional identity formation, and provide tools to remedy issues before they become serious problems in clinical settings.
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Education Matters (No. 18, September 2010) Contact: eric.kristensen@ubc.ca 8. UBC CARES: Computer-Assisted Reproductive Health Education for Students: A Community NeedsBased, Inter-Professional, Student-Driven Collaboration to Enhance Family Planning Medical Education Flora Fang-Hwa Teng Background: Globally, over 200 million women desire access to family planning and education, but are unable to obtain it (1), birth control could prevent 2.7 million newborn death each year, and 1 woman dies in pregnancy every minute worldwide (1). It is well known that education has the power to mitigate these startling trends, yet ONLY 3 HOURS of the UBC medical curriculum is spent on family planning (2). If we are to prepare our students to be responsible global citizens and health professionals, family planning knowledge is essential. Methods: We will rectify this significant educational gap by creating comprehensive web-based educational modules on family planning. We have commitments from Medicine, Midwifery, Nursing, and Pharmacy to incorporate the modules into curriculum. Eight students will be hired: 6 will work in two inter-professional groups to create virtual patient cases, 2 students will undertake evaluation research: one to evaluate the effect of the project on developing CANMEDS skills in the project students, the other to assess the impact of the online modules on family planning knowledge, attitudes, and skills in UBC nursing, medical and midwifery students. Supervision will be provided by residents. Objectives: 1) Enhance student knowledge, attitudes and communication skills in family planning 2) Stimulate development of inter-professional and community collaboration 3) Foster a long-lasting sense of social awareness and social responsibility on reproductive health topics 4) Support innovation and improvements in teaching 5) Promote scholarly inquiry and knowledge transfer through student-based research 6) Develop national leadership in medical education as UBC will be the pioneer in creating on-line family planning modules for its students. Results and Conclusions: Pending - this is newly funded ongoing project. Contact: fteng@interchange.ubc.ca 9. Post-Graduate Global Health Scholars Program at UBC Flora Fang-Hwa Teng and Siu-Kae Yeong Background: A growing number of UBC residents (CCFP and FRCPC) and external applicants aspiring to enter UBC’s residency program want the opportunity to include global health in their training and have expressed the need for: • knowledge, skills and hands-on training in global health during their residency without extending their residency time, and • recognition of this enhanced training, which would help them in future work in global health Methods: To address the current training gap, we are proposing a Global Health Scholar Program with a pilot program at UBC Faculty of Medicine. This proposal is currently in early consultation phase at UBC. Goals of the program: The goal is to provide a program that includes the following: 1. Enhances CCFP or FRCPC residents’ skills, knowledge and training in global health during their residency training, in addition to their CCFP or FRCPC specialty training.
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Education Matters (No. 18, September 2010) 2. Provides residents with recognition and designation upon completion of the global health education program, ideally by UBC Faculty of Medicine, CCFP and RCPSC. Key features of the pilot program include: • open to any UBC post-graduate resident—CCFP or FRCPC program; • co-exists with the resident’s specialty training (does not require time beyond residency, although residents who want to extend residency time to meet requirements can do so); • curriculum which builds on existing UBC Faculty of Medicine course and project offerings • modular and flexible—allowing balance between differing interest levels in global health training and service (residents who do not want to pursue a full GHS program can still benefit from participating in components of the GHS program e.g. academic only or academic + clinical experience only) • Four Principles of Family Medicine objectives—all global health learning opportunities for CCFP residents will have objectives based on the Four Principles of Family Medicine • Can Meds objectives—all global health learning opportunities for RCPSC residents will have CanMEDs-based objectives. This will help RCPSC residents fulfill CanMEDs roles of health advocate, communicator, collaborator, medical expert, scholar, professional, and manager. Results and Conclusion: Pending as this is an ongoing project Contact: fteng@interchange.ubc.ca
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