M2 Learning Communities Facilitator Training PowerPoint

Learning Communities M2 Facilitator Training Steve Baxter, MD Course Director

David Paulik, MA Course Coordinator

Purpose of the LC Program • Help students develop clinical thinking skills • Teach students skills necessary to be a good physician • Provide students with feedback on their progression towards being a physician • Not a purpose, but a beneficial side effect: – Identify students that may have issues which may make progress through medical school difficult

M2 Curriculum • • • •

Hematology/Cardiology Renal/Pulmonary GI/Endocrine/Reproduction Multi-systems

• • • •

Clinical Skills LPCC Interprofessional Education Physician and Society

Best Practices for Providing Formative and Summative Feedback • Formative feedback – Works best immediately after a training session – Works best if you can identify specific things on which to improve • Very good for tasks, not as good for general cognitive skills

• Challenges in providing face-to-face feedback – Need to set the expectation of receiving feedback before you start – We don’t like to disappoint, or be disappointed, so turn it into a positive

• Challenges in providing summative feedback – Fairness within the larger system. Grades are earned, not given

Formative Feedback Sessions • • • • •

Occur twice during the academic year Each student will fill out a self-assessment form prior to the meeting The facilitator will fill out an assessment form on each student prior to the meetings You will be given time during LC time to meet with the students – 10 minutes per student Assessment forms will be sent to your email via MedOneStop. Contact David Paulik with questions regarding the system.

Summative Feedback Sessions • • • • •

Occur at the end of each semester Students do not need to fill out a self-evaluation Facilitators are to complete the summative assessment form for the student’s MSPE You will be given templates to use, in order to provide uniformity of the type of content and for ease of completion Assessment forms will be sent to your email via MedOneStop. Contact David Paulik with questions regarding the system.

Student Facilitation • • • • •

Students (usually two) will act as discussion facilitators for the case If there is a Pharmacology education question, this will be done by the student facilitators *Faculty will act as discussion facilitators for the second-hour material Sign ups will be next week No student facilitators for “live cases”

Pharmacology Education • •

Built into cases A new template will be utilized this year and given to the students to use. This was developed by the M1/2 Curriculum Committee student representatives

Best Practices in Mentoring • Role – Google

• Challenges – Not having the answers

• Resources – Office of Student Affairs

Formative Feedback/Exemplary Feedback Forms •

• • •

These forms are to be used to for acknowledging either behaviors/actions that need to be identified and corrected or behaviors/actions that are positive and worth commendation It is important to document both of these so that the PACs can monitor and help students as they progress through medical school Formative Feedback – this has been renamed; this is for improper behavior Exemplary Feedback – yes, you guessed right

Utilizing Leo (formerly LCMS+) • • • • •

Leo is the Learning Content Management System used at UCCOM. Students access the weekly cases through Leo along with all of their other course content, schedules, etc.

Access: https://medicineonline.uc.edu/lcms (Firefox preferred browser) “Click here to authenticate via Shibboleth,” use UC login credentials If you need any additional assistance with Leo please contact David Paulik at david.paulik@uc.edu

Utilizing Canvas • • • •

Facilitator guides/case materials will be posted on Canvas for facilitator access Assessment forms will also be posted on Canvas and submitted by facilitators using Canvas A detailed instructions document is contained in the Manual, which is in your handbook If you need any additional assistance with Canvas, please contact David Paulik at david.paulik@uc.edu

Activity One: Facilitating Discussions

• • • •

What is the role of the LC facilitator in leading discussions?

What is the role of the student(s) participating in the discussions?

What are some of the challenges leading discussions? What are some strategies for addressing these challenges?

What are some strategies for leading discussions when you are not familiar with the subject matter?

Facilitating Discussions • Facilitator role in discussions: • Student role in discussions: • Challenges and strategies in leading discussions: • What about unfamiliar material discussions:

Best Practices in Facilitating Discussions •

• •

Don’t give answers, help the students find the answers o

Ask open ended questions

o

Ask follow up questions (What makes you say that?)

Stimulate discussion, play devil’s advocate Involve the quiet student, don’t allow an individual to dominate discussion

Activity Two: Critical Thinking Skills • •

How can the facilitator help students in developing a differential diagnosis?

How can the facilitator help the students in making decisions on which tests to order?

Critical Thinking Skills •

Developing a differential diagnosis

•

Ordering of tests

Best Practices in Promoting Critical Thinking Skills • Differential diagnosis – Category method, anatomy method, mix – Likelihood, importance

• Ordering of tests – Which is the best test and why?

• Sensitivity, specificity, cost, ability to obtain, patient specific pro’s/con’s

– Do you need to order a test to rule it in or rule it out?

• Clinical decision rules

Activity Three: Self-Directed Learning

• What does it mean to be a selfdirected learner? • How do we teach our students to become self-directed learners?

Self-Directed Learning • Requirements for SDL – – – –

Identify knowledge gap Formulate a question Identify appropriate resources Formulate the answer

LCME Requirements for Student Self-Directed Learning • • • •

Students must identify, analyze, and synthesize information relevant to their learning needs Students must assess the credibility of information sources Students must share the information with their peers and supervisors Students must receive feedback on their information-seeking skills

Self-Directed Learning in Cases •

•

At the end of the case, students will be asked to identify a question about the disease process in the case that was not answered in the case, and then provide an answer to that question, including resources used and their perception of the quality of the resources.

In your review of student cases, please pay attention to the students’ effort and ability for this part of the case. You will need to address their effort during assessment meetings and document this on the evaluation forms

Activity Four: Assessment • •

•

What is the difference between formative and summative assessment?

What are the challenges in providing formative face-to-face feedback? (i.e. how do you lead a “truth-talk” and help students strategize to improve?)

What are the challenges in providing summative feedback that accurately reflects student performance and ability?

Assessment • Formative vs summative • Challenges in providing face-to-face feedback • Challenges in providing summative feedback

Final Questions or Comments?