Medical Education Planning & Development Basics February 11, 2015 Family & Community Medicine Chaney Conference Room Workshop Agenda Time Didactic Exercise Ref/Handouts 12:15- 12:30 Introductions; Why do this; overall program; expectations, projects, etc Discussion/Q & A Introduce project to work on through in workshop Project Plan worksheet 12:30- 12:40 Learner-centered ed; learner needs; Dreyfus level of learners—Novice—Master; Pathman Model Discussion regarding residents as learners Table, pg 23 Kern Ch 2 Pathman Model 12:40- 1:10 Developing Learning Objectives for learners and course/activity: learner, process and pt outcomes objectives Write learning objective; share with peers; group feedback Table pg 78 Kern Ch 4 Learning Objectives Primer 1:10- 1:40 Adult learning theory; competency based education; educational strategies; matching ed methods to objectives Promote Effective Presentation Skills March 11 Determine strategies for your activity; share w/ peers; feedback from group Follow up session: Effective Presentations Mar 18 Kern Ch 5 Ten Aspects of Learning for Effective Teaching (Viggiano) 1:40- 2:00 BREAK 2:00- 2:45 Learner assessment & Feedback: formative and summative; feedback strategies; summative assessment strategies Practice with feedback strategies; Develop learner assessment strategies for activity Follow up sessions: EPAs & Milestones and Assessment & Feedback sessions June 5; Dealing with Difficult Learner Sept 9 Kern Ch 7 Preceptor pocket card 2:45- 3:15 Implementation and Program evaluation; resources needed; timeline; overall program evaluation; stakeholders; methods for program evaluation; logic model Develop implementation plan; identify needed resources; potential barriers & challenges; design overall program evaluation plan Kern Ch 6/8 Logic model Data collection plan 3:15- 3:35 Scholarly work: Making it Count Twice Recap from Viggiano presentation Jan 23. Review examples of publications/posters/MedEdPortal publications Follow up session: Ed Scholarship Mar 11; Abstract Writing May 13 Kern Ch 9 MedEdPortal 3:35- 4:00 Debrief: Key learning points; next steps Schedule on-site coaching Each participant feedback key learnings; areas of uncertainty Flesh out activity plan template and review with table-mates
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Medical Education Planning & Development Basics February 11, 2015
Family & Community Medicine Chaney Conference Room Workshop Agenda
Time Didactic Exercise Ref/Handouts 12:15-12:30
Introductions; Why do this; overall program; expectations, projects, etc
Discussion/Q & A Introduce project to work on through in workshop
Project Plan worksheet
12:30-12:40
Learner-centered ed; learner needs; Dreyfus level of learners—Novice—Master; Pathman Model
Discussion regarding residents as learners Table, pg 23
Kern Ch 2 Pathman Model
12:40-1:10
Developing Learning Objectives for learners and course/activity: learner, process and pt outcomes objectives
Write learning objective; share with peers; group feedback Table pg 78
Kern Ch 4 Learning Objectives Primer
1:10-1:40
Adult learning theory; competency based education; educational strategies; matching ed methods to objectives Promote Effective Presentation Skills March 11
Determine strategies for your activity; share w/ peers; feedback from group Follow up session: Effective Presentations Mar 18
Kern Ch 5 Ten Aspects of Learning for Effective Teaching (Viggiano)
Practice with feedback strategies; Develop learner assessment strategies for activity Follow up sessions: EPAs & Milestones and Assessment & Feedback sessions June 5; Dealing with Difficult Learner Sept 9
Kern Ch 7 Preceptor pocket card
2:45-3:15
Implementation and Program evaluation; resources needed; timeline; overall program evaluation; stakeholders; methods for program evaluation; logic model
Develop implementation plan; identify needed resources; potential barriers & challenges; design overall program evaluation plan
Kern Ch 6/8 Logic model Data collection plan
3:15-3:35
Scholarly work: Making it Count Twice Recap from Viggiano presentation Jan 23.
Review examples of publications/posters/MedEdPortal publications Follow up session: Ed Scholarship Mar 11; Abstract Writing May 13
Kern Ch 9 MedEdPortal
3:35-4:00
Debrief: Key learning points; next steps Schedule on-site coaching
Each participant feedback key learnings; areas of uncertainty Flesh out activity plan template and review with table-mates
2/11/2015
1
Faculty Development
Medical Education Planning & Development
February 11,2015
Nancy Davis, PhDRuth Weber, MD, MSED
1
Workshop Outline
• Introductions/Overview of Fac Dev program
• Learner centered education
• Learning objectives
• Educational strategies for adult learners
• Learner assessment & feedback
• Implementation & program evaluation
• Scholarly work: make it count twice
• Debrief/next steps
2
2/11/2015
2
Your Needs‐‐Introductions
• What are your specific gaps?
• Your project
• Program timelines
• Interim activities
3
LEARNER CENTERED EDUCATION
4
2/11/2015
3
Learner Needs Assessment
• Perceived needs
– Individuals preferences
– Practice attributes
• Actual needs
– Practice/systems data
– Observation/feedback
– Regulation/mandates
5
Dreyfus Model: Novice Expert
Dreyfus and Dreyfus, 1982
6
2/11/2015
4
Developmental Stages of Learners
LevelTraining
LevelExample
Novice Beginning student
• Introductory lectures, web exercises
• Group work on case studies
Advanced Beginner
Advanced student
• Students apply concepts in a “project” at the academic health center
•Teacher is model and “coach”
Competent Post graduate training
• Apply concepts to his or her own panel of patients in interprofessional team
Proficient Early practice• Regularly review and improve care for patients
Expert Advanced practice
• Develop novel ways to understand and improve systems of care
Medical School Years 3&4
Residency
Medical School Years 1&2
Fellowship and Practice
7
Methods for Stage of LearnerPathman/PRECEDE Examples
2. Identify patients who are receptive to counseling
Case-based session Pre/post test
3. Develop process for systematic approach to counselling.
Group exercise to create evidence-based process for our clinic
Observation; critique plan Examples of approaches
4. Refer patients to resources, eg Quit Line;
Assignment to research available resources, eg on-line, clinic, local agencies
Critique plan Internet search; local agency resources
5. Appropriately prescribe medications for tobacco cessation
Lecture/discussion/cases Observation; case evaluations
Program Evaluation Plan: Brief description. Design and attach logic model.
Implementation Timeline Milestone Date
Due Develop learning objectives 3/1 Create cases 4/1 Consult with Dr X, content expert 4/15 Meet with Nancy/Ruth 4/30 Consult with behavioral health professional 5/1 Create tobacco cessation resource tool 6/1 Develop pre/post tests 6/15 Meet with Nancy/Ruth 6/30 Evaluation plan (logic model) completed 7/1
1. Goal/Aim: What is the gap or problem you want to address through your activity?
2. Objectives: What are the learning objectives? Use the term “Performance expectations” to guide you. What do you want learners to do after the activity? Think SMART: specific, measureable, actionable, relevant and time bound.
3. Educational design: What learning methods/formats will you use? Devleop 2-3 bullet points to outline your educational idea, project or innovation and what content you want to include.
4. Learner Assessment: How will you assess your learners? What methods will you use to assess what your learners have accomplished?
5. Program evaluation: How will you evaluate your activity? How will you know its impact and how it might be improved?
6. Implementation: How will you implement? Who will be your partners? What resources will you need? From whom will you need buy-in?
Timeline: Project your planning, implementation and evaluation timeline.
Questions Indicators Data collection
Sources Methods Sample Timing
Needs Target learner needs met?
Process Target reached
Program run well?
Satisfied?
Outcomes
Impact
Goals met?
Desired changes?
Changes attributable to program?
ROI?
Educational Evaluation Data Collection Plan
Medical Education Planning & Development Basics February 11 Workshop Outline
Time Didactic Exercise Who Ref/Handouts 12:15-12:30
Introductions; Why do this; overall program; expectations, projects, etc
Discussion/Q & A Introduce project to work on through in workshop
ND
12:30-12:40
Learner-centered ed; learner needs; Dreyfus level of learners—Novice—Master; Pathman Model
Discussion regarding residents as learners Table, pg 23—Consider this when developing obj
ND Kern Ch 2
12:40-1:10
Developing Learning Objectives for learners and course/activity: learner, process and pt outcomes objectives
Write learning objective; share with peers; group feedback Table pg 78
ND/RW Kern Ch 4
1:10-1:40
Adult learning theory; competency based education; educational strategies; matching ed methods to objectives Promote Effective Presentation Skills March 11
Determine strategies for your activity; share w/ peers; feedback from group
RW Kern Ch 5 Ten Aspects of Learning for Effective Teaching (Viggiano)
1:40-2:00
BREAK
2:00-2:45
Learner assessment & Feedback: formative and summative; feedback strategies; summative assessment strategies Promote EPAs & Milestones and Assessment & Feedback sessions June 5 & Dealing with Difficult Learner Sept 9
Practice with feedback strategies; Develop learner assessment strategies for activity
RW Kern Ch 7
2:45-3:15
Implementation and Program evaluation; resources needed; timeline; overall program evaluation; stakeholders; methods for program evaluation; logic model
Develop implementation plan; identify needed resources; potential barriers & challenges; design overall program evaluation plan
ND Kern Ch 6/8
3:15-3:35
Scholarly work: Making it Count Twice Recap from Viggiano presentation Jan 23. Promote Abstract Writing session on May 13
Review examples of publications/posters/MedEdPortal publications
RW/ND Kern Ch 9 MedEdPortal
3:35-4:00
Debrief: Key learning points; next steps Each participant feedback key learnings; areas of uncertainty Flesh out activity plan template and review with table-mates
ND/RW
*Refer to Kern Example Curriculum: Primary Care GYN for Internal Medicine Residents *Promote relevant upcoming Fac Dev sessions
One Minute PreceptorMicroskill Strategies
1 Assess prior knowledge Assess learner knowledge/experienceEstablish goals for encounter
2 Get a commitment “What” questions: what is going on? What would you like to do?
3 Probe for evidence Encourage learner to think out loudWhy do you think that’s so?
4 Give positive feedback Reinforce what was done rightUse specific, behavioral examples
5 Identify and correct mistakes Specific and focused: “That drug is often a good choice, but not with renal failure.”
6 Teach the general rule Chose a rule at learner’s levelConsider competencies other than “knowledge” eg, communication, professionalism
7 Encourage reflection and promote self directed learning
“What do you feel you did well?”“What do you need to study?”
Irby DM. The One‐Minute Preceptor. First presented at the annual Society of Teachers of Family Medicine Predoctoral meeting. Orlando FL Feb 1997
Pathman/PRECEDE Model: Effective Methods for Different Learner Stages
Davis DA, et al. The case for knowledge translation: shortening the journey from evidence to effect. BMJ 2003;327:33
My Te4Q Educational Project Plan Name:____________________ Date: _________________________ Email: ____________________ Please complete Sections 1-3 (via participant application) prior to workshop 1. GOAL/AIM: What is the gap or problem you want to address through your educational program? What are the Quality Improvement/Patient Safety competencies you want your learners to exemplify at the completion of your educational program? 2. OBJECTIVES: What are the learning objectives? Use the term ‘performance expectation’ to guide you here. What do you want learners to do after the activity? Think SMART: specific, measurable, actionable, relevant and time bound
2. EDUCATIONAL DESIGN: What learning methods/formats will you use? Develop 2-3 bullet points to outline your educational idea, project or innovation and what QI/PS content you want to include. 3. LEARNER ASSESSMENT: How will you assess your learners? What methods will you use to assess what your learners have accomplished? 4. PROGRAM EVALUATION: How will you evaluate your initiative? How will you know its impact and how it might be improved? 5. IMPLEMENTATION: How will you implement? Who will be your partners? What resources will you need? From whom will you need ‘buy-in”?
How many learners will participate?
Timeframe: Estimated Implementation Date: Confidence Level: How confident are you that you will be able to complete your
Association of American Medical Colleges
project? VERY Moderately Unlikely What barriers to you anticipate?
Additional Activity(ies): What educational QI activities aside from this project will you implement?
Wesley Family Medicine Residency Name: Academic Year: Date: Goals: can be broad, sweeping, philosophical, lofty ideas. For example, “feel more confident doing skin excisions” Objectives: must be narrow, specific, concrete. Try to specify how much of what by when. Eg “Schedule extra 2 slots for Friday Colonoscopy Sessions by XXXX, 20XX” You may have multiple objectives to achieve one goal. Forces For: what are the things that will work in your favor to help you achieve your goals: a supportive partner, time coming up an a rotation Forces Against: what factors in your life may conspire against you to make it difficult to attain your goals” lifelong pattern, family responsibilities...