eva aagaard office of lifelong learning · eva aagaard office of lifelong learning.pptx author: eva...
Post on 01-Jul-2018
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Goals
• Address issues that are: – Relevant to the con=nuum of educa=on – Or as learners transi=on between • UME/ GME/ CME-‐faculty development
• Develop a clear con=nuum of teaching, learning & assessment from medical student thru faculty
Learner Assessment Across the Con=nuum
• Strategic plan for learner assessment across the con=nuum – What assessment tools are in place – Weaknesses/ gaps in assessment – Comprehensive strategy
• To Date: – Competency commiNee – CAPE
• EOB • FDC • CPE
Remedia=on
• Programs in place – UME • With Student Affairs, CAPE
– GME • With GME, PDs, CAPE
• Programs in discussion – Faculty professionalism
Faculty Development • Academy of Medical Educators • Alignment with CCTSI, CME, OFA, OCBME
– NewsleNer – Single sign up (in progress) – Single adver=sement/ shared calendar
• Needs assessment survey – Educa=on – Research – Clinical care – QI – leadership
Faculty Development AKA Preven=on
• Founda=onal Knowledge – Online modules
• A[tudinal Change – Small group case-‐based discussions
• Skill Building – Longitudinal communica=on curriculum – 3-‐4 days
• Fundamental skills • Managing emo=ons, interpersonal conflicts and cultural challenges
• Collabora=on and interprofessional team-‐building Studdart et al (2007)
Remedia=on • Team approach • Builds on and coalesces resources available
– CPHP – Remedia=on director – CAPE – Hospital HR offices – Ombuds
• Personalized plan – Referral – One-‐on-‐one coaching – Team/ group training
Other issues
• Repor=ng & Expecta=ons – Stephen Wolf
• Policies & Procedures – Steven Lowenstein
• Consequences • Alignment with GME, hospitals, chairs – Celia Kaye, Doug Jones & others
References • Saxton, R. (2012). Communica=on skills training to address disrup=ve physician
behavior. AORN, 95(5), 602-‐611. • Swiggart, W. H., Dewey, C. M., Hickson, G. B., Finlayson, A. J., Spickard, W. A.
(2009). A plan for iden=fica=on, treatment, and remedia=on of disrup=ve behaviors in physicians. Front Health Service Management, 25(4), 3-‐11.
• Lang D.A., Jara, J.B., Kessenick, L.W. (1989). The Disabled Physician: Problem-‐Solving Strategies for the Medical Staff. Chicago: American Hospital Publishing, Inc.
• Ginsburg, S., Regehr, G., Hatala, R., et al. (2000).Context, conflict, and resolu=on: a new conceptual framework for evalua=ng professionalism. Academic Medicine, 75, S6–S11.
• Kalet, A.L., Tewksbury, L.R., Hyland, B. J., Taffel, L., Zabar, S. (2009). Preparing faculty to conduct clinical skills remedia=on: Building ins=tu=onal capacity. Journal of General Internal Medicine, 24(Supp 1):S238.
• Fabri P. J. Beyond competence: the case for emo=onal intelligence. Available at: hNp://www.ama-‐assn.org/ama1/pub/upload/mm/44/a-‐06pdfpresnt1.pdf
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