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Make Your Work Count Twice:Scholarship Opportunities forClinician-Educators

Carlos Estrada MD MS 1 2 (cestrada@uab edu)Carlos Estrada, MD, MS 1,2 ([email protected])

Analia Castiglioni, MD 1,2 ([email protected])

Eva Aagaard, MD 3 ([email protected])

Steve Haist, MD 4 ([email protected])

Ryan Kraemer, MD 1,2 ([email protected])

Jason Morris, MD 1,2 ([email protected])

Lisa Willett MD 1 (lwillett@uab edu)Lisa Willett, MD ([email protected])

1 The University of Alabama at Birmingham, 2 Birmingham VAMC, 3 University of Colorado, 4 National Board of Medical Examiners

http://www.dom.uab.edu/2011/09/presentations-1st-annual-education-summit

Objectives

To list specific strategies to promote scholarship

To identify ONE scholarship opportunity to implement within 6 monthsmonths

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Outline

Introduction, scholarship … 10 min Barriers … 10 min Promoting scholarship … 15 min Examples … 5 min Scholarship “prescription”… 30 min Conclusions … 5 min

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Stages of Change Model

Don’t have a problem

Smoking

Thinking about quitting

Want to quit

Q it

5

British J Addiction. 1992;87:825-835.

Quit

Don’t want to go back

Stages of Change Model

Don’t want to

Scholarship

Perhaps I should

Want to

D it

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British J Addiction. 1992;87:825-835.

Do it

Keep on doing it

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Scholarship – CategoriesUASOM Promotion Tenure Guidelines

Discovery

Teaching

Applicationpp

Integration

7Glassick CE, et al, Scholarship Assessed: Evaluation of the Professoriate. Carnegie Foundation for the Advancement of Teaching, 1997.


Discovery. Creates new knowledge

Teaching. Transmits knowledge to maximize learning, further inquiry

Application. Identifies and evaluates strategies to implement new knowledge

Integration. Identifies and builds links across disciplines (broader context)


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Discovery. Creates new knowledgeEducational research

Teaching. Transmits knowledge to maximize learning, further inquiry

Application. Identifies and evaluates

Faculty developmentCurriculum developmentAwards, CME, mentorship

Case reportQuality/ safety

strategies to implement new knowledge

Integration. Identifies and builds links across disciplines (broader context)


Quality/ safetyLearner evaluations

Narrative reviewTextbookClinical pathways

Barriers

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Barriers

What barriers areWhat barriers are in your way to foster/ conduct

scholarship work?

Barriers

Interest Critical mass Passion Skills Space Time

Data management Funding IRB Mentorship

Training Recognition …

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Research assistant Stat support …

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Promoting Scholarship

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What workedWhat worked for you?

- Barrier- Successful- Successful

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Start small Block time each week Align with passion Align with activity (teaching, patient-

care, curriculum, innovation, QI/ safety)

Ali ith ibiliti ( i Align with possibilities (review, case-report, datasets, evaluations)

Identify collaborators (local, external) Think about scholarship 15

Adapted from Career Success for Clinician Educators, Acad Int Med Meeting (AIMM), 2010http://www.im.org/Meetings/Past/2010/AIMW10/Presentations/Documents/AIMW10%20Joint%20Sessions/JWS%20104_Spencer.pdf

Examples

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Examples

Curriculum innovation (AMR)

Case report

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Example #1Curriculum Innovation

Morning report: case-based, resident presentation, discussion Inpatient topics Ambulatory curriculum (AMR)

Is it working? Is it working? Graduating residents, single question AMR curriculum innovation …

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Example #1Curriculum Innovation

19J Grad Med Edu. 2011;32:167.

Example #2Case

46-year-old man, fever, cough, d R l iti h t idyspnea, R pleuritic chest pain

Past history: hypertension, smoking, alcohol, recurrent pneumonia (last 1 month prior)

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J Gen Intern Med. 2006;21:C1-3.

Publish a Case Reportin 8 Steps

1. Retrieve information1. Retrieve information2. Identify journal3. Redo literature search4. DO FIRST DRAFT !5. Overcome barriers6. Revise, get feedback7. Submit8. Deal with rejection, resubmit

http://www.sgim.org/userfiles/file/AMHandouts/AM08/WD07%20Landry.pdf

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Scholarship Prescription

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Scholarship PrescriptionWhat do you plan to do?

Identify ONE activity that can lead to scholarship

How might this activity lead to scholarship?

What would I do next? Who can help me? What can I do within 6 months?

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Scholarship Prescription

Activity?y

Do next? Who can help?

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ConclusionsTake Home Points

What did I learn today?y

What do I want to do / learn?

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Objectives

To list specific strategies to promote scholarship

To identify ONE scholarship opportunity to implement within 6 monthsmonths

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Faculty Development Opportunity1ST Annual Education Summit

Who Should Attend?Department of Medicine Clinical Faculty

Where? West Pavilion Conference Center

When? Friday, September 23, 2011

8:00 AM – 4:00 PM

Workshops to Enhance Teaching Skills and

Strategies for Clinician Educators

RSVP to Karen Whited at [email protected] by Sept 1st, 2011

http://www.dom.uab.edu/2011/09/presentations-1st-annual-education-summit

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Selected References

Geraci SA, Babbott SF, Hollander H, et al. AAIM Report on Master Teachers and Clinician Educators Part 1: needs and Master Teachers and Clinician Educators Part 1: needs and skills. Am J Med. 2010;123:769-773.

Geraci SA, Kovach RA, Babbott SF, et al. AAIM Report on Master Teachers and Clinician Educators Part 2: faculty development and training. Am J Med. 2010;123:869-872.

Geraci SA, Devine DR, Babbott SF, et al. AAIM report on master teachers and clinician educators Part 3: finances and resourcing. Am J Med. 2010;123:963-967.

Geraci SA Hollander H Babbott SF et al AAIM report on Geraci SA, Hollander H, Babbott SF, et al. AAIM report on master teachers and clinician educators part 4: faculty role and scholarship. Am J Med. 2010;123:1065-1069.

Geraci SA, Buranosky R, Babbott SF, et al. AAIM report on master teachers and clinician educators, Part 5: Academic documentation and tenure. Am J Med. 2010;123:1151-1154.

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Selected Resources

AAIM #4. Faculty Role and Scholarship (AJM)

Designing clinical research (book)

Publish a case report (8 steps, handout)

MedEd Portal (AAMC peer-reviewed clearinghouse)

Career Success for Clinician Educators (AIMM)

Publication venues (C-E, Quality/Safety) Medical Education Really Good Stuff Other scholarly examples Medical Education Really Good Stuff. Other scholarly examples.

Kraemer R, Estrada CA. Journal Venues for Clinician-Educators. SGIM Forum. 2011;34(6):8,16. http://www.sgim.org/userfiles/file/SGIM%20June%202011%20Web.pdf

Peña A, Taylor BB, Patrician P, Estrada CA. Journal Venues for Safety and Quality Improvement Publications. SGIM Forum. 2011;34 (8):10-11. http://www.sgim.org/userfiles/file/SGIM%20August%202011%20Web(1).pdf

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Am J Med. 2010;123:1065-1069.

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32Am J Med. 2010;123:1065-1069.

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Hulley SB. Designing clinical research. Lippincott Williams & Wilkins (2007).

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Title

Research questionFINERFeasible Interesting Novel Ethical Relevant

Study Outline

Feasible, Interesting, Novel, Ethical, RelevantSignificance / background

Previous research, known, limitations, magnitude.

DesignTime frame, epidemiological approach.

SubjectsSelection criteria (inclusion/ exclusion)S li / it t /

3434

Sampling / recruitment / nVariables

Predictor, confounder, outcome

Statistical issuesHypothesis, sample size, analytic approach

Stephen B. Hulley, et al. Designing Clinical Research. Lippincott 2007

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Publish a case report

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http://www.sgim.org/userfiles/file/AMHandouts/AM08/WD07%20Landry.pdf

Publish Curriculum

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http://www.sgim.org/userfiles/file/AMHandouts/AM05/handouts/WG06.pdf

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Develop Curriculum

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http://www.sgim.org/userfiles/file/SC04_Kern_David_201191.pdf

Curriculum Evaluation

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http://www.sgim.org/userfiles/file/AMHandouts/AM08/PR09%20Curriculum%20Evaluation%20Workshop%20version%204%206%2008.pdf

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MedEdPortalhttps://www.mededportal.org

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MedEdPortalExpanding Morning Report

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Career Success for Clinician Educators

41http://www.im.org/Meetings/Past/2010/AIMW10/Presentations/Documents/

AIMW10%20Joint%20Sessions/JWS%20104_Spencer.pdf

Analia Castiglioini, MD

Medical EducationReally Good Stuff (500 words, peer-reviewed)

Med Educ. 2009;43:1087 Med Educ. 2009;43:1105-6.

http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1365-2923/homepage/really_good_stuff_guidelines_for_authors.htm

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Publication Venues

http://www.sgim.org/userfiles/file/SGIM%20June%202011%20Web.pdf

http://www.sgim.org/userfiles/file/SGIM%20August%202011%20Web(1).pdf

Other Scholarly Examples

Ruiz J, Wallace EL, Miller DP, Loeser RF, Miles M, Ruiz J, Wallace EL, Miller DP, Loeser RF, Miles M, Dubose TD, Lichstein PR. A comprehensive 3-year internal medicine residency research curriculum. Am J Med. 2011;124:469-73.

Wofford JL, Kimberly JR, Moran WP, Miller DP, Hopping JL, Pedley CE, Messick CH, Lichstein PR, Velez R. It's in the cards: a practice-friendly, real-time data collection strategy for quality improvement. Jt Comm J Qual Patient Saf. 2005;31:54-8, 1.

U R G JE Ed d WH H b JD Ursprung R, Gray JE, Edwards WH, Horbar JD, Nickerson J, Plsek P, Shiono PH, Suresh GK, Goldmann DA. Real time patient safety audits: improving safety every day. Qual Saf Health Care. 2005;14:284-9.

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Carlos Estrada, MD, MS [email protected]

Professor of MedicineGeneral Internal Medicine

Birmingham VAMC National Quality Scholars Program g Q y gwww.vaqs.org

Presented at the 1st Educational Summit, UABhttp://www.dom.uab.edu/2011/09/presentations-1st-annual-education-summit


A li C ti li i MD 1 2 ( ti l@ b d )Analia Castiglioni, MD 1,2 ([email protected])

Jason Morris, MD 1,2 ([email protected])

Deepa Bhatnagar, MD 3 ([email protected])

Ryan Kraemer, MD 1,2 ([email protected]).

Lisa Willett, MD 1 ([email protected])

Carlos Estrada MD MS 1,2 (cestrada@uab edu)Carlos Estrada, MD, MS , ([email protected])

1 The University of Alabama at Birmingham, 2 Birmingham VAMC, 3 Tulane University

Presented at SSGIM Meeting, Feb 2012http://www.dom.uab.edu/2011/09/presentations-1st-annual-education-summit