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MMC.TUSM Longitudinal Integrated Curriculum Preceptor Information Session

Overview of MMC.TUSM Academic Curriculum. Pat Patterson, MDpattep@mmc.org. MMC.TUSM Curriculum. . MedFound I (fall)Biochemistry, Mol

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MMC.TUSM Longitudinal Integrated Curriculum Preceptor Information Session

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    1. MMC.TUSM Longitudinal Integrated Curriculum Preceptor Information Session April 12, 2011

    2. Overview of MMC.TUSM Academic Curriculum Pat Patterson, MD pattep@mmc.org

    3. MMC.TUSM Curriculum

    4. MMC.TUSM Curriculum

    5. LIC Structure

    7. Logistics Peg Cyr, MD cyrp@mmc.org

    8. Nuts and Bolts Academic Calendar Office preparation Student Schedules TUSM Policies Resources

    9. Academic Calendar LIC start date: 5/9/2011 5/9 – Student Orientation day Students will start in their clinics on 5/10/11 LIC end date: 1/27/2012 Scheduled Vacations Sept 4 – Sept 11, 2011 Dec 17 – Jan 1, 2012 Attendance Required Special Requests for time off may be considered Time off request form available on TUSK and LIC Website

    10. Office Preparation Staff Space Office booking Communication plans

    11. Schedule Weekly Schedule Final student schedule will be emailed to all preceptors by 5/2/2011 Patient admissions notification Rounding, call, mandatory sessions (TIS)

    12. Sample Week Schedule

    13. TUSM Policies Attendance Required Student Treatment Appropriate Teacher-Learner Relationships Duty Hours

    14. Medical Education Administration

    15. Online Resources TUSK (Tufts University Sciences Knowledgebase) https://www.tusk.tufts.edu Online curriculum management system Syllabi, required readings, presentations, etc. MOCA (Maine Online Competency Assessment) https://web.mmc.org/meded/MOCA Students enter competencies Preceptors check off and approve students’ submissions LIC Website http://mmc.org/mmc_milestone.cfm?id=7218

    16. Precepting & Teaching Virginia Eddy, MD eddyv@mmc.org

    17. Precepting, Teaching, Mentorship Competencies Structured teaching Mentorship

    18. Competencies Development, organization, location Student and preceptor expectations Balance in panels Oversight Alternative experiences when needed to meet competencies

    19. Structured Teaching Office opportunities Inpatient and longitudinal opportunities Formal group teaching

    20. Mentorship Third year student typical needs

    21. Evaluation and Feedback Daniel Price, MD priced@springharbor.org

    22. Evaluation: Definitions Formative Evaluation: Evaluation that takes place during the course, and is intended to provide feedback that will allow the student to improve during their rotation Evaluation “In-action” Half-time report Summative Evaluation: Evaluation at the end of the course, intended to summarize and document the performance Evaluation “On-Action” Post-Game Analysis

    23. Formative Evaluation Is timely Constructive Based on direct observation Nonjudgmental Designed to allow the student to recognize strengths and weaknesses in a timely manner and thus to capitalize on/ improve these Does not need to be uniform Does not need to be congruent with other evaluations within the institution

    24. Providing Timely Formative Feedback in the LIC Formative feedback should be on a weekly basis—this is, in large part, the process of teaching “I like the way you used empathic statements with the patient about their troubles with their spouse.” “Remember to ask about medication side effects.” “Auscultate the abdomen before palpation.” “Excellent presentation. For now, I would like you to start with a broad differential diagnosis and then become more focused.”

    25. Structuring a Feedback Session Identify the session as “Feedback.” Elicit Student’s own assessment Give your (Preceptor’s) Assessment Provide positive feedback to reinforce positive behaviors (S_ _ t Sandwich Technique) Create an action plan in response to assessment Summarize the Session

    26. Formative Feedback Do’s and Don’t’s Do’s Be Timely—as close as possible to event Be Constructive Be Directive Be Specific Limit the amount of feedback Focus on Modifiable behaviors Have an action plan Don’ts Avoid generalizations Avoid judgmental statements Do not focus on Personality Avoid a laundry list Do not assume understanding Do not assume change will occur without follow-up

    27. Interdisciplinary Formative Evaluations Preceptors from each specialty working with a given student will submit formal feedback and meet on a regular basis (July, September, December) to discuss their overall development Will allow for a global perspective on how student is doing Will allow for multiple time-points of feedback during the course of the LIC for students

    28. Summative Evaluation More Formalized Regulated on an institutional level on a number of axes Timing Methodology Forms used

    29. Summative Evaluation Timetable Evaluations will be made at the end of the course in April in written form At this time, competencies should be completed by students, and confirmed in MOCA by preceptors These will be reviewed by clerkship directors in each specialty, and overall supervisor for each student Evaluations will be combined with shelf exam grades and submitted to TUSM Clerkship directors for final grade.

    32. Evaluating Competency Preceptors will be expected to judge whether a student has achieved competence in a given skill The LIC is a competency driven program, with competencies established in all facets of clinical performance in accordance with the LCME Preceptors will use MOCA (Maine Online Competency Assessment) website to record a student’s demonstrating competence

    33. Getting Access to MOCA and TUSK A Brief Intermission

    34. Maine Online Competency Assessment (MOCA) MOCA log on can be found at https://web.mmc.org/meded/MOCA/welcome.aspx MOCA Primer can be found at https://my.mainehealth.org/mmc/Departments/MedEd/FacDev/teaching/Documents/MOCA/MOCA%20Instructions%20-%20Preceptor.pdf

    35. References Bienstock JL, et al. “To the point: medical education reviews—providing feedback.” AJOG, June 2007 508-513.

    36. Overall LIC Information Bob Trowbridge, MD trowbr@mmc.org

    37. Overall Program Information Urban and rural collaboration opportunities “TIS” overview LIC program evaluation Faculty development opportunities Future direction

    38. Urban/Rural Collaboration Disciple-specific Preceptor Meetings TIS Faculty Site Visits Student Case Presentations

    39. LIC Program Evaluation Quality of Education/Outcomes Comparison with Block and non-Maine Track students Maine Track Themes State Workforce Issues Where do they end up? Faculty Satisfaction Goal-directed Medical Education

    40. Faculty Development Opportunities Stanford Series Specific Skills Workshops One-Minute Preceptor/SNAPPS Assessment of Competency Evaluation and Feedback Developmental Precepting Mentoring and Coaching

    41. Discussion, Questions

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