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Med Ed JC 2012

Med Ed JC

michelleclin
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Med Ed JC 2012

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  1. CORD Academic Assembly 2012 This Just In… Breaking News in Medical Education 2011 Sorabh Khandelwal, MD Associate Professor of Clinical Emergency Medicine The Ohio State University Michelle Lin, MD Associate Professor of Emergency Medicine University of California San Francisco, San Francisco General Hospital

  2. Disclosures None

  3. Objectives • 1. Review and discuss the most current education literature pertaining to both GME and UGME. • 2. Demonstrate the different ways to design education research.

  4. Acad Med 2011; 86(4): 435-9. 2020 Vision of Faculty Development Across the Medical Education Continuum Conference

  5. Schools must completely rethink and restructure the way they deliver educational content

  6. Need to try and predict future opportunities to improve medical education

  7. We face two important tasks 1. Adapt to change early enough to influence outcomes 2. To harness change to enhance education

  8. Trend 1: The explosion of new information Formal knowledge of health care professionals loses its relevance over time

  9. Trend 2: The digitization of all information Will the “next” generation of computer users be able to access any information at any time and any place? The Innovator’s Dilemma – disruptive innovations

  10. Trend 3: New generation of learners Educators Digital Immigrants Traditionalists Digital Settlers Digital Natives • What type of learners will these ‘digital natives’ be? • What changes will they precipitate in the way education is structured? • How will medical educators deal with these students’ growing expectations to integrate new technologies in the curriculum?

  11. Trend 4: The emergence of new instructional technologies “Anyone can now learn anything from anyone at anytime” “… to transform learning into a more collaborative, personalized and empowering experience that can inspire a new generation of learners”

  12. Trend 5: Accelerating Change

  13. Questions and Recommendations What technology skills do academic healthcare professionals need to know to meet the needs of current students and those they will educate in the future? How will academic healthcare professionals learn these technology skills? How can sustained support be provided to faculty so that they continue to learn?

  14. 1. Use technology to support learning Faculty should use technology to provide and support experiences for learners that are not otherwise possible – NOT as a replacement for face to face experiences but as a supplement to them. The question, then, is not whether we should use technology to support education, but when and how how to use employ these technologies

  15. 2. Focus on fundamentals Because technologies evolve rapidly, faculty should focus on fundamental principles of teaching and learning rather than specific technologies in isolation

  16. 3. Allocate a variety of resources Medical schools should allocate a variety of resources to support the appropriate use of instructional technologies

  17. 4. Support and recognize faculty as they adopt new technologies Medical schools should support faculty members as they adopt new technologies

  18. 5. Foster collaboration National organizations should provide funding and leadership to enhance a national/global infrastructure to foster collaboration to develop and share resources as well as discuss instructional ideas in medical education HEAL MedEdPortal BioMedExperts

  19. We must embrace, adapt to, and harness technology in order to meet the needs of present and future health professionals

  20. About the Author Bernard R. Robin, PhD Faculty Member at the University of Houston College of Education. Department of Curriculum and Instruction, Instructional Technology Program Area Director of the University of Houston’s Master’s of Teaching Program with an Emphasis in the Health Sciences

  21. A 25 year old in 2020 Was born into the digital world Used a computer before starting kindergarten Will use words not yet created Will use technology no one has predicted

  22. Good Uses and Negative Uses Accept the fact that there will be false starts Plenty of room for research

  23. Med Educ. 2011; 45: 818–26. 2007 AAMC Institute for Improving Medical Education report on Effective Use of Educational Technology in Medical Education Dual Channel, or Cognitive, Theory of Multimedia Learning

  24. Cognitive load theory AUDITORY VISUAL Verbal model Pictorial model

  25. Cognitive load theory AUDITORY VISUAL Verbal model Pictorial model Cognitive representation of working memory Prior knowledge from long term memory

  26. Avoid “Death by Powerpoint” pitfalls Apply multimedia learning principles: Sentence as slide header Avoid bullet points Coherence principle Signaling principle Modality principle Multimedia principle Meaningful learning Knowledge transfer Knowledge retention

  27. Does instruction that applies the principles of multimedia learning result in higher scores by MS3 surgery students? Prospective, pre-post test design Intervention: Shock lecture using new PPT slides 10-question test (open-ended questions) 5 on knowledge retention 5 on knowledge transfer

  28. What did the new slides look like? Less is more. Before After

  29. What did the new slides look like? Less is more. Before After

  30. What did the new slides look like? Less is more. Before After

  31. What did the new slides look like? Less is more. Before After

  32. What did the new slides look like? Less is more. Before After

  33. What did the new slides look like? Less is more. Before After

  34. What was the study design? Q1 Q2 Q3 Q4 Pilot students (n=50) PRETEST New Traditional slides slides (n=91) (n=39) POSTTEST

  35. Students scored higher with the new slides Baseline knowledge of students Same Lecturer speaking style Same Improved knowledge retention with new slides (p=0.0016) No change in knowledge transfer with new slides (p=0.278)

  36. Dr. Nabil Issa Assistant Professor in Surgery and Critical Care, Northwestern University School of Medicine After giving a lecture to the MS3's, several students came to me and said that they loved my interactive presentation but thought that my slides where bad and distracting. They basically used the word "suck" to describe my lecture slides!

  37. Dr. Nabil Issa Assistant Professor in Surgery and Critical Care, Northwestern University School of Medicine “Dr. Deb DaRosa (vice chair of education and a renowned surgical educator) told me to search PubMed for the term "multimedia” for tips.  Richard Mayers name kept popping up including the 2007 AAMC report that endorsed his work.

  38. Dr. Nabil Issa Assistant Professor in Surgery and Critical Care, Northwestern University School of Medicine The main difficulties during the redesign process: 1.    Using modality principle (graphs instead of bullet points) for complex stuff e.g. DOI2 vs. VOI2 vs. O2 extraction. I was nervous that student's would not get what I said and would ask for more text per slide. 2.    The lecturer needs to spend MUCH more time on creating slides. Set clear goals. 3.    We struggled as a group whether to consider bullet-points as taboo.

  39. Dr. Nabil Issa Assistant Professor in Surgery and Critical Care, Northwestern University School of Medicine Upcoming: We just completed a follow up study of medical students, examining the long term retention effects (1 and 4 weeks out) after redesigning slides based on multimedia principles. I’m developing a workshop to teach faculty and residents how to design better presentations. My intention is to create faculty development programs at our institution and at national meetings.

  40. Communication Skills Stamina Attitude Coolness under pressure Motivation Knowledge Procedural Skills Bedside Manner Team Player Temperament Decision Making

  41. Communication Skills Stamina Attitude Coolness under pressure Motivation Knowledge Procedural Skills Bedside Manner Team Player Temperament Decision Making

  42. Diagnostic Failure Missed diagnosis Delayed diagnosis Wrong diagnosis

  43. How significant is diagnostic error? 15%

  44. Benchmark Studies and Diagnostic Error Diagnostic error ranked #2-5 Up to 14% of all adverse events Principal disciplines: Emergency Medicine Internal Medicine Family Practice 75-95% preventability Serious disability in up to ~ 50%

  45. It would be good if physicians were as well acquainted with the relevant principles of cognitive psychology as they are with comparable principles in pathophysiology

  46. Recent Progress

  47. Dual Process Theory

  48. Intuition RECOGNIZED Pattern Recognition T Patient Presentation Pattern Processor Executive override Dysrationalia override Calibration Diagnosis Repetition Analytical NOT RECOGNIZED

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