Kurt Borg, Ph.D.Director of AssessmentOffice of Medical Education

Medical Education in U.S. - 2004

Active Learning by Students

Didactic Lectures and Labs

(30%)

Clinical Correlations

(32%)

Small Group Cases (23%)

PBL

Hybrid

PBL

(15%)

Ref. Scott Kinkade, MD University of Missouri, Columbia 2004

% of 123 Medical Schools

Offices of Medical Education and Student

Affairs

Student Orientation Logistics PCL Case Processing Skills Case Wrap-Up / Patient White-Coat Ceremony

GRAND FORKS

FARGOBISMARCK

MINOT

(Years 1-4)

(Years 3-4)(Years 3-4)

(Year 4)

62 Students / Year

Patient Centered LearningPBL Hybrid Concept

Began Year One 1998

Began Year Two 1999

Patient Centered LearningPBL Hybrid Concept

Block Design TeamsBasic Scientists + Clinicians

Volunteer Clinical Faculty

Ambulatory Care Experience Ambulatory Care Experience (ACE)(ACE)

The Interprofessional Health Care (IPHC) course uses patient-centered cases to focus on the process involved in team building.

Emphasis is placed on effective teamwork, the unique contributions of different professions, and patient or family-centered approach in health care delivery.

Blocks III, IV, V, VI (15-16 medical students/Block)

Nine professions: Physical Therapy (required), Medicine (required), Nursing (required), Communication Sciences and Disorders, (elective), Nutrition and Dietetics (elective), Social Work (elective), Occupational Therapy*, Clinical Lab Sciences*, and Physician Assistants*

Student level of education varies from Senior Undergraduate to first or second year Graduate level

*Students will participate when on-line course available

Apply knowledge and perspectives of health professions in team discussions about patient/client care situations

Apply group skills in case management approaches throughout the course

Demonstrate patient/client-centered approach in healthcare decision-making as an interdisciplinary team

Demonstrate ability to reflect about team experiences and feedback

Identify sources of potential error and consequences to health care delivery

Mo n T u e s We d T h u r s F r i

AM

A n a t /Hi s t o L a b E x a m

C a s e E x a m

P a r t

1

PM

OF F

C l i n i c a l S k i l l s E x a m

MC Q E x a m

C a s e E x a m

P a r t

2

OF F

Gr a d e s

G r a d e s

S p e c i a l S t u d i e s

* Basic and Clinical Science Knowledge and Skills* Students must pass each component at 75%

Facilitator Assessment during PCL Sessions for Eight Weeks (Formative Feedback – Midblock)

Three Domains:

1. Acquisition and Integration of Knowledge

2. Peer Teaching and Communication Skills

3. Professionalism

“Sequenced Progress Inventory & Reflective Assessment of Learning”

Olson, L.M., A.D. Schieve, K. G. Ruit, and R.C.Vari. Measuring inter

rater reliability of a sequenced performance inventory and reflective

assessment of learning (SPIRAL). Academic Medicine 78 (8): 844-850,

2003.

1. Facilitator assessment on scale / narrative regarding observations in PCL

2. Formative feedback at Week 4

3. Students conduct self-assessment (Week 4)

4. Summative feedback at Week 8 (S/U Grade)

Meet with Block Director (Weekly QB Meeting)

Electronic Lecture FormE-mail Notification

Electronic Facilitator Form (End-Block)

* Constructive Professional Process

200

211 209 209 211

203

210204

213213214

150

160

170

180

190

200

210

220

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007

PCL

0

1

2

3

4

5

6

7

8

9

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007

PCL

Redesigned in 1998 Year 3 : Traditional Rotations (8 weeks each)

• Surgery, OB/GYN, Psychiatry, Family Medicine, Internal Medicine, Pediatrics

• Rural Opportunities In Medical Education: ROME 7 months at Rural site Self selection with Committee approval

Year 4:

• Acting Internships in Internal Medicine and Surgery (4 weeks each)

• Electives (4 weeks each)• Research Project • Senior Colloquium

Began 1998-1999

One or two students at rural site for 7 Months

Parent Campus:• 8 Weeks of Psychiatry• 4 Weeks each Pediatrics, OB/GYN, Internal

Medicine

Surgery & Family Medicine at ROME site

Clinical Skills Lab prior to ROME• Chest tubes• Catheterizations

GRAND FORKS

FARGOBISMARCK

MINOT

ROMEJamestown

(14,800)

ROME

Devils Lake (7,000)

ROME

Williston (12,400)

ROME

Hettinger (1,307)

185190195200205210215220225

1997 1999 2001 2003 2005

USMLE Step 2 Scores UND Vs National Means

UND

National

PCL

Dir. Of OME, PCL Director, Tom Hill, Ph.D.

Program Development (BORDERS, Norway . Exchange) Linda Olson, Ed.D

Assessment Director, Basic Sciences Director Year 02 Kurt Borg, Ph.D.Basic Sciences Director Year 01 Patrick Carr, Ph.D.

Clinical Sciences (IPC) Co-Director Year 02, Jon Allen, M.D.Clinical Skills (CSA), Assistant Dean – Northeast Campus

Clinical Sciences Co-Director Year 02 Ralph Levitt, M.D.

IPHC Course Director Sue Offutt, Ph.D.

Statistics / Research Clint Hosford, Ph.D.

Pharmacology Content Rick Clarens, Pharm.D.

Clinical Sciences (IPC) Co-Director Year 01 Charles Christianson, M.D.Rosanne McBride, Ph.D

ROME, Case Development Roger Schauer, M.D.

Standardized Patients, (IPC) Dawn Drake, M.A.

PCL Coordinator Kathy Williams, B.A.

IPC Coordinator Janelle Studney, M.Ed.

PCL Cases & Accounting Roxanne Korynta

Grand Forks Campus Phyllis Tweton, B.A.

Administrative Support Faye Aker, B.A.