Kurt Borg, Ph.D. Director of Assessment Office of Medical Education.
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Transcript of Kurt Borg, Ph.D. Director of Assessment Office of Medical Education.
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.