UA OMSE Med/Ed eNews v2 No. 02 (SEP 2013)

7/27/2019 UA OMSE Med/Ed eNews v2 No. 02 (SEP 2013)

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The new RAE program is

well underway. Drs.

Pritchard and Spear-

llinwood have been collabo-

ang with several residency

rograms to design and deliver

ducator development acvies

ailored to meet the needs of

he specic department.

ll residents are required to

omplete two hours of educator

evelopment each year follow-

ng the Residents as Educators

rientaon. Parcipang in the

AE Program is one way to help

our residents meet the require-

ment. Its also a great way to

rovide support for teaching

nd assessing medical students.

you would like residents in

our department to parcipate

n the new RAE program, please

ontact Karen Spear Ellinwood,

ssociate Specialist, Faculty and

esident Instruconal Develop-

ment (626.1743) or Gail

ritchard,Senior Interim Learn-

ng Specialist, OMSE/GME626.2390).

youre a resident or other fac-

lty member and youd like to

meet with Karen or Gail to get

ne-on-one instruconal sup-

ort, please use our online form.

Electronic Newsletter fElectronic Newsletter fororFaculty InstructionalFaculty Instructional

DevelopmentDevelopment|Med/Ed eNew

How do students learn how to

think like doctors?

Theres an old saying, practice

makes perfect. But where would students

get to practice thinking like doctors?

CBI. Case-based instruction provides an op-

portunity for medical students in preclinical

years to practice the kind of strategic and

reflective thinking required of physicians in

professional practice. UA COM has estab-

lished a pedagogy and online tools to help

forge that bridge between preclinical and

clinical years.

Students are using online tools to cultivate a

habit of reflection before, during and after

each case. Students work through cases

online in an asynchronous format, able to

share their thinking as they prepare for facil-

itated sessions. These eTools, as we call

them, utilize a structured approach to medi-

cal problem-solving in CBI as part of a devel-

opmental curriculum. A developmental cur-

riculum fosters a movement away from in-

structor-dependent learning toward self-

regulated learning, progressively removing

Tools for teaching students how to think

like reecve praconers

scaffolding initially in place as students learn new

practices and skills. (Read more about UA COMs

developmental curriculum.) Thus, in CBI, the con-

tent of cases as well as facilitaon methods pre-sent increasing challenges over the course of two

years.

Physicians are life-long self-directed or self-

regulated learners. Metacognitive engagement is

a key component of self-regulated learning,

which involves an awareness of not only what

one thinks but how one thinks. Reflective habits

this iss

Cover stor

Scoop: Update on the RAE Program

Cover Story (contd

Upcoming Events

Issue 02SEP 2013

Editor Karen Spear Ellinwood, PhD, JDEditor Karen Spear Ellinwood, PhD, JD

Connued on page 3

Volume 22.022.02

Me d Ed / News [1]
mailto:[email protected]?subject=I%27m%20interested%20in%20the%20new%20RAE%20Programmailto:[email protected]?subject=I%27m%20interested%20in%20the%20new%20RAE%20Programmailto:[email protected]?subject=I%27m%20interested%20in%20the%20new%20RAE%20Programhttp://survey.ahsc.arizona.edu/index.php?sid=28879&lang=enhttp://survey.ahsc.arizona.edu/index.php?sid=28879&lang=enhttp://omse.medicine.arizona.edu/faculty-instructional-development/developmental_curriculumhttp://omse.medicine.arizona.edu/faculty-instructional-development/developmental_curriculumhttp://omse.medicine.arizona.edu/faculty-instructional-development/developmental_curriculumhttp://omse.medicine.arizona.edu/faculty-instructional-development/developmental_curriculumhttp://omse.medicine.arizona.edu/faculty-instructional-development/developmental_curriculumhttp://omse.medicine.arizona.edu/faculty-instructional-development/developmental_curriculumhttp://survey.ahsc.arizona.edu/index.php?sid=28879&lang=enmailto:[email protected]?subject=I%27m%20interested%20in%20the%20new%20RAE%20Programmailto:[email protected]?subject=I%27m%20interested%20in%20the%20new%20RAE%20Programmailto:[email protected]?subject=I%27m%20interested%20in%20the%20new%20RAE%20Program


2/6

Med Ed eNews has 1,789 reads

through Scribd.com, our

publishing host!, in addion to

the UA COM faculty readers. If

you would like to submit a

piece, please follow these

guidelines: 1) 1500 words

maximum; 2) include

references to scholarly works

on (medical) educaon; 3)

describe relevance to other

educators.

SUBMISSION

Aboutthe new

RAE ProgramResidents are working to nd their place in the

health care delivery system, develop medical

knowledge and clinical pracce, establish them-

selves within their teams and departments, stud-

ying for exams, trying to have a life and teaching

medical students. Balancing these professional

and personal responsibilies requires strategic

planning and reecve thinking. The new RAE

Program is designed to assist departments in

developing and implemenng educator develop-

ment programs and acvies for residents. RAE

is a voluntary, quality improvement program

that began this academic year (2013-14) and was

developed by Karen Spear Ellinwood, PhD, asso-

ciate specialist for FID, and Gail Pritchard, PhD,

Interim Senior Learning Specialist for residentdevelopment. Gail has an appointment in Gradu-

ate Medical Educaon, as well, and assists resi-

dents in studying for exams or developing clini-

cal pracces (read more).

UA COM policy requires that all residents engage

in instruconal development for a minimum of 2

hours each year following their orientaon to

teaching prior to starng their residencies (see

Policy for faculty instruconal development).

Parcipang in this program can assist your resi-

dents in developing sound teaching and assess-

ment pracces and help meet the policy require-

ment.

We have begun working with 5 departments in

Tucson (Obstetrics and Gynecology, Family and

Community Medicine, Emergency Medicine, Pedi-

atrics and Psychiatry), and FCM residents at St.

Josephs in Phoenix. The RAE Program oers fol-

low-up services, including one-on-one educator

mentoring, and consulng in the development of

department level programming. The August issue

of Med/Ed eNewspublished a more detailed de-

scripon of the program (Vol. 2: Issue 1, August

2013). Find out more about the program./kse/

Faculty Development

Events Calendar online!

Contact OMSEForon

e-on-one&g

roupin-

structionald

evelopment

for

departments

orindividual

faculty,inclu

dingprecept

ors&

residents!Find outmore

Call for submissions

Would you like to share your ideas or ex-

periences about developing or enhancing

clinical or classroom teaching and assess-

ment pracces? Please submit your manu-

script to Karen Spear Ellinwood.

TheNew RAEProgram hasgo

tten

offtoagre

atstartwit

h5de-

partmentsd

evelopingres

identsas

educatorspr

ogramming.

Find outmore>>>

M ed Ed / Ne ws [1]
http://omse.medicine.arizona.edu/residentdevelopmenthttp://omse.medicine.arizona.edu/residentdevelopmenthttp://epc.medicine.arizona.edu/FacInstrDevhttp://epc.medicine.arizona.edu/FacInstrDevhttp://www.scribd.com/doc/163865682/UA-OMSE-MedEd-eNews-v2-n01-AUG2013http://www.scribd.com/doc/163865682/UA-OMSE-MedEd-eNews-v2-n01-AUG2013http://www.scribd.com/doc/163865682/UA-OMSE-MedEd-eNews-v2-n01-AUG2013http://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/fidcalendarhttp://omse.medicine.arizona.edu/fidcalendarhttp://omse.medicine.arizona.edu/fidcalendarhttp://omse.medicine.arizona.edu/fidcalendarhttp://omse.medicine.arizona.edu/fidcalendarhttp://omse.medicine.arizona.edu/fidcalendarhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralmailto:[email protected]?subject=Submission%20to%20Med%20Ed%20eNewsmailto:[email protected]?subject=Submission%20to%20Med%20Ed%20eNewshttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogrammailto:[email protected]?subject=Submission%20to%20Med%20Ed%20eNewshttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/fidcalendarhttp://omse.medicine.arizona.edu/fidcalendarhttp://omse.medicine.arizona.edu/RAEprogramhttp://www.scribd.com/doc/163865682/UA-OMSE-MedEd-eNews-v2-n01-AUG2013http://www.scribd.com/doc/163865682/UA-OMSE-MedEd-eNews-v2-n01-AUG2013http://epc.medicine.arizona.edu/FacInstrDevhttp://omse.medicine.arizona.edu/residentdevelopment


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assist practitioners in addressing and managing unexpected situations and challenges for which

there is no one right answer and enable them to learn and grow (Butani, et al. 2013, 206).

Thus, curriculum must offer strategic opportunities for students to reflect on not only what

they are learning but whyit is significant and howto apply acquired knowledge in practice. The

purpose of building a reflective habit is to support students in their transition to the reflective

practice of medicine. In short, we hope that reflective learning will become reflective profes-

sional practice.

Evidence-based decision making is a form of reflective practice and is key to developing

competencies and dispositions for acting adaptively in problem domains (Pea 2006, empha-

sis in original). To make decisions based on evidence, students must learn to engage in critical

reflection, a form of metacognitive engagement. Critical reflection occurs when one not only

explores ones own beliefs, biases, and approaches but also those of others who may have con-

tributed to the way events unfolded (Butani, et al. 2013, 204).

Schn (1983) found that professionals in a variety of fields (e.g., law, medicine, engineering)

demonstrated a habit of reflecting in action and on action, that is, while performing responsi-

bilities and after completing their work. Butani, et al. (2013) state that one strategy to promote

reflection in action is to ask [a student] to think of an additional diagnosis for this patient

besides pneumonia and reprioritize the differential based on the defining and discriminating

features of the case. To promote reflection on action , Butani et al. proposed that asking the

student to use a tool that structured their thinking process (such as SNAPPS* or IDEA**) would

foster development of a structured and systematic clinical reasoning process that encourages

the student to defend diagnoses based on key features in the patients history and physical

examination, and avoid assumptions or supposition.

The UA College of Medicine emphasizes the importance of engaging in such reflection as an

instructional practice and a learning strategy. Using a Before-During-After model, an extension

of Schns (1983)reflection-in and reflection-on action suggested by Plack & Santasier (2004,

2005), UA COMs 5-step problem-solving structure for medical cases expects students to en-

gage in reflection before facilitated sessions, during and after. The 5-step structured problem

-

solvingapproach integrates reflection with scientific method, problem-solving and clinical prac-

tice. For example, it emphasizes processes involved in developing a differ-

Preceptor

ResourcesThere are a variety ofresources online for clinicaland claroomeducators, including links tolearning modules, a guide for engagstudents in inquiry learning, Microskills for teaching, and encouraging

students to examine for cognive

error.

The 2012-13 AMES\OMSE Faculty I

struconal Development (FID) Serie

has come to a close, but you can ac

cess recordings of all 13 seminars

onlinesimply Click&Go!-Use yo

UA NetID to access the videos!

Find out more about team learning

CBI and other instruconal method

and the recently developed online

tools,ThinkSpace and GroupShare.

Check out our Faculty Instruconal

Development Calendar online!

Dr. Pritchard and Dr. Marnezwill address issues concerning the

design and implementaon of educaonal acvies, including how to

dra learning objecves, align learning acvies with assessment

methods, and related issues.

Designing Educational Activities

AMES/OMSE FID Series #4

Date: October 29, 2013

Time: 12:00 pm1:30 pm

Locaon: COM-3230

RSVP: Karen Ellinwood, PhD

Ph. 520.626.1743

Gail Pritchard, PhD

Senior Interim Learning

Specialist

OMSE/GME

Dr. Pritchard helps prepare

residents for examinaons and

develops and implements resi-

dent instruconal development.

Connued from page 1

Lupita Martinez, PhD

Assistant ProfessorMedicine

Dr. Marnez designs and imple

ments instruconal developme

for residents, fellows and facult

the Department of Medicine.

Connue on page 4

M ed Ed / Ne ws [
http://medicine.arizona.edu/http%3A/%252Fmedicine.arizona.edu/phoenix/assessment/pro/reflectionhttp://medicine.arizona.edu/http%3A/%252Fmedicine.arizona.edu/phoenix/assessment/pro/reflectionhttp://books.google.com/books?hl=en&lr=&id=ceJIWay4-jgC&oi=fnd&pg=PR7&dq=Sch%C3%B6n&ots=q67QQ_FNoq&sig=qCI6CW6-vhnHXpS5EDQf7nmF_rA#v=onepage&q=Sch%C3%B6n&f=falsehttp://books.google.com/books?hl=en&lr=&id=ceJIWay4-jgC&oi=fnd&pg=PR7&dq=Sch%C3%B6n&ots=q67QQ_FNoq&sig=qCI6CW6-vhnHXpS5EDQf7nmF_rA#v=onepage&q=Sch%C3%B6n&f=falsehttp://omse.medicine.arizona.edu/preceptorshttp://omse.medicine.arizona.edu/preceptorshttp://omse.medicine.arizona.edu/faculty-instructional-development/instructional-resourceshttp://omse.medicine.arizona.edu/faculty-instructional-development/instructional-resourceshttp://omse.medicine.arizona.edu/faculty-instructional-development/instructional-resourceshttp://omse.medicine.arizona.edu/sites/omse.medicine.arizona.edu/files/images/KSpearEllinwood_MicroskillsCard_2013.pdfhttp://omse.medicine.arizona.edu/sites/omse.medicine.arizona.edu/files/images/KSpearEllinwood_MicroskillsCard_2013.pdfhttp://omse.medicine.arizona.edu/sites/omse.medicine.arizona.edu/files/images/CommonCogErrors_kse.pdfhttp://omse.medicine.arizona.edu/sites/omse.medicine.arizona.edu/files/images/CommonCogErrors_kse.pdfhttp://omse.medicine.arizona.edu/sites/omse.medicine.arizona.edu/files/images/CommonCogErrors_kse.pdfhttp://omse.medicine.arizona.edu/sites/omse.medicine.arizona.edu/files/images/CommonCogErrors_kse.pdfhttp://omse.medicine.arizona.edu/fidseries20122013http://omse.medicine.arizona.edu/fidseries20122013http://omse.medicine.arizona.edu/teamlearninghttp://omse.medicine.arizona.edu/cbiresourceshttp://omse.medicine.arizona.edu/CBIetoolshttp://omse.medicine.arizona.edu/CBIetoolshttp://omse.medicine.arizona.edu/fidcalendarmailto:[email protected]?subject=RSVP%20to%20FID%20Series%20%233%20Designing%20Educational%20Activitiesmailto:[email protected]?subject=RSVP%20to%20FID%20Series%20%233%20Designing%20Educational%20Activitiesmailto:[email protected]?subject=RSVP%20to%20FID%20Series%20%233%20Designing%20Educational%20Activitieshttp://omse.medicine.arizona.edu/fidcalendarhttp://omse.medicine.arizona.edu/CBIetoolshttp://omse.medicine.arizona.edu/CBIetoolshttp://omse.medicine.arizona.edu/cbiresourceshttp://omse.medicine.arizona.edu/teamlearninghttp://omse.medicine.arizona.edu/fidseries20122013http://omse.medicine.arizona.edu/sites/omse.medicine.arizona.edu/files/images/CommonCogErrors_kse.pdfhttp://omse.medicine.arizona.edu/sites/omse.medicine.arizona.edu/files/images/CommonCogErrors_kse.pdfhttp://omse.medicine.arizona.edu/sites/omse.medicine.arizona.edu/files/images/CommonCogErrors_kse.pdfhttp://omse.medicine.arizona.edu/sites/omse.medicine.arizona.edu/files/images/KSpearEllinwood_MicroskillsCard_2013.pdfhttp://omse.medicine.arizona.edu/sites/omse.medicine.arizona.edu/files/images/KSpearEllinwood_MicroskillsCard_2013.pdfhttp://omse.medicine.arizona.edu/faculty-instructional-development/instructional-resourceshttp://omse.medicine.arizona.edu/faculty-instructional-development/instructional-resourceshttp://omse.medicine.arizona.edu/preceptorshttp://books.google.com/books?hl=en&lr=&id=ceJIWay4-jgC&oi=fnd&pg=PR7&dq=Sch%C3%B6n&ots=q67QQ_FNoq&sig=qCI6CW6-vhnHXpS5EDQf7nmF_rA#v=onepage&q=Sch%C3%B6n&f=falsehttp://medicine.arizona.edu/http%3A/%252Fmedicine.arizona.edu/phoenix/assessment/pro/reflection


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*ThinkShare Pro is a webased social networking tool deve

oped under an award from the NS

(DUE-0942277), entled "Social N

working to Support Scienc Prob

lem Solving" for use in a UA cours

called The Art of Scienc Discove

(Principal Invesgator,Herman G

don, PhD)(Research Specialist, Ka

ren Spear Ellinwood, PhD, JD, EdS

Developer, Mike Grith, MS, Ass

ate Director, AHSC Biomedical Co

municaons)

For a discussion by clinicians

the concept of reecon and

crical thinking in clinical rea

soning processes,please see

the books,How Doctors Thin

by Jerome Groopman,andH

Doctors Think: Clinical Judg-

ment and the Pracce of Med

cine, by Kathryn Montgomery

Click hereto view addional

praccal and scholarly re-

sources. he

ential diagnosis by asking students to define the nature of the problem, formulate at least two

hypotheses and articulate rationales. Students are expected to craft and pose questions to

resolve each case and consult the ideas of peers to advance their own thinking. During ses-

sions, facilitators are expected to engage students in an inquiry -learning process, rather than

rote learning. At the close of each session, students debrief the case in group and then write a

personal reflection on case, self and process before moving on to the next case.Reflective habits assist practitioners in addressing and managing unexpected situations and

challenges for which there is no one right answer and enable them to learn and grow (Butani,

et al. 2013, 206). The CBI 5-step process is designed to foster students development of clini-

cal reasoning by asking them, at every juncture, to explain their reasoning, synthesize infor-

mation, and strategize to resolve the case, and to reflect back on how they might have com-

mitted cognitive error or why and how particular strategies might suggest more effective ap-

proaches for future medical problem-solving.

Toward the close of each session, the small groups discuss the challenges presented by the

case or process and what they might have learned from that struggle. After the groups de-

briefing, each student writes a personal reflection, entering their thoughts in Step 5 of

ThinkShare Pro. Students often describe their strengths or challenges as well as offer them-

selves advice, if you will, for problem-solving. Students post-case reflections often demon-

strate an awareness of the process (e.g., I narrowed my differential too early in the case; it

was helpful to share articles during the session), an understanding of the implications for clini-

cal practice (e.g., in reality we wont get all the information so neatly packaged so its good

that we have to request it), and how they might improve their approaches to problem -solving

(e.g., I need to be more open minded, research the bases for my hypotheses).

Preceptors, residents and attendings should expect, then, that UA COM medical students will

be able to translate these CBI problem-solving talents into reflective practice in clerkships or

sub-internships. To foster such development, you should ask students to continue to articu-

late their reasoning. And provide opportunities for them to write or verbalize post-case reflec-

tions and offer constructive feedback on their clinical reasoning process.

/kse/

References

Dr. Sam Keim, Emergency Medicine, teaches rst year medical

students about the concept of evidence-based medicine. Dr.

Keim will share his reecons on how to prepare medical

students to think more like doctors, to develop the habit of

crical, evidence-based and reecve reasoning.

Teaching Evidence-based Decision making

FID Series #3Date: October 18, 2013

Time: 8:3010:00 am

Locaon: COM-3230

RSVP: Karen Spear Ellinwood, PhD

Em. [email protected]

Ph. 520.626.1743

Refreshments will be served.

Samuel M. Keim, MD, MS

Professor

Department Head

Emergency Medicine

Director

Arizona Emergency

Medicine Research Center

Connued from page 3

Connue on page 5

M ed Ed / N ews [1

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http://cmm.arizona.edu/profile/herman-gordonhttp://cmm.arizona.edu/profile/herman-gordonhttp://cmm.arizona.edu/profile/herman-gordonhttp://books.google.com/books?id=RjY2iwqIuIwC&printsec=frontcover&dq=how+doctors+think+montgomery&source=bl&ots=rO1YIj11do&sig=EtvLdnE_VvxjJvCcQuJGueLTxqQ&hl=en&sa=X&ei=GL90UJusOcKdiQLa6IGQDQ&ved=0CDYQ6AEwAQ#v=onepage&q&f=falsehttp://books.google.com/books?id=RjY2iwqIuIwC&printsec=frontcover&dq=how+doctors+think+montgomery&source=bl&ots=rO1YIj11do&sig=EtvLdnE_VvxjJvCcQuJGueLTxqQ&hl=en&sa=X&ei=GL90UJusOcKdiQLa6IGQDQ&ved=0CDYQ6AEwAQ#v=onepage&q&f=falsehttp://books.google.com/books?id=RjY2iwqIuIwC&printsec=frontcover&dq=how+doctors+think+montgomery&source=bl&ots=rO1YIj11do&sig=EtvLdnE_VvxjJvCcQuJGueLTxqQ&hl=en&sa=X&ei=GL90UJusOcKdiQLa6IGQDQ&ved=0CDYQ6AEwAQ#v=onepage&q&f=falsehttp://books.google.com/books?id=TPg_MQEcq0gC&printsec=frontcover&dq=how+doctors+think+montgomery&source=bl&ots=seFJwMY3Af&sig=YZE3K-_Z0iASmNFNGaleo0anDuo&hl=en&sa=X&ei=GL90UJusOcKdiQLa6IGQDQ&ved=0CDAQ6AEwAAhttp://books.google.com/books?id=TPg_MQEcq0gC&printsec=frontcover&dq=how+doctors+think+montgomery&source=bl&ots=seFJwMY3Af&sig=YZE3K-_Z0iASmNFNGaleo0anDuo&hl=en&sa=X&ei=GL90UJusOcKdiQLa6IGQDQ&ved=0CDAQ6AEwAAhttp://books.google.com/books?id=TPg_MQEcq0gC&printsec=frontcover&dq=how+doctors+think+montgomery&source=bl&ots=seFJwMY3Af&sig=YZE3K-_Z0iASmNFNGaleo0anDuo&hl=en&sa=X&ei=GL90UJusOcKdiQLa6IGQDQ&ved=0CDAQ6AEwAAhttp://books.google.com/books?id=TPg_MQEcq0gC&printsec=frontcover&dq=how+doctors+think+montgomery&source=bl&ots=seFJwMY3Af&sig=YZE3K-_Z0iASmNFNGaleo0anDuo&hl=en&sa=X&ei=GL90UJusOcKdiQLa6IGQDQ&ved=0CDAQ6AEwAAhttp://omse.medicine.arizona.edu/CBIreflection#ScholarlyResourceshttp://omse.medicine.arizona.edu/CBIreflection#ScholarlyResourceshttp://omse.medicine.arizona.edu/CBIreflection#ScholarlyResourceshttp://omse.medicine.arizona.edu/CBIreflection#ScholarlyResourceshttp://books.google.com/books?id=TPg_MQEcq0gC&printsec=frontcover&dq=how+doctors+think+montgomery&source=bl&ots=seFJwMY3Af&sig=YZE3K-_Z0iASmNFNGaleo0anDuo&hl=en&sa=X&ei=GL90UJusOcKdiQLa6IGQDQ&ved=0CDAQ6AEwAAhttp://books.google.com/books?id=TPg_MQEcq0gC&printsec=frontcover&dq=how+doctors+think+montgomery&source=bl&ots=seFJwMY3Af&sig=YZE3K-_Z0iASmNFNGaleo0anDuo&hl=en&sa=X&ei=GL90UJusOcKdiQLa6IGQDQ&ved=0CDAQ6AEwAAhttp://books.google.com/books?id=TPg_MQEcq0gC&printsec=frontcover&dq=how+doctors+think+montgomery&source=bl&ots=seFJwMY3Af&sig=YZE3K-_Z0iASmNFNGaleo0anDuo&hl=en&sa=X&ei=GL90UJusOcKdiQLa6IGQDQ&ved=0CDAQ6AEwAAhttp://books.google.com/books?id=TPg_MQEcq0gC&printsec=frontcover&dq=how+doctors+think+montgomery&source=bl&ots=seFJwMY3Af&sig=YZE3K-_Z0iASmNFNGaleo0anDuo&hl=en&sa=X&ei=GL90UJusOcKdiQLa6IGQDQ&ved=0CDAQ6AEwAAhttp://books.google.com/books?id=RjY2iwqIuIwC&printsec=frontcover&dq=how+doctors+think+montgomery&source=bl&ots=rO1YIj11do&sig=EtvLdnE_VvxjJvCcQuJGueLTxqQ&hl=en&sa=X&ei=GL90UJusOcKdiQLa6IGQDQ&ved=0CDYQ6AEwAQ#v=onepage&q&f=falsehttp://books.google.com/books?id=RjY2iwqIuIwC&printsec=frontcover&dq=how+doctors+think+montgomery&source=bl&ots=rO1YIj11do&sig=EtvLdnE_VvxjJvCcQuJGueLTxqQ&hl=en&sa=X&ei=GL90UJusOcKdiQLa6IGQDQ&ved=0CDYQ6AEwAQ#v=onepage&q&f=falsehttp://cmm.arizona.edu/profile/herman-gordonhttp://cmm.arizona.edu/profile/herman-gordon


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Butani, L., Blandkenburg, R. & Long, M. (2013). Smulang Reecve Pracce Among Your Learners. Pediatrics 2013,

204-06.

Plack, M.M. & Santasier, L.G. (2005). The Reecve Praconer: Reaching for Excellence in Pracce. Commentary, In Pediatrics.

pp. 1545-1553. accessed at hp://pediatrics.aappublicaons.org/content/116/6/1546.full.html

Plack M. & Santasier A. (2004) Reecve pracce: a model for facilitang crical thinking skills within an integrave case studies

classroom experience. J Phys Ther Educ. 2004;18:412.

Schn, D. (1983). The reecve praconer: How professionals think in acon. NY:Basic Books.

Mike Grith, MS,assists in designing and developing

innovave instruconal technologies. Mr. Grith will conduct

a series of workshops in 2013-14 on how to use specic

technologies for classroom and clinical teaching. The rst

workshop will introduce you to Poll Everywhere. Please bring a

laptop or a friend with whom you can share a laptop.

Using Poll Everywhere for classroom teaching

TWT Workshop Series #1

Date: October 9, 2013

Time: 9:00 am11:00 am

Locaon: COM-3116 (MDL)

RSVP: Karen Spear Ellinwood, PhD


Ph. 520.626.1743

Mike Griffith, MS

Associate Director

Biomedical Communica-

tions

AHSC

Connued from page 4

M ed Ed / Ne

How do the eTools work?

In the first few blocks, students use ThinkShare to share their thinking with peers and

their groups facilitator. Students address the first 3 steps of the problem-solving structure

in one submission, about 24 hours before the first of two sessions. Each small group re-

ceives an email containing a document with each members submission, giving facilitators

and students a sense of not only what the students are thinking but HOW they arrived at

their tentative diagnoses and how they propose to resolve the case.

In the spring of the first year, students switch to ThinkShare Pro*, which asks students to

articulate their thinking for each of the five steps in the problem-solving structure. After

submitting contributions to Steps 2 and 3 (see figure, left), students obtain additional in-

formation about the case, usually the history and physical exam. Facilitators retain addi-

tional pertinent case information for release during sessions. Students must request the

information and present an appropriate rationale to obtain its release.

How could you foster reflective thinking in clerkship?

We hope that ThinkShare will be available to clerkship directors in the near future. In the meanwhile, there are several ways to

foster students continuing development toward reflective practice, including the following asking students to:

Keep a journal of reflections on their development over the course of each week or the duration of the clerkship;

Actively participate in didactic conference (teaching day);

Draft SOAP notes and engage them in feedback;

Write post-case reflections on key experiences.

ThinkShare Pro
http://pediatrics.aappublications.org/content/131/2/204.full.htmlhttp://pediatrics.aappublications.org/content/131/2/204.full.htmlhttp://pediatrics.aappublications.org/content/131/2/204.full.htmlhttp://pediatrics.aappublications.org/content/131/2/204.full.htmlhttp://pediatrics.aappublications.org/content/131/2/204.full.htmlhttp://pediatrics.aappublications.org/content/131/2/204.full.html


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ProfessionalDevelopment The AMES\OMSE FID Series presents a topicrelevant to teaching, assessment and/or medical

education research from August through May

each year. Please subscribe to our newsletter for

current information on topics, presenters, and

special events.

If

you would like to volunteer to present a

topic, contact Karen Spear Ellinwood >

Save the date!

edEd eNews Volume 02 Issue 02 September 2013

Director, Faculty Instruconal Development

Chris Cunni, MDOce of Medical Student Educaon (Comstock House)


Ph. 520.626.5173

Instruconal Development for all teaching faculty

Karen Spear-Ellinwood, PhD, JD, EdS

Associate Specialist for Faculty Development

Oce of Medical Student Educaon (COM-3215)


Ph. 520.626.1743

Educaonal Support for Residents and Fellows

T. Gail Pritchard, Ph.D.

Interim Senior Learning Specialist


[email protected]

Ph. 520-626-2390

Assessment of Student Performance

Susan Ellis, MA, EdS

Program Manager for Assessment of Student Performance



Ph. 520.626-3654

Request instruconal develop-

ment and support

If you would like to consult with aprofessional educator or discussopportunities for your department or com-

munity based faculty at your site, please

click here to complete the online form.

OMSE Faculty Instructional Development

staff will work with you to design a custom-

ized plan for faculty instructional develop-

ment for you, your department or site.

Date/Time Presentaon Title Presenters

18 October 2013

8:3010:00 am

(COM-3230)

FID Series Teaching evi-

dence-based medicineSam Keim, MD

29 October 2013

12:001:30 pm

(COM-3230)FID Series Designing educa-onal acvies

Gail Pritchard, PhD, pita Marnez, Ph
mailto:[email protected]?subject=Request%2FQuestion%20about%20Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20contacts%20for%20Faculty%20Instructional%20Development%0A%0Amailto:[email protected]?subject=Request%2FQuestion%20about%20Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20contacts%20for%20Faculty%20Instructional%20Development%0A%0Amailto:[email protected]?subject=Question%20or%20Request%20about%20Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20FID%20Contacts%0A%0Amailto:[email protected]?subject=Question%20or%20Request%20about%20Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20FID%20Contacts%0A%0Amailto:[email protected]:[email protected]:[email protected]?subject=Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20Contacts%20for%20FID%0A%0Amailto:[email protected]?subject=Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20Contacts%20for%20FID%0A%0Ahttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralmailto:[email protected]?subject=Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20Contacts%20for%20FID%0A%0Amailto:[email protected]:[email protected]?subject=Question%20or%20Request%20about%20Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20FID%20Contacts%0A%0Amailto:[email protected]?subject=Request%2FQuestion%20about%20Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20contacts%20for%20Faculty%20Instructional%20Development%0A%0A

UA OMSE Med/Ed eNews v2 No. 02 (SEP 2013)

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