Medical Education Day At Yale Monday June 24, 2013
Enhancing Educator Development and Scholarship
|Session #||Offered 1:30 - 2:45pm||Offered 4:15 - 5:30pm||Workshop Title||Leaders||Requires Registration|
|WS-1||Yes||No||Being effective as a mentor and mentee|
In this interactive session, effective mentoring will be explored. In particular, how to approach a diverse group of mentees will be discussed. Participants will have the opportunity to discuss how mentoring and career development are taught at Yale, recognizing that becoming an effective mentor is a fluid process.
|Eugene Shapiro, MD||Yes|
|WS-2||Yes||No||Educational scholarship that counts for your career|
In this interactive workshop we will discuss what is educational scholarship and how you can develop your educational activities into scholarship. You will have the opportunity to explore the pathways to educational scholarship, discuss the various categories of educational activities and how to document your educational work in the Yale Expanded CV.
|Janet Hafler, EdD
Eve Colson, MD
|WS-3||Yes||Yes||An innovative approach to teaching clinical reasoning|
Teaching clinical reasoning is challenging. In this workshop participants will have the opportunity to explore one strategy to clearly identify and mark the steps needed in the clinical reasoning process. This strategy makes explicit what we, as experienced faculty, have learned to do implicitly. It can serve as the first step on a student or resident’s path to becoming an expert in clinical reasoning.
|Geoff Connors, MD
|WS-4||Yes||Yes||Integrating the arts into teaching clinical medicine|
This workshop is based on an innovative Enhancing( Observational(Skills museum intervention program required for all first year medical students. Participants will practice principles of observation using original works of art and then apply those same principles to enhance their ability to gather unspoken data during patient encounters. We will also explore how participants might develop a similar course in their program.
|WS-5||Yes||Yes||Teaching at the bedside: Tips for busy clinicians|
Proficiency at physical diagnosis is recognized as an essential ingredient in humanistic, costVconscious, evidenceVbased medical care. Despite this, the teaching of the physical exam remains an undervalued component of medical education. Physicians at all levels lack training and confidence in their exam skills and tend to undervalue reliable physical exam findings. This workshop is designed to demonstrate successful strategies for teaching the physical exam. We will provide an overview of the key principles in teaching physical diagnosis and provide an opportunity to practice teaching with observation and feedback by seasoned clinician educators.
|David Brissette, PA-C
Dana Dunne, MD
Stephen Holt,MD, MSc
|WS-6||Yes||Yes||Teaching with style: Understanding learning theories and how they impact teaching|
Students come to us with many different learning styles and preferences. How does one educator reach all students? Using a conceptual framework that is influenced by current learning theory, participants in this interactive workshop will develop strategies that can be used to effectively teach in small group, bedside, workshop, and traditional lecture settings. Participants will work interactively to explore how best to optimize their personal teaching style and investigate ways to reach the greatest number of students.
|Alexandria Garino, PA-C,MS
John Encandela, PhD
|WS-7||Yes||Yes||Learner-centered teaching with technology|
In the 2011V2012 academic year all 518 medical students were provided iPads and a mechanism was introduced for the delivery of onVdemand updating of all curricular materials. The iPad allows students to carry and annotate all learning materials, and assists them in their clinical training. As the program matures we continue to explore methods for using mobile technology to enhance interactivity in classroom and small group instruction. In addition, our workshop will explore some of the strategies in which mobile technology is being used to enhance interactive learning.
|Michael Schwartz, PhD
|WS-8||Yes||Yes||Facilitating interprofessional teaching: Strategies, challenges and rewards|
This workshop is based on our experience creating and teaching a palliative care interprofessional workshop for 3rd year medical students with nursing, chaplain and social work students which emphasizes the role of culture and spirituality in palliative care, and the critical importance of fostering interdisciplinary team care of the patient.
In this workshop, participants will break up into small groups to discuss clinical experiences from the perspective of different professions while observing the team dynamics. You will also identify potential interprofessional teaching opportunities in your field and consider strategies you might use in the design and implementation of this interprofessional teaching. At the end, participants will report back to the larger group and identify the challenges, strategies and rewards related to interprofessional teaching. This is a unique opportunity to learn and develop methods for teaching interdisciplinary work as well as increase our appreciation of the team approach to patient care.
|Leslie Blatt, APRN
Matthew Ellman, MD
Jane Jeuland, M.Div
|WS-9||Yes||Yes||Using role play to teach clinical skills|
For the past three years we have used role play to teach students in the Ambulatory Medicine Clerkship a methodical approach to the performance of a problem focused patient visit. We developed a 2 hour curriculum in which students are able to learn and practice clinical skills without fear of causing discomfort or harm to patients. Role play offers convenience, low cost, and the opportunity for learners to experience multiple perspectives, including those of caregiver, patient, and critical observer. The goal of our interactive Medical Education Workshop is for participants to learn how to design and implement curricula in which role play is a major component.
|Rick Haeseler, MD
Susan Kashaf, MD, MPH
|WS-10||Yes||Yes||“You can observe a lot just by watching”
Enhancing assessment of clinical skills
Teaching and assessment of clinical skills remain important and, in most cases, lead to the diagnoses and care plans; so we cannot dismiss them and rely on advances in technology. However, faculty assessments show poor reliability and accuracy due to insufficient, unfocused, or biased observation of students.
In this workshop, faculty will hone their assessment skills as they respond to trigger tapes of medical and nursing students in clinical encounters. Specific techniques to enhance direct observation include behavioral observation training, performance dimension training, and frame of reference training.
|Linda Pellico, Ph.D, APRN
Michael Green, MD, MSc
|WS-11||No||Yes||Feedback: 8 steps to giving better feedback|
We know that effective feedback can improve student learning but we need to develop skills in giving effective feedback. In this interactive workshop participants will have the opportunity to explore how effective feedback can improve our role as teachers. In addition, we will identify and analyze effective components of giving and receiving feedback.
|John Moriarty, MD
Stephen Huot, MD, PhD
|WS-12||No||Yes||Introduction to teamVbased learning: Small groups in large group settings|
TeamVbased learning (TBL) is an instructional approach that uses small group activities in the context of a large group setting to help students or residents understand and apply new learning to a variety of increasingly complex situations. The method is intended to promote both preVsession content acquisition so that faceVtoVface time is focused on problem analysis and resolution using a variety of examples. It also provides opportunities for immediate and repeated feedback from team members and teachers. In this session, you will learn the essential features of TBL and consider how you might apply it in your own teaching.
|LuAnn Wilkerson, EdD||Yes|