2014-15 pps 4 coursepack-final

8/10/2019 2014-15 PPS 4 Coursepack-FINAL

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PATIENT,PHYSICIAN &SOCIETY IV

AND

M4TEACHING SELECTIVE


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PATIENT,PHYSICIAN &SOCIETY IV:

ADVANCED PROFESSIONAL PERSPECTIVES


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Overview of PPS IV

M4 is a time that medical students notoriously disperse, providing little cohesion or support for one

another as you continue to develop professionally. The college system remains a format for support and

interdisciplinary discussions on clinical medicine and your transition to postgraduate training.

As M4s you are in a unique position to examine various aspects of medical training and practice. Most of

you have completed your broad introduction to clinical medicine in the M3 clerkships;you have viewed

medicine from a more varied perspective than you will at any other time in your career.PPS IV looks back on

those experiences, as well as those you are currently having in the M4 rotations, and examines importantaspects of the practice of medicine: professional issues with which students often struggle, ethical issues

encountered routinely in clinical medicine, and teaching skills needed to succeed in residency.

Advanced Professional Perspectives Advanced Professional Perspectives explores the following topics:

social media and medicine, personal and professional balance, cultural issues, empathy in medicine, and

the relationship between physicians and pharma. Several of these topics have been addressed in PPS I-III,

though this unit expands on previous discussions by focusing on how your clinical experiences haveshaped and altered your views.

Ethics You studied clinical ethics in your first semester at Feinberg. At that time you learned principles

of ethical decision-making but lacked the clinical experience essential to fully understand the relevance of

the material. PPS IV offers an opportunity to review ethical issues commonly encountered in clinical

medicine and apply them to experiences from your clerkships.

Teaching Skills As M4s you will teach less-experienced medical students, thereby benefiting both those

less experienced and yourselves. To make the most effective use of these experiences it is important to


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Goals

This course aims to:

1. Expand your knowledge of teaching techniques. (MKS-4b)

2. Provide a supportive forum for you to self-assess and receive feedback on your teaching skills.

(CLQI-1)

3. Address your personal perspectives on topics including social media and medicine, cultural

issues, community service, life balance, empathy, and the relationship between physicians and

pharma/device manufacturers. (PASC-1 & 2; CES-2 & 3)

4.

Review principles of ethical decision-making and improve your skill at applying these principles

in clinical medicine. (PBMR-1)

5. Help you recognize that ethical decision-making is an evidence-based skill, which can be learned,

practiced, and improved upon. (PBMR-1).

Objectives

By the end of the unit, you will be able to:

1. Write a blog exploring personal perspectives on topics such as cultural influences on patient care,

personal and professional balance, social media and medicine, and empathy in medicine. (PASC-

1&2; CES-2)

2. Demonstrate effective techniques for giving feedback as a teacher. (CLQI-1)

3.

Demonstrate effective techniques for teaching small groups and for preparing and presentinglectures. (MKS-4b)

4. State criteria essential to determine a patients capacity to make medical decisions and

demonstrate your ability to apply it in clinical medicine (PBMR 1)


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Learning Formats and Resources

Clinical Experiences Class discussions are based on your experiences during M3 and M4 clerkshipssupplemented by selected readings and focused lectures. You are expected to critically examine your

clinical experiences and explore the experiences of your peers and your patients.

Small Group, College, and Full-Class Sessions On any given month PPS IV will begin either in colleges

or with the entire M4 class and then divide into colleges or small groups for the remaining time.

Presentation formats will vary with the topic being discussed.

Readings Readings are listed on the monthly summary sheets.

Monthly Blog Writing is a highly effective method to organize thoughts and make sense of complex

experiences. In preparation for each class, you will write a blog posting (250 words) on the monthly topic.

Think of yourself as a blogger with 10-12 subscribers: your small group, small group leader, mentor, and

unit director. Please create a title for your blog and place it, with your name, in the heading of your

posting.The goal of blogging is for you to describe for your peers a pertinent issue or concern, relate your

personal values to the issue, and articulate new insight you have in considering the issue. Your blog

postings will contribute to the discussions in large and small groups and your insights will enable others

to learn from your experiences. You are expected to explore the monthly topic in a thoughtful posting.

Brief, undeveloped blogs will be returned for revision.

Creative or artistic blogs are welcome so long as the student can satisfactorily explain how the submission

relates to the topic.Monthly blog postings are due 12 days before class sessions(due Monday morning 12 days

preceding a Friday class) and should be posted on your small groups blog on Blackboard. This deadline

allows everyone in the small group to read one anothers blogs and post comments before class Only


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To access your blog on Blackboard, select My Groups which is found on the left sidebar, and

click on your small group leaders last name. Post your writing on your small group blog, which is found

under the Group Tools heading.

Exception to confidentiality If your blog describes events or circumstances that pose a risk of

significant harm, your instructor's obligations to student and community safety may require him/her to

breach confidentiality. If this circumstance arises, you will be consulted before confidentiality is breached

and given the option of addressing the situation on your own or in partnership with a faculty member. In

every case, you will have the option of remaining involved with the handling of your concern.

Teaching You have two separate teaching requirements to complete in the M4 year:

A. Teaching Selective: This unit is described in the Teaching Selective course pack, found at the

end of the PPS IV course pack.

B.

PPS IV Teaching Assignment:You are required to give a ten-minute mini-medical teachingscriptpresentation to your small group, which must be completed in either December or

March. A description of the assignment is below.

PPS IV Required Teaching Presentation

Assignment:Imagine you are a resident giving a talk during an impromptu afternoon teaching

session with your interns and students during a core rotation. Choose a competency and an objective

from one of the core clerkships develop a 10-minute mini-medical scripted presentation on a topic that


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COMPLETION OF THE TEACHING PRESENTATION IS A REQUIREMENT TO PASS PPS

IV. Teaching presentations are scheduled to occur in December and March. You must decide when you

will present, based upon your schedule, and your decision is due to your small group leader by theNovember class. If you are unable to make either session, you must arrange an alternate date with your

small group leader in advance.

Evaluation

Attendance and participation are mandatory for a grade of PASS in PPS IV. You are required to pass this

class to graduate from FSM. Failure is not an option.If you do not meet minimum requirements to pass

you are required to complete a remediation project developed by yourself and the course director. Your

evaluation will be shared with the Associate Dean for Student Programs and Career Development and

your college mentor.

Your small group leader is responsible for your evaluation, which will be based on the following

elements:

Attendance Please read the attendance policy closely:

You are required to attend every class unless you have an excused absence.You are expected to be on

time and to remain with your group until the day's agenda is complete. If you are ill or if other

circumstances prevent you from attending, you must notify the course coordinator, your mentor, and

your small group leader beforehand.Students with an unexcused absence may be subject to remediation.

Given the nature of the M4 year, we anticipate that you may not be able to attend every class


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classes you must remediate those additional missed classes.To remediate those additional classes, you

must complete the requirements for an excused absence as described above (complete your blog and post

comments on all your peers blogs), and you must also submit a two page analysis and summary of theexperiences and comments of your small group. Your analysis is due two days before class and will be used

by your small group leader to offer a summary of the topic at the end of the small group discussion. This

process ensures that, even in your absence, you remain engaged with the experiences and thoughts of

your peers on the topics addressed in PPS IV.

Participation To pass this class, you are required to post your blog as well as post comments on peers

blogs each month, as described above. Additionally, your small group leader will determine if you havesatisfactorily participated in this class. You are expected to contribute to the content and learning in this

class through participation in all course activities, including small-group and full-college sessions. Your

participation will be assessed in two areas:

Attitudes: You are expected to demonstrate appropriate sensitivity to perspectives that differ from

your own. You are also expected to exhibit professional attitudes toward the patients you

discuss, including the attitudes you express in speaking about patients. A lack of sensitivity or

professionalism, as determined by your small group leader, may require remediation to pass the

course.

Skills:You must contribute to small group discussions to pass this class. Your small group leader

will assess your communication skills via your blogs as well as your performance in small group

discussions. Inadequate contributions to small group discussions or blog postings, as determined

by your small group leader, may require remediation to pass the course.

Course Evaluation: All students must submit course evaluations, which will be available electronically.


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Faculty & Staff

PPS IV Course Directors

Greg Brisson, MD [email protected] 503-0430

Elizabeth Ryan, EdD [email protected] 503-4326

Course Coordinator

Sue Anne Tae [email protected] 503-0430

Tschoe College / Thompson Society

Gordy Siegel, MD [email protected]

Andrea Baumgartner, MD [email protected]

Tim Caprio, MD [email protected]

Adeboye Ogunseitan, MD [email protected]

Mike Hughey, MD [email protected]

Collings College/ Lawless Society

John Glynn, MD [email protected]

Jenny Lee, MD [email protected]

Cathy Cheng, MD [email protected]

Asim Hameeduddin, MD [email protected]

Mazyck College / Rickets Society
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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Monthly Schedule

Classes meet from 3:30 - 5:00 pm

Date Topic

July 11, 2014 Teaching skills

August 8, 2014 Social media and medicine

September 5, 2014 Everyday ethics

October 10, 2014 Medical Billing and Health System Reform

November 21, 2014 Personal and professional balance

December 5, 2014 TEACHING: Small group presentations

January 16, 2015 Physician-pharmaceutical relations

February 13, 2015 Cultural issues in medicine

March 13, 2015 TEACHING: Small group presentations

April 10, 2015 Empathy and detachment in medicine

May 8, 2015 College wrap-up session


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July Teaching Skills

The entire class will meet in Williams Auditoriumat 3:30pmfor this session. There will be no small groups.

There is no blog requirement for this session.

Optional Readings:

1. Kaufman DM. Applying educational theory in practice.BMJ2003;316:213-216.

2. Bienstock JL et al. To the point: medical education reviews- providing feedback.Am J Obstet Gynecol

2007;196:508-513.

3. Rudolph JW et al. There's no such thing as "nonjudgmental" debriefing: a theory and method for

debriefing with good judgment.Simulation in Healthcare 2006;1:49-55.

**Looking ahead: Small Group Presentation Assignment (December or March)

Teaching presentations to your small groups will occur inDecember and March. Your decision about

when you will present isdue to your small group leader by the November class session.


session with your interns and students during a core rotation. Choose, a competency and an objective


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August Social Media and Medicine

The entire class will meet in Williams Auditorium at 3:30 pmand then divide into small groups for the

second part of class.

Readings:

1. Lamas, Daniela. Friend Request. New York Times, May 11, 2010.

2. Strausburg M. How Facebook almost ended my career with a single click.Academic

Emergency Medicine.2011; 18:1220

3. Jain, SH. Practicing medicine in the age of Facebook. New England Journal of Medicine.

2009;361:649-651

4. Mostaghimi A, Crotty BH. Professionalism in the digital age.Annals of Internal Medicine.

2011;154:560-2

5. Kirschner KL, Brashler R, et al. Should health care professionals Google patients or

family members?PM&R.

2011;3:372-374

Blog topics (choose one):

1. Do you believe that physicians, due to their membership in the profession, are held to a

higher standard than the general public regarding their online presence/behavior? If yes,

is this standard fair? Did you consider this issueprior to starting medical school? If no,

explain the reasons for your answer. Make reference to Mostaghimi and Crottys article

and the Strausbourg essay.

2. Discuss how you manage your online presence. Do you edit your profile to maintain a

professionally appropriate presence? If yes, discuss the steps you use to curate your


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September Everyday Ethics

We will meet in colleges at 3:30 pm and will remain there for the entire session . This class will be teamtaught by your mentor and a member of the FSM Department of Medical Humanities and Bioethics.

Readings:

Lo B. Resolving Ethical Dilemmas. Philidelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins,

2009. 4thed.


1. Write about a clinical circumstance in which you and your team had to determine a

patients decision making capacity. How did the team handle it? Was a consultant

required to resolve the issue? In general, how confident areyouin your ability todetermine a patients decision making capacity? Make reference to Los chapter (#10) on

determining decision making capacity.

2. Write about a clinical circumstance in which you and your team had to obtain consent for

a procedure or treatment? Did you do it on your own? How confident are you in your

ability to obtain informed consent? In general, have you been involved in cases where

consent was obtained but you had concerns about whether the patient was truly

informed? Make reference to Los chapter (#3) on informed consent.

3. Write about a clinical circumstance in which a patient refused a procedure or treatment

recommended by you and your team? Did you and the team challenge the patient? Did


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October Medical Billing and Health System Reform

We will meet in colleges at 3:30 pm then divide into small groups for the second part of class.

Readings:

1. Sample NMH hospital bill, 2006.

2. Gawande A. The Cost Conundrum: What a Texas town can teach us about health care. The New

Yorker, June 1, 2009.

3. Cooke M. Cost consciousness in patient carewhat is medical educations responsibility? N Engl J

Med. 2010;362:1253-1255.

4.Doherty RB. The certitudes and uncertainties of health care reform.Ann Intern Med.2010;152:679-

682

5. Connors EE and Gostin LO. Health care reform- a historic moment in US social policy.JAMA

2010;303(24):2521-2522

Blog Topics (choose one):

1.

What surprises you about the sample hospital bill in the course pack? What costs more than youexpect? Is anything less expensive that you expect? What, if anything, is problematic about

different rates at which different insurers reimburse for medical services?


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November Personal and Professional Balance


Blog Topics (choose one):

1. Imagine yourself in 10 years. Describe an ordinary weekday from your own (future) perspective.

Use the present tense.

2.

Write about concerns you have regarding the balance between your personal life and yourprofessional life in your careereither now, in residency or fellowship, or after you are finished

with training. What do you think is, or will be, the most difficult aspect of maintaining balance?

What mechanisms have you relied upon, or need to develop, in order to achieve and maintain

balance?

Blogs are due Monday, October 27, 2014

Comments on blogs are due Monday, November 3, 2014

**Looking ahead: Small Group Presentation Assignment (December or March)

Teaching presentations to your small groups will occur in December and March. Your decision

about when you will present isdue to your small group leader by this session.\


e io ith you i te a d tude t du i a o e otatio Choo e a o ete y a d a obje ti e


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December Teaching sessions

The entire session for this class will be spent in small groups.

Teaching Presentations:

Some of you will make a 10-minute presentation on a medical topic to your PPS IV small group today.

The remainder of you will do your teaching presentation in March, 2013.



from one of the core clerkships, develop a 10-minute mini-medical scripted presentation on a topic that

addresses the chosen competency and objective.

Of note, in clinical medicine each of you have at times benefitted from these high-yield,

apparently spontaneous clinical presentations from interns, residents or attendings. Though these

presentations often feel off-the-cuff or back-of-the-napkin, they are often well-organized, scripted in advance andfrequently reprised for different groups of learners.

Format: Informal small group presentation. State the competency, clerkship objective that the

presentation addresses and use chalkboards, white boards, or simple (one page) handouts to strengthen

your presentation and enhance your learners recall. Computers cannot be used for this presentation.

Evaluation:Turn in a copy of your 10-minute mini-medical script to your small group leader.Include your name, competency, and objective addressed on the script document. You will give your

presentation to your small groups and receive immediate feedback on your performance.


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January Physician-Pharma Relations

The full class will meet in Williams Auditoriumat 3:30 pm. We will then divide into colleges for the

second part of class.

Readings:

1. Elliott C, The drug pushers. The Atlantic Monthly, April 2006, 1-13.

2. Steinbrook R. Controlling conflict of interestproposals from the Institute of Medicine. N Engl J

Med2009;360:2160-2163

3. Redig A. Finding the line: physicians, pharma, and drug development.Acad Med2009; 84:228-

229.

Blog topics: Pick the topic that most closely aligns withyour personalopinion.

1. Write a blog posting which asserts that there should be no relationshipbetween medicine and

pharma/device manufacturers. Explain why zero tolerance is the only reasonable policy. Is

complete independence possible? Suggest reasonable alternatives to the financial/in kind support

routinely provided by pharma/device manufacturers, such as medical education, new drug

awareness, free drug samples, research grants, etc. Support your writing with references from the

readings and, if needed, outside sources.

2 Write a blog posting which asserts that the relationship between medicine and pharma/device


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February Cultural Issues



1. Describe a patient under your care whose cultural beliefs put his or her medical care at odds with

the recommendations of the medical team. How did it impact care? How did you or your team

address this issue with the patient, if at all? In your experience, how often does this circumstance

occur in clinical medicine?

2. Describe your own ethnic background. What values do members of your ethnicity hold, if any,

that influence their health and health care? Do you or your family adhere to these values? Has it

had an impact on the health of you or your family? Have you ever tried to persuade them to

change their views?

Blogs are due Monday, February 2, 2015

Comments on blogs are due Monday, February 9, 2015


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March Teaching sessions

The entire session for this class will be spent in small groups.

Teaching Presentations:

Some of you will make a 10-minute presentation on a medical topic to your PPS IV small group today.

The remainder of you will do your teaching presentation in March, 2013.



from one of the core clerkships, develop a 10-minute mini-medical scripted presentation on a topic that

addresses the chosen competency and objective.

Of note, in clinical medicine each of you have at times benefitted from these high-yield,

apparently spontaneous clinical presentations from interns, residents or attendings. Though these

presentations often feel off-the-cuff or back-of-the-napkin, they are often well-organized, scripted in advance and

frequently reprised for different groups of learners.

Format: Informal small group presentation. State the competency, clerkship objective that the

presentation addresses and use chalkboards, white boards, or simple (one page) handouts to strengthen

your presentation and enhance your learners recall. Computers cannot be used for this presentation.

Evaluation:Turn in a copy of your 10-minute mini-medical script to your small group leader.

Include your name, competency, and objective addressed on the script document. You will give your

presentation to your small groups and receive immediate feedback on your performance.


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April Empathy and Detachment in Medicine


Blog topic:

Write about the challenges you faceas well as factors that help youin maintaining empathy

while practicing medicine. Give examples of patients or circumstances where you have found it

particularly easy or difficult to maintain empathy. What are the barriers to empathy in clinical

medicine? In general, have you observed physicians to be more empathic or more detached?Does it vary by specialty?

Blogs are due Monday, March 30, 2015

Comments on blogs are due Monday, April 6, 2015


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May Final college session; end of PPS curriculum.

We will meet in colleges at 3:30 pm.


1. What is your best memory or high point of medical school? What was the low point?

2. What is your most memorable college moment or activity?


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M4TEACHING SELECTIVE


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Rationale:

A core function of a physicians role, regardless of specialty choice, is an expectation to teach

and provide feedback to your patients, medical students, peers and team members during your

residency and beyond. Another role that a physician in training will experience is that of being

a life long learner. In this role one would be expected to possess the necessary skills to create

self-directed improvement plans. Feinberg School of Medicine (FSM) highlights the

importance of professionalism, learning how to teach, provide feedback through and create self-

directed improvement plans through their core competencies listed below:

Professional Behavior and Moral Reasoning Standards 3 & 5

Our graduates will demonstrate a commitment to professional responsibilities and behavior as well as theability to understand, reflect upon, and integrate ethical and moral dimensions of healthcare. FSM

graduates will:

3. Behave with honesty, integrity, respect, and compassion towards all patients,

families, students, faculty, and members if the healthcare team.

Professional

Behavior

5. Behave with accountability and dependability. Accountability

Medical Knowledge and Scholarship - Standard 4b

Our graduates will demonstrate knowledge of the scientific basis of medicine, the ability to apply

knowledge to patient care and contribute to scholarship in medicine though research or teaching. FSM

grates will:

4. Contribute to medical knowledge through research and the practice of

evidence-based teaching and learning, including:

Teachingb. Evidence-based teaching and learning by imparting knowledge to

others as well as by participating in activities to improve the teaching

and learning of others.


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The aim of the Teaching Selective is to provide a clinical teaching experience that allows M4

students to build the necessary stills in evidence-based teaching, feedback and self-assessment

aiding them in the transition to the residency of their choice. Additionally, we would like todifferentiate FSM graduates from other institutions because the majority of FSM students

report that they want to include teaching in their career plan and FSM is one of the few

institutions that requires a Teaching Selective unit in their curriculum.

Goals:

This unit aims to:

1. Provide a supportive opportunity for learners to apply their knowledge of teaching

techniques in medicine.

2. Provide a supportive forum for learners to self-assess and receive feedback on their teaching

skills.

3. Provide a supportive forum for learners to reflect and debrief one another on their

experiences in clinical medicine focusing on teaching experience and individual

improvement plan.

Objectives:

1. Demonstrate effective techniques for teaching small groups or for preparing and presenting

lectures. (MKS 4b)

2. Demonstrate effective techniques for giving feedback as a clinical teacher. (CLQI 1)

3. Demonstrate the ability to personally assess and improve performance through the creation

of an individual teaching improvement plan. (CLQI 2)


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FACULTY AND STAFF

M4 Teaching Selective Unit Director:

Elizabeth Ryan, EdD [email protected] 503-4326

Unit Coordinator:

Clare Petrie [email protected] 503-0654


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TEACHING OPPORTUNITIES:

*Please let Clare [email protected] by email what unit you would like

to teach by July 3, 2014.

Please note: The new M1/M2 curriculum is organized into organ system-based modules. The

Clinical Skills curriculum in Phase 1a (M1) and Phase 1b (M2) is a combination of the content

previously taught in M1 PEX and M2 Clinical Skills. Teaching Options include:

Phase 1a Clinical Skills (M1s) Mon - Thurs, 1:00pm - 3:00pm

This course teaches first year students communication, history and physical exam skills. The organ

systems covered in Phase 1a are: Foundations (Clinical Skills focuses on communication skills), CV,Pulmonary, Renal, Musculoskeletal, and Derm. Choose a clinical skill or an organ system that interests

you. In the Clinical Education Center students will work with small groups of M1s and their faculty

Preceptor as they begin to develop their clinical skills. M4s will receive feedback on your teaching from

faculty/teaching resident.

Phase 1b Clinical Skills (M2s) Mon - Thurs, 3:00pm - 5:00pm

This course continues teaching second year students the history and physical exam, and also includeswrite-ups, oral presentations and clinical reasoning. The organ systems covered in Phase 1b are: GI,

Head and Neck, Neuro, Psych, Endocrine, Repro/GU and Heme/Onc. This is a wonderful opportunity to

use your knowledge and interest in your chosen specialty to shape the clinical perspective of the M2s as

they prepare for their clerkships! M4 Students will have a chance to receive feedback on your teaching

from faculty/teaching resident.

ECMH (Education Centered Medical Home):In this course, students will care for medically complex patients in an outpatient primary care clinic,

which will be expected to attend about every two weeks. Students will pair with an M1 or M2 student to

see patients; giving feedback on basic clinical skills and then modeling more advanced diagnostic and
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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Please note that the dates listed are the start/end dates for the Modules, not the specific PBL

session start/end dates, which are as of yet undetermined. PBL blocks within the organ-based

modules can consist of 3-8 sessions, depending on the content and schedule of the block in

question.

If you have any questions about PBL, please contact Jessica Voth ([email protected]/

312.503.2165).

I n addition to:

You will be paired up with a M2 over the course of the year to review and provide feedback onthree of their H&Ps.

Teaching Selective Requirements:

The Teaching Selective is a unit requirement in the PPS IV curriculum, allowing you the

opportunity to develop your teaching/feedback skills. You are provided an opportunity toteach in the M1/M2 curriculum (listed below) under the guidance of FSM faculty.

Successful completion of the Teaching Selective includes teaching in either Phase 1a or Phase 1b

Clinical Skills, ECMH, PBL and completing M2 Inpatient H&Ps (requirements described

below):

Phase 1a or 1b Clinical Skills:teach 10 hours (5 sessions), you will be taped for one session

and provided formative feedback from a resident.

ECMH:M4s teach in their home plus teach one session in the CEC. This session will be

videotaped and you will receive formative feedback. (Drs. Evans & Ryan recommend that

you complete this earlier in the year to use the feedback while teaching in your home)
https://collaborate.northwestern.edu/owa/redir.aspx?C=7jnQUiG_4keJF4jmcxAdoE2XpsdaX9EI4hH6cIoXZxjPHxzOI35VcrSkpSFeQYlE-SXJskX4rpM.&URL=mailto%3aj-voth%40northwestern.eduhttps://collaborate.northwestern.edu/owa/redir.aspx?C=7jnQUiG_4keJF4jmcxAdoE2XpsdaX9EI4hH6cIoXZxjPHxzOI35VcrSkpSFeQYlE-SXJskX4rpM.&URL=mailto%3aj-voth%40northwestern.eduhttps://collaborate.northwestern.edu/owa/redir.aspx?C=7jnQUiG_4keJF4jmcxAdoE2XpsdaX9EI4hH6cIoXZxjPHxzOI35VcrSkpSFeQYlE-SXJskX4rpM.&URL=mailto%3aj-voth%40northwestern.eduhttps://collaborate.northwestern.edu/owa/redir.aspx?C=7jnQUiG_4keJF4jmcxAdoE2XpsdaX9EI4hH6cIoXZxjPHxzOI35VcrSkpSFeQYlE-SXJskX4rpM.&URL=mailto%3aj-voth%40northwestern.edu


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o Important suggestion: Based on previous student feedback and the Directors

recommendation for planning your teaching think about continuity with sessions and/or

groups. For example: teaching all oral presentation sessions vs. oral presentations plus

cardiac exam, etc. We do not sign student times to teach, we offer options and allow

students to report their interests for scheduling. In hindsight, M4 students have reported

that they wished that they had continuity with the learners or continuity with the content

taught. Both offer valuable lessons.

Please schedule time to complete your teaching selective hours during your flex or down

time.

Any Previous teaching experiences will NOT fulfill this requirement.

You need to review each teaching opportunity and reply to Clare Petrie with your preference

and dates you are available by Wednesday, July 3rd.

Video Tape & Formative Feedback Assignment: (except from M4s teaching in PBL)

1. Students will be videotaped teaching during one session.

2. Students must watch their video and complete a self-assessment checklist (See attached

Appendix A - paper copy).3. Students must meet for formal feedback with a designated reviewer to create a teaching

improvement plan for future teaching experiences (see the attached Appendix B -

improvement plan form).

4. You will need to complete the videotape requirement/teaching improvement plan by May

1st2015

Creation of an Individual Teaching Improvement Plan:

Students will submit their improvement plans (Attachment B) to Clare Petrie via email [email protected]

A h d i i i
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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Student Name: Appendix A.Observer Name:

Person Completing the Checklist (Student or Observer)

Teaching setting (session/unit taught):

Date:

Teaching Selective: Feedback Checklist FeedbackYes No comments

1. Setting Expectations:

Clearly explained the process for the learning session

Clearly explained expectations of the learner

Clearly explained the relevance - "why" it is important

Took into consideration learners current knowledge and needs

2. Communicated Effectively:

Body Language is natural

Gestures are not distracting

Spoke clearly and spoke loudly enough for the setting

Spoke at an appropriate pace and incorporated pauses to highlight key learning points

Engaged learners - probed their understanding, asked them questions, invited their

participation/interpretation of the case

Actively listened to learners, adapted to their needs and solicited level of understanding

3. Feedback:

Asked learner for a self assessment (pros and areas for improvement)

Probed for the learners rationale or reasons why they think they performed a certain way

Was specific

Identified positives and area(s) for improvement

Provided an example to the learner on how they could improve

Provided a take home message

Negotiated goals with the student and agreed upon next accomplishment

4. Knowledge Application and Integration:

Highlighted basic science material in a clinical context

Related M2 coursework to an aspect of the case

Demonstrated

Photo

Overall:


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Appendix B.

M4 Teaching Selective Self-Improvement Plan

Student Name: __________________________________

College: __________________________________

Small Group Leader: __________________________________

Teaching Placement: __________________________________

Unit/Session Taught: ________________________________ _

Name of Feedback Provider: __________________________________

Directions: Answer the questions below after watching your teaching videotape and after you

have met for individual feedback. Submit the completed Self-Improvement Plan via blackboard

and give your PPS IV small group faculty tutor a copy of your plan (either in December 2010 or

March 2011).

1. Identify and describe below area(s) of strength identified and discuss in your feedback

session.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________

________________________________________ _________

2. Identify and describe below area(s) for improvement identified and discuss in your

feedback session.


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Appendix B.

4. How are you going to achieve your goal? (What resources and strategies are you going

to use)

______________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_______________________________________________________________________________________________________________________________

5. How are you going to know that you learned it? (What evidence)

____________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________

__________________________________________________________________________________________________________________ _____________


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Appendix C.

Feinberg School of Medicine M2 Inpatient Written H&P Assessment Form

Course Date

Unit Clinical Medicine Evaluator Name

Assessment M4 Review of Written H&P Student Name

INSTRUCTIONS:

Please complete one form per student in regard to their Written H&P.

Note that if you assign a rating of 7, 8, or 9, the system will require you to provide an explanation with a minimum length of 140

characters.

PATIENT-CENTERED MEDICAL CARE

PCMC-5 Deliver oral presentations and write chart entries that are accurate, organized, well-reasoned, and appropriately

thorough.

1

2

3

4

5

6

7

8

9

Write-up is incomplete

and disorganized.

Write-up is not entirelywell-organized, or is

incomplete or poorly

reasoned.

Write-up is accurate,organized, well-

reasoned and

appropriately thorough

N/A N/A

PCMC-3 Formulate assessments and plans with attention to acuity of illness, risk benefit estimations, and patient preferences.

1

2

3

4

5

6

7

8

9

Problem list,

assessment and

Problem list,

assessment and

diff ti l di i

Problem list,

assessment and

differential diagnosis


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PROFESSIONAL BEHAVIOR AND MORAL REASONINGPBMR-5 Behave with accountability and dependability.

1

2

3

4

5

6

7

8

9

N/AFailed to turn in write-up

on timeTurned in write-up on time N/A N/A

POSITIVE OBSERVATIONS:

SUGGESTIONS FOR IMPROVEMENT:


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Appendix D.


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2014-15 pps 4 coursepack-final

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