kurt borg, ph.d. director of assessment office of medical education
TRANSCRIPT
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Kurt Borg, Ph.D.Director of AssessmentOffice of Medical Education
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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
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Offices of Medical Education and Student
Affairs
Student Orientation Logistics PCL Case Processing Skills Case Wrap-Up / Patient White-Coat Ceremony
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GRAND FORKS
FARGOBISMARCK
MINOT
(Years 1-4)
(Years 3-4)(Years 3-4)
(Year 4)
62 Students / Year
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Patient Centered LearningPBL Hybrid Concept
Began Year One 1998
Began Year Two 1999
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Patient Centered LearningPBL Hybrid Concept
Block Design TeamsBasic Scientists + Clinicians
Volunteer Clinical Faculty
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Ambulatory Care Experience Ambulatory Care Experience (ACE)(ACE)
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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)
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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
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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
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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%
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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
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“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)
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Meet with Block Director (Weekly QB Meeting)
Electronic Lecture FormE-mail Notification
Electronic Facilitator Form (End-Block)
* Constructive Professional Process
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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
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0
1
2
3
4
5
6
7
8
9
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
PCL
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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
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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
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GRAND FORKS
FARGOBISMARCK
MINOT
ROMEJamestown
(14,800)
ROME
Devils Lake (7,000)
ROME
Williston (12,400)
ROME
Hettinger (1,307)
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185190195200205210215220225
1997 1999 2001 2003 2005
USMLE Step 2 Scores UND Vs National Means
UND
National
PCL
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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.
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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.
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