MedEdPORTAL Featured Pub: Standardized Patient Cases to Measure Screening, Brief Intervention and Referral to Treatment Skills, Wamsley et al

Wamsley M, Treit K, Satterfield J, Levitt D, McCance-Katz E, Moreno-John G, et al. Three Standardized Patient Cases to Measure Screening, Brief Intervention and Referral to Treatment (SBIRT) Skills in Primary Care Residents . MedEdPORTAL; 2011.
Available from: www.mededportal.org/publication/9005
Three twenty-minute standardized patient encounters that are designed for internal medicine or family medicine residents to assess SBIRT skills and to determine individual areas for improvement. Standardized patient cases include the following:

* 35 year-old man with risky alcohol use and paroxysmal atrial fibrillation, contemplative stage.
* 39 year-old woman with low back pain and opiate misuse, precontemplative stage.
* 63 year-old woman with depression and alcohol use disorder, preparation stage.

Each case is written to represent a twenty-minute clinic visit and focuses on substance use history taking, assessment and development of a clear treatment plan. There are no physical exams included in these cases, but if desired the cases could be modified to assess relevant physical examination skills. After each SP case, residents have a ten-minute exercise to assess specific knowledge and skills including: encounter documentation, assessment of stages of change, approach to older patients with substance use, approach to non-English speaking patients with substance use and developing pain contracts with patients.

Submission contains standardized patient training materials and post-case exercises for 3 cases. In addition, there are scoring rubrics for the post-case exercises and for the overall cases. Finally, there is a guide to debriefing the exercise with the residents and a resident evaluation of the exercise.

MedEdPORTAL featured publication - Reflective Ability Rubric and User Guide by Patricia O'Sullivan et al.

Reflective Ability Rubric and User Guide by Patricia O'Sullivan, EdD, Louise Aronson, MD, MFA, Eva Chittenden, MD, Brian Niehaus, MD, Lee Learman, MD, PhD.
This report contains a rubric for scoring reflective ability and a user guide providing development and psychometric details along with materials to be used in rater training.



See resource on MedEdPORTAL

Advancing geriatrics education: An efficient faculty development program for academic hospitalists increases geriatric teaching, by L. Mazotti et al.

J Hosp Med. 2010 Aug 17. [Epub ahead of print]

Advancing geriatrics education: An efficient faculty development program for academic hospitalists increases geriatric teaching.

Mazotti L, Moylan A, Murphy E, Harper GM, Johnston CB, Hauer KE.

Department of Medicine, Division of Hospital Medicine, University of California San Francisco, San Francisco, California.

Abstract

BACKGROUND: Hospitalists care for an increasing number of older patients. As teachers, they are uniquely positioned to teach geriatric skills to residents. Faculty development programs focused on geriatrics teaching skills are often expensive and time-intensive, and may not enhance trainee learning.

OBJECTIVES: To evaluate a train-the-trainer (TTT) model designed to equip hospitalists with knowledge and skills to teach geriatric topics to residents in a time-constrained, resource-limited environment.

DESIGN: Cross-sectional survey.

SETTING: Academic tertiary hospital.

INTERVENTION: A 10-hour geriatric curriculum, the Reynolds Program for Advancing Geriatrics Education (PAGE), cotaught by geriatricians and hospitalists at preexisting noon conferences over 1 year that consisted of exportable teaching modules.

MEASUREMENTS: Session leaders' and faculty participants' satisfaction, hospitalist geriatrics teaching self-efficacy, residents' self-report of frequency of geriatric teaching received, and frequency of geriatric skill use.

RESULTS: The curriculum was highly rated by session leaders and hospitalist faculty. Hospitalists perceived improvement in geriatric teaching skills, indicating (1: "unlikely" to 5: "highly likely") that they are likely to use these teaching tools in the future (M = 4.61, standard deviation [SD] = 0.53). Residents reported both significantly more geriatrics teaching by hospitalists (P < p ="">

CONCLUSIONS: A time-efficient geriatric faculty development program for hospitalists suggests improvement in the amount and quality of geriatrics teaching and skill practice among faculty and residents at an academic medical center. Concise faculty development programs within preexisting faculty meetings may be a feasible, successful method to increase geriatric skill development in the hospital setting. Journal of Hospital Medicine 2010; (c) 2010 Society of Hospital Medicine.

PMID: 20717891 [PubMed - as supplied by publisher]

MedEdPORTAL featured publication - Workshop in a Box by Fulton, Burke, Hyland and Kruidering

Workshop in a Box: Visual Demonstration of Small Group Facilitation Techniques for Faculty Development

This resource is designed for educators who conduct faculty development for small group facilitators. Included in this "workshop in a box" is a DVD with two scripted, character-based dramatizations of small group encounters; an instructors' guide; and structured written workshop materials. The written materials provide guidance and structure for running a small group facilitator training workshop using the DVD. Video clips on the DVD depict a group of learners engaged in a case discussion with one of two facilitators who have contrasting teaching styles. See workshop on MedEdPORTAL.

Innovations in Medical Education: Really Good Stuff

Recently published in "Really Good Stuff" from Medical Education:

Near-Peer Workshops for Pre-Clerkship Physical Examination Skills.
Judy E Kim, Adam D Schickedanz & Calvin L Chou.

Near-peer instruction, in which a more advanced trainee teaches a junior trainee, can be useful for teaching skills that progress along a continuum of proficiency, require stage-tailored feedback, and benefit from shared perspectives between instructors and learners. This common frame of reference, termed ‘social congruence’, is thought to enhance learners’ comprehension and...

Read more at:
MEDICAL EDUCATION 2010; 44: 499–500
Article

Academic Doctors: Select but Prepare. Patricia S. O’Sullivan, EdD

Recently published commentary in Medical Education:

Academic Doctors: Select but Prepare.
Patricia S. O’Sullivan, EdD

For those of us in medical education, preparing future faculty members is a major concern and we have attempted to understand the process by which we do this.1 In this issue, Cavalcanti and Detsky2 report on a study of the relationship between the number of publications that a resident has upon entering a residency and his or her subsequent clinical performance. They found little association, but the authors had hoped that publishing history would be a good indicator for a promising career in academic medicine in that it might reflect scholarship and good clinical skills. This study generated a number of questions about what publications might actually be proxy for and, in so doing, highlighted the issue of selecting versus developing future academic doctors. Addressing this dilemma requires the answering of three questions: What is an academic doctor? Can we select for this person? What should we be doing to prepare residents who are interested in becoming academic doctors?

Read more at:

MEDICAL EDUCATION 2010; 44: 438–439
Article

An innovative program to train health sciences researchers to be effective clinical and translational research mentors. Mitchell D. Feldman, et al.

Johnson, M O, Subak, L, Brown, J S, Lee, K A, Feldman, M D. (2010). An innovative program to train health sciences researchers to be effective clinical and translational research mentors. Academic medicine, 85(3), 484-9.

The creation of the Clinical Translational Science Awards for academic health sciences campuses in 2006 was implicitly accompanied by a call for a new paradigm of faculty development and mentoring to train the next generation of researchers and leaders in this new approach to research. Effective mentoring is critical to help early-career investigators become successful, independent researchers, and a new approach to mentoring is vital to recruit, advance, and retain fellows and junior faculty engaged in clinical and translational research. However, in addition to the many rewards of mentoring, there are numerous substantive barriers to effective mentoring. These barriers include a lack of training in how to be a mentor, lack of time and structural and financial support for mentoring, and competing personal, administrative, and clinical demands. The authors describe an innovative program, the University of California, San Francisco Mentor Development Program (MDP), established in 2006 and designed to train midcareer academic health sciences researchers to be more effective as clinical and translational research mentors. Using a framework for presenting innovations in academic research, they present the rationale, design, implementation, and mechanisms being used to evaluate and sustain the MDP. Specific details of the objectives and content of the MDP sessions are provided as well as evaluation criteria and a link to specific curriculum materials.

Article