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[email protected] Educational Skills Workshop
Finding Clarity: EstablishingGoals and Expectations for Clinical Learners
1/23/2020
Faculty Developer Team:David Irby, PhDAmy Garlin, MDBrad Sharpe, MDEsme Shaller, PhD
Zoom Suggestions
▪ Mute: when not speaking
▪ Break: 5 minutes halfway
▪ Video: Leave on during intro, discussion sections, and breakout groups (if you can!)
• Turn off if called away
▪ Use of survey and chat functions
• Responses viewed by whole group
▪ Questions
• If you have questions of clarification, write in chat and Raquel will monitor chat
• If you have a larger conceptual question, save for discussion periods
3
A word on social signaling
4
© University of California San Francisco Medical School
Objectives
• Consider equity and biases
• Describe rationale for goals and
expectations
• Write goals and expectations
• Demonstrate how goals can be
communicated and revisited
© University of California San Francisco Medical School
Road Map
• Rationale for clarifying expectations
– Chat comments
• Writing goals and expectations
– Individual writing, pair share, small
group discussion
• Communicating and revisiting goals
– Small group discussion and total group
sharing
© University of California San Francisco Medical School
Workshop Resources & Evaluation
• WIKI page with materials
http://tiny.ucsf.edu/GoalsExpectations
• Clerkship Objectives
https://wiki.library.ucsf.edu/display/UCPLS/Finding+Cl
arity%3A+Establishing+Goals+and+Expectations
• Workshop Evaluation
– https://ucsf.co1.qualtrics.com/jfe/form/SV_d5vlLqUQM
vr0iSV
• Skills Assessment for Teach for UCSF
– https://ucsf.co1.qualtrics.com/jfe/form/SV_0DFxHHsC
XbhgKep
Before we begin: Assumptions
▪ University has an overall commitment to diversity, equity, and inclusion
▪ We all have blind spots in these areas
▪ Hearty recommendation to take the DEI Champion training and pursue the DEI Teaching Certificate (this is only a 2 hour class!)
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Equity Pedagogy
Equity pedagogy is an approach to education in which teachers develop teaching strategies and cultivate classroom environments that support learning by all students, especially those who have been socio-economically, linguistically or culturally marginalized in school and society.
Banks & Banks, 1995 & 2009
Equity vs. Equality
Evidence-based Strategies to Support Students from All Backgrounds
● Support students’ sense of belonging
● Convey high standards and assure students of their ability to meet these standards
● Promote a growth mindset about intelligence
● Have students reflect on core personal values
12
© University of California San Francisco Medical School
Goals and Expectations:
Pair share: 3 mins
What has been your experience with identifying and communicating goals and expectations?
© University of California San Francisco Medical School
Goals and Expectations
• Why is it important to
your learners that you
establish goals for
THEM?
• Why is setting goals for
your learners helpful to
YOU as their teacher?
© University of California San Francisco Medical School
Diff 5%
Diff 5%
Diff 17%
Diff 35%
Diff 47% Diff 54%
30%
20%
10%
0%
40%
50%
60%
Diff 3%
70%
80%
90%
100%
Self-
directed
learning
Culture Knowl &
reasoning
Skills Roles Logistics Frequent
Change
Areas of Struggle
Students
Clk Dir
Differences in Perspectives: Students &
Clerkship Directors
O’Brien B, Cooke M, Irby D. (2007). Perceptions and Attributions of Third-Year Student Struggles in Clerkships: Do Students and Clerkship Directors Agree? Acad Med. 82(10):970-978.
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Perceptions of preparedness for the first medical clerkship: a
systematic review and synthesis; Surmon L1, Bialocerkowski
A2, Hu W3. BMJ Med Ed 2016
[email protected] Educational Skills Workshop
POLL TIME!
Which of the following options get in the way of you setting clear goals for your learners?
17
© University of California San Francisco Medical School
Purpose of Creating Clarity
• Let learners know what they should learn & do
• Guide teacher in planning their teaching
• Provide learner and teacher with a basis for evaluation and feedback
Optimal goals
▪Specific
▪Clear
▪High, but not too high
▪Fewer rather than more
Latham & Locke, 1981, 2002, 2019
Goals & Objectives
▪Goal #1
• objective #1
• objective #2
▪Educational Goals
• knowledge, skills, attitudes
▪Functional Goals (“expectations”)
• behavior, performance, participation
Example goals for 4th-year outpatient HIV rotation
Goal #1 (educational):
▪ To learn about anti-retroviral therapy
• Objective #1: Learn the mechanisms of all available classes of ART
• Objective #2: Learn abbreviations for the most commonly used ARVs
• Objective #3: Learn the toxicities of most commonly used ARVs
Goal #2 (functional):
▪ To take a complete and appropriate sexual history
• Objective #1: Review resources and demonstrate understanding of standards of care
• Objective #2: Watch me and debrief
• Objective #3: Observed practice
© University of California San Francisco Medical School
Goal Setting Process
1. Define Goals and Expectations for Learners
2.
Communicate Goals to Learners
3. Solicit
Goals from
Learners
4. Revisit
Goals with
Learners Over
Time
© University of California San Francisco Medical School
1. Defining Goals & Expectations
• Refer to clerkship/residency objectives
• Define educational goals for your
learners
– What do you want them to learn?
• Set functional goals for your learners
- What do you want them to do?
- What do you expect of your learners
in the clinical care of patients?
© University of California San Francisco Medical School
1a. Write Goals and Expectations
• Use a doc or paper to specific goals
– 1-3 Educational Goals
• Knowledge, skills, attitudes – e.g., professionalism
with peers and patients, enthusiasm, etc.
• Refer to clerkship/residency objectives, prioritize
– 1-3 Functional Goals (expectations)
• Expectations for functioning on the team or
responsibilities in the clinic
Breakout rooms!
1. Choose a reporter
2. Work on your goals individually for a few minutes
3. Share goals, get and give feedback
4. Report back to the group any insights or questions from the process
5. We will spend 20 minutes total in these rooms! Get some useful work done.
25
© University of California San Francisco Medical School
2. Communicate Goals
• Tell them clearly and specifically what your
goals are for them so they will know what
to focus on
• “My goals for you are….”
• Prioritize so you don’t overwhelm them
• Tell them the relevance and importance of
the goals
© University of California San Francisco Medical School
2a. Statements of Relevance
• You will see a lot of this.
• A common student mistake is….
• “I once made a mistake….”
• “I used to think that….”
• This is just cool
• It will be on the test!
© University of California San Francisco Medical School
3. Solicit and Negotiate Goals
• Check for learner acceptance of your goals
• Ask learners for theirs
• Negotiate for shared goals
• Consider biases and equity
Breakout rooms Part Deux!
1. Same groups
2. Again, choose a reporter
3. ROLE PLAY going over your goals with a learner
4. Get and give feedback
5. Report back to the group any insights or questions
6. 15 minutes or so this time
30
How was it?
▪ What gets in the way of these conversations going smoothly?
▪ What gets in the way of having these conversations?
31
What gets in the way?
32
Time Learner Different
Confusion Backgrounds
Lack of Time/Learner Confusion
▪ it need only takes a few minutes
▪ pre-planning
▪ reminders, especially for revisiting
▪ clear language
▪ signposting
▪ repeating back
▪ writing it down
33
© University of California San Francisco Medical School
4. Revisit Goals Over Time
• Halfway through the rotation revisit goals– “Let’s see
how we’re doing…”
Larger group discussion
▪ What is everyone’s experience with revisiting goals?
▪ What tends to be helpful/challenging with that process?
35
© University of California San Francisco Medical School
Finding Clarity: Establishing Goals
1. Define Goals and Expectations for Learners
2.
Communicate Goals to Learners
3. Solicit
Goals from
Learners
4. Revisit
Goals with
Learners Over
Time
Reminder: Evidence-based Strategies to Support Students from All Backgrounds
● Support students’ sense of belonging
● Convey high standards and assure students of their ability to meet these standards
● Promote a growth mindset about intelligence
● Have students reflect on core personal values
37
Building your road map
38
© University of California San Francisco Medical School
Personal Goals & Evaluation
▪ Using the skills assessment, write down one or
two new things you plan to do related to
“Setting Goals and Expectations” the next time
you teach
▪ Complete the online workshop evaluation
▪ http://tiny.ucsf.edu/GoalsExpectations
© University of California San Francisco Medical School
Workshop Resources & Evaluation• WIKI page with materials
– https://wiki.library.ucsf.edu/display/UCPLS/Finding+Cl
arity:+Establishing+Goals+and+Expectations
• Clerkship Objectives
– https://wiki.library.ucsf.edu/display/UCPLS/Finding+Cl
arity%3A+Establishing+Goals+and+Expectations
• Workshop Evaluation
– https://ucsf.co1.qualtrics.com/jfe/form/SV_d5vlLqUQM
vr0iSV
• Skills Assessment for Teach for UCSF
– https://ucsf.co1.qualtrics.com/jfe/form/SV_0DFxHHsC
XbhgKep
