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Writing Narratives
Based on ACGME Competencies
Narratives What Are They?
Written Evaluation of Student Performance Formative
Mid-Course Evaluation
Summative End of Course
Direct Observation of Learners
Why? Assessment of Student Performance in the Absence of Exams
Correct Mistakes Reinforce Good Performance Provide a Framework for Professional Development
Permanent Record – CAPS
Narratives Are: Form of Feedback
FAIR - Clearly Defined Expectations Understood By Both Faculty &
Student
Constructive Power = Positive Positive Critique
Goal-Oriented -Student Input Improve Individual & Group
Dynamics Set Mutually Agreed Upon Goals
Objectives
Discuss Our Expectations for Student Performance: ACGME Competencies
Discuss techniques for Providing Constructive Feedback
Case-Based Learning
Competency-Based Curriculum
If You Don’t Know Where You’re Going, You’ll Never Get There!
Educationalexperiences
Environment Assessments
Standards
DevelopingCompetence
as aphysician
Practice-based Learning &
Improvement
Interpersonal &Communication
Skills
PatientCare
Professional-ism
Medical Knowledge
Systems-Based
Practice
ACGME Competencies
ACGME Competencies
Medical knowledge Established and evolving biomedical, clinical, and cognate (e.g. epidemiological and social-behavioral) sciences and application of this knowledge to patient care
Patient Care Compassionate, appropriate, and effective for the treatment of health problems and the promotion of health
Practice-Based Learning & Improvement
Investigation and evaluation of their own patient care, appraisal and assimilation of scientific evidence, and improvements in patient care
Systems Based Improvement
Awareness of and responsiveness to the larger context and system of health care and the ability to effectively call on system resources to provide care that is of optimal value
Interpersonal &Communication Skills
Effective information exchange and teaming with patients, their families, and other health professionals
Professionalism Commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population
Example – Clearly Defined Goals
Practice-Based Learning and Improvement
The competent graduate will be self aware and
understand his/her learning needs to continually optimize their professional performance and patient care. The graduate should be able to investigate, reflect, and evaluate his/her patient-care practices and to critically filter, appraise and assimilate evolving scientific evidence.
Educational Program Objectives
Facilitate the learning of students/others.
Use information technology to manage/access information and support self-education.
Locate, appraise, and assimilate evidence from scientific studies
related to their patients’ health problems; apply knowledge of epidemiological principles and proper study design for the appraisal of clinical studies
Obtain and use information about their population of patients and the larger population from which patients are drawn.
Analyze clinical experiences and reflect on personal practice patterns to initiate practice-based improvement activities.
Facilitate the Learning of Students and Other Health Care Professionals. Knowledge/Skills/Attitudes/Objectives
Assess & address educational needs of other team members
Demonstrate commitment to mentoringEngage others in bi-directional learningExplore & employ principles of adult learningProvide constructive feedback to students and
peers and listen as they reciprocate
Student Narratives in CBL
CBL Evaluation Cycle
Year-Long Course No Exams
Formative Evaluation – Fall Student/Facilitator Meeting Scoring System Based on Competencies Written Narrative
Summative Evaluation – Spring Student/Facilitator Meeting Scoring System Based on Competencies Written Narrative
Good Feedback
Timely Specific Constructive Good Listening Focused on the Positive Allows Student Input
Student/Facilitator Meeting:The Positive Critique
Outline the Evaluation Process
Ask: What Do You Think You Are Doing Well?
Add: What You Think The Student Does Well
Ask: What Would You like to Improve? Add: Other Things You Think Could Be
Improved
How Do You Get to Know Your Students? Direct Observation - Take Notes Informal: Ask - What do you do well?
What would you like to improve? Other????
Examples – Standardized Students
Mandy Ginger Rudy
Take 5!
Mandy
GingerRudy
Standardized Students
References
http://www.hopkinsmedicine.org/fac_development/video/flashhttp://www.mja.com.au/public/issues/183_05_050905/vic10464_fm.htmlDescribes methods for giving students effective feedback
http://www.tcmedc.net/upload/data/Doctor_of_Medicine_Education_Program_Objectives.docxTCMCs Doctor of Medicine Education Program Objectives, sent by Dr Wilcox on 11/29/2011
http://www.mja.com.au/public/issues/183_05_050905/vic10464_fm.htmlPart of series of articles. This one is on giving feedback and explains the positive critiquemethod
“Practical Implementation of the Competencies”: ©2006 ACGME. http://www.acgme.org/outcome/e-learn/FacManual_module2.pdfIncludes descriptions of approaches that can be used for teaching residents – useful for constructing learning questions