Office  of  Lifelong  Learning  

Eva  Aagaard,  MD  

Goals  

•  Address  issues  that  are:  – Relevant  to  the  con=nuum  of  educa=on  – Or  as  learners  transi=on  between    •  UME/  GME/  CME-­‐faculty  development  

•  Develop  a  clear  con=nuum  of  teaching,  learning  &  assessment  from  medical  student  thru  faculty  

Specific  func=ons  

•  Learner  assessment  •  Faculty  development  •  Remedia=on    

Learner  Assessment  Across  the  Con=nuum  

•  Strategic  plan  for  learner  assessment  across  the  con=nuum  – What  assessment  tools  are  in  place  – Weaknesses/  gaps  in  assessment  –  Comprehensive  strategy  

•  To  Date:  –  Competency  commiNee  –  CAPE  

•  EOB    •  FDC  •  CPE  

Remedia=on  

•  Programs  in  place  – UME  • With  Student  Affairs,  CAPE  

– GME  • With  GME,  PDs,  CAPE  

•  Programs  in  discussion  – Faculty  professionalism  

Faculty  Development  •  Academy  of  Medical  Educators  •  Alignment  with  CCTSI,  CME,  OFA,  OCBME  

–  NewsleNer  –  Single  sign  up  (in  progress)  –  Single  adver=sement/  shared  calendar  

•  Needs  assessment  survey  –  Educa=on  –  Research  –  Clinical  care  –  QI  –  leadership  

TWO  BIG  PROJECTS  

Crowd  Wisdom  Faculty  Professionalism  Plans  

Crowd  Wisdom  

Faculty  Development  &  Remedia=on-­‐  Professionalism  

Leape  2012  

Faculty  Development    AKA  Preven=on  

•  Founda=onal  Knowledge  – Online  modules  

•  A[tudinal  Change  –  Small  group  case-­‐based  discussions  

•  Skill  Building  –  Longitudinal  communica=on  curriculum  –  3-­‐4  days  

•  Fundamental  skills  •  Managing  emo=ons,  interpersonal  conflicts  and  cultural  challenges  

•  Collabora=on  and  interprofessional  team-­‐building  Studdart  et  al  (2007)    

Remedia=on  •  Team  approach  •  Builds  on  and  coalesces  resources  available  

–  CPHP  –  Remedia=on  director  –  CAPE  –  Hospital  HR  offices  –  Ombuds  

•  Personalized  plan  –  Referral  –  One-­‐on-­‐one  coaching  –  Team/  group  training  

Other  issues    

•  Repor=ng  &  Expecta=ons  – Stephen  Wolf  

•  Policies  &  Procedures  – Steven  Lowenstein  

•  Consequences  •  Alignment  with  GME,  hospitals,  chairs  – Celia  Kaye,  Doug  Jones  &  others  

References  •  Saxton,  R.  (2012).  Communica=on  skills  training  to  address  disrup=ve  physician  

behavior.  AORN,  95(5),  602-­‐611.  •  Swiggart,  W.  H.,  Dewey,  C.  M.,  Hickson,  G.  B.,  Finlayson,  A.  J.,  Spickard,  W.  A.  

(2009).  A  plan  for  iden=fica=on,  treatment,  and  remedia=on  of  disrup=ve  behaviors  in  physicians.  Front  Health  Service  Management,  25(4),  3-­‐11.  

•  Lang  D.A.,  Jara,  J.B.,  Kessenick,  L.W.  (1989).  The  Disabled  Physician:  Problem-­‐Solving  Strategies  for  the  Medical  Staff.  Chicago:  American  Hospital  Publishing,  Inc.  

•  Ginsburg,  S.,  Regehr,  G.,  Hatala,  R.,  et  al.  (2000).Context,  conflict,  and  resolu=on:  a  new  conceptual  framework  for  evalua=ng  professionalism.  Academic  Medicine,  75,  S6–S11.    

•  Kalet,  A.L.,  Tewksbury,  L.R.,  Hyland,  B.  J.,  Taffel,  L.,  Zabar,  S.  (2009).  Preparing  faculty  to  conduct  clinical  skills  remedia=on:  Building  ins=tu=onal  capacity.  Journal  of  General  Internal  Medicine,  24(Supp  1):S238.    

•  Fabri  P.  J.  Beyond  competence:  the  case  for  emo=onal  intelligence.  Available  at:  hNp://www.ama-­‐assn.org/ama1/pub/upload/mm/44/a-­‐06pdfpresnt1.pdf