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Medical education research in the Department of Family Medicine
Shelley RossFaculty DevelopmentDate: February 14, 2013
Today I will describe…Why we do medical education research
Areas of interest
Some interesting findings
Future directions
Why do medical education research?Quality of education
Evidence-based approach
Quality assurance (evaluation)
Theory development
3
• Evaluate current practices
• Refine
• Evaluate
• Innovate
Look at the literature
Develop a philosophy
Align with best practices
Quality assuranceImplement innovations
Evaluate
Refine
Report
CBASParticipatory action research
Multiple components
Publication (program description):Ross S, Poth C, Donoff M, Humphries P, Steiner I, Schipper S, Janke F, Nichols D. The Competency-Based Achievement System (CBAS): Using formative feedback to teach and assess competencies with Family Medicine residents. Canadian Family Physician. 2011;57:e323-e330.
FeedbackWhat kind of feedback do residents get?
Is there a gender difference among preceptors?
Is there a difference based on years of experience?
What are the categories of feedback given?
Implementation fidelityDoes CBAS work in all contexts?
How do we fix it if it is not working the way we expect?
Publication: Ross S, Poth C, Donoff M, Papile C, Humphries P, Stasiuk S, Georgis R. Involving Users in the Refinement of the Competency-Based Achievement System (CBAS), an Innovative Approach to Competency-Based Assessment. Medical Teacher. 2012; 34:e413-e417.
Teaching the teachersUsing existing written feedback, coaching is
targeted to each preceptor’s strengths and weaknesses
Publication: Nichols D, Kulaga A, Ross S. Coaching the coaches: Targeted faculty development for teaching. Medical Education (in press)
Applications beyond Family MedicinePractice ready assessments (to grant
provisional licenses to foreign-trained physicians)
South Sudan
Social MediaFacebook
TwitterPublication: Forgie S, Duff J, Ross S. Twelve Tips
for using Twitter as a Learning Tool in Medical Education. Medical Teacher. 2013; 35; 8-14.
Online professionalism
Professionalism in digital agePublication: Ross S, Forgie S. Distracted
doctoring: electronic multi-tasking impairs learning and patient care. CMAJ. 2012; 184: 1440. DOI:10.1503/cmaj.120462
Cultural competencySensitivity to other cultures
Enhancing Cultural Diversity Awareness of Medical/Dentistry Students (Szafran O, Waugh E, Parent R, Khera S, Triscot J).
Cultural competency training manual for health professionals (Waugh, Szafran, Crutcher)
Narrative reflective practiceReflect on personal feelings about doctor
patient relationship (Cave & Tan)
Community-based ExperienceDo student experiences in community family
medicine clinics change attitudes and beliefs about Family Medicine? (Tan & Ross)
Palliative CareCan palliative care and end of life care be
effectively taught using virtual cases? (Tan & Ross)
What are resident experiences in palliative care? (Tan)
AddictionsNew addictions curriculum:
Is there a change in attitudes and beliefs after taking the new course? (Salvalaggio, Steblecki, Duerksen, Ross)
MotivationMultiple studies (Ross)
Can we incorporate motivation theory into teaching and assessment?
What are the motivational patterns of residents entering the program? Do those patterns change?
Problem-based learningHow effective is problem-based learning?
Does it improve comprehension? (Ross, Peterson, Amin)
Does PBL translate to other cultures? (Steiner & Ross)
RuralMultiple projects (Konkin, Janke, Ross, others)
What are effective methods to deliver educational programming for distributed sites?
What is the impact of rural rotations?
What influences choice to practice in rural settings?
Benchmark examinationMultiple studies (Campbell-Scherer, Schipper,
Duerksen, Ross)
Are benchmark examinations useful to plan curriculum?
Do residents find benchmark exams useful for planning their own learning?
Are residents accurate self-assessors on benchmark examinations?
Faculty DevelopmentNeeds assessment (Koppula, Janke, Ross)
Innovate ways to deliver Faculty Development
Triple C EvaluationMember of pilot team – longitudinal program
evaluation(Ross, Schipper)
Physician lifestylesHow are physician lifestyles related to the
counseling they give patients about healthy lifestyles? (Klein)
Graduate survey5 year cohort surveys of our graduates
(Crutcher R, Szafran O, Woloschuk W, Schipper S, Wycliffe-Jones K, Ross S, Palacios M, Dickinson J, Myhre D).
The main purpose of the study is to examine Alberta family medicine graduates’ educational experiences and practice patterns after completion of the family medicine residency program and to compare these findings to those of graduates from previous years.
Critical thinking skillsTo what degree do our residents think
critically? (Ross, Schipper, Loeffler, Allen, Ross)
Does critical thinking change over time in the residency program?
Global Health Education InitiativesProjects to assist other countries with primary
care education in:
UgandaTanzaniaChinaNepal
Women in medicineBook project (Waugh & Ross)
Do women practice medicine differently? Are there different expectations of women than men ? Are there differences in the stresses faced by women when they choose a career in medicine?
CBASMultiple studies using database of FieldNotes
and progress reports
Remediation project: Does CBAS help identify struggling learners earlier than previous methods?
Long-term evaluationComparison between our graduates and
traditional program graduates
TeachingWhat is the most effective faculty
development to improve teaching?
How do we teach residents to be good teachers?
MotivationUse motivational theory to increase
engagement in learning across all elements of residency program
Rural
Rural curriculum evaluation
Questions?