Sneha Shrivastava, MD, MSEd, Johanna Martinez, MD, MS, Daniel J. Coletti, PhD, Alice Fornari, EdD, RDN, https://doi.org/10.15766/mep_2374-8265.11247
Introduction: Among the many skills required for leading interprofessional health care teams, emotional intelligence and communication skills are critical to building professionalism, establishing patient trust, and providing optimal patient care. Nonetheless, these skills are often overlooked in medical training. We implemented a 2.5-hour workshop for interprofessional trainees to self-assess, reflect, and apply their emotional intelligence and communication skills. Methods: Participants were interprofessional trainees, including internal medicine residents, medical students, and graduate students in clinical pharmacy, physician assistant, and health psychology training programs. The workshop consisted of reflective activities to self-assess emotional intelligence and communication styles; a didactic presentation focused on leadership, emotional intelligence, and communication styles; and a teamwork activity to apply emotional intelligence and communication skills. Results: Forty-four trainees participated in this workshop. After the workshop, trainees reported increased knowledge about positive strategies to communicate with team members, felt more comfortable working with other professionals to encourage positive team dynamics, and were more prepared to encourage leadership in their interprofessional teams. Examination of learner evaluations suggested that residents endorsed higher mean ratings than the other learner groups in knowledge attainment (p = .02) and meeting all learners’ needs (p = .01). Discussion: This workshop enhanced our trainees’ self-reported comfort, awareness, and preparedness regarding using emotional intelligence and communication strategies. An interprofessional approach can be beneficial for leadership training in the health professions.
Sarah C. Stokes, MD, Nikia R. McFadden, MD, Edgardo S. Salcedo, MD, Alana L. Beres, MD, MPH, https://doi.org/10.15766/mep_2374-8265.11237
Introduction: Firearm injuries are a major public health concern. Safe firearm storage is recommended by multiple medical organizations. However, rates of firearm safety counseling are particularly low among trauma providers. Educational initiatives for other provider groups have proven to be effective. We hypothesized that educating trauma providers to offer safety counseling would be similarly effective. Methods: We developed a didactic session around safe firearm storage counseling for trauma providers consisting of a lecture followed by an interactive session with standardized patients. Session participants completed pre- and post-surveys evaluating their knowledge about firearm storage, self-efficacy in providing firearm storage counseling, and attitudes towards firearm safety. We compared differences between pre- and post-survey data using chi-square tests. Results: The didactic session was delivered to target trauma providers: three trauma nurse practitioners, 42 general surgery residents, and 26 emergency medicine residents. After the session, participants were more likely to know the optimal way to safely store a firearm and to be confident in effectively counseling patients about safe firearm storage. Learners were not more likely to believe that providers have a responsibility to counsel patients on firearm safety. Discussion: A didactic session on safe firearm storage counseling was associated with increased rates of knowledge and self-efficacy. The session did not change attitudes among trauma providers, although, prior to the session, most providers already believed they had a responsibility to counsel patients on safe firearm storage. Similar curricula should be piloted at other trauma centers.
David Price, MD, Kate Felix, RN, PhD, https://doi.org/10.15766/mep_2374-8265.7823
Introduction: This resource provides a process to document learnings, self-reported implementation of learnings, and barriers to implementing learnings from regularly scheduled recurring journal clubs and case conferences. This resource helps creates continuity between sessions, helps build a community of practice, and helps monitor the outcomes of these regularly scheduled series. Methods: This resource provides the meeting facilitators with a documentation tool, which we have modified based on user feedback and our ongoing efforts to track outcomes. The session facilitator (or designee) is responsible for the documentation. This resource includes a recent iteration of the documentation tool with instructions for use. Results: The initial results of our work have been published in the Journal of Continuing Education in the Health Professions. We have also presented the process at the 2008 Alliance for Continuing Medical Education meeting and the 2008 Continuing Medical Education Congress in Toronto as well as several regional Kaiser Permanente meetings. Others have described our process at the 2000 Alliance for Continuing Medical Education meeting. We have shared the template with a few other continuing medical education providers and modified it based upon their feedback as well as the feedback of our internal users. Discussion: We believe this tool will be helpful for others conducting regularly recurring educational meetings (case conferences, tumor boards, journal clubs) in documenting learnings and also meeting Accreditation Council for Continuing Medical Education reaccreditation requirements.
Kalyani Premkumar, MD, PhD, Marcel D’Eon, PhD, MEd, Deirdre Bonnycastle https://doi.org/10.15766/mep_2374-8265.9336
This module is a collection of 40 video vignettes developed for use by faculty developers in a variety of settings. The vignettes depict effective and ineffective teaching methods. There is an accompanying resource manual with guiding questions and suggestions for how the vignettes may be used in training.
While many of the video vignettes target those who train medical faculty, others may be used by those involved in training the learners at all educational levels. Each video has been kept deliberately short so that it can be used to quickly demonstrate a technique, or as a starter for discussions. Using these, participants may be asked to critically analyze good and not-so-good ways of teaching. This DVD is divided into four major categories: presentation skills, active learning strategies, small-group teaching, and clinical teaching. Each category has been further divided into specific teaching methods. Questions added under each of the categories, may be used to actively engage participants watching the videos. This resource has been used as part of the 2-day Teaching Improvement Project Systems (TIPS) workshops to train faculty and residents at the College of Medicine, University of Saskatchewan, Canada. TIPS is mandatory for all new faculty. All residents take TIPS in their first and second year of training. During TIPS, these videos are used to trigger discussions, as well as identify effective and ineffective teaching methods.
Anna Neumeier, MD, Andrew E. Levy, MD, Emily Gottenborg, MD, Tyler Anstett, DO, Read G. Pierce, MD, Darlene Tad-y, MD, https://doi.org/10.15766/mep_2374-8265.11064
Introduction: Although the Accreditation Council for Graduate Medical Education requires quality improvement and patient safety (QIPS) training for fellow-level trainees, this experience is often insufficient due to lack of faculty time and expertise within fellowship training programs. We developed a centralized GME curriculum targeted to an integrated, multispecialty audience of fellow-level trainees with the goal of promoting leadership and scholarship in QIPS. Methods: The University of Colorado implemented the Fellows’ Quality and Safety Academy, a three-seminar curriculum in patient safety and health systems improvement. As most participants had prior training in QIPS during medical school or residency, educational strategies emphasized application of QIPS concepts through focused didactic content review paired with small-group case-based exercises and coaching of experiential project work to promote content mastery as well as practice of leadership and scholarship strategies. Results: Since the curriculum’s inception in 2017, there have been 106 participants in the Foundations in Patient Safety seminar, 49 participants in the Adverse Events Into Quality Improvement seminar, and 48 participants in the Quality in Academics seminar. These participants represented 44 separate fellowship disciplines from both adult and pediatric subspecialties. Learners reported improved attitudes and confidence and demonstrated objective knowledge acquisition across QIPS content domains. Discussion: Our pedagogical approach of centralizing QIPS training and harnessing faculty expertise to teach fellow-level trainees across specialties through interdisciplinary collaboration and interactive project-based work is an effective strategy to promote development of QIPS competencies during fellowship training.
Josette Rivera, MD, Tina Brock, EdD, Kathryn Eubank, MD, Angel Kuo, MSN, CPNP, Maria Wamsley, MD, https://doi.org/10.15766/mep_2374-8265.11231
Introduction: Faculty development focused on interprofessional education (IPE) is essential to any IPE initiative aiming to produce a collaborative practice-ready workforce. Many faculty have not received IPE in their own training and struggle with interprofessional teaching. Methods: To train faculty to conduct a peer-teaching observation and provide feedback focused on interprofessional teaching, we created a 3-hour didactic and skills practice workshop. The didactic portion considered ways interprofessional teaching differed from uniprofessional teaching, discussed elements of effective feedback, and reviewed the critical steps of a peer-teaching observation. In the skills practice portion, participants watched videos of different teaching scenarios and role-played as a peer observer providing feedback to the instructor in the videos. Participants completed a pre/post self-assessment and workshop evaluation form. Results: Eighteen faculty from four professions (dentistry, medicine, nursing, and pharmacy) participated in the workshop from 2020 to 2021. On a 5-point scale (1 = poor, 5 = excellent), participants rated the overall workshop quality 4.9 and the likelihood of making a change in their teaching/professional practice 4.8. Workshop participants’ self-reported ability to provide feedback to a peer on their interprofessional teaching improved after workshop participation (preworkshop M = 2.9, postworkshop M = 3.8, p < .01). Discussion: This IPE-focused faculty development workshop allows participants to practice skills and share their own interprofessional teaching insights and challenges. The workshop is adaptable for different professions and settings and for in-person or online implementation. It also can be integrated into an existing program or utilized as a stand-alone workshop.
Van Hoof, Thomas J. MD, EdD; Sumeracki, Megan A. PhD; Madan, Christopher R. PhD Journal of Continuing Education in the Health Professions: Winter 2021 – Volume 41 – Issue 1 – p 59-62 doi: 10.1097/CEH.0000000000000315
Distributed practice is an evidence-based, learning-science strategy that is relevant to the planning and implementation of continuing professional development (CPD). Spacing-out study or practice over time allows the brain multiple opportunities to process new and complex information in an efficient way, thus increasing the likelihood of mastery and memory. Research from cognitive psychology and neuroscience provide the rationale for distributed practice, and examples of its implementation in health professions education have begun to appear in the literature. If used appropriately or extended creatively, some common CPD interventions can fully leverage distributed practice. Through increased understanding, CPD planners can benefit from distributed practice in efforts to improve educational activities, and CPD participants can benefit by making more informed educational choices.
Van Hoof, Thomas J. MD, EdD; Madan, Christopher R. PhD; Sumeracki, Megan A. PhD, Journal of Continuing Education in the Health Professions: Spring 2021 – Volume 41 – Issue 2 – p 119-123 doi: 10.1097/CEH.0000000000000335
Retrieval practice is an evidence-based, science of learning strategy that is relevant to the planning and implementation of continuing professional development (CPD). Retrieval practice requires one to examine long-term memory to work with priority information again in working memory. Retrieval practice improves learning in two ways. It improves memory for the information itself (direct benefit), and retrieval practice provides feedback about what needs additional effort (indirect). Both benefits contribute significantly to durable learning. Research from cognitive psychology and neuroscience provides the rationale for retrieval practice, and examples of its implementation in health professions education are increasingly available in the literature. Through appropriate utilization, CPD participants can benefit from retrieval practice by making more-informed educational choices, and CPD planners can benefit in efforts to improve educational activities.
Van Hoof, Thomas J. MD, EdD; Sumeracki, Megan A. PhD; Madan, Christopher R. PhD, Journal of Continuing Education in the Health Professions: February 17, 2022 – Volume – Issue – doi: 10.1097/CEH.0000000000000418
Interleaving is an evidence-based, learning-science strategy that is relevant to the planning and implementation of continuing professional development (CPD). Mixing related but different areas of study forces the brain to reconcile the relationship between the areas while understanding each area well. By doing so, interleaving increases the likelihood of mastery and memory. Research from cognitive psychology and neuroscience provides the rationale for interleaving, and examples of its implementation in health profession education have begun to appear in the literature. If utilized appropriately, some common CPD interventions can leverage interleaving. Through increased understanding, CPD participants can benefit from interleaving by making more-informed educational choices, and CPD planners can benefit in efforts to improve educational activities.
Guest column editor for Summer Issue: Robert D’Antuono, MHA
This column aims to provide a list of insightful publications on topics of interest to teaching faculty and professionals in CME/CPD.