Teaching and Evaluating the Scholar Role ONE UNIVERSITY. MANY FUTURES.

Teaching and Evaluating the Scholar
Role
Andy MacDiarmid
Department of Medical Education
June 18, 2013
[email protected]
ONE UNIVERSITY. MANY FUTURES.
Teaching and Evaluating the Scholar
Role
ONE UNIVERSITY. MANY FUTURES.
Outline
• Objectives
• Definition and Key and Enabling
Competencies
• Relevant Standards
• Presurvey Questionnaire
• Small group sessions
• Resources
• Summary
ONE UNIVERSITY. MANY FUTURES.
Objectives
After this session the learner will be able to:
1. describe the key accreditation standards and
competencies relating to the scholar role
2. describe means of teaching and evaluating the
key competencies in their program
3. access resources available for enhancing
teaching and evaluation of key competencies in
their program
ONE UNIVERSITY. MANY FUTURES.
Scholar Role Definition
As Scholars, physicians demonstrate a lifelong
commitment to reflective learning, as well
as the creation, dissemination, application and
translation of medical knowledge.
ONE UNIVERSITY. MANY FUTURES.
Key Competencies
Physicians are able to…
1. Maintain and enhance professional activities through ongoing
learning;
2. Critically evaluate information and its sources, and apply this
appropriately to practice decisions;
3. Facilitate the learning of patients, families, students, residents,
other health professionals, the public, and others, as appropriate;
4. Contribute to the creation, dissemination, application, and
translation of new medical knowledge and practices.
ONE UNIVERSITY. MANY FUTURES.
Key Competencies
i.e.:
1. Lifelong learning
2. Critical appraisal
3. Teaching
4. Research
ONE UNIVERSITY. MANY FUTURES.
Enabling Competencies
Maintain and enhance professional activities through ongoing
learning
1.1. Describe the principles of maintenance of competence
1.2. Describe the principles and strategies for implementing a
personal knowledge management system
1.3. Recognize and reflect learning issues in practice
1.4. Conduct a personal practice audit
ONE UNIVERSITY. MANY FUTURES.
Enabling Competencies
Maintain and enhance professional activities through ongoing
learning
1.5. Pose an appropriate learning question
1.6. Access and interpret the relevant evidence
1.7. Integrate new learning into practice
1.8 Evaluate the impact of any change in practice
1.9 Document the learning process
ONE UNIVERSITY. MANY FUTURES.
Enabling Competencies
Critically evaluate medical information and
its sources, and apply this appropriately to
practice decisions
2.1. Describe the principles of critical appraisal
2.2. Critically appraise retrieved evidence in
order to address a clinical question
2.3. Integrate critical appraisal conclusions into
clinical care
ONE UNIVERSITY. MANY FUTURES.
Enabling Competencies
Facilitate the learning of patients, families, students,
residents, other health professionals, the public and others, as
appropriate
3.1. Describe principles of learning relevant to medical education
3.2. Collaboratively identify the learning needs and desired
learning outcomes of others
3.3. Select effective teaching strategies and content to facilitate
others’ learning
ONE UNIVERSITY. MANY FUTURES.
Enabling Competencies
Facilitate the learning of patients, families, students,
residents, other health professionals, the public and others, as
appropriate
3.4. Demonstrate an effective lecture or presentation
3.5. Assess and reflect on a teaching encounter
3.6. Provide effective feedback
3.7. Describe the principles of ethics with respect to teaching
ONE UNIVERSITY. MANY FUTURES.
Enabling Competencies
Contribute to the creation, dissemination, application and
translation of new knowledge and practices
4.1. Describe the principles of research and scholarly inquiry
4.2. Describe the principles of research ethics
4.3. Pose a scholarly question
4.4. Conduct a systematic search for evidence
4.5. Select and apply appropriate methods to address the question
4.6. Appropriately disseminate the findings of a study
ONE UNIVERSITY. MANY FUTURES.
Standards
6. Scholar
6.1 The program must provide opportunities for residents to
acquire knowledge and skills for effective teaching.
6.1.1 Residents must be observed and provided with feedback on
their teaching to colleagues and students, as well as through
seminar or conference presentations, clinical and scientific
reports, and patient education sessions.
ONE UNIVERSITY. MANY FUTURES.
Standards
6. Scholar
6.2 The program must be able to demonstrate that there are
effective teaching programs in the critical appraisal of medical
literature using knowledge of research methodology and
biostatistics.
6.3 The program must be able to demonstrate that it promotes
development of skills in self-assessment and self-directed
learning.
ONE UNIVERSITY. MANY FUTURES.
Standards
6. Scholar
6.4 The program must be able to demonstrate that residents are
able to conduct a scholarly project.
6.5 Residents should be encouraged to participate in research
during the course of the residency program. This could include
research in basic science, experimental medicine, clinical
medicine, epidemiology, quality assurance, medical education,
ethics, or some other research aligned with health care.
6.6 The program must provide opportunities for residents to
attend conferences outside their own university.
ONE UNIVERSITY. MANY FUTURES.
Presurvey Questionnaire
• How is competency taught in the clinical
setting?
• How is it taught in the non-clinical setting?
• How is it evaluated?
• What is the frequency of evaluation?
ONE UNIVERSITY. MANY FUTURES.
Small group sessions
Divide into 3 groups to answer the following:
•Group: what ways do the programs teach and evaluate
the competency?
•Individual: what are the gaps , if any, that need to be
filled for your program?
–
–
–
Back group (highest altitude in Theatre B): Research and
lifelong learning
Middle: Teaching
Front: Critical appraisal
ONE UNIVERSITY. MANY FUTURES.
Research – how to teach
Supervised research project
Lecture on methods, principles
Assigned reading on methods, principles
ONE UNIVERSITY. MANY FUTURES.
Research – how to evaluate
The completed project would form part of a
portfolio
MCQ or Short answer test on research principles
and methods
ONE UNIVERSITY. MANY FUTURES.
Lifelong learning – how to teach
Lecture or assigned reading on Maintenance of
Certification program and its elements
In clinical setting – scheduled discussion of
reflection on practice, posing a practice question,
accessing evidence, incorporation into practice
ONE UNIVERSITY. MANY FUTURES.
Lifelong learning – how to evaluate
MCQ or short answer test on Maintenance of
Certification program and its elements
Checklist review of reflection on practice, posing
a practice question, followup re: accessing
evidence, incorporation into practice
ONE UNIVERSITY. MANY FUTURES.
Teaching – how to teach
TDP
Assigned readings, lectures at half days
ONE UNIVERSITY. MANY FUTURES.
Teaching – how to assess
Assessment is part of TDP
Direct observation of clinical teaching, rounds
presentations
FITERS
Portfolio
360
Patient surveys (“explained my condition to
me”)
ONE UNIVERSITY. MANY FUTURES.
Critical appraisal – how to teach
Journal Clubs
Lectures and assigned readings on critical
appraisal
Assigned discussion in clinical setting – after
clinical question posed, discuss process of
literature review
ONE UNIVERSITY. MANY FUTURES.
Critical appraisal – how to evaluate
MCQ or short answer test on critical appraisal
Checklist review in clinical setting – assess
clinical question, literature review, conclusion
re: clinical practice
Checklist assessment of journal club presentation
ONE UNIVERSITY. MANY FUTURES.
Resources
• Royal College Physician competency framework:
http://www.royalcollege.ca/portal/page/portal/rc/com
mon/documents/canmeds/resources/publications/fram
ework_full_e.pdf
• Royal College assessment tools handbook:
– http://www.royalcollege.ca/portal/page/portal/rc/canmeds/r
esources/publications#CanMEDS_Assessment_Tools then
log in as fellow
– Or email me to get pdf
• DME
ONE UNIVERSITY. MANY FUTURES.
Evidence for validity of
assessment of scholar role
• See RC assessment tools handbook p. 85
• Thin!
• Some on critical appraisal and teaching
ONE UNIVERSITY. MANY FUTURES.
Objectives
After this session the learner will be able to:
1. describe the key accreditation standards and
competencies relating to the scholar role
2. describe means of teaching and evaluating the
key competencies in their program
3. access resources available for enhancing
teaching and evaluation of key competencies in
their program
ONE UNIVERSITY. MANY FUTURES.