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Patient-Centered Learning University of North Dakota School of Medicine & Health Sciences. Kurt Borg, Ph.D. Director of Assessment Office of Medical Education. Medical Education in U.S. - 2004. Active Learning by Students. Didactic Lectures and Labs (30%). Clinical Correlations (32%).

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patient centered learning university of north dakota school of medicine health sciences
Patient-Centered LearningUniversity of North Dakota School of Medicine & Health Sciences

Kurt Borg, Ph.D.

Director of Assessment

Office of Medical Education

slide2

Medical Education in U.S. - 2004

Active Learning by Students

Didactic Lectures and Labs (30%)

Clinical Correlations

(32%)

Small Group Cases (23%)

PBL Hybrid

PBL

(15%)

% of 123 Medical Schools

Ref. Scott Kinkade, MD

University of Missouri, Columbia 2004

orientation week
Orientation Week

Offices of Medical Education and Student

Affairs

Student Orientation Logistics

PCL Case Processing Skills

Case Wrap-Up / Patient

White-Coat Ceremony

slide4

62 Students / Year

(Year 4)

(Years 1-4)

(Years 3-4)

(Years 3-4)

slide5

Patient Centered Learning

PBL Hybrid Concept

Began Year One 1998

Began Year Two

1999

slide6

Patient Centered Learning

PBL Hybrid Concept

Block Design Teams

Basic Scientists + Clinicians

Volunteer Clinical

Faculty

year 2 pathobiology
Year 2: Pathobiology

Ambulatory Care Experience (ACE)

interprofessional healthcare course
Interprofessional Healthcare Course

The Interprofessional Health Care (IPHC) course uses patient-centered cases to focus on the process involved in team building.

Emphasis is placed on effective teamwork, the unique contributions of different professions, and patient or family-centered approach in health care delivery.

Blocks III, IV, V, VI (15-16 medical students/Block)

student participants
Student Participants

Nine professions: Physical Therapy (required), Medicine (required), Nursing (required), Communication Sciences and Disorders, (elective), Nutrition and Dietetics (elective), Social Work (elective), Occupational Therapy*, Clinical Lab Sciences*, and Physician Assistants*

Student level of education varies from Senior Undergraduate to first or second year Graduate level

*Students will participate when on-line course available

iphc objectives
IPHC Objectives

Apply knowledge and perspectives of health professions in team discussions about patient/client care situations

Apply group skills in case management approaches throughout the course

Demonstrate patient/client-centered approach in healthcare decision-making as an interdisciplinary team

Demonstrate ability to reflect about team experiences and feedback

Identify sources of potential error and consequences to health care delivery

assessment week
Assessment Week

* Basic and Clinical Science Knowledge and Skills

* Students must pass each component at 75%

additional assessment
Additional Assessment

Facilitator Assessment during PCL Sessions for Eight Weeks (Formative Feedback – Midblock)

Three Domains:

1. Acquisition and Integration of Knowledge

2. Peer Teaching and Communication Skills

3. Professionalism

spiral
SPIRAL

“Sequenced Progress Inventory & Reflective Assessment of Learning”

Olson, L.M., A.D. Schieve, K. G. Ruit, and R.C.Vari. Measuring inter

rater reliability of a sequenced performance inventory and reflective

assessment of learning (SPIRAL). Academic Medicine 78 (8): 844-850,

2003.

1. Facilitator assessment on scale / narrative regarding observations in PCL

2. Formative feedback at Week 4

3. Students conduct self-assessment (Week 4)

4. Summative feedback at Week 8 (S/U Grade)

faculty feedback
Faculty Feedback
  • Meet with Block Director (Weekly QB Meeting)
  • Electronic Lecture Form
    • E-mail Notification
  • Electronic Facilitator Form (End-Block)

* Constructive Professional Process

slide25
USMLE Step 1Performance of Examinees Taking Step 1 for the First Time Mean Scores for 1997-2007 Graduating Classes

PCL

slide26
USMLE STEP 1 High PerformersNumber of Step 1 Scores at or above 240for 1997-2007 Graduating Classes

PCL

year 3 4 medical curriculum
Year 3/4 Medical Curriculum
  • Redesigned in 1998
  • Year 3 : Traditional Rotations (8 weeks each)
    • Surgery, OB/GYN, Psychiatry, Family Medicine, Internal Medicine, Pediatrics
    • Rural Opportunities In Medical Education: ROME
      • 7 months at Rural site
      • Self selection with Committee approval
  • Year 4:
    • Acting Internships in Internal Medicine and Surgery

(4 weeks each)

    • Electives (4 weeks each)
    • Research Project
    • Senior Colloquium
rural opportunities in medical education rome
Rural Opportunities in Medical Education (ROME)

Began 1998-1999

One or two students at rural site for 7 Months

Parent Campus:

  • 8 Weeks of Psychiatry
  • 4 Weeks each Pediatrics, OB/GYN, Internal Medicine

Surgery & Family Medicine at ROME site

Clinical Skills Lab prior to ROME

  • Chest tubes
  • Catheterizations
community populations
Community Populations

ROME

Williston (12,400)

ROME

Devils Lake (7,000)

ROME

Jamestown (14,800)

ROME

Hettinger (1,307)

office of medical education
Office of Medical Education

Dir. Of OME, PCL Director, Tom Hill, Ph.D.

Program Development (BORDERS, Norway . Exchange) Linda Olson, Ed.D

Assessment Director, Basic Sciences Director Year 02 Kurt Borg, Ph.D.

Basic Sciences Director Year 01 Patrick Carr, Ph.D.

Clinical Sciences (IPC) Co-Director Year 02, Jon Allen, M.D.

Clinical Skills (CSA), Assistant Dean – Northeast Campus

Clinical Sciences Co-Director Year 02 Ralph Levitt, M.D.

IPHC Course Director Sue Offutt, Ph.D.

Statistics / Research Clint Hosford, Ph.D.

Pharmacology Content Rick Clarens, Pharm.D.

Clinical Sciences (IPC) Co-Director Year 01 Charles Christianson, M.D.

Rosanne McBride, Ph.D

ROME, Case Development Roger Schauer, M.D.

office of medical education32
Office of Medical Education

Standardized Patients, (IPC) Dawn Drake, M.A.

PCL Coordinator Kathy Williams, B.A.

IPC Coordinator Janelle Studney, M.Ed.

PCL Cases & Accounting Roxanne Korynta

Grand Forks Campus Phyllis Tweton, B.A.

Administrative Support Faye Aker, B.A.