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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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Kurt Borg, Ph.D.
Director of Assessment
Office of Medical Education
Active Learning by Students
Didactic Lectures and Labs (30%)
Small Group Cases (23%)
% of 123 Medical Schools
Ref. Scott Kinkade, MD
University of Missouri, Columbia 2004
Offices of Medical Education and Student
Student Orientation Logistics
PCL Case Processing Skills
Case Wrap-Up / Patient
PBL Hybrid Concept
Began Year One 1998
Began Year Two
PBL Hybrid Concept
Block Design Teams
Basic Scientists + Clinicians
Ambulatory Care Experience (ACE)
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)
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
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
* Basic and Clinical Science Knowledge and Skills
* Students must pass each component at 75%
Facilitator Assessment during PCL Sessions for Eight Weeks (Formative Feedback – Midblock)
1. Acquisition and Integration of Knowledge
2. Peer Teaching and Communication Skills
“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,
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)
* Constructive Professional Process
(4 weeks each)
One or two students at rural site for 7 Months
Surgery & Family Medicine at ROME site
Clinical Skills Lab prior to ROME
Devils Lake (7,000)
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.
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.