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Case-Macy Institute for Health Communications Curriculum Development A Dissemination Project Kathy Cole-Kelly, MS, MSW, Amy Friedman, Ted Parran, MD, Case Western Reserve University School of Medicine. PRESENTATIONS RATED MOST HIGHLY

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Case-Macy Institute for Health Communications Curriculum Development

A Dissemination Project

Kathy Cole-Kelly, MS, MSW, Amy Friedman, Ted Parran, MD, Case Western Reserve University School of Medicine

PRESENTATIONS RATED MOST HIGHLY

Identifying Core Competencies to the Medical Interview Introduction to Assessment Strategies Regarding Communication Skills Individual consultation and project development sessions

OSTE- Resident as Teacher

Faculty Development – The Resident as Teacher

Advanced Communication Skills

Evaluation Strategies #2

TESTIMONIALS

"Role-play session gave a new perspective that I think will be very useful.” “Wonderfully practical points and tools for encouragement.” “Great! Fun speakers to watch and listen to.” “Good interactive session (objective writing with a script).”

"Role play was effective-shared 'practical' aspects of teaching patients.” “Great combination of enthusiasm, knowledge, and demonstration of knowing what you know and honestly of knowing what you don't know”. “An atmosphere of like-minded people.”

"I appreciated having a huge amount of totally on topic resources gathered by organization and handed to me in a binder”. “I liked the small groups, loosely organized to meet individual learning goals”. “Really enjoyed the sharing of resources/ideas…thank you! “Loved it! Loved it! Thank you”!

Faculty Theodore V. Parran Jr., MD

Kathy Cole-Kelly, MS, MSW

Philip A. Anderson, MD

Holly Gerzina, MEd

Marianna G. Hewson, PhD

J. Harry Isaacson, MD, FACP

Klara Papp, PhD

Clint W. Snyder, PhD

  • Workshop Goals
  • After this program participants will be able to :
  • Workshop #1
      • Practice using various educational technologies (standardized patients, role play, OSCEs) in teaching and assessing communication skills
      • Develop educational approaches for assessing communications competencies
      • Develop strategies for fostering institutional endorsement of communication curriculum
      • Critique the major established models of doctor-patient communication
  • Workshop #2
      • Describe and develop effective methods for faculty development in the design and execution of communication curriculum
      • Critique strategies aimed at integrating health communications curriculum
      • Share participants communication curriculum products
  • Introduction
  • For the first time in a generation, all of the major licensure organizations in Medical Education have identified Doctor/Patient Communication Skills to be a core competency that education institutions need to be responsible for teaching and assessing. The LCME, AAMC, ACGME, and Institute of Medicine have each released reports in the past two years stressing the necessity for a longitudinally consistent, developmentally appropriate curriculum in physician/patient communications.
  • In 1999, the Josiah Macy, Jr. Foundation funded a three-school consortium (Case, NYU and U. Mass) to conduct a demonstration project in health communications curriculum, implemented and evaluated across all four years of undergraduate medical education. The demonstration project proved to be so successful that the Macy Foundation has provided additional grant support to Case to design this faculty development program for medical educators. The purpose of this course is to disseminate principles regarding the teaching and evaluation of health communication skills to as many medical schools and teaching hospitals as possible.
  • Target audience
  • The program is designed for:
      • Leaders in undergraduate and graduate medical education with
  • major responsibilities for communication skills training
      • Those working with curriculum development, implementation and
  • evaluation
      • Faculty teams that represent both undergraduate (UGME) and
  • graduate (GME) teaching
  • Educational Design and Methodology
  • Teaching and learning formats included:
    • Interactive presentations
    • Case studies
    • Small group discussions
    • Role-plays
    • Bedside and ambulatory communication skills teaching
    • Individual tutorials
    • Step-back exercises
    • Video taping and review
    • Focused feedback
    • Resources utilized included a clinical skills lab with standardized
    • simulated patients and real patients
  • 2003/2004 Curricular Projects
  • Case Macy Institute for Health Communications Curriculum Development
  • Incorporating Professional Communication Training into the Medical School
  • Curriculum
  • Start Early and Start Strong: Teaching Communication Skills in the Formative
  • Pre-Clinical Years
  • Residents as Teachers
  • Graphic web-based information for low literacy sarcoidosis patients: a parallel group
  • randomized trial
  • Knowledge Map Promotes Integration of Medical School Communication Skills
  • Training
  • A Faculty Development Workshop: Communication and Interpersonal Skills
  • Healing Voices Project of the New River Health Association
  • A Proposed Basic Interviewing Communication Curriculum for a Multicultural Primary
  • Care Residency Program
  • Doctor Patient Communication Competencies

Institutions Enrolled To Date

Georgetown University Medical Center

Henry Ford Health Systems

MetroHealth Medical Center

Michigan State University

Ohio State University

Oregon Health and Sciences University

University of Miami

University of South Dakota SOM

University of West Virginia

Vancouver University

Vanderbilt University

Washington University

Albert Einstein College of Medicine

Geisinger Health System

Christiana Care Health System

Medical College of Georgia

The Cleveland Clinic Foundation

Geisinger Medical Center

SUNY Upstate Medical University

Wright State University

UCSD School of Medicine

University of British Columbia Medical School

Cook County Hospital/Rush Medical College

Stroger Hospital of Cook County

Genesys Regional Medical Center

Jefferson Medical College

New Jersey Medical School

Northern Ontario School of Medicine

  • Evaluation
      • The completion of a curriculum project in health communication at the UME or GME level.
      • The effectiveness of workshop participants as necessary skills in curriculum development, implementation and assessment in health communications.