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Presentation Description
Marika Wrzosek1
Kathleen Beckmann1, Leslie Ruffalo1, MaryAnn Gilligan1, Carley Sauter1, Cynthia Kay1, Ashley Pavlic1, Sarah Vepraskas1, Hari Paudel1 and Heather Aschoff1
1 Medical College of Wisconsin
Kathleen Beckmann1, Leslie Ruffalo1, MaryAnn Gilligan1, Carley Sauter1, Cynthia Kay1, Ashley Pavlic1, Sarah Vepraskas1, Hari Paudel1 and Heather Aschoff1
1 Medical College of Wisconsin
Background:
Professional development is critical to student success, yet there is no generally accepted model to best integrate this task in the medical school curriculum. In response, our institution implemented the Continuous Professional Development (CPD) course. We present the course structure and learners’ assessment regarding CPD’s impact.
Professional development is critical to student success, yet there is no generally accepted model to best integrate this task in the medical school curriculum. In response, our institution implemented the Continuous Professional Development (CPD) course. We present the course structure and learners’ assessment regarding CPD’s impact.
Summary:
The CPD course spans years three and four of medical school with the goal of ensuring students’ eventual attainment of global competencies. Each third-year student is assigned a CPD faculty director who monitors student progression along competencies, rotation evaluations, and OSCE performance, and provides specialty advising. At the end of the academic year, students complete a summative evaluation of CPD and its components, including their relationship with their director. We used statistical software and content analysis techniques to analyze quantitative data and open-ended questions, respectively.
The CPD course spans years three and four of medical school with the goal of ensuring students’ eventual attainment of global competencies. Each third-year student is assigned a CPD faculty director who monitors student progression along competencies, rotation evaluations, and OSCE performance, and provides specialty advising. At the end of the academic year, students complete a summative evaluation of CPD and its components, including their relationship with their director. We used statistical software and content analysis techniques to analyze quantitative data and open-ended questions, respectively.
Results:
Of the 1,203 evaluation reports submitted since 2016, 828 (70%) students indicated that they “strongly agreed” or “agreed” that their CPD director’s feedback was useful. 908 (75%) of students “strongly agreed” or “agreed” that their CPD director was accessible during times of need. 986 (82%) students rated their CPD director as “outstanding” or “very good.” Given the robust learner response, in the spring 2023, the course was expanded to include select second-year learners.
Of the 1,203 evaluation reports submitted since 2016, 828 (70%) students indicated that they “strongly agreed” or “agreed” that their CPD director’s feedback was useful. 908 (75%) of students “strongly agreed” or “agreed” that their CPD director was accessible during times of need. 986 (82%) students rated their CPD director as “outstanding” or “very good.” Given the robust learner response, in the spring 2023, the course was expanded to include select second-year learners.
Discussion:
The success of the CPD course prompted expansion into preclinical years, wherein learners who have struggled may receive earlier CPD intervention before their formal advising in the third year.
The success of the CPD course prompted expansion into preclinical years, wherein learners who have struggled may receive earlier CPD intervention before their formal advising in the third year.
Conclusions:
Professional development requires the use of innovative strategies. Our CPD course highlighted the value of one-on-one mentoring and feedback on competency progression and individualized advice on meeting students’ career goals.
Professional development requires the use of innovative strategies. Our CPD course highlighted the value of one-on-one mentoring and feedback on competency progression and individualized advice on meeting students’ career goals.
Take home:
Students are amenable to data-driven advising as they progress through medical school. CPD faculty are uniquely positioned to notice trends among student cohorts that may drive institutional change.
Students are amenable to data-driven advising as they progress through medical school. CPD faculty are uniquely positioned to notice trends among student cohorts that may drive institutional change.