Presentation Description
Neil Osheroff1
Kimberly Dahlman2 and Cathleen Pettepher1
1 Vanderbilt University School of Medicine
2 Vanderbilt University Medical Center
Kimberly Dahlman2 and Cathleen Pettepher1
1 Vanderbilt University School of Medicine
2 Vanderbilt University Medical Center
Background:
Health professionals require skills and attitudes beyond medical knowledge. However, because of the heavy focus on medical knowledge during pre-clerkship training, programs often struggle to incorporate experiences and assessments that prepare students for all aspects of clinical work. One approach to addressing this important issue is to incorporate competency- based feedback schemes into the pre-clerkship curriculum. While maintaining the importance of medical knowledge, competency-based feedback strategies provide students with a roadmap that addresses all aspects of their performance and encourages learner development and professionalism.
Why Is the Topic Important for Research and/or Practice:
Competencies allow for the development of students with greater inquiry, more holistic thought processes, and enhanced maturity.
Structure of Workshop:
The workshop will begin with an interactive discussion that will provide an understanding of competency-based feedback. It will explore the advantages and challenges of incorporating competency-based feedback into health professions curricula and the use of written and oral feedback. Attendees will break into small groups and with the assistance of facilitators, will devise approaches for integrating novel activities into their curricula that could be used to observe specific student behaviors and apply competency-based feedback. Participants will share their strategies in a report out session and return to their small groups to develop approaches for delivering oral and written feedback to trainees. The workshop will close with an interactive group discussion about how competency-based feedback can be leveraged to enhance student development and sustainability as well as the successes and challenges of providing feedback to early health professional trainees.
Who should Participate:
This workshop will benefit curricular leaders, administrators, and faculty who are involved in health professional education and assessment. Although the workshop will focus on pre- clerkship learners, educators who teach in the clinical workplace will also benefit greatly.
Level of Workshop:
This workshop will benefit all levels of attendees.
Intended Outcomes:
Attendees will leave with an understanding of the advantages of competency-based written and oral learner feedback and with practical strategies for incorporating them into the pre-clerkship science curriculum at their institutions. The approach described in this workshop enhances curricular integration and encourages learners to shift their focus from course grades to their preparation for the profession. It also fosters habits of self-reflection and life-long learning.
Maximum Number of Participants:
This workshop can accommodate any number of participants.
References (maximum three)
C.C. Pettepher, K.D. Lomis, and N. Osheroff (2016) Med. Sci. Educ.26, 491-497. “From Theory to Practice: Utilizing Competency-based Milestones to Assess Professional Growth and Development in the Foundational Science Blocks of a Pre-Clerkship Medical School Curriculum.”
E.C. Bird, N. Osheroff, C.C. Pettepher, W.B. Cutrer, andR.H. Carnahan (2017) Med. Sci. Educ.27, 759-765. “Using Small Case-Based Learning Groups as a Setting for Teaching Medical Students How to Provide and Receive Peer Feedback.”
K.B. Dahlman, M.B. Weinger, K.D. Lomis, L.B. Nanney,N. Osheroff, D.E. Moore, L. Estrada, and W.B. Cutrer (2018) Med. Sci. Educ. 28, 145-154.“Integrating Foundational Sciences in a Meaningful Clinical Context in the Post-Clerkship Curriculum.”