Stritch School of Medicine - Elective Course Catalog

Introduction

Medicine (MED)

Dept. Contact:	Debi Kurcab
Location:	SSOM Rm 320
Phone:	708-216-4813
Email:	dkurcab@lumc.edu

Contact person for this course is Maureen Locklund (mlocklund@lumc.edu) in Educational Affairs (SSOM 320).

Department: Medicine

Course Number: MED-420

Course Title: Medical Teaching

No. of Students: 140

Site: LUMC

Supervisor: Mary Boyle, MD; Patty McNally, EdD

Duration: 2.0 weeks credit

Periods Offered: Yearlong part-time

Prerequisite: Fourth year standing.

Special Note:
Pass/Fail ONLY. Open to SSOM students only.

Description:
General Information: Physicians teach to many learners in their practice. Those learners include students, patients, nurses, and their medical colleagues.

·This elective will occur over the 9-month period of fourth year for 2 weeks elective credit

·Quarterly meetings to discuss medical education theory, methodology and practice will be required. You will be expected to attend 1 out of every 2 sessions in the summer, fall, winter, and spring. While we hope you can attend all 4 sessions, 3 will be required. These sessions will begin at ~ 5PM for 1 ½ hrs.

·The opportunity to implement that knowledge will be in the form of a teaching practicum through the PCM II small groups (minimum of 6) and independent sessions with MS2.

·The expectations are that formal teaching encounters would occur within a minimum of six small group sessions (conducted on Tuesday afternoons) over the nine months.

·The observation and critique of two teachers (a list of potential teacher models will be provided, Appendix A) will be recommended as part of a role model exercise.

·A final project will be required. The project will be collaboratively agreed upon among the course directors and the student. Its content will be driven by the students’ interest and learning needs.

COMPETENCY-BASED GOALS AND OUTCOME OBJECTIVES: SSOM offers an elective in Teaching in Medical School. This elective is an introduction to the concepts, methodologies and foundation for medical education, its role in the physicians practice, and its application to lifelong learning. Whether assuming a position as a medical educator or taking responsibility for one’s own Continuing Medical Education; this elective will provide a sound foundation for academic excellence, research or scholarship.

COMPETENCY 1 – Knowledge: · Identify adult learning theory and its application to academic medicine · Demonstrate application of those theories through a teaching practicum at the community health location and/or in PCM II. Skills must be demonstrated through the teaching of: o History and Physical exams o Written record reviews o EKG and CXR interpretation o Oral presentations

COMPETENCY 2 – Communication: · Demonstrate group communication skills through their role as co-facilitator in PCM II small group and peer presentations · Demonstrate interpersonal communication skills in their patient counseling sessions, MS2 student feedback, and through mentoring roles they may assume as a result of their role in PCM II

COMPETENCY 3– Professionalism: · Work collaboratively with their students in PCM II, colleagues, and facilitators. · Demonstrate respect for their role as teacher by valuing the learner and the education profession.

COMPETENCY 4– Patient Care: · Demonstrate their ability to teach patient assessment skills to students. · Demonstrate their ability to structure a safe learning environment where critical inquiry is encouraged and embraced.

COMPETENCY 5– Lifelong Learning, Problem-Solving and Personal Growth: · Demonstrate their ability to develop learning habits and strategies that will foster continuing development as physicians and learners. · Identifying and using educational materials that would support their role as a medical educator.

COMPETENCY 6– Social and Community Context of Healthcare: · Recognize political and social issues that are pervasive in the current health care system. · Describe and implement a plan to effectively address the cultural, racial and socio-economic barriers encountered when teaching patients or in the classroom setting.

Method of Evaluation:
1. Reflection: Maintain a teaching and learning log (portfolio) in which they will record: · Their preparation for each teaching encounter · The goal of each teaching activity · Whether goal was achieved · Recommendations for their improvement

2. Assessment: · Assessment of the teaching techniques demonstrated by the teacher during observation by facilitator and/or course director and/or PCM student · Direct faculty observation and formative/summative feedback will be provided on an ongoing basis by facilitator and/or course director and/or PCM student

3. Presentation: · Demonstrate ability to teach patient procedures to learners . Final Project