Wiki Page, OB/Gyn Residency - ACT: Course Expectations

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2016-07-06T10:04:58-06:00

Advancing Clinical Teachers (ACT) Course Expectations

Resident as Teacher online

Surgery Residency

Monica Bailey,

Assistant Director, Faculty Development

ACT program manager

6850 Lake Nona Blvd, 406F

Orlando, FL 32827

Office phone: 407-266-1120

e-mail: Monica.Bailey@ucf.edu

Available Monday-Friday, 8:00 AM – 5:00 PM

E-mail Protocol: Please include ACT in the subject line of e-mails regarding this program.

Advancing Clinical Teachers (ACT) is an online program that was designed to supplement or replace face-to-face sessions of Resident as Teacher (RAT). Resident as Teacher is a requirement of the Accreditation Council of Graduate Medical Education (ACGME). With limited time for program-wide meetings and instructions, ACT was designed to make the RAT program accessible to residents that are unable to meet at organized times due to a busy service or geographical separation. The ACT program will instruct residents in best practices for medical education. Residents should bear in mind that the concepts in these modules will not only advance their teaching ability, but also provide them with the tools to become a better lifelong learner. The following document outlines the system requirements, program learning objectives, expectations, activities and completion requirements.

Expectations

ACT is an online program that is designed to fulfill the educational and program requirements of the Accreditation Council for Graduate Medical Education (ACGME) and Liaison Committee on Medical Education (LCME).

ACGME Practice Based Learning and Improvement competency:

Residents must develop the skills to “participate in the education of patients, families, students, residents, and other health professionals.”

LCME ED-24

At an institution offering a medical education program, residents who supervise or teach medical students and graduate students and postdoctoral fellows in the biomedical sciences who serve as teachers or teaching assistants must be familiar with the educational objectives of the course or clerkship and be prepared for their roles in teaching and assessment.

The minimum expectations for achieving compliance with this standard are that: (a) residents and other instructors who do not hold faculty ranks (e.g., graduate students and postdoctoral fellows) receive a copy of the course or clerkship/clerkship rotation objectives and clear guidance from the course or clerkship/clerkship rotation director about their roles in teaching and assessing medical students and (b) the institution and/or its relevant departments provide resources (e.g., workshops, resource materials) to enhance the teaching and assessment skills of residents and other non-faculty instructors. There should be central monitoring of the level of residents’ and other instructors’ participation in activities to enhance their teaching and assessment skills. There should be formal evaluation of the teaching and assessment skills of residents and other non-faculty instructors, with opportunities provided for remediation if their performance is inadequate. Evaluation methods could include direct observation by faculty, feedback from medical students through course and clerkship/clerkship rotation evaluations or focus groups, or any other suitable method.

Expectations for module completion:

Module completion is tracked through a feedback form that is found on the last page of each module. Therefore all module activities must be completed in order to access and submit the feedback form.

The modules are designed to simulate authentic scenarios regarding clinical teaching on your service, consider how you would implement the presented content in your teaching.

The modules do not need to be completed in one sitting, but they should be completed at a time when you can devote some attention and thought to the presented content.

The modules are interactive and automated feedback is provided throughout. If you have an unanswered question by the end of the module, please include your question in the feedback form so we can address it for you and future learners.

Residents will have two months to complete each module.

Protocol for incomplete module and/or discussion

An e-mail reminder will be sent to residents that haven't met the deadline for either the module or discussion. Residents will have two-weeks to complete the module and/or discussion so that they do not fall behind in the program.

Residents that have not completed the module and/or discussion within the two-week timeframe will be sent another reminder with the program director and clerkship director copied.

Program Requirements / Prerequisites

ACT is only offered online, so participants must have an Internet connection.

ACT is hosted through Canvas. In order to participate in the ACT program residents will need to self-enroll using this link. https://canvas.instructure.com/enroll/HKA79C

If you have any trouble registering please e-mail Monica.Bailey@ucf.edu.

The learning modules for this program were developed using Articulate Storyline. Articulate Storyline is best viewed using Firefox. If it seems like something is lacking from the module check the browser and try uploading the module in Firefox. The modules were developed with mobile capabilities and can be viewed using the Articulate Mobile Player app, you will be prompted to download the app when trying to access the module on a mobile device or tablet. The resource tab and attachments are not available in the downloadable version.

The feedback survey at the end of each module is distributed through Qualtrics. You do not need an account to complete the survey. A confirmation page that the survey was completed should appear once the survey has been submitted.

The modules are designed to build on one another, modules must be completed in order, thus earlier modules are a prerequisite for later modules. There are 5 modules in the ACT program. Modules can be completed ahead of schedule, but must be completed by the posted deadlines. Most modules need to be completed in a two month period of time, refer to the schedule for specific dates and notify Monica.Bailey@ucf.edu of any conflicts to completion. Please note the required discussion is due in the last week of the module, while the original post can be made well before the module deadline you may need to return closer to the deadline to comment on the posts of two peers.

For additional reading on the topics presented in the module please refer to the articles that are referenced in the module. The following textbooks also provide a current overview of Undergraduate Medical Education.

Cooke, M., Irby, D., & O'Brien, B. (2010). Educating physicians: A call for reform of medical school and residency (p. 256). San Francisco, CA: Jossey-Bass.

Hodges, B., & Lingard, L. (Eds.). (2012). The question of competence reconsidering medical education in the twenty-first century. (p. 176). Ithaca, NY: ILR Press.

Modules are developed for residents that are new to clinical teaching, however they also present information that could be helpful to clinical educators at every level. Residents affiliated with UCF have access to UCF library databases for supplemental reading and the referenced articles. For directions on how to access UCF library databases refer to this resource: http://library.ucf.edu/Circulation/Privileges/OtherUCFPrivileges.php

If you experience any technical or course difficulties please contact Monica Bailey at Monica.Bailey@ucf.edu.

ACT Program Outcomes

ACT scholars (Residents who successfully complete all the modules, discussions, and a research project) will be able to:

Design a learning encounter for students of various levels and needs.

(Module 1)

Maximize learning encounters by incorporating the skills and behaviors of master clinical educators, which includes creating a positive learning environment, setting expectations and giving effective feedback.

(Module 2)

Determine the best method(s) to facilitate clinical reasoning and other topics specific to clinical education.

(Module 5)

Module Learning Objectives

The program modules are designed to address core Clinical Teaching topics. Modules should equip Clinical Teachers with the skills and tools necessary to feel confident in their Clinical Teaching responsibilities.

In order to ensure program quality please provide feedback at the end of each module.

Module 1: Designing a Learning Encounter

In this learning module learners will…

Examine commonly used models for clinical teaching.

Construct the elements that occur before, during and after a learning encounter.

Design a simulated learning encounter implementing the appropriate teaching strategies at the appropriate time. (Choose your own adventure exercise)

Module 2: Giving Effective Feedback

In this learning module learners will…

Identify the purpose of feedback in clinical education.

Revise feedback to include the four characteristics of effective feedback (informative/specific, credible, timely/relevant, and delivered at the appropriate level).

Examine barriers to effective feedback by reflecting on their own practice of providing feedback to learners.

Compare models that can be used to provide effective feedback to develop their own model.

Module 3: Teaching Clinical Reasoning Skills

In this learning module learners will…

Identify the terms and constructs typically utilized in cognitive descriptions of the development of clinical reasoning

Discriminate between different cognitive stages in the development of clinical reasoning, from novice learners (i.e. medical students and interns) to expert clinicians (practicing physicians who’ve been exposed to numerous patients, conditions, diseases and syndromes.

Examine strategies that can be used to support the development of clinical reasoning at each stage.

Choose the best approach for teaching clinical reasoning by completing a series of multiple-choice questions with 100% accuracy.

ACT is offered throughout the year. The modules are open access and we encourage you to share them with your colleagues. New modules are always being developed, if you would like to recommend a topic for a future module please submit it through the feedback form at the end of each module or to comfacdev@ucf.edu.

Program Completion

All module activities (modules and feedback form ) must be completed in order to complete the program.