Conference Materials

Teaching and Evaluating Competency in Clinical Medical Education

Held at the Lenox Hotel, March 4, 5, 2005  

~PLENARY SESSIONS~

   Plenary Session I  (Kittredge) - A Systematic Approach to Developing & Implementing Competency-Based Education

   Plenary Session II  (Quirk) - Creating a Culture for Teaching & Learning

   Plenary Session III (Hatem) - Competency in Context - The Challenges of Evaluation

   Plenary Session IV  (Pugnaire) - An Organizational Perspective on Implementing a Competency-Based Program

~ELECTIVE WORKSHOPS ~

   Workshop A  (Cleghorn, Wood) - A Focus on Practice-Based Learning

Participants will examine curricula and participate in teaching modules, including “Reflection as a Learning Process,” “Using Evidenced-based Medicine,” and “Teaching with Technology.”

   Workshop B  (Quirk, Ferguson) - A Focus on Interpersonal & Communication Skills

Participants will examine curricula on communication skills for difficult situations, e.g., cultural diversity and health care disparities, sexuality, and delivering bad news. Teaching about collaboration and teamwork will be included.

   Workshop C  (Starr, Blatt) - A Focus on Professionalism

Respect for patients, confidentiality, conflicts of i nterest, sensitivity to diverse patient populations and working in multi-disciplinary health care teams are professional skills that can be taught. Participants will learn how to develop curricula for their own faculty and trainees using interactive casebased teaching scenarios.

   Workshop D  (Keller, Fischer) - A Focus on Systems-Based Practice

Participants will examine didactic and case-based curricula on the business of medicine, quality assessment, medical errors, cost-effectiveness, and understanding of the principles of advocacy for health promotion and disease prevention.

   Workshop E  (Baldwin, Trimm, Beach, Kittredge) - Using Online Tools to Build Competency-Based Curriculum Tools

In a computer classroom, participants will see a new online curriculum resource in action, view model documents, and try their hand at creating their own documents built around competency-specific information. An online faculty development tutorial system for website users will also be demonstrated.

   Workshop F  (Hatem, Starr) - Preparing Interactive Large Group Presentations: The Team Learning Concept

Participants will apply an educational framework to planning a large group teaching session. A distinction will be made between lectures and interactive presentations that ensure active learning, including the Team Learning model for medical education originating at Baylor University School of Medicine.

   Workshop G  (Philbin, Lindholm) - Using and Creating Videos, including Case Writing and Teaching with Role Plays

20 years of experience teaching with role plays has taught us that 98% of participants arrive skeptical and nervous and leave excited and skilled in new teaching methods. Participants will learn tips for writing realistic cases and establishing a safe place for faculty to practice their teaching skills. Participants will screen videos that demonstrate skills and serve as triggers for discussion. Guidelines for developing videos using simple equipment and your own faculty will allow you to return home ready to  start filming.

   Workshop H  (DeMarco) - Implementing a System-Wide Online Evaluation System

Participants will learn tips from the UMass experience implementing a university-wide, on-line system to evaluate residents in all disciplines.

   Workshop J (Trimm, Bar-On) - 360-degree Evaluations

Participants will learn to design and implement a system of evaluation that includes evaluations from faculty, peers, nurses, other health care professionals, and patients.

   Workshop K  (Philbin, Gammon) - Objective Standardized Clinical Exams (OSCE's)

In response to the inclusion of OSCEs in the Step II Board exams beginning with the class of 2007, medicals schools are developing their own OSCEs to allow for practice. The UMass Standardized Patient Program will share their experience in setting up and improving an OSCE program.

   Workshop L  (Fischer, Potts) - Paper and Online Portfolios, including Observation Checklists and Procedure Logs

Participants will learn to develop paper and on-line portfolios that demonstrate competency in many of the hard-to-assess areas such as ethical conduct and lifelong learning. An example of a self-assessment designed to demonstrate competency in all six areas of competency required by the LCME and the ACGME will be shared.