8/25/2015
Penn State College of Medicine
MD Program
Faculty Make a Difference
Objectives
• Describe key ways MD education
is changing
• Find aspects within the four-year MD
curriculum where you could have an impact
• Identify at least one teaching opportunity in
the MD curriculum that might work within the
context of your practice or lab
1
8/25/2015
The PSUCOM Story Went from Here
To Here
Small Group Problem Based Learning
2
8/25/2015
And Here
What should our 21st century teachers
look like?
• Guides and coaches
• Framers and synthesizers
• Direct observers and strengtheners of student
thinking
• Small group facilitators more often than large
group lecturers
• Role models of the interplay between medical
science and clinical medicine
3
8/25/2015
Why the Changes?
– Critical thinkers and scholars
– Active, self-directed learners
– Deep learners, not surface and detail skimmers
– Able to synthesize, retain, transfer information
– Able to use concepts as a scaffold while filtering
and adding details as they emerge
– Able to ask questions, express uncertainties, and
seek answers
– Students who treat patients with respect and awe
Objectives
• Describe key ways MD education is changing
• Find aspects within the four-year
MD curriculum where you could
have an impact
• Identify at least one teaching opportunity in
the MD curriculum that might work within the
context of your practice or lab
4
8/25/2015
Western Reserve2 Curriculum
Penn
State Hershey – Four Phases of Study
Year I
Year II
Year III
Year IV
Phase II - Clinical Core
Phase I – Foundations
Clinical Rotations
Medical Home
Humanities &
Professionalism
Medical & System Sciences
BASIC, SYSTEMS, & CLINICAL SCIENCES
Phase III -
HUMANITIES & PROFESSIONALISM
Discovery
CLINICAL SKILLS
Explore Careers
Research
Review
FOUNDATIONS OF PATIENT CENTERED CARE
TEAMWORK
Phase IV -Residency
CRITICAL THINKING
Prep
MEDICAL STUDENT RESEARCH
Tailored Electives
AIs
Humanities
Intern Boot Camp
Typical Week: PSU Medical Student in Phase I
HOUR
8:00
MONDAY
PBL
TUESDAY
Large Group/
Other
WEDNESDAY
PBL
THURSDAY
Large Group/
Other
FRIDAY
PBL
10:00
Large Group/
Other
EBM I
Large Group/
Other
SOEM/
Medical
Humanities
Large Group/
Other
Self-directed
Learning
Self-directed
Learning
FPCC/Clinical
Skills
Self-directed
Learning
Self-directed
Learning
Self-directed
Learning
Self-directed
Learning
NOON
1:00
Teamwork
Graduate Environment
3:00
Self-directed
Learning
Self-directed
Learning
Structure with Flexibility
5
EBM (6 weeks)
Foundations of Patient Centered Care
(18 weeks)
Medical Ethics &
Professionalism (12 weeks)
FEB
MEP
BIH (8 weeks)
FPCC
FPCC (18 weeks)
Medical Humanities
Foundations of Patient
Centered Care
Evidence Based Medicine (18 weeks)
EBM
EBM (18 weeks)
Evidenced Based Medicine
Scholarship/Research/Global Health
(10 weeks)
Renal (5 weeks)
Pulmonary (4 weeks)
MAY
MARCH
Transition to Clinical Medicine (1 week)
JAN
APRIL
Board Preparation/Vacation
DEC
MARCH
Comprehensive Assessment Week
FPCC (18 weeks)
Medical Humanities
(18 weeks)
Spring break/Preceptorship (2 weeks)
FEB
Endocrinology (3 weeks)
NOV
Cardiology (5 weeks)
Hematology (3 weeks)
Winter Break (2 weeks)
Scientific Principles of Medicine
JAN
Reproduction (4 weeks)
FPCC
S.O.E.M
Winter Break (2 weeks)
OCT
DEC
NBS
SEPT
NOV
Thanksgiving Break (1 week)
Foundations of Patient Centered Care (18 weeks)
Thanksgiving Break (1 week)
Socio- Ecological Medicine (18 weeks)
Neural and Behavioral Science
( 8 weeks)
AUG
OCT
Anatomy Head/Neck (2 weeks)
Scientific Principles of Medicine
(13 weeks)
SEPT
MSK/Derm (4 weeks)
AUG
Gastroenterology
(5 weeks)
(2 weeks)
July
Core Anatomy (6 weeks)
Profession of Medicine
8/25/2015
Phase I – “Foundations”
July 2013- July 2014
June
July
Phase I – “Foundations” Continued
August 2014- April 2015
APRIL
6
8/25/2015
Problem Based Learning (PBL)
Observers Welcome
Email [email protected]
• Case based discussions
• Faculty serves as facilitator for group of 8-9
students (4-5 weeks ideal; subs needed also)
• MWF for 2 hr. and 1 hr. faculty meeting Friday
• Focus on medical sciences to explain clinical
disease
• Master facilitator 15% effort year 1, 10% effort
year 2 PBL groups
Clinical Skills and Advising
[email protected], [email protected]
• Faculty serves as a clinical skills adviser for 5
students in each of the 4 years
• 20% commitment (2 half days a week)
• Someone who pays attention to the
development of history taking, PE skills and
clinical reasoning
• Someone who wants to take time with a
student
• Role model
7
8/25/2015
Medical Student Research
[email protected]
• Required research project with final scientific
report
• Frame a question, gather and interpret data,
attempt to answer the question
• Qualitative and quantitative methodologies
• Basic science, clinical, social-behavioral
• Usually done in first two years
• Need a faculty research adviser
Admissions Interviewer
[email protected]
•
•
•
•
Critical role
About an hour per interview episode
Research and clinical faculty welcome
Serve as part of an admissions team with
leader
8
8/25/2015
Hershey or University Park Based
Phase 2 – Clinical Core
6 weeks
6 weeks
4 weeks
Elec.
or
Vac.
4 weeks
Surgery
UnderServed
Med or
Elec*
4 weeks
8 weeks
Internal
Med
Psych
Neuro
(4 weeks)
(4 weeks)
(8 weeks)
Health Systems
Translation
(1 week)
FM
OSCE &
Assessments
(1 week)
Pediatrics
assess
Break
Winter
(2 weeks)
MAY
OB-GYN
Intersession &
Assessments
(1 week)
Transition to
Clinical Med
(1 week)
APRIL
Medical Home
Medical and System Sciences, Humanities and Professionalism
s
Phase 3 – Discovery
Phase 4 – Residency Preparation Phase
AI
(4 weeks)
Elec
(4
weeks)
Elec
(4
weeks)
Vac or
study for
USMLE 2
(4 weeks)
Critical
Care or
T&R or
EM
(4 weeks)
Phase 3 -Discovery Phase:
Provides students with the
opportunity to explore career
options, perform research or
scholarship, or remediate
course work
Basic
Science or
Diagnostic
Selective
(4 weeks)
Interviews
Humanities
(4
weeks)
(4 weeks)
Vac
(4 weeks)
Elec
(4 weeks)
Graduation
Elec or
Research
(4 weeks)
Intern Boot
Camp (2 weeks)
MAY
Elec or research
(4 weeks)
Winter Break
(4 weeks)
JUNE
Phase 4- Residency Prep Phase- Tailor based on residency selection and
individual interests: Includes AI’s, outside electives, Humanities
requirements, advanced basic science selectives and “Intern Boot Camp”
T & R – Triage and resuscitation
EM – Emergency Medicine
Clinical Campuses
• Hershey campus
• Regional campus at University Park
• Affiliate sites
9
8/25/2015
Inpatient/Surgical Attending for
Students
[email protected]
• Listen to and strengthen their clinical
reasoning
• Give them feedback on their next steps in skill
development
• Role model for patient-centeredness and for
respectful interactions
• Direct observation of students in front of
patients
Outpatient Attending for Students
[email protected]
• One student for an afternoon a week
• Listen to and strengthen their clinical
reasoning
• Give them feedback on their next steps in skill
development
• Role model for patient-centeredness and for
respectful interactions
• Direct observation of students in front of
patients
10
8/25/2015
Medical Sciences during Clerkships
[email protected]
• New initiative
• Dedicated time during clerkships to integrate
the underlying science with clinical
manifestation of disease
• Reinforce the importance of basic science and
emerging basic science knowledge in the
practice of clinical medicine
Objectives
• Describe key ways MD education is changing
• Find aspects within the four-year MD curriculum
where you could have an impact
• Identify at least one teaching
opportunity in the MD curriculum
that might work within the context
of your practice or lab
11
8/25/2015
Teaching Opportunities
[email protected]
•
•
•
•
•
•
•
PBL facilitator/master facilitator
Clinical skills adviser
Medical student research adviser
Admissions interviewer
Inpatient or OR attending
Outpatient attending
Medical sciences in the clerkships
Workshops to Get You Started
•
•
•
•
Problem Based Learning Facilitation
Interactive Teaching
Advising and mentoring
Admissions interviewing
12
8/25/2015
Objectives
• Describe key ways MD education is changing
• Find aspects within the four-year MD
curriculum where you could have an impact
• Identify at least one teaching opportunity in
the MD curriculum that might work within the
context of your practice or lab
13