And how can it help prepare our residents for practice?

Marie-Therese Cave. M.Sc. P.G. Dip Couns. Cert.Ed Faculty Development . April 19th 2011

ObjectivesTo introduce doc.com and reasons for

implementationTo familiarise participants with doc.com and to

gain feedback from established family medicine educators

To consider application in office settingTo discuss residents’ response to implementation

Timeline for sessionIntroduction to doc.com 20 minutesInitial Questions 10 minutesHands on experience of doc.com 60 minutesPlenary discussion-what next? 30 minutes

Introduction to doc.comOverviewWeb based modular course in health care

communication addressing communication between:

HCP- PatientHCP- Patient’sFamilyHCP- HCPHCP Teams

Characteristics of doc.com’s pedagogical approachEvidence based approach to physician/patient

communicationModularWeb based- anytime accessCreated by international group of medical

educators including:Julian Tudor Hart, Cathy Cole Kelly, Cathy Risden, Ron Epstein, Elizabeth Gaufberg

Reasons for implementation in our curriculumMove to Triple C Curriculum

Centered in Family Medicine, Continuity, Comprehensive

Physical and Logistical Changes3 blocks of Fam Med blocktime to 2 blocks = more residents in FM blocktime and for longer

Increase in Community Physician Faculty Advisors with responsibility for PGY1 residents.(largely unaware of Behav med curriculum, content and process)

How doc.com is being used in the curriculum

1st year. Basic Modules are a revision for most residents. Helps us identify residents who need more help.

2nd year. Advanced modulesFaculty Development.

Challenges @ IntroductionIntroduced at same time as CBASRequired to be in place before accreditationLack of Faculty DevelopmentLeave of Absence in place for Course

Coordinator

Modules currently being usedMindfulnessOpening the discussionGathering informationUnderstanding patient’s perspectiveSharing the informationReaching agreement.Breaking Bad news.

Residents’ response to doc.com curriculum“We did this in undergrad.”“It is too theoretical”“Too long”“Too directive”“Not realistic”

FactsUndergraduate learning. PCCM. 1st and 2yr year

of medical school. 3rd and 4th year clerks chart using traditional medical inquiry format.

Skills need Practice. Comparison with ACLS

Communication consultation skills used many more times than any other clinical skill.

Faculty some unaware of current CCFP standards.

Residents fail. Unaware of importance of context in Diagnosis and Management plan.

Discussion/ Questions

Plenary DiscussionPersonal experience of doc.com

What we like.What we dislikeIs any of it useful to faculty advisors?

Context for LearningHow could doc.com be helpful in clinic?