APPD Workshop March 30, 2012...APPD Workshop March 30, 2012 Kimberly Gifford, MD Associate Program...
Transcript of APPD Workshop March 30, 2012...APPD Workshop March 30, 2012 Kimberly Gifford, MD Associate Program...
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APPD Workshop March 30, 2012
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Kimberly Gifford, MD
Associate Program Director, Dartmouth
Su-Ting Li, MD, MPH
Program Director, UC Davis
Mark Vining, MD
Program Director, University of Massachusetts
We have no financial interests to disclose
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Reflection on coaching
Doctor Coach Overview
Toolbox: Strategies and Tools
1. Purposeful watching
▪ Systematic performance observation
2. Purposeful questioning to elicit learner reflection
▪ Planning a feedback dialog
3. Goal setting
▪ Planning for practice
Wrap-up: planning for the future
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Groups of 3: Artist has 2 minutes to draw a tulip Coach has information to help with drawing Observer has checklist, but is silent
***Do not show your role information to
anyone else.
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Consider the tulip exercise as well as your past experiences as a coach/learner. . .
Consider the learner experience:
What did you think/do/feel?
What did the coach do to create a learning experience?
What traits make a coach effective?
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“There is a need to motivate continuous learning and improvement across the whole arc of medical training.”
Standardization and individualization Integration of formal learning with clinical
experience (reflection on learning) Develop habits of inquiry and improvement Identity formation (teacher) (Cooke et al 2010)
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Shifting to a competency based medical education model [from our current time based model] requires:
“For faculty teachers an outcomes-based model that required coaching, feedback and repeated practice. . .
would be labor intensive” (Hodges 2010)
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Few rigorous high level studies Minimal emphasis on developing lifelong learning skills None mention professional identity formation for
teaching Learning is often not described as: Situated - Most involve lectures or workshops Participatory - Some with simulated learners, but few in
the real clinical environment Distributed – Some teaching rotations, but few with
integrated teaching practice in real learning environment Progressive – Minimal reinforcement over time
Hill et al 2009, Post et al 2009, Fromme et al 2011
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Assigning meaning to observations
Art-based medical school curricula
Systematic assessment Deconstructing expertise Deliberate practice
Self-assessment
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Extensive initial assessment Developing benchmarks – individualized Goal setting Repeat measurements over time
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Evidence based plus “expert opinion” Coaching relationship Individualized to meet athlete’s needs Extensive observation Frequent, progressive feedback Deliberate practice Motivation: effort, enthusiasm
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Similar coaching strategies across disciplines
WHAT the coach does
Focus on the relationship and dialog/interactions Each encounter is unique and thus coaching should
be tailored to specific learner needs/circumstances Ultimate goal is for learner to develop the ability to
coach him/herself – deliberate practice
Developed by repeatedly engaging in the coaching cycle
Motivation is critical to improving effort
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Performance Observation
Coach’s Assessment
Formative Feedback
Goal Setting
Facilitated Practice
Discussion about Assessment: Ask-
Tell-Ask
Important Specific Measurable Accountable Realistic Time-based
Summative Evaluation
Environment
Systematic
Synthesis
Milestones Self-
assessment
©2008 Fall & Gifford
Modeling (mental practice)
Independent practice
Guided practice
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Views clinical coaching encounters as key learning experiences
Didactics to consolidate those experiences:
Reflective discussion: opportunities to reflect on clinical coaching encounters
Primers: teach key principals of each strategy
Tools: help translate strategy into clinical coaching practice
Goal Setting: plan for future practice and implementation of coaching tasks
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Coaching Environment: Coach/learner relationship establishing milestones/benchmarks, lens preferences
Performance observation: purposeful watching - observation skills, systematic observation
Coach’s Assessment: synthesis of observation, preparation for feedback
Formative Feedback: Ask-Tell-Ask - feedback dialog, purposeful questioning
Goal Setting: SMART Facilitated practice: deconstructing expertise,
reconstructing expertise, teaching styles Skills sessions: physical exam, communication,
teamwork, handoffs, work-life balance
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Tools introduced in didactics are integrated into clinical rotations:
Formal teaching rotations for PL3 Rotations with some teaching expectations In every patient encounter
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Each new strategy/tool is framed within the Doctor Coach model to aid in professional identity formation
Emphasizes development of lifelong learning skills to set up deliberate practice : How to become your own coach
Longitudinal coaching practice Situated: longitudinal coaching practice in every rotation
Participatory: skills sessions and real coaching encounters
Distributed: in every rotation
Progressive: lessons reinforced and built on in next session
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Longitudinal cross section study Resident Intervention – Resident-as-Coach Curriculum Evaluation:
Resident self-assessed use of coaching strategies (n=14)
Student assessment of resident teaching (n=34)
▪ Observed me conduct portions of histories and physicals that were specifically relevant to this course (p=0.014)
▪ Gave me relevant feedback regularly on my PE skills (p=0.008)
Student perceived learning (n=34)
▪ Helped me elicit complete or focused histories (p=0.060)
▪ Helped me perform accurate PE skills (p=0.050)
Secondary: Resident use of learning strategies
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Based on your past teaching/coaching experiences, indicate how frequently you use each coaching strategy (not how often you would like to use them).
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Performance Observation
Coach’s Assessment
Formative Feedback
Goal Setting
Facilitated Practice
Environment
Systematic Milestones
©2008 Fall & Gifford
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Prerequisite: prioritized milestones
Deconstructed expertise
Outcome: formative assessment
Summative evaluation comes later
Strategy: Purposeful watching
Applying observational skills through a deliberate set of lenses
Tools: checklists aid in using a systematic approach
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Derived from art-based medical school curriculum
Bardes et al 2001
Berger 1980
Boudreau et al 2008
Braverman 2011
Naghshineh et al 2008
Shapiro et al 2006
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Applying observation skills through a deliberate set of lenses
Observation skills we use every day in clinical medicine are applicable to learner observation as well
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Know what you are looking for
Look at “everything” systematically
Note your key
observations
Give meaning to your observations
DDx based on CC
Comprehensive H&P
Problem List
Assessment
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It is important to focus on the appropriate
details… But how do you know which details are
important and which you can ignore? Use a systematic approach THEN filter Ignore details only by deliberate choice
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Milestones selected in advance
Goals from rotation/experience
Learner goals
Unique opportunity
Time/scheduling/flow
Balancing other learners
Patient care needs
Your lens preferences
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But avoid premature closure by suspending your judgment while observing
Be sure to use both levels of filtering: Prioritize before
observation
Revisit your priorities during observation
Assess after observation Do multiple
observations over time
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Whole Part Context Interactions Observer Berger 1980
Professionalism Practice Based Learning and Improvement
Patient Care Medical Knowledge
Systems Based Practice Communication
Lens preferences
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We all have natural lens preferences. In order to improve our performance
observation, we must practice using the lenses that we do not naturally use.
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Prerequisite: Prioritized milestones
Deconstructed expertise
Outcome
Formative assessment now
Summative evaluation comes later
Strategy: Purposeful watching
Applying observational skills through a deliberate set of lenses
Tools: to aid in using a systematic approach
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Checklists improve accuracy of observations ▪ Noel et al 1992, Ringsted et al 2003, Morgan et al 2001
Many valid, reliable tools in the literature that improve: Feedback given by preceptors (6 tools): More frequent
More timely
More specific Trainee knowledge, skills and attitudes Self-assessed (9 tools)
Objectively measured (5 tools)
Kogan et al 2009
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Trainee reluctance Minimal
Faculty discomfort Faculty development Practice, Practice, Practice!!!
Time Requires thoughtful integration strategies
Hauer et al 2011
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Prepare the practice Make direct observation part of the culture Prime the patient and prepare the learner Choose a way to record your observations Structure time deliberately
Key Elements Focus and concentrate [coach and learner goals] Be learner-centered [learner goals] Mutual trust [comfort improves over time] Teach within a framework [milestones in context] Teach process before content [use this time to teach
what cannot be taught elsewhere] Russell & Ng2009
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Has a sensory perceptive and a cognitive component Distinct from inference Made concrete through description Occurs on different levels
Whole-part-context-interactions
Occurs over time
Many cycles
Goal oriented Subject to powerful cultural determinants
Lens preferences
Carries ethical obligations Learner perspective
Boudreau 2008
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Pre: Know what you are looking for What lenses to you naturally use?
What other lenses do you want to develop?
During: Look at “everything” systematically When the resident does X, what happens?
Don’t come to premature closure Post: Note your key observations Make your observations concrete through specific description
Describe rather than judge
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Performance Observation
Coach’s Assessment
Formative Feedback
Goal Setting
Facilitated Practice
Discussion about Assessment: Ask-
Tell-Ask
Environment
Systematic
Synthesis
Milestones
©2008 Fall & Gifford
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Ask
Tell
Ask
A more palatable and nutritious feedback sandwich
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Ask-Tell-Ask (ATA) Planning: summarize/integrate/focus Ask: student self assessment Purposeful questioning More than just “how did it go”
Tell: instructor assessment Limited scope
Build off of self-assessment Ask: goal setting and next steps
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Mark Vining, MD Clinical Associate Professor of Pediatrics University of Massachusetts Medical School Associate Program Director, Pediatrics Residency
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Teacher knows Only the Learner the answer knows the answer
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The Teacher knows the Answer
“Assertive”
Preceptor is testing the
learner’s knowledge.
The Learner knows the answer
“Facilitative”
Preceptor is asking the
learner’s perspective.
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Teacher knows Learner knows the answer the answer ASSERTIVE FACILITATIVE
SUGGESTIVE COLLABORATIVE
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Assertive Suggestive Collaborative Facilitative
Gives direction Suggests alternatives Elicits student ideas Elicits students feelings
Asks factual questions Asks leading questions Asks exploratory
questions
Asks reflective
questions
Provides information Provides organizational
structure
Allows the student to do
the organizing
Only the learner knows
the answers
What are the types of…. How can you categorize….. What is your approach
to….
What do you think/feel
about….
**Adapted from: Quirk ME. How to learn and teach in medical school: a learner-centered approach. New York: Charles C. Thomas Publishers, 1994.
Teacher Centered
Learner Centered
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Question use Interaction Example
Teach problem-solving Teacher leads learner down a
preconceived path Teaches thought processes, algorithms What are the common classes of
medications for headaches? What are the benefits/risks? What do you know about this patient that
would influence your medication
choice?
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Question use Interaction Example
Teaches problem solving without leading
Teacher implies: “There is a way (path) to think about this.
How do you decide what medication you would use to treat headaches? or
What are the things you need to know to determine the choice of medication for headaches?
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• Both suggest that there is a framework for answering the question.
• The more the learner is determining the framework, the more “collaborative” it is.
• The more the coach is determining the framework, the more “suggestive” it is.
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• Start at the more collaborative end. (At least, I do.)
What’s your plan? Or What do you think is going on?
• If the learner seems confused, move to suggesting a path. Make the path explicit.
How do you decide how to work up a child with a high BP?
• If the learner is still unsure, ask assertive questions to make the path clear.
Can you describe the types of medications used to treat high BP? When would you use each type?
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• No one type is always better than another. • Choice of type depends on learner’s knowledge,
situation, and teaching point. • A Suggestive question makes the path explicit. • A Collaborating question allows the learner to
demonstrate s/he knows the path. • Both demonstrate a model that can be used
other times. • We all have a favorite style. • Be aware of your style and when to alter it.
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HPI: 6 yo with 24 hours fever, tachypnea; non-productive cough; right-sided pain with cough; no sick contacts;
PMHx: Sickle cell disease (Hgb SS) PE: T: 38.5; O2 Sat 96% Decreased breath sounds
Assessment: Pneumonia (“classic”) Plan: CXR pending; IV abx ordered
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What special considerations are important when evaluating a patient with Sickle cell disease who is febrile?
How is this febrile patient with decreased breath sounds different from one who doesn’t have SS disease?
What organisms do you specifically need to worry about in febrile patients with SS disease?
What do you think is important for us to teach the parents of patients with SS disease?
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How can this framework be useful for feedback?
Planning for feedback?
Encouraging self-reflection?
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Performance Observation
Coach’s Assessment
Formative Feedback
Goal Setting
Facilitated Practice
Discussion about Assessment: Ask-
Tell-Ask
Important Specific Measurable Accountable Realistic Time-based
Environment
Milestones
©2008 Fall & Gifford
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Su-Ting Li, MD, MPH UC Davis
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Important Specific Measurable Accountable Realistic Timeline Li, et al. Acad Med; 85(7): 1229-1236, 2010.
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Goal must be important (relevant) to YOU.
How does this goal fit into your career plans?
Prioritize achievement of goal.
When faced with competing demands, how will you prioritize achievement of this goal?
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Break broader goals into incremental steps. “I want to improve my teaching.”
▪ What specific aspect of teaching do you want to concentrate on first?
“I want to improve giving feedback.” ▪ What specific aspect of feedback do you want to
concentrate on first?
“I want to use collaborative questioning in my feedback to encourage learner self-reflection.”
Plan how you will accomplish each incremental
step.
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Set a measurable outcome.
How will you/others know that this was accomplished?”
Can you answer – “did you do it?”
▪ “I will use collaborative questioning at least once a week when I give feedback to a learner.”
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Use a reminder and tracking system.
Build in external accountability.
▪ Attendings, learners, colleagues
▪ “I will tell my learners during orientation that my goal is to use collaborative questioning when I give feedback. I will ask the learner at the end of the week if I used collaborative questioning with them at least once.”
Establish internal accountability.
▪ Checklist, diary
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Create achievable goals. “after every patient encounter” Daily Biweekly, weekly?
Seek out and use available opportunities. “when I am ward attending”
Self-adjust your goal/strategies based on successes/barriers you encounter. Mini PDSA cycles
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Develop a timeline for achieving goal.
When do you expect to finish this?
When will you work on it?
▪ “Next time I am ward attending. . .”
Incorporate goal into your daily routine.
“I already give biweekly feedback – I will incorporate collaborative questioning in my Ask-Tell-Ask feedback routine.”
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“What do you think you did particularly well this week?”
“What do you want to continue to work on?” (I think the learner needs to improve their
abdominal exam skills – missed hepatomegaly.) “How do you think your physical exam skills have been?”
“What’s your plan for improving your abdominal exam skills? How can I help you?”
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I: I want to improve my teaching and my learner’s reflective skills by
S: incorporating more collaborative questioning into my feedback.
M: I will use collaborative questioning at least once when giving feedback to at least 1 learner.
A: I will tell my learners during orientation that my goal is to try to use collaborative questioning to elicit self-assessment during feedback and ask for feedback on whether I did it.
R: I will ask from feedback from 1 learner a week. T: I will work on this goal when I am ward attending next week.
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1. Practice goal setting by writing an ISMART plan: To improve your own coaching practice or To enhance your RAT or FD program with coaching principles
2. Use ISMART plan to help make a learner goal SMARTER. Improve my medical knowledge Improve my teaching of medical students Improve my procedural skills Improve my time management Use more evidence based medicine Become more confident in patient care decisions Improve communications with families Another goal that you commonly hear from your learners
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Performance Observation
Coach’s Assessment
Formative Feedback
Goal Setting
Facilitated Practice
Important Specific Measurable Accountable Realistic Time-based
Environment
Milestones
©2008 Fall & Gifford
Modeling (mental practice)
Independent practice
Guided practice
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Performance Observation
Coach’s Assessment
Formative Feedback
Goal Setting
Facilitated Practice
Discussion about Assessment: Ask-
Tell-Ask
Important Specific Measurable Accountable Realistic Time-based
Summative Evaluation
Environment
Systematic
Synthesis
Milestones Self-
assessment
©2008 Fall & Gifford
Modeling (mental practice)
Independent practice
Guided practice