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AUGUST 2015

IN THIS ISSUE

NEWS AND FEATURES Resilience Council Launches Confidential Peer

Support Network

An Update from the Resident Chapter of the Gold Humanism Honor Society

TEACHING TIPS

Setting Expectations with Learners

FAQs

How long should my teaching, scholarship, clinical and service narratives be?

PROFILE

Peter Buttrick, MD, Assumes Role of Senior Associate Dean of Academic Affairs

EVENTS

LINKS TO ARTICLES ABOUT ACADEMIC MEDICINE

NEWS

Resilience Council Launches Confidential Peer Support Network When adverse events occur during patient care, the providers involved often experience emotional upheaval—and it can impact multiple aspects of their lives. Studies have shown, however, that providers who get help from their peers have healthier emotional experiences when dealing with adverse events. This is why the first major project to emerge from the School of Medicine’s Resilience Council is the implementation of a peer-to-peer support network.

Lauren Frey, MD, is a spokesperson for the project. She is currently seeking faculty volunteers to participate in the program.

“The one thing that’s consistent in the literature is the need to get support from your peers when an adverse event occurs,” said Dr. Frey. “With this program, a provider who has experienced an adverse event can contact us and be matched with a peer to receive confidential support.”

Faculty wishing to provide peer support will receive training during the first week of November.

“It will be a confidential, safe space for our providers to share their experiences,” said Frey.

Anyone interested in volunteering to provide peer support should email Dr. Frey.

The Resilience Council was established to help School of Medicine faculty, residents and fellows build resilience, boost well-being and mitigate burnout. For information about the council, email Jennifer Reese, MD.

An Update from the Resident Chapter of the Gold Humanism Honor

Society For three years, the resident chapter of the Gold Humanism Honor Society (GHHS) has been inspiring

and promoting the GHHS tenets, which include integrity, excellence, compassion, altruism, respect and

empathy.

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AUGUST 2015

The chapter was founded through a grant provided by the GHHS and the support of the Academy of

Medical Educators and the Office of Graduate Medical Education. Colorado was one of nine schools to

receive this pilot funding nationally.

Residents and fellows are nominated by their peers and subsequently submit an application

documenting their commitment to the principles of the GHHS and their suggestions for how to promote

these principles locally. To date, 223 residents and fellows have been inducted into the chapter from

nearly all programs at the School of Medicine.

The 2015 class was inducted with a special guest speaker, Dr. Hedy Wald, who spoke on the topic

“Fostering Reflective Capacity with Interactive Reflective Writing,” inspiring our members to think about

reflection as a process to assist in professional identity formation.

The 2014–15 academic year has been marked by some significant accomplishments. Members have

been meeting bi-monthly in the evenings. Meetings begin with a discussion of inspirational pieces in the

literature pertaining to humanism in medicine with topics ranging from attitudes and habits of

humanistic physicians, attitudes and communication of medical students in patient care, connecting

with patients on a personal level and difficult patient visits. This is followed by discussion of new

projects, existing projects and ideas.

In addition, the group participated in the National Solidarity Day for Compassionate Care. As part of the

event, they implemented the Tell Me More project, developed by the GHHS chapter at the Icahn School

of Medicine at Mt. Sinai. This project was created to encourage students, residents, fellows and faculty

to find out more about what is meaningful in their patients’ personal lives. It was well-received by

participants and patients alike. The group also provided Gold Humanism pins encouraging all levels of

physicians and physicians-in-training to gift to any member of the healthcare team that puts into

practice the tenets of GHHS.

In the upcoming academic year, the group will embark on a new project during the holiday season:

Intern Appreciation Day. During this time, GHHS will distribute snacks and other special treats to interns

across the inpatient and outpatient healthcare settings with the hope this small gesture will help

increase morale, decrease burnout and improve patient care.

GHHS has an ongoing goal of increasing the presence and awareness of GHHS on campus for both

members and non-members and to advance and support the goals of the Arnold P. Gold Foundation to

foster collaborative relationships with patients to improve patient care.

You can learn more about the program on their website or by contacting Randi Libbon at

randi.libbon@ucdenver.edu.

TEACHING TIPS

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AUGUST 2015

Setting Expectations with Learners

By Janet Corral, PhD

Learners come to each clinical rotation with ideas and expectations for how the rotation will flow.

Faculty also have preconceived standards for learners. The question becomes: How do we align the

interests of both parties and set learners up for success? The 5-minute expectation meeting is a quick

and effective method.

The first morning of your rotation with the learner, set aside five minutes to:

1. Ask the learner(s) about expectations and learning goals for this rotation. You may need to

prompt the learner regarding what specific areas of the patient encounter they want to work

on.

2. Clarify your expectations of the learner. This is your opportunity to share what role(s) you

expect the learner to take on during clinical encounters. An example of potential roles for

preclinical or early clinical students might be:

• Fountain of Information: Be the “knowledge at our fingertips” for the team by using med

apps; online searches

• The Educator: Meet with patients to provide further education, chronic disease education,

complete the AVS, discuss how to take meds, etc.

• The Data Gatherer: Reconcile meds, chart review, prior workups, etc.

• The Family Connection: Educate the family, hold family discussions, clarify values and plans

• The “Gopher:” Actively pursue educational or clinical care information for patients or team

members to supplement the current patient care encounter

3. Close by asking the learners if they have any additional expectations or questions. Also ask

what they have heard you communicate about what is expected of them on this rotation. This

gives the learner the opportunity to feel heard, add any additional points or ask questions that

have arisen now that your expectations are known. This also helps you to ensure the learner has

understood what you have shared.

Having the five-minute “setting expectations” talk is a constructive way to welcome learners into your

clinical space, and set you both up for success.

If you have any questions about setting expectations, reach out to the clerkship or residency rotation

director. He or she is available to help you – and your learners! – be successful.

FAQs

How long should my teaching, scholarship, clinical and service narratives be?

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AUGUST 2015

Each candidate for promotion or tenure must provide a narrative summary of his or her

accomplishments in teaching, research or scholarship and clinical practice or service. While there is no

minimum or maximum length for your narratives, we suggest preparing succinct narratives (which may

include full paragraphs or bulleted lists) of 2-5 pages for each area. Your narratives (along with your

promotion matrix tables and other supporting documentation) should focus specifically on the scope of

your activities, your accomplishments, successes and the impact and importance of your work. Each

narrative should also demonstrate that you have met the School of Medicine’s criteria for promotion or

tenure. Provide links to all supporting documentation (such as curricula, journal publications, policy

papers or other relevant products of scholarship). For more information about preparing narratives and

portfolios, please refer to Sections 6 (The Teacher’s Portfolio), 7 (Clinician’s Portfolio), 8 (Scholarship

Portfolio), 9 (Investigator’s Portfolio) and 10 (Service and Advocacy Portfolios) in the Guide to Building a

Dossier for Promotion and Tenure (July 2015).

Is there an overall page limit for my dossier?

Ideally, your dossier will not exceed 200 pages, excluding your CV, CV abstract and internal and external

letters of reference. You should exceed this limit only if you feel that a more extensive dossier is

necessary to ensure adequate consideration and evaluation of your accomplishments. You should not

include reprints of original articles, course syllabi or presentations. Instead, you can include links to

these documents. If you have questions about how to create links from PubMed for your documents,

please contact the Health Sciences Library. Your dossier will include your narratives, promotion matrix

tables, teaching evaluations and may also include letters of commendation and other relevant

supporting documents.

PROFILE

Peter Buttrick, MD Assumes Role of Senior Associate Dean of Academic

Affairs Peter Buttrick, MD, believes leadership is about helping everyone succeed. This was how he approached

his position as head of the Division of Cardiology. And it’s with this mindset that he will approach the

role of Senior Associate Dean of Academic Affairs.

“There are different models of leadership. The most appealing to me is the model which enables people

to be most successful—facilitating their continued success and not hindering it,” he said.

In this role, Dr. Buttrick is responsible for research development and space and facilities. He will also

oversee the Medical Scientist Training Program and the Office of Professionalism and will serve as a

senior member of the Dean’s leadership team.

Dr. Buttrick says he’s flattered to be asked to take on the position, and he’s excited to have some

influence on the direction the medical school takes going forward.

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AUGUST 2015

“It’s an interesting time,” he said. “The landscape of clinical care is changing. Education, funding—it’s all

shifting—and it’s great to be in a position to watch and advise.”

One of his priorities will be focusing on research, including working closely with faculty on the direction

of research at the School of Medicine.

“We’re in an era of limited research support and an era where the missions of academic medical centers

are evolving,” he said, adding that “academic medical centers aren’t typically known for their agility.” Dr.

Buttrick believes how the School of Medicine responds and anticipates these external stresses is

becoming increasingly important.

“On the funding front, it’s very clear that institutions like ours need to diversify research portfolios and

think in a more entrepreneurial fashion. We do a lot of things really well. At the end of the day, we want

to do these things even better.”

As head of Cardiology, Dr. Buttrick had the opportunity to interact with a lot of key stakeholders on

campus—in clinic, research and administration. It’s given him a good sense of the school’s depth and

breadth.

“I have enormous respect for our faculty’s accomplishments,” he said. “I can honestly say that I’m in

awe of our faculty.”

Dr. Buttrick wants faculty to know that his door is always open. “The Dean’s office is working on your

behalf,” he said. “I won’t be able to do everything, but faculty will get fair and unbiased treatment when

issues arise.”

He adds, “I’m a pretty good listener. It’s part of my job description.”

Of course, Dr. Buttrick also acknowledges the person in the role before him. “Chip Ridgeway was an

extraordinary human being and it’s humbling to have his job,” he said. “I keep in mind that it’s his legacy

I’m part of—it’s a great honor.”

LINKS TO ARTICLES ABOUT ACADEMIC MEDICINE

http://www.ucdenver.edu/academics/colleges/medicalschool/education/academy/Newsletter/academicmedicine

/Pages/aug-15.aspx

A Flexible Postoperative Debriefing Process Can Effectively Provide Formative Resident

Feedback

Analysis in Brief: The Redistribution of Tenure Tracks for US Medical School Faculty

Beyond Moral Outrage—Weighing the Trade-Offs of COI Regulation

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AUGUST 2015

Conflicts of Interest: Part 1: Reconnecting the Dots—Reinterpreting Industry-Physician Relations

Course Offerings in the Fourth Year of Medical School: How U.S. Medical Schools Are Preparing

Students for Internship

Dimensions of Diversity and Perception of Having Learned From Individuals From Different

Backgrounds: The Particular Importance of Racial Diversity

Faculty Vitality—Surviving the Challenges Facing Academic Health Centers: A National Survey of

Medical Faculty

Going “Fourth” From Medical School: Fourth-Year Medical Students’ Perspectives on the Fourth

Year of Medical School

How Do Medical Schools Identify and Remediate Professionalism Lapses in Medical Students? A

Study of U.S. and Canadian Medical Schools

Latino Physicians in the United States, 1980–2010: A Thirty-Year Overview From the Censuses

Peer-Assisted Teaching of Basic Surgical Skills

Promoting Balance in the Lives of Resident Physicians: A Call to Action

Providing Educational Content and Context for Training the Next Generation of Physicians in

Quality Improvement

Residents’ Perspectives on Rewards and Challenges of Caring for Ambulatory Care Patients

Living with Chronic Illness: Findings from Three Academic Health Centers

Stress and Morale of Academic Biomedical Scientists

The Application of Entrustable Professional Activities to Inform Competency Decisions in a

Family Medicine Residency Program

The Impact of Exposure to Shift-Based Schedules on Medical Students

The Eighth International Congress on Peer Review and Biomedical Publication: A Call for

Research

The McMaster Modular Assessment Program (McMAP): A Theoretically Grounded Work-Based

Assessment System for an Emergency Medicine Residency Program

EVENTS

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AUGUST 2015

Unless otherwise indicated, register at http://som.ucdenver.edu/FacultyDevelopment/

Communication Skills Series Session 1

August 19, 2015

12:15 pm to 2:50 pm

Kirsten Broadfoot, PhD

Ed 1, Room 4103

Communication Skills Series Session 1

August 19, 2015

2:45 pm to 5:45 pm

Kirsten Broadfoot, PhD

Ed 1, Room 4103

Communication Skills Series Session 2

August 21, 2015

12:15 pm to 2:50 pm

Kirsten Broadfoot, PhD

Ed 1, Room 4103

Communication Skills Series Session 2

August 21, 2015

2:45 pm to 5:45 pm

Kirsten Broadfoot, PhD

Ed 1, Room 4103

Resilient Leadership: Accessing Your Performance Power

Sept. 21, 2015

8:00 am to 10:00 am

Kari Granger

Hensel Phelps West Lecture Hall, R1 North

Grant Writing for Health Professions Educators

Oct. 20, 2015

3:00 pm to 5:00 pm

Janice Hanson, PhD, EdS

Ed 2 North, 2301