Writing Narratives Based on ACGME Competencies. Narratives What Are They? Written Evaluation of...

17
Writing Narratives Based on ACGME Competencies

Transcript of Writing Narratives Based on ACGME Competencies. Narratives What Are They? Written Evaluation of...

Page 1: Writing Narratives Based on ACGME Competencies. Narratives What Are They?  Written Evaluation of Student Performance Formative  Mid-Course Evaluation.

Writing Narratives

Based on ACGME Competencies

Page 2: Writing Narratives Based on ACGME Competencies. Narratives What Are They?  Written Evaluation of Student Performance Formative  Mid-Course Evaluation.

Narratives What Are They?

Written Evaluation of Student Performance Formative

Mid-Course Evaluation

Summative End of Course

Direct Observation of Learners

Why? Assessment of Student Performance in the Absence of Exams

Correct Mistakes Reinforce Good Performance Provide a Framework for Professional Development

Permanent Record – CAPS

Page 3: Writing Narratives Based on ACGME Competencies. Narratives What Are They?  Written Evaluation of Student Performance Formative  Mid-Course Evaluation.

Narratives Are: Form of Feedback

FAIR - Clearly Defined Expectations Understood By Both Faculty &

Student

Constructive Power = Positive Positive Critique

Goal-Oriented -Student Input Improve Individual & Group

Dynamics Set Mutually Agreed Upon Goals

Objectives

Discuss Our Expectations for Student Performance: ACGME Competencies

Discuss techniques for Providing Constructive Feedback

Case-Based Learning

Page 4: Writing Narratives Based on ACGME Competencies. Narratives What Are They?  Written Evaluation of Student Performance Formative  Mid-Course Evaluation.

Competency-Based Curriculum

If You Don’t Know Where You’re Going, You’ll Never Get There!

Educationalexperiences

Environment Assessments

Standards

Page 5: Writing Narratives Based on ACGME Competencies. Narratives What Are They?  Written Evaluation of Student Performance Formative  Mid-Course Evaluation.

DevelopingCompetence

as aphysician

Practice-based Learning &

Improvement

Interpersonal &Communication

Skills

PatientCare

Professional-ism

Medical Knowledge

Systems-Based

Practice

ACGME Competencies

Page 6: Writing Narratives Based on ACGME Competencies. Narratives What Are They?  Written Evaluation of Student Performance Formative  Mid-Course Evaluation.

ACGME Competencies

Medical knowledge Established and evolving biomedical, clinical, and cognate (e.g. epidemiological and social-behavioral) sciences and application of this knowledge to patient care

Patient Care Compassionate, appropriate, and effective for the treatment of health problems and the promotion of health

Practice-Based Learning & Improvement

Investigation and evaluation of their own patient care, appraisal and assimilation of scientific evidence, and improvements in patient care

Systems Based Improvement

Awareness of and responsiveness to the larger context and system of health care and the ability to effectively call on system resources to provide care that is of optimal value

Interpersonal &Communication Skills

Effective information exchange and teaming with patients, their families, and other health professionals

Professionalism Commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population

Page 7: Writing Narratives Based on ACGME Competencies. Narratives What Are They?  Written Evaluation of Student Performance Formative  Mid-Course Evaluation.

Example – Clearly Defined Goals

Practice-Based Learning and Improvement

 The competent graduate will be self aware and

understand his/her learning needs to continually optimize their professional performance and patient care. The graduate should be able to investigate, reflect, and evaluate his/her patient-care practices and to critically filter, appraise and assimilate evolving scientific evidence.

 

Page 8: Writing Narratives Based on ACGME Competencies. Narratives What Are They?  Written Evaluation of Student Performance Formative  Mid-Course Evaluation.

Educational Program Objectives

Facilitate the learning of students/others.

Use information technology to manage/access information and support self-education.

Locate, appraise, and assimilate evidence from scientific studies

related to their patients’ health problems; apply knowledge of epidemiological principles and proper study design for the appraisal of clinical studies

Obtain and use information about their population of patients and the larger population from which patients are drawn.

Analyze clinical experiences and reflect on personal practice patterns to initiate practice-based improvement activities.

Page 9: Writing Narratives Based on ACGME Competencies. Narratives What Are They?  Written Evaluation of Student Performance Formative  Mid-Course Evaluation.

Facilitate the Learning of Students and Other Health Care Professionals. Knowledge/Skills/Attitudes/Objectives

Assess & address educational needs of other team members

Demonstrate commitment to mentoringEngage others in bi-directional learningExplore & employ principles of adult learningProvide constructive feedback to students and

peers and listen as they reciprocate

Page 10: Writing Narratives Based on ACGME Competencies. Narratives What Are They?  Written Evaluation of Student Performance Formative  Mid-Course Evaluation.

Student Narratives in CBL

Page 11: Writing Narratives Based on ACGME Competencies. Narratives What Are They?  Written Evaluation of Student Performance Formative  Mid-Course Evaluation.

CBL Evaluation Cycle

Year-Long Course No Exams

Formative Evaluation – Fall Student/Facilitator Meeting Scoring System Based on Competencies Written Narrative

Summative Evaluation – Spring Student/Facilitator Meeting Scoring System Based on Competencies Written Narrative

Page 12: Writing Narratives Based on ACGME Competencies. Narratives What Are They?  Written Evaluation of Student Performance Formative  Mid-Course Evaluation.

Good Feedback

Timely Specific Constructive Good Listening Focused on the Positive Allows Student Input

Page 13: Writing Narratives Based on ACGME Competencies. Narratives What Are They?  Written Evaluation of Student Performance Formative  Mid-Course Evaluation.

Student/Facilitator Meeting:The Positive Critique

Outline the Evaluation Process

Ask: What Do You Think You Are Doing Well?

Add: What You Think The Student Does Well

Ask: What Would You like to Improve? Add: Other Things You Think Could Be

Improved

Page 14: Writing Narratives Based on ACGME Competencies. Narratives What Are They?  Written Evaluation of Student Performance Formative  Mid-Course Evaluation.

How Do You Get to Know Your Students? Direct Observation - Take Notes Informal: Ask - What do you do well?

What would you like to improve? Other????

Page 15: Writing Narratives Based on ACGME Competencies. Narratives What Are They?  Written Evaluation of Student Performance Formative  Mid-Course Evaluation.

Examples – Standardized Students

Mandy Ginger Rudy

Take 5!

Page 16: Writing Narratives Based on ACGME Competencies. Narratives What Are They?  Written Evaluation of Student Performance Formative  Mid-Course Evaluation.

Mandy

GingerRudy

Standardized Students

Page 17: Writing Narratives Based on ACGME Competencies. Narratives What Are They?  Written Evaluation of Student Performance Formative  Mid-Course Evaluation.

References

http://www.hopkinsmedicine.org/fac_development/video/flashhttp://www.mja.com.au/public/issues/183_05_050905/vic10464_fm.htmlDescribes methods for giving students effective feedback

http://www.tcmedc.net/upload/data/Doctor_of_Medicine_Education_Program_Objectives.docxTCMCs Doctor of Medicine Education Program Objectives, sent by Dr Wilcox on 11/29/2011

http://www.mja.com.au/public/issues/183_05_050905/vic10464_fm.htmlPart of series of articles. This one is on giving feedback and explains the positive critiquemethod

“Practical Implementation of the Competencies”: ©2006 ACGME. http://www.acgme.org/outcome/e-learn/FacManual_module2.pdfIncludes descriptions of approaches that can be used for teaching residents – useful for constructing learning questions