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Patient Centered Medicine 1

Patient Centered Medicine 1. Aaron Michelfelder, M.D. - PCM 1 Course Director Amy Blair, M.D. – PCM 1 Co-Course Director James Winger, M.D. – PCM 1 Co-Course Director Diane Stancik – PCM 1 Course Manager Katherine Walsh, M.D. – Overall PCM Co-Course Director

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Patient Centered Medicine 1

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  1. Patient Centered Medicine 1 Aaron Michelfelder, M.D. - PCM 1 Course Director Amy Blair, M.D. – PCM 1 Co-Course Director James Winger, M.D. – PCM 1 Co-Course Director Diane Stancik – PCM 1 Course Manager Katherine Walsh, M.D. – Overall PCM Co-Course Director Paul Hering, M.D. – Overall PCM Co-Course Director

  2. Welcome PCM-1Small Group Facilitators/Advisors!! James Winger, M.D. PCM 1 Co-Course Director Aaron Michelfelder, M.D. PCM 1 Course Director Amy Blair, M.D. PCM 1 Co-Course Director Katherine Walsh, M.D. Overall PCM Co-Course Director Paul Hering, M.D. Overall PCM Co-Course Director Ms. Diane Stancik PCM 1 Course Manager

  3. Line Up for This Session • Brief Intro to the Course • Course Changes • Mentor/Preceptor Programs • Advisor Program

  4. What is PCM 1 About? http://www.meddean.luc.edu/lumen/index.html

  5. PCM 1 • PCM 1 Website • http://www.meddean.luc.edu/lumen/ • Administration • General Information • Core Curriculum • Attendance Policy • Grading/Evaluation • Facilitators

  6. 6 Components to PCM 1 • Lectures/Panels/Workshops • Small Groups (8-10 Students/Small Group) • Standardized Patient Exercises • Objective Structured Clinical Exams (OSCE) • Mentor/Clinical Skills Preceptor Programs • Written Exams

  7. PCM-1 Organization

  8. PCM-1 Organization • Temporal Blocks: Bioethics, Clinical Skills I, Healthcare Systems and Delivery, Clinical Skills II, Behavior and Health Promotion • Longitudinal Block: Personal and Professional Development

  9. Patient Centered Medicine I Semester I Semester II Ethics, Justice, & Professionalism Communication Skills Interviewing/History Taking Behavioral Development Physician Well Being US Health Care System and Global Health Evidence Based Medicine Prevention Counseling Risk Factor Screening Integrative Medicine Cultural Medicine Nutrition Core Curriculum Standardized Patients SP Workshops HPI/complete History Difficult Topics SP Workshop Intimate Partner Violence SP Workshop Challenging Patient-Physician Relationships SP Exercise I Complete Medical History SP Practice Exercise SP Exercise Hypothesis-Driven History SP Exercise Counseling Head & Neck Abdomen Thorax/Lungs Heart Combined Structure/Function Physical Exam Skills Clinical Skills Harvey Cardiac Simulator Musculoskeletal PE OSCE II PE OSCE I Patient Interview I Real Patient Interviews Patient Interview II Experiential Components Student, & Chaplain Mentor, and Physician Preceptor Programs

  10. Newer This Year • General • Year Two Neuroscience Course Dissolved • MCBG/ Behavioral Medicine More Content Early • Anatomy Starts 3 Weeks Earlier • PCM-1 • 4 Small Groups Removed And/or Compressed • Fewer and Updated Readings • Students/Facilitators encouraged to bring in topical media resources • Ethics Block Compressed and Revised • Behavioral Medicine Small Group Removed • Revised EBM/Biostats/Patient Safety Curriculum • Service Project & Reflection – Centralized • Added Social Determinants of Health Section • Removed Emotional Intelligence Section

  11. Newer This Year • Added SP Workshop • HPI Workshop modified to be Complete History Small Group Workshop Over Two Sessions • Continued Electronic distribution of weekly small groups • Facilitator corner on PCM-1 home page • Decreased Paper Use in the Course • Utilizing More Student/Facilitator Feedback

  12. PCM-1 Medical History Skills Changes James Winger, M.D. PCM 1 Co-Course Director

  13. PCM-1 Clinical Skills Programs Amy Blair, M.D. PCM 1 Co-Course Director

  14. Clinical Skills Preceptor Program (CSkiP) • Observe physician in practice setting • Clinical reinforcement of concepts learned in courses • Practice new skills learned in PCM-1 • Develop broader understanding of your own future direction

  15. Student Mentor • Observe on clinical rotations • Opportunity for inter-medical school class communication • Clinical reinforcement of concepts learned in courses and opportunity to practice PCM-1 skills

  16. Patient Centered Medicine 1, AY 2012-13 Requirements for the Clinical Skills Preceptor, Student Mentor and Chaplain Mentor Programs Both Joint Reflection Papers must be submitted to your Small Group Facilitators.

  17. Timeline • M1-M3 Student Mentor Pizza Party is September 12 • Physician Preceptor Assignments to follow

  18. Ground Rules • Contact your mentor and preceptor early and often • You can do more than the required number of visits! • Contact me early with any concerns • Incomplete mentor visits will prevent you from passing PCM-1

  19. Service-Learning Project • A structured learning experience that combines service in the community with preparation and reflection • How is community service different now that you are a medical student?

  20. Service-Learning Project • August - October • Identify population or health need you would like to serve • Write a (2 page) summary of the particular disparity you will be addressing, including facts that demonstrate the disparity and need (e.g. epidemiologic/public health data, census, figures from national or local organizations) – October 15 • Identify the community agency that you will work with or develop a unique project • Decide on a community-identified concern  • October - March • Provide the service (“Experiential” or Activity Phase”) • April – May • Reflection • Written Project and Presentation • Total 4-6 pages (2 pg. summary disparity, 2 pg reflection) • Presentations during last small group of the year  

  21. Service-Learning Project • The Center for Service and Global Health and University Ministry • Student Organizations • The Department of Bioethics and Preventive Medicine • Local, regional and national community service agencies through which you already have experience or would like to establish a relationship

  22. Service-Learning Project • Link: • Direct questions to: • ablair1@lumc.edu • vmccarthy@lumc.edu

  23. Guidelines for Reflection “The four-year process of taking a disparate selection of college graduates and forming a cohesive professional identity frequently involves the abandonment of many preconceived notions about oneself, others and the medical profession in general. The purpose of the reflection process is not to generate a series of “touchy-feely” essays about your thoughts and emotions in given clinical situations. The goal of reflection in any context, is to encourage an approach of critical self-analysis as the experience and knowledge of medical school accumulates.” • http://www.stritch.luc.edu/lumen/MedEd/IPM/IPM1/ReflectPaperInstruct.pdf

  24. This Week • Elect Small Group Representatives

  25. Advisor Program Keith Muccino, S.J., M.D. Assistant Dean for Clinical Simulation

  26. Thank You Facilitators!! Questions and Collective Wisdom Time

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