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From Idea to Implementation : Moving your Educational Project from Brain to Bedside

From Idea to Implementation : Moving your Educational Project from Brain to Bedside. Timothy Farrell, MD, Utah; Deb Simpson, PhD, MCW; Manuel Eskildsen , MD, MPH, Emory; Cherie Brunker , MD, Utah; Kathryn Denson, MD, MCW; Gary Blanchard, MD, UMass; & Kathryn Eubank, MD, UCSF.

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From Idea to Implementation : Moving your Educational Project from Brain to Bedside

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  1. From Idea to Implementation: Moving your Educational Project from Brain to Bedside Timothy Farrell, MD, Utah; Deb Simpson, PhD, MCW; Manuel Eskildsen, MD, MPH, Emory; Cherie Brunker, MD, Utah; Kathryn Denson, MD, MCW; Gary Blanchard, MD, UMass; & Kathryn Eubank, MD, UCSF 2012 Annual Reynolds Grantee Meeting – St. Louis MO / Tuesday, October 23, 2012 - 2:45-4:15 PM [Lindell B]

  2. Goals & ObjectivesEducational Product Development (EPD) • To introduce best practices in EDP • Objective: Gain familiarity with Glassick’s 6 criteria for the approach to and assessment of scholarship. 2. To increase participants’ abilities to apply a scholarly approach to their educational endeavors • Objective: Apply Glassick criteria to examples (successes & challenges in EPD processes to avoid pitfalls. • Objective: Generate common themes framed by the Glassick criteria associated with the processes of EPD. 3. To apply the concepts learned in the workshop to participants’ own educational product ideas • Objective: To identify barriers in own educational products. • Objective: Share strategies for overcoming barriers to product development, implementation and presentation.

  3. Why do I care @ Sharing Educational Work? Long-Term Goal Improve Health through Education  Value and advance our educational missions through recognition (e.g., award and reward) of educators  Advance education by sharing & building on our work  Educators as scholars Susan Dorothea White - Reinventing the Wheel 2001 Mixed Media Sculpture – US $5,000

  4. Why Sharing Work = Scholars? • What is scholarship? • What does it mean to be scholarly? • Advance or transform knowledge within their community of peers(researchers, educators) • through the application of one’s intellectin an informed, disciplined and creative manner Boyer EL. Scholarship Reconsidered: Priorities for the Professoriate. Princeton University Press 1990

  5. Glassick Criteria Glassick CE, Huber MT, Maeroff GI. Scholarship Assessed: Evaluation of the Professoriate. SF: Jossey-Bass 1997.

  6. Clear Goals Adequate Preparation Appropriate Methods Significant Results Effective Presentation Reflective Critique Objectives Current in educ + subject matter Select methods = obj/comp Evaluation Dissemination to Peers Revise Glassick For Educators Glassick CE, Huber MT, Maeroff GI. Scholarship Assessed: Evaluation of the Professoriate. SF: Jossey-Bass 1997.

  7. Summary Report & FindingsAAMC GEA Consensus Conference on Educational Scholarship (July 2007) • Summary Report & Findings • Educator Activity Categories, Criteria and Evidence • Teaching • Learner Assessment • Curriculum Development • Mentoring and Advising • Educational Leadership & Administration https://services.aamc.org/Publications go to “Faculty” Simpson D et al. Medical Education 2007:41(10): 1002–1009

  8. https://www.mededportal.org/download/190392/data/educational_scholarship_guide.pdfhttps://www.mededportal.org/download/190392/data/educational_scholarship_guide.pdf

  9. Task Force on Educator Evaluation FOCUS: Evaluating the 5 Educational Domains

  10. Glassick Criteria Glassick CE, Huber MT, Maeroff GI. Scholarship Assessed: Evaluation of the Professoriate. SF: Jossey-Bass 1997.

  11. Can You Swallow This? Kathryn Denson, MD Associate Professor of Medicine/Geriatrics Program Director, Med-Ger Residency Program Medical College of Wisconsin

  12. Clear Goals • What’s the problem? Is it “fixable” through education? • Define the goal What do you want your Learners to DO? • Create objectives • Link to ACGME competencies • Link to Milestones

  13. Adequate Preparation • Current in topic: Literature review for best practices • Current in education: On-line search and check for resources Adopt Adapt Author

  14. Appropriate Methods

  15. Significant results Evaluation of: Session– standardized eval form organization/session content/teacher effectiveness/impact on ability to provide care (“so what?”) Learners– An assessment gap here!

  16. Effective Presentation • Dissemination to peers: Here! • Clearly room for improvement

  17. Reflective Critique Can You Swallow This? Clear Goals: “Why, what” at start Adequate Preparation: Strong practice gap Appropriate Methods: Interactive, small group Needs more time! Apply to current patient Significant Results: Needs learner (KSA) eval Effective Presentation: Pogo-e, MedEd PORTAL ? Reflective Critique: A lot better after creating this presentation!

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