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Highlights from UCSF's 2017 Education Showcase

"As educators, we need to critically reflect on the relationship between how we train individuals in medical education and their ability to collectively deliver quality healthcare," said Lorelei Lingard, PhD, during her keynote address at the annual UCSF Education Showcase, hosted by the Center for Faculty Educators (CFE), at the Mission Bay and Parnassus campuses.

Lorelei Lingard, PhD; photo by Marco Sanchez, UCSF DM Photography

Her address was one of more than 30 workshops, plenary talks, and oral presentations that drew approximately 200 medical educators to the symposium held on March 19-21.

The showcase illustrated the research and perspectives of faculty, learners, and staff, including six plenary presentations chosen by CFE's the Haile T. Debas Academy of Medical Educators (AME) Scholarship Committee.

"Our community of educators’ contributions highlight the depth and breadth of educational scholarship at UCSF," said Ann Poncelet, MD, AME Director. "In the current climate of significant changes in both clinical care and the education of future clinicians, we are privileged to be among so many passionate health professions educators sharing our creative and innovative scholarly work," said Patricia O’Sullivan, EdD, Director, Research and Development in Medical Education, CFE.

The first keynote address, 'Are we training for collective incompetence?' was delivered by Dr. Lingard, Professor in the Department of Medicine and Director of the Centre for Education Research & Innovation at the Schulich School of Medicine & Dentistry at Western University, Ontario, Canada.

In an engaging presentation that challenged common educational assumptions, Dr. Lingard encouraged participants to critically reflect on the relationship between how we train individuals in medical education and their ability to collectively deliver quality healthcare, and to challenge how we see and define problems.

"Effective healthcare requires effective teamwork," said Dr. Lingard, who is renowned for her expertise in communication and collaboration in healthcare teams. "Accordingly, medical education has a mandate to produce not only competent individuals but also competent teams. However, this is proving to be a challenge, given medical education’s strongly individualistic orientation."

Dr. Lingard presented research illustrating how some of medical education’s conventional assumptions constrain our ability to produce competent teams. Three components were discussed: 'competence', 'problem solving,' and 'teamwork.'  For each, Dr. Lingard showed how conventional assumptions focus attention on the important contributions made to medical education, but also what they distract us from: the 'blind spots' it has created in medical education.

Plenary speaker Kayla Enriquez, MD, MPH; photo by Marco Sanchez

"New and ongoing research on teamwork is illustrating how to help shift the discourse of 'competence' in medical education, so that we are paying attention not only to individual competence but also collective competence. Identifying the blind spots of three conventional educational assumptions can help us implement multiple strategies for reframing these assumptions to support training for collective competence."

If you missed the keynote address by Dr. Lingard, watch her full presentation here. You can also watch a presentation she delivered as part of the TedX series, on communication in healthcare teams.

Plenary presentations that bookmarked Dr. Lingard’s presentation and the Day Three keynote address included the following:

  • A 10 Year Review of the Pediatric Leadership for the Underserved (PLUS) Residency Program
  • Building Psychological Safety for Interprofessional Education on Inpatient Internal Medicine Teams
  • Death-Ed: A Pilot Health Literacy and Communication of Health Care Goals Training for High Schools
  • Highlighting Family Physicians’ Breadth of Practice: A Pilot Video Curriculum for Third Year Medical Students
  • Safe Quality Services: A novel training approach for infection control and emergency care skills in post-Ebola (EVD) Liberia
  • Integration of Hypothesis-Driven Physical Exam and Clinical Reasoning in the Clinical Microsystem Clerkship

Participants at the Education Showcase also engaged in smaller-group sessions for hands-on workshops on topics designed to practically build their skills sets as educators.Amber Fitzsimmons, MS, DPTSc, PT; Kimberly Topp, PT, PhD; and Rosalind De Lisser, RN, MS, NP; photo by Marco Sanchez

These included discussions on Teaching Procedural Skills, Time-Efficient Clinical Teaching, Introduction to Simulation: Why, When, What, Competency-Based Education and Assessment, Finding Clarity: Establishing Goals and Expectations for Clinical Learners, Using SOAP for Learner Professionalism, and more!

Download or view the 2017 program and abstracts.

 

High-yield learning and the opportunity to transform education

Tuesday’s keynote address on 'High-yield inter-professional learning in the workplace' was peppered with insights from educational experts at UCSF’s VA Center of Excellence in Primary Care Education.

Anna Strewler, NP; Bridget O'Brien, PhD, and Rebecca Shunk, MD

In a lively, conversation-style session, Rebecca Shunk, MD, AME member and associate clinical professor in the Department of Medicine; Bridget O’Brien, PhD, associate professor in the Department of Medicine and CFE Researcher; and Anna Strewler, NP, assistant clinical professor in the School of Nursing, presented a new model of care based upon patient-aligned care teams.

They presented their novel, workplace-based educational program that supports interprofessional, team-based, patient centered care at the VA Center, and shared experiences with systems transformation, curriculum development, learning environments, and faculty development.

"With no models, templates, or best-practices to guide us, we dreamed big and worked to translate key principles from the general literature on workplace learning into components of an educational program," said Dr. Shunk. "At our Center of Excellence, the focus is on interprofessional training: how to work together as a team with a goal of improving patient care. We teach the concepts of care coordination, shared decision-making, performance improvement, and teamwork."

So what are the characteristics of "high-yield" inter-professional learning in a dynamic clinical environment?

  • Learning is purposeful, relevant, relationship focused, and reflective
  • Learning can transform clinical education by preparing graduates of health professional programs to work in and lead patient-centered, interprofessional teams that provide coordinated care
  • 'Huddles' can help staff and trainees work as highly functioning teams. These teams can participate in and lead larger projects that impact patient care globally.

If you missed the keynote address on Day Three, watch the full presentation here.

Recognizing excellence in scholarship and teaching: 2017 Cooke Awards

The Academy continued its 10-year tradition in acknowledging outstanding scholarly works presented at Education Showcase. Top-scoring projects were nominated for the award following a blinded peer review of all abstract submissions.

All presentations were eligible for the Cooke Award for the Scholarship of Teaching and Learning, which recognizes outstanding scholarly works presented at the Showcase.

This year’s winners: