Rush Medical Colleges M1M2 (and M3M4) Curriculum Renewal: An - - PowerPoint PPT Presentation
Rush Medical Colleges M1M2 (and M3M4) Curriculum Renewal: An Informal Conversation Elizabeth Baker MD, MHPE Acting Senior Associate Dean Rush Medical College today 88.4% of 2016 graduates agreed to strongly agreed that they were
Elizabeth Baker MD, MHPE Acting Senior Associate Dean
Cohort Calendar Yr.
RMC 1ST Attempt On-Track Pass Rate Nat’l 1ST Attempt Pass Rate RMC 1ST Attempt On-Track Avg. Score Nat’l 1ST Attempt Avg. Score RMC
Scores Class of 2016 2014 96.0% 96.0% 231.5 229 261.2 Class of 2017 2015 100.0% 95.0% 230.6 229 256.4 Class of 2018 2016 100.0% Not Available 234.1 Not Available 262.4
– 25 IM – 12 FM – 9 pediatrics – 12 EM – Neurosurg, ENT, ortho, radiology, psychiatry…
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Science Education
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Dean, current Senior Advisor
Dean
Mission Through a supportive and dynamic learning community, Rush Medical College nurtures the development of empathic, proficient physicians dedicated to continuous learning, innovation, and excellence in clinical practice, education, research and service. Vision Rush Medical College will be the global leader in student-centered, future-oriented medical education.
Practitioner Leader Advocate Professional Educator Collaborator Scholar Communicator
Krupat et al, Academic Medicine, 2016
2017- 2018 ACADEMIC YEAR
September October November December January February March April May
June M1 CURRICULUM
Introduction to Medicine Host Defense and Host Response Cardiac, Pulmonary and Renal Systems BREAK Cardiac, Pulmonary and Renal Food to Fuel - Nutrition and Energy Metabolism BREAK Food to Fuel - Nutrition and Energy Metabolism Movement and Mechanics BREAK Brain Behavior and Cognition Selective Selective Selective Selective Capstone
2018- 2019 ACADEMIC YEAR
September October November December January February March April BREAK
FIRST M3 CLERKSHIP
M2 CURRICULUM
Reproduction and Human Sexuality Growth, Development and the Life Cycle BREAK Hematology and Oncology BREAK Preparation for Step 1 and Transition to Clerkships Selective Selective Selective
Home Preparation Student prepares by watching videos and/ or reading on foundational knowledge, and complete a short Mastery assessment to guide the focus
References Krupat, E., Richards, J.B., Sullivan, A.M., Fleenor, T.J., Schwartzstein, R.M. (2016). Assessing the Effectiveness of Case-Based Collaborative Learning via Randomized Controlled Trial. Academic Medicine. 91(5):723-729.
Scientific Foundations of Clinical Medicine
Collaborative Case Learning at Rush
Rush is a not-for-profit health care, education and research enterprise comprising Rush University, Rush Oak Park Hospital and Rush Health.
Share Answers Within Table Students at each table pass their answers around the table, reading each other's’ responses. Share Answers Between Tables Each table shares their answer on a large screen with the larger group (~25 students) Group Consensus The entire group (~25 students) discusses and determines the large group consensus answer with help of facilitator. (15-20 min) Often the best answer may be a mixture of more than one group’s suggested best answer. The group consensus process includes a discussion of the underlying physiological principles supporting the best answer. The Rush Medical College (RMC) Collaborative Case Learning model is derived from the Case-based Collaborative Learning model (Krupat 2016). It incorporates elements of team-based learning, problem-based learning, and case-based learning into one format, maximizing the benefits of each. This model has shown advantages in student performance, engagement, and satisfaction. The RMC Curriculum Committee, composed of students and faculty, selected this model after reviewing the literature of instructional methods. Collaborative Case Learning met the Committee goals of being an active learning approach, integrating clinical and basic science, and focusing on the achievement of learning objectives. This summary intends to briefly explain the process. For further details, we refer you to the references. Session Debrief and Presentation of Next Session Facilitator reviews the pertinent objectives students achieved in the exercise, and the approach a practicing clinician would have chosen to the given problem. A brief introduction to the following session follows. Students are grouped into small groups (~5 per group) Readiness Assurance Student individually completes 5 challenging (application & inference) MCQ based on key concepts from material before class, sourced from the assessment questions completed during self-study. Faculty evaluate student performance on quiz before class Table Consensus Students discuss and determine their group’s consensus answer. (15-20 min) . Each group submits their consensus answer to the facilitator, which are shared with the class after faculty review. Individual Completion Students at each table complete the questions individually in class. (15-20 min) Case Based Learning Instructor presents a case and open-ended case-based questions to be completed. Questions are integrated across disciplines. The goal of the questions is to apply the knowledge garnered from the self-study to a “real-life” patient situation.
Skills of Clinical Medicine
Case-Based Clinical Integrated Application
Rush is a not-for-profit health care, education and research enterprise comprising Rush University, Rush Oak Park Hospital and Rush Health.
Home Preparation Students prepare for the sessions by watching videos or reading on materials on the day’s topics. These topics include material on physical exam skills, clinical reasoning, communication & interviewing skills, the social determinants of medicine or clinical practice. Each of these are integrated within the context of the day’s clinical case scenario. Based on the day’s lesson, one of four sessions is used. SP F MS Practice in Small Groups Practice in a Clinical Environment Students reason through cases in small groups, facilitated by physician faculty. Case-based Integrated Application: Students and faculty tackle additional cases together, applying the knowledge gained in CCL sessions. Practice in a Simulated Environment Students interview, examine and reason through a simulated patient encounter. F Faculty help students compare notes with peers and discuss and improve their process. Students then apply what they learned in a second simulated patient encounter. For real-world perspectives from patient panels, the whole class comes together For highly specialized cases, content experts join the discussion. Students interact with patients (pt) in a real clinical environment with faculty supervision. Skills are debriefed in meetings with content experts. Standardized patient instructors portray select cases and teach physical exam and procedure skills. Written narrative reflections help students analyze their practice MS F pt Objective Structured Clinical Examinations (OSCEs): Students rotate through multiple stations, incorporating all their skills and knowledge. Stations might include: patient communication, procedural skills, documentation of a clinical encounter, generating a diagnosis or interpretation of test results.
MS
MS MS SP MS MS SPClinical applications of content learned during the Collaborative Case Learning discussions occur during the Clinical Skills Curriculum.
SP = Standardized Patient, F = Faculty, MS = Medical Student
Feel free to contact me! Elizabeth Baker MD, MHPE Acting Senior Associate Dean Elizabeth_A_Baker@rush.edu