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2018 Conference on Medical Student Education

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PR2 Teaching in the Clinical Setting: Skills for Today’s Family Physician

Tomoko Sairenji, MD, MSc; Nehman Andry, MD; Laurie Belknap, DO, MS.MedL; Michele Birch, MD; Kirby Clark, MD; Ronald Cook, DO, MBA; Joanna Drowos, DO, MPH, MBA; William Hay, MD; Matthew Holley, PhD; Kristen Hood Watson, MD; David Kelley, MD; Peter Koopman, MD; Peter Lewis, MD; Mary Lindholm, MD; Erika Schillinger, MD; Martha Seagrave, BSN, PA-C; Mandi Sehgal, MD; Freya Spielberg, MD, MPH; Anne Walsh, PAC, MMSc; Srikala Yedavally-Yellayi, DO

02/1/18 1:00 PM - 5:00 PM Room: 417A-B

Family medicine physicians and other primary care health care professionals are critical to the success of teaching programs for medical trainees in both academic and community medical centers. Increasingly these teaching programs are implementing and emphasizing team-based care, interprofessional education (IPE), and longitudinal integrated clerkships (LICs). This preconference will focus on the related challenges that clinical teachers are likely to encounter, and prepare them for evolving trends, innovations, and requirements in medical education. Learners benefit from participating in patient care, but preceptors face challenges including limitations in preparation/faculty development, administrative/institutional support, and time. Additional challenges to the clinician-educator include providing appropriate patient selection and variation, meeting clinical and educational productivity and documentation expectations, and integration of a single learner or multiple learners (of varying levels, abilities, and/or professions) into the clinical encounter/environment. If these challenges are not constructively and repeatedly addressed then patient and learner satisfaction, as well as that of the preceptor, is likely to suffer.

Upon completion of this session, participants should be able to:

  1. Identify methods of teaching-including those pertaining to health systems that encourage medical trainees to participate in self-directed learning such as goal/educational-agenda setting.
  2. Utilize innovative documentation and information management tools (e.g. clinical decision support tools that may be accessed from the electronic health record-EHR-or point-of-care clinical references).
  3. Identify and incorporate successful methods and teaching strategies when working with learners and peer educators from diverse and complementary healthcare professions. Representative situations that combine clinical work and medical education include working with a single health profession student (e.g., medical student, PA student, NP student, Pharmacy student, nursing student, or other) and simultaneously precepting learners from different health professions-including learners within a given profession at different levels of training, and co-precepting (co-located or distant).

Copyright 2018 by Society of Teachers of Family Medicine