8:30 – 9:00 am

Registration

9:00 – 9:15 am

Welcome and Overview

Holly Cronau, MD and Ellen Whiting, MEd

9:15 – 9:45 am

Threat to the Triple Threat: How Much Can We Ask of Our Clinical Faculty? (B, I, A)

Jack Brose, DO

9:45 – 10:30 am

First Set of Small-Group Interactions

The One-Minute Preceptor and Other Time-efficient Clinical Teaching Skills (B, I)

Holly Cronau, MD
Cynthia Ledford, MD

Creative Ways to Teach Clinical Skills (I, A)

Milisa Rizer, MD
Doug Knutson, MD

Faculty Jam: Learning to Teach in Practice (B, I, A)

Randy Longenecker, MD
Oralea Pittman, RN-C, MS

The Problem Learner: Recognizing, Intervening, and Following (B, I)

Fred Miser, MD
Jeri O’Donnell, MA, LPCC

10:30 – 10:45 am

Break

10:45 – 11:15 am

The Spirit is Willing but the Flesh is Weak: Reconsidering Professionalism Lapses (B, I, A)

Catherine Lucey, MD

11:15 – Noon

Second Set of Small-Group Morning Interactions

Noon – 1:00 pm

Lunch

1:00 - 1:30 pm

The Office: It's More than a Hit TV Show (B, I, A)

Patrick Ecklar, MD

1:30 – 2:15 pm

First Set of Small-Group Interactions

Integrating the Art of Behavioral Science into Patient Care: The PDQ/APPS Experience (I, A)

Scott Merryman, MD
Joan Simon, PhD

Case-based Teaching (I, A)

Doug Post, PhD
Tammy Gutierrez, MD

Audience Response Systems: Personalizing Group Education (B, I)

Judy Westman, MD

Teaching on the In-patient Service: Perspectives from the Academic University Hospital and the Community Hospital Settings (B, I)

John McConaghy, MD
Curt Gingrich, MD

2:15 – 3:00 pm

Second Set of Small-Group Afternoon Interactions

8:30 – 9:00 am

Registration

9 – 9:15 am

Welcome and Overview

9:15 – 9:45 am

Keynote Address
Threat to the Triple Threat: How Much Can We Ask of Our Clinical Faculty?
Jack Brose, DO

Medical education has long depended on academic physicians who are expected to provide clinical service, conduct research, and teach plus community physicians who voluntarily teach medical students while maintaining busy private practices. This presentation will examine whether these traditional roles are practical in today’s medical environment. (B, I, A)

9:45 – 10:30 am

First Set of Small-Group Interactions

The One-Minute Preceptor and Other Time-efficient Clinical Teaching Skills
Holly Cronau, MD; Cynthia Ledford, MD

This workshop will use the One Minute Preceptor teaching model and other strategies for clinical teaching to enable teachers to effectively assess, instruct, and provide feedback in an efficient manner. The session will provide opportunities to apply concepts and discuss their use in clinical medicine. (B, I)

Creative Ways to Teach Clinical Skills
Milisa Rizer, MD; Doug Knutson, MD

Today’s learners are demanding. Born into a high-energy, fast-paced, media-driven society, they are used to constant stimulation and interaction. Educators need to keep pace. The traditional “lecture” may not be enough to engage these learners. This workshop will review and demonstrate several creative and interactive methods of teaching clinical skills that have been used in medical student and resident education. We will demonstrate the use of the internet to teach physical examination and diagnosis techniques, the use of innovative classroom management strategies to teach patient communication, the use of patient instructors for teaching clinical skills, and the use of modeling clay to teach the measurement of cervical dilation and cervical biopsy technique. (I, A)

Faculty Jam: Learning to Teach in Practice
Randall Longenecker, MD; Oralea Pittman, RN-C, MS

Having learned the basics of family medicine and developed our skills with patients in practice, we rural faculty have discovered a method for applying this knowledge in the teacher-learner relationship. Like a jazz ensemble, this is faculty development in “real time,” improvising and learning case by case, one learner at a time. Attendees will participate in a session of Faculty Jam, our monthly strategy for becoming better teachers. (B, I, A)

The Problem Learner: Recognizing, Intervening, and Following
W. Fred Miser, MD, MA; Jeri O’Donnell, MA, LPCC

Early identification and intervention with medical students and residents in difficulty will help prevent them from becoming problem colleagues. Often what is perceived as one problem may in reality be a totally different problem. Sometimes the training program itself may be the problem. This session will help sort through these issues and allow the participants to develop a proactive plan that results in identification, intervention, and resolution of common and not-so-common problems encountered by learners. (B, I)

10:30 – 10:45 am

Break

10:45 – 11:15 am

Keynote Address
The Spirit is Willing but the Flesh is Weak: Reconsidering Professionalism Lapses
Catherine Lucey, MD

Professionalism has long been considered to be an attitudinal-based competency. As such, teaching methods for professionalism have focused predominantly on reminding learners about professionalism tenets and providing role models to demonstrate application of these principles in real life. Research-based analyses of professionalism lapses have identified a large number of skills that need to be mastered for physicians to remain professional even in stressful situations. This presentation will review the literature on professionalism education, illustrate the value of viewing professionalism lapses as a form of medical error to identify curricular needs, and outline the skills that medical students, residents and faculty need to maintain their professionalism in today’s hectic environment. (B, I, A)

11:15 - Noon

Second Set of Small-Group Interactions

The One-Minute Preceptor and Other Time-efficient Clinical Teaching Skills
Holly Cronau, MD; Cynthia Ledford, MD

This workshop will use the One Minute Preceptor teaching model and other strategies for clinical teaching to enable teachers to effectively assess, instruct, and provide feedback in an efficient manner. The session will provide opportunities to apply concepts and discuss their use in clinical medicine. (B, I)

Creative Ways to Teach Clinical Skills
Milisa Rizer, MD; Doug Knutson, MD

Today’s learners are demanding. Born into a high-energy, fast-paced, media-driven society, they are used to constant stimulation and interaction. Educators need to keep pace. The traditional “lecture” may not be enough to engage these learners. This workshop will review and demonstrate several creative and interactive methods of teaching clinical skills that have been used in medical student and resident education. We will demonstrate the use of the internet to teach physical examination and diagnosis techniques, the use of innovative classroom management strategies to teach patient communication, the use of patient instructors for teaching clinical skills, and the use of modeling clay to teach the measurement of cervical dilation and cervical biopsy technique. (I, A)

Faculty Jam: Learning to Teach in Practice
Randall Longenecker, MD; Oralea Pittman, RN-C, MS

Having learned the basics of family medicine and developed our skills with patients in practice, we rural faculty have discovered a method for applying this knowledge in the teacher-learner relationship. Like a jazz ensemble, this is faculty development in “real time,” improvising and learning case by case, one learner at a time. Attendees will participate in a session of Faculty Jam, our monthly strategy for becoming better teachers. (B, I, A)

The Problem Learner: Recognizing, Intervening, and Following
W. Fred Miser, MD, MA; Jeri O’Donnell, MA, LPCC

Early identification and intervention with medical students and residents in difficulty will help prevent them from becoming problem colleagues. Often what is perceived as one problem may in reality be a totally different problem. Sometimes the training program itself may be the problem. This session will help sort through these issues and allow the participants to develop a proactive plan that results in identification, intervention, and resolution of common and not-so-common problems encountered by learners. (B, I)

Noon – 1:00 pm

Lunch

1:00 – 1:30 pm

Keynote Address
The Office: It's More than a Hit TV Show
Pat Ecklar, MD

Ambulatory sites are venues that can emphasize certain Knowledge, Skill and Attitude objectives better than in-patient sites. It is also a useful and accurate source of learner evaluation. This presentation will focus on practical methods to deliver high quality medical education in the community-based ambulatory office setting. (B, I, A)

1:30 – 2:15 pm

First Set of Small-Group Interactions

Integrating the Art of Behavioral Science into Patient Care: The PDQ/APPS Experience
Scott Merryman, MD; Joan Simon, PhD

Family Medicine teachers are challenged to place patients at center stage and develop new collaborations. For residency behavioral science, this means integrating evidence- based practice with the art of effecting behavioral change, embedding a “whole-person view” in the curriculum, and making learning immediately applicable. This lecture- discussion will highlight two collaborative educational processes that meet this challenge: (1) Psychiatry Discussion and Questions (PDQ); and (2) Applied Psychology for Physicians Series (APPS). Modules include team learning, role play vignettes and videos. Attendees will participate in the “team learning” process that is used to enhance resident participation and discussion. The presenters will then review the curricular content, and discuss the collaboration between the psychologist and physician that is needed to bring the curriculum to life. (I, A)

Case-based Teaching
Doug Post, PhD; Tammy Gutierrez, MD

This workshop will focus on the use of case-based teaching strategies to engage students and residents in the learning process. The session will review various types of teaches, cases and methods, as well as the principles involved in writing an effective case. Application of workshop concepts to participants’ own educational environments will be stressed. (I, A)

Audience Response Systems: Personalizing Group Education
Judith Westman, MD

Audience response systems assist group education for learners at all levels -- medical student, housestaff, and practitioners. Portable automated systems are available now that are relatively inexpensive and easy to incorporate into a PowerPoint presentation. The session will be presented by a "user", not a "techie". (B, I)

Teaching on the In-patient Service: Perspectives from the Academic University Hospital and the Community Hospital Settings
John McConaghy, MD; Curt Gingrich, MD

This session will highlight the similarities, differences, and challenges in educating residents and students about hospital medicine from the community hospital-based and University/academic hospital-based perspectives. A brief literature review will be presented. Questions, discussion, and sharing of ideas and techniques/methods will be encouraged. (B, I)

2:15 – 3:00 pm

Second Set of Small-Group Interactions

Integrating the Art of Behavioral Science into Patient Care: The PDQ/APPS Experience
Scott Merryman, MD; Joan Simon, PhD

Family Medicine teachers are challenged to place patients at center stage and develop new collaborations. For residency behavioral science, this means integrating evidence- based practice with the art of effecting behavioral change, embedding a “whole-person view” in the curriculum, and making learning immediately applicable. This lecture- discussion will highlight two collaborative educational processes that meet this challenge: (1) Psychiatry Discussion and Questions (PDQ); and (2) Applied Psychology for Physicians Series (APPS). Modules include team learning, role play vignettes and videos. Attendees will participate in the “team learning” process that is used to enhance resident participation and discussion. The presenters will then review the curricular content, and discuss the collaboration between the psychologist and physician that is needed to bring the curriculum to life. (I, A)

Case-based Teaching
Doug Post, PhD; Tammy Gutierrez, MD

This workshop will focus on the use of case-based teaching strategies to engage students and residents in the learning process. The session will review various types of teaches, cases and methods, as well as the principles involved in writing an effective case. Application of workshop concepts to participants’ own educational environments will be stressed. (I, A)

Audience Response Systems: Personalizing Group Education
Judith Westman, MD

Audience response systems assist group education for learners at all levels -- medical student, housestaff, and practitioners. Portable automated systems are available now that are relatively inexpensive and easy to incorporate into a PowerPoint presentation. The session will be presented by a "user", not a "techie". (B, I)

Teaching on the In-patient Service: Perspectives from the Academic University Hospital and the Community Hospital Settings
John McConaghy, MD; Curt Gingrich, MD

This session will highlight the similarities, differences, and challenges in educating residents and students about hospital medicine from the community hospital-based and University/academic hospital-based perspectives. A brief literature review will be presented. Questions, discussion, and sharing of ideas and techniques/methods will be encouraged. (B, I)