Health professions educator and certified simulation instructor (CHSE-A), instructor trainer, and accreditation coach with extensive background in program assessment and qualitative methodologies.
ABSTRACTProblemIn the competency-based medical education literature, investigators have typically... more ABSTRACTProblemIn the competency-based medical education literature, investigators have typically discussed notions of trust in the context of entrustment decision-making rather than as attitudes within competency frameworks. Complementarity between concepts of entrustable professional activities and of competencies created an opportunity to infuse the latter with notions of trust.Bedside cardiac assessment (BCA) exemplified one such competency. Traditional approaches to teaching and learning BCA addressed relevant knowledge and skills but not attitudes. We conceptualized entrustability as part of an attitudinal approach to teaching and learning BCA more holistically and effectively. The purpose of this thematic analysis was to explore students’ experience, in a medicine clerkship at one U.S. medical school, of participating in a newly developed BCA curriculum that aimed to foster attitudinal growth and a holistic approach to clinical learning.ApproachBuilding upon Teaching for Unde...
In this chapter, the critical need for unique educator expertise and the development of responsiv... more In this chapter, the critical need for unique educator expertise and the development of responsive specialized courses will be examined. Simulation is increasingly recognized as an effective learning environment, and managing this learning experience requires educator expertise and specialized preparation in the form of faculty development or formal education. Increasing calls for health professions education reform include the need for evidence-based teaching techniques rather than relying on clinical expertise alone. Formal simulation-based specialized educator courses are emerging as multiday continuing education courses within existing simulation centers as well as graduate certificate and degree-granting programs in institutions of higher education. A sample of such programs is examined to define the current array of offerings at the continuing education, graduate certificate, and master’s degree levels. Future directions for such specialized courses are discussed in the context of validation of educator competencies, scholarship around course and program outcomes, and the continued prioritization of simulation-based education research as a funding imperative.
Objective: To evaluate clinicians' satisfaction and frustrations with the use of a handheld compu... more Objective: To evaluate clinicians' satisfaction and frustrations with the use of a handheld computer system that implements a guideline for management of childhood asthma exacerbations. Setting: Nine primary-care pediatric practices. Design: Survey component of a randomized, prospective before-after trial. Intervention: Newton MessagePad outfitted with custom software (called "AsthMonitor") that assists in documentation of clinical findings and provides guideline-based recommendations. Results: Overall, 3 users gave strongly positive global ratings while 6 users were neutral. The majority used the documentation functions concurrently with care. Except for recommendations to administer oxygen (which were unsupported by evidence), users found the recommendations appropriate and appreciated the reminders. Seven of 9 participants believed it took more time to document with AsthMonitor. Conclusions: Handheld computers are acceptable to some office-based practitioners to provide guideline-based advice within the context of the clinical encounter.
ABSTRACTProblemIn the competency-based medical education literature, investigators have typically... more ABSTRACTProblemIn the competency-based medical education literature, investigators have typically discussed notions of trust in the context of entrustment decision-making rather than as attitudes within competency frameworks. Complementarity between concepts of entrustable professional activities and of competencies created an opportunity to infuse the latter with notions of trust.Bedside cardiac assessment (BCA) exemplified one such competency. Traditional approaches to teaching and learning BCA addressed relevant knowledge and skills but not attitudes. We conceptualized entrustability as part of an attitudinal approach to teaching and learning BCA more holistically and effectively. The purpose of this thematic analysis was to explore students’ experience, in a medicine clerkship at one U.S. medical school, of participating in a newly developed BCA curriculum that aimed to foster attitudinal growth and a holistic approach to clinical learning.ApproachBuilding upon Teaching for Unde...
In this chapter, the critical need for unique educator expertise and the development of responsiv... more In this chapter, the critical need for unique educator expertise and the development of responsive specialized courses will be examined. Simulation is increasingly recognized as an effective learning environment, and managing this learning experience requires educator expertise and specialized preparation in the form of faculty development or formal education. Increasing calls for health professions education reform include the need for evidence-based teaching techniques rather than relying on clinical expertise alone. Formal simulation-based specialized educator courses are emerging as multiday continuing education courses within existing simulation centers as well as graduate certificate and degree-granting programs in institutions of higher education. A sample of such programs is examined to define the current array of offerings at the continuing education, graduate certificate, and master’s degree levels. Future directions for such specialized courses are discussed in the context of validation of educator competencies, scholarship around course and program outcomes, and the continued prioritization of simulation-based education research as a funding imperative.
Objective: To evaluate clinicians' satisfaction and frustrations with the use of a handheld compu... more Objective: To evaluate clinicians' satisfaction and frustrations with the use of a handheld computer system that implements a guideline for management of childhood asthma exacerbations. Setting: Nine primary-care pediatric practices. Design: Survey component of a randomized, prospective before-after trial. Intervention: Newton MessagePad outfitted with custom software (called "AsthMonitor") that assists in documentation of clinical findings and provides guideline-based recommendations. Results: Overall, 3 users gave strongly positive global ratings while 6 users were neutral. The majority used the documentation functions concurrently with care. Except for recommendations to administer oxygen (which were unsupported by evidence), users found the recommendations appropriate and appreciated the reminders. Seven of 9 participants believed it took more time to document with AsthMonitor. Conclusions: Handheld computers are acceptable to some office-based practitioners to provide guideline-based advice within the context of the clinical encounter.
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