Inter-Hospital Collaborative Studies to Improve Transition of Care and Readmission Rates in Academic Hospitals- MGH & BWH
Dr. Jocelyn Carter, MD, MPH, Inpatient Unit Director/White 11, Academic Hospitalist Service, MGH Hospital Medicine Unit, Physician in Medicine, Division of Medicine, Manager of Trainee Affairs/ Multicultural Affairs Office, Massachusetts General Hospital Instructor in Medicine, Harvard Medical School.
Clinicians and hospital systems are under significant pressure to deliver optimal care in competitive markets with new emphasis on not only successful outcomes, but also benchmarks of quality, safety and cost. Value-added care is a broad term which encompasses these concepts and the teaching of value-added care has become important in academic medical centers across the country. This IHC session focuses on early innovations in the teaching of value-added care and seeks to provide a forum for discussion of the opportunities and challenges in this vital curricular area. During this session, participants will learn about and discuss innovative curricular efforts to teach value-added care to our HMS trainees.
Faculty Development Workshop: Teaching and Learning with Mechanism Maps: A Window into the Learner's Mind
Richard Schwartzstein, MD and Jeremy Richards, MD
Thursday, January 22,2015 3:30-5:00 PM- Room TBA- RSVP
Mechanism maps, a form of concept map are visual representations of knowledge that learners create to graphically depict their understanding of a set of mechanisms or concepts. Like concept maps, mechanism maps are used in teaching encounters and offer educators an opportunity to share, discuss, and revise learners' understanding of new or existing knowledge. Traditional concept maps are hierarchical, arranging information from most general to most specific for a particular topic. In contrast, mechanism maps tend to focus on a symptom or laboratory or physical exam finding and then link the different elements of a case by the underlying biological mechanisms. Mechanism maps are a flexible educational tool; they can be used in a variety of educational settings, from small to large groups, and from formal to informal encounters.
In this workshop, we will review the theory supporting the use of mechanism maps as pedagogic and assessment tools and provide participants the skills to develop and use mechanism maps when teaching. Specifically, upon completion of this Workshop, participants will have practiced creating concept maps regarding topics reflecting their clinical or experiential knowledge. Additionally, participants will develop strategies for using mechanism maps for teaching in formal and informal educational settings. Participants will discuss some strategies to use mechanism maps for assessment of learners' knowledge and understanding of specific topics and concepts. Finally, in this Workshop we will discuss the literature supporting how mechanism maps may reflect, and be used to assess, learners' critical thinking skills. Participants' knowledge and skills will be assessed during session, as facilitators observe and support the group in developing their own mechanism map as they play the role of learners in a small group setting.
Feedback and Evaluation Symposium
Keith Baker MD, PhD, Gene Beresin MD MA, Mary Ellen Goldhamer MD, MPH
Wednesday February 25, 2015 - 3:30-5:30 pm Room TBA
This 2 hour session will utilize lecture, audience response and small group discussion techniques to address elements of effective evaluation and feedback as well as barriers to delivering effective feedback. The plenary lecture will provide an overview of evaluation and feedback and will address the factors that determine whether an individual perceives feedback as either threatening or helpful. The importance of holding a learning orientation to construe feedback as helpful will be demonstrated. In addition, strategies to enhance an individual’s learning orientation will be discussed.
The second part of the symposium will address barriers to delivering effective evaluation and feedback. Participants will offer examples of the barriers that they encounter and these barriers will be compared to those found in the literature. The participants will then discuss a series of real cases from our medical education system, which demonstrate various barriers to effective feedback and evaluation. Finally, the participants will be educated on two specific strategies (mental contrasting and implementation intentions) for overcoming a barrier. Each participant will have an opportunity to create their own custom version of these strategies to overcome the single largest barrier that they encounter when giving feedback.
Save the Dates
Medical Education Grand Rounds
- Wednesday, February 4, 2015 - 4:00-5:30 pm
- Friday, March 6, 2015 - 7:30-9:00 am
- Wednesday, April 1, 2015 - 4:00-5:30 pm
- Friday, May 1, 2015 - 7:30-9:00 am
- Friday, June 5, 2015 - 7:30-9:00 am
- Wednesday, February 18, 2015 - 4:15-5:30 pm
- Wednesday, March 11, 2015 - 4:15-5:30 pm
- Wednesday, April 15, 2015 - 4:15-5:30 pm
- Wednesday, May 13, 2015 - 4:15-5:30 pm
Annual Symposium on the Science of Learning
- April 2015 - DATE TBA
Interest Group Symposium- Writing for Scholarship Symposium
- Thursday, May 14, 2015 - 1:00-3:30 pm
- Faculty Development Workshops
- Interest Group Symposia
- Inter-hospital Collaborative
- Medical Education Ground Rounds
- Annual Symposium on the Science of Learning
To create and nurture a diverse community
of the best people committed to leadership in alleviating human suffering caused by disease