Electronic Newsletter fElectronic Newsletter for or

Faculty Instructional DevelopmentFaculty Instructional Development |Med/Ed eNews

F aculty

Resources online!

There are a variety of re-

sources online for clinical

and classroom educators,

including links to learning

modules, a guide for en-

gaging students in inquiry

learning, Microskills for

teaching, and encouraging

students to examine for

cognitive error. The Office

of Medical Student Educa-

tion posts video recordings

of all of the AMES\OMSE

Faculty Instructional Devel-

opment (FID) Series semi-

nars to its website. Com-

munity based as well as

any other faculty can

watch the videos online at

their convenience. We are

instituting a login applica-

tion for this resource, but

for now all you have to do

is Click&Go!

Find out more about team

learning , CBI and other

instructional methods and

the recently developed

online tools, ThinkSpace

and GroupShare.

Bedside Teaching: Patient & Learner Centered Rounding B edside teaching is any clinical

encounter that occurs at the pa-

tient’s side, that is, in the presence of

the patient. The physician’s perspec-

tive, how they view the teacher/learner

relationship, the patient’s role in edu-

cating students or residents, as well as

their role as an educator, will shape

their bedside teaching approach. “The

patient can be seen as an individual,

with whom medical decision are made,

rather than to whom procedures and

tests are applied, thus humanizing and

personalizing medical care,” says Dr.

Waer. Seeing the patient, then, as a

partner in clinical care also serves well

in viewing the patient as a participant

in the educational process. Dr. Waer

suggests that the “presence of the pa-

tient helps the teaching process to be

more participative, such that teacher

and learner together have the collegial

opportunity to understand the patient’s

problems,” and work together to solve

them. For this reason, Dr. Waer ar-

gues, “bedside teaching is the ultimate

manifestation of the physician as

teacher, rather than as lecturer, dis-

cussant, or consultant.” thus the approach

to bedside teaching should serve as a role

model for patient centered, participatory

care as well as learner centered teaching.

Some physicians may be concerned that

discussing the differential, for example, in

the patient’s presence could upset or dis-

turb the patient, or that some physicians are

not as adept at educating students without

this issue

Assessing Student Performance P.1

The AMES\OMSE FID Series P.2

Technology at the Bedside P.3

Upcoming Events P.4

ISSUE

Apr 2013

77

OM SE F I D Ne wsOM SE F I D Ne wsOM SE F I D Ne ws Facul ty Ins truct ional DevelopmentFacul ty Ins truct ional DevelopmentFacul ty Ins truct ional Development

Doceri is a registered trademark

Editor Karen Spear Ellinwood, PhD, JD, EdSEditor Karen Spear Ellinwood, PhD, JD, EdS

[Continued on page 3]

About the

FID Series

T he AMES\OMSE

FID Series results

from the partner-

ship between the Academy of

Medical Education Scholars

(AMES) and the Office of Med-

ical Student Education

(OMSE). THE FID Series runs

from August through May, and

presents 13 seminars aimed at

developing and improving the

teaching and assessment

skills and practices of basic

science and clinical faculty,

including preceptors, affiliate

faculty, and residents.

The College of Medicine in

Tucson now has 19 AMES

faculty members, who meet

Recent Recent Recent EventsEventsEvents

[March 27, 2013]

Bedside Teaching: Pa-

tient Centered Round-

ing for Learner Cen-

tered Teaching

Presenters: Amy Waer,

MD, and Julia Jernberg,

MD

[March 14, 2013]

Crafting Single Best

Answer Multiple

Choice Questions

Presenters: Chris Cun-

niff, MD, Department of

Pediatrics; and Jack Nolte,

PhD, Professor.

To view these presenta-

tions

regularly and engage in activi-

ties designed to support the

professional and educational

development of faculty. AMES

has provided grants to supple-

ment scholarly research when

external funding has not been

renewed and provides re-

sources for teacher develop-

ment.

OMSE offers faculty instruc-

tional development and sup-

port to all faculty one-on-one

for those who would like to

explore new approaches or

implement new technologies

or ideas in their teaching prac-

tice. If you would like to con-

sult with a professional educa-

Faculty Development Events Calendar

online!

July 10, 2013

Medical Education

Research Day

Don’t forge

t!

OMSE can offe

r

faculty inst

ruction-

al developm

ent one-on

-

one or for

your depar

t-

ment.

tor or discuss opportunities for

your department or community

based faculty at your site, please

click here to complete the online

form. OMSE Faculty Instruction-

al Development staff will work

with you to design a customized

plan for faculty instructional de-

velopment for you, your depart-

ment or site.

The next FID series event, Effec-

tive Clinical Preceptorship is

April 22nd. Find out more by

clicking on the calendar below.

For information about upcoming

seminars, go to please visit our

website! /kse/

Click &Go!Click &Go!

OM SE FI D News Facul ty Ins truct ional DevelopmentFacul ty Ins truct ional DevelopmentFacul ty Ins truct ional Development

compromising patient comfort. As part of a teaching faculty at the UA College of Medicine

with extensive expertise and experience, there is always support available from col-

leagues as well as the Office of Medical Student Education (OMSE).

In promoting evidenced based medicine, the profession encourages reflective practice,

that is, reflection in and on practice. In general, most errors are not caused by a lack of

medical knowledge, but rather a failure of reflection or clinical reasoning. In fact, the most

common error is “faulty synthesis”, such as occurs in premature closure—thinking you’ve

[Continued from page 1]

arrived at the answer when the situation demands you think outside the box, misinterpret-

ing the significance of facts or symptoms, or misapplying Heuristics (Graber, Franklin &

Gordon, 2005).

Bedside teaching offers an opportunity to think out loud, reflect on one’s own thinking as

well as consider the ideas of others, promoting consultation as an ordinary part of one’s

reflective practice. OMSE resources include information about cognitive error with sug-

gested inquiries for avoiding it. With these issues in mind, Drs. Amy Waer and Julie Jernberg presented a few

essential tips for learner-centered teaching as part of a patient-centered rounding approach:

Get the patient’s viewpoint & consent - Be sure to ask the patient if it is okay to engage them in this process

of teaching.

Respect the Patient - Avoid patient discomfort; consider whether the approach being taken making the pa-

tient feel like a "guinea pig"?

Build trust as a teacher and physician - Is the resident or attending connecting with the students and patient

in a manner that builds trust and confidence?

Avoid diatribes - It is best to avoid lengthy case presentations or talking about

the patient, especially without involving the patient.

>>> Learn more about bedside teaching and view/download related resources

Resources for this article: Presentations by Dr. Waer and Dr. Jernberg

Helpful references Click & Go!

Technology in Teaching at the Bedside

During the Q&A portion of the

Bedside Teaching seminar the

audience raised an interesting

question whether and how

clinicians or students/residents

should use electronic devices

(such as an iPad or cell

phone) in bedside teaching

situations. For patient educa-

tion? Locating articles or other

information? Using apps to

explain complex procedures or

disease processes?

What do you think?

Do you have any

suggestions for appropriate

uses of technology in bedside

teaching?

UAHN Policy|Electronic devices

Please contact Jeffrey MacEwen,

CISSP, Information Assurance

Officer, for information.

Click here to access this FREE @ Google Books™ Service!

OM SE FI D News Facul ty Ins truct ional DevelopmentFacul ty Ins truct ional DevelopmentFacul ty Ins truct ional Development

Office of Medical Student Education

1501 N. Campbell Avenue

Tucson, AZ 85724

520.626.1743

OMSE FID News

Professional Development

The AMES\OMSE FID Series presents a topic

relevant to teaching, assessment and/or medical

education research from August through May

each year. Please subscribe to our newsletter for

current information on topics, presenters, and

special events. If you would like to volunteer to

present a topic, contact Karen Spear Ellinwood.

OMSE is starting a new series for Resi-

dents as Teachers and community-based

faculty beginning Fall 2013. Subscribe!

Save the dates!

MedEd eNews Issue 07 April 2013MedEd eNews Issue 07 April 2013

Chris Cunniff, MD

Director, Faculty Instructional Development

Office of Medical Student Education

UA College of Medicine

520.626.5173 - ccunniff@peds.arizona.edu

Karen Spear Ellinwood, PhD, JD

Associate Specialist

Faculty Instructional Development

Office of Medical Student Education

UA College of Medicine

520.626.1743 - kse@medadmin.arizona.edu

Susan Ellis, EdS

Director, Assessment of Student Performance

Office of Medical Student Education

UA College of Medicine

520.626.3654 - sellis@medadmin.arizona.edu

New Faculty Development

Calendar online!

Date/Time Presentation Title Presenters

April 22, 2013 1:30—3:00 pm Room

3230

Effective Clinical Preceptorship (FID Series)

Paul Gordon, MD, and Tejal Parikh, MD

May TBA Publishing your Education Re-search (FID Series)

Celia O’Brien, PhD, will moderate a panel of clinical and classroom educators and professional education research staff

*DATE CHANGE*

July 10, 2013 Medical Education Research Day

Teaching Scholars and other faculty present their work in medical education research

OM SE F I D Ne wsOM SE F I D Ne wsOM SE F I D Ne ws Facul ty Ins truct ional DevelopmentFacul ty Ins truct ional DevelopmentFacul ty Ins truct ional Development