The Society of Teachers of Family Medicine (STFM) will be holding the 40th Anniversary of the Conference on Medical Student Education, January 30-February 2, 2014 at the Gaylord Opryland Hotel & Resort, Nashville, Tennessee.
“This is the conference to share your wisdom, to learn new skills, to gain new ideas, to inspire and be inspired, and, most importantly, network, meet new colleagues, and reacquaint with old friends….”
This year you might want to catch these great sessions hosted by own CHFM faculty.
| Saturday, February 1, 2014 10:00 AM | ||
| L23A The Cloud: Innovative and Effective Tool for Patient Care and Education Nipa Shah, MD |
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| The cloud, put simply, is a communications network that is solely available on the internet. Obvious benefits are universal access, (with wi-fi), and an innovative way to upload and share resources. For effective, point of care resources for all practitioners and learners, nothing beats the storage of useful resources and references used in patient care and medical education in the cloud. During their family medicine clerkship, students are introduced to using the cloud as a means to coalesce their educational resources and are encouraged to use a prototype to develop a sustainable resource base that extends to their residency years and beyond. Participants will learn and be able to teach creative uses of cloud data storage to their medical students after participating in this session. | ||
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| Saturday, February 1, 2014 1:00 PM | ||
| L29A How Valid and Reliable Is the Clerkship Grading Process? Robert Hatch, MD, MPH; Mitchell Fehlberg, BS; LouAnn Cooper, PhD |
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| Determining an accurate grade is a challenging process, in part because of questions about the validity of assessments. Because our particular clerkship uses multiple overlapping assessments, it affords a good opportunity to examine both the reliability and validity of different assessments. Students on our clerkship take both an internal and external multiple choice exam, clinical skills are assessed by both faculty and a standardized patient exam, knowledge is assessed by both faculty and exams, and each student is assessed by multiple faculty. This session will explore the reliability and validity of these assessments on our clerkship. Discussion will focus on how this analysis should inform the evaluation of medical students and how clerkship directors can improve the reliability and validity of clerkship grading. | ||
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| Saturday, February 1, 2014 1:00 PM | ||
| L30B Creating Collaborative Practices: Implementation of Interprofessional Experiences in a Family Medicine Clerkship Karen Sando, PharmD; Robert Hatch, MD, MPH |
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| Current learning objectives for medical education emphasize the importance of providing education on collaborative practice and team-based care. However, there currently exists a large gap between health professional education and practice realities involving collaborative practices. Many interprofessional education experiences occur early in the curriculum prior to student entry into clerkships. We developed, implemented, and evaluated a new interprofessional experience in a family medicine clerkship to promote collaborative practices in primary care settings. Today’s session presents background on promoting collaborative practices, the design and implementation of our interprofessional experience, and results from our evaluation of the effectiveness of the experience. Additionally, session participants will have the opportunity to share best practices and brainstorm ways to incorporate interprofessional experiences into clerkships at their medical schools. | ||
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| Saturday, February 1, 2014 3:00 PM | ||
| PP4 Impact of Early Primary Care Versus Specialty Preceptorships on Student Morale and Interest In Primary Care Daniel Rubin, MD; Omar Cid, MS2; Robert Hatch, MD, MPH |
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| To speed the development of medical students’ clinical skills, our College of Medicine created early preceptorship experiences, in which all first-year medical students participate in full-time clinical immersion experiences. In December, students spend 2 weeks full time in the office of a primary care physician, and in June, students spend 1 week full time in specialty settings. This presentation will compare the learning experience in primary care versus specialty settings, examine the impact of each experience on students’ morale and interest in a primary care career, and identify variables that are associated with either a positive or negative preceptorship experience. Participants will be encouraged to ask questions, share their institutions’ experiences, and discuss ways to improve preceptorship experiences. | ||