scholarly journals 1129. Optimizing Feedback Strategies on the Infectious Diseases Inpatient Service

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S593-S594
Author(s):  
Eva Clark ◽  
Prathit Kulkarni ◽  
Mayar Al Mohajer ◽  
Stacey Rose ◽  
Jose Serpa ◽  
...  
Keyword(s):  
Medical Education ◽  
Infectious Diseases ◽  
Clinical Education ◽  
Mental Model ◽  
Inpatient Service ◽  
Shared Mental Model ◽  
Effective Feedback ◽  
Medical Trainees ◽  
Feedback Strategies ◽  
Giving Feedback

Abstract Background Timely, efficient, and effective feedback strategies are crucial for enhancing faculty-trainee communication and trainee education. Here we describe attitudes, practices, and perceived behaviors regarding giving feedback to medical trainees rotating on Infectious Diseases (ID) inpatient consult services. Methods An anonymous survey on feedback strategies was distributed to our adult ID Section in February 2020 as part of a facilitated discussion on optimizing trainee clinical education. Results Twenty-six ID Section members completed the survey (18 faculty, 8 trainees). Most trainees (62.5%) and faculty (66.7%) felt that trainees are “sometimes” comfortable voicing concerns to faculty; however, no trainees but 11.1% of faculty indicated that trainees are “always” comfortable voicing concerns to faculty. Most trainees (87.5%) felt that conversations about team expectations occur “sometimes” or “often.” In contrast, most faculty (72.2%) felt that these conversations “always” occur. Although most faculty felt that both informal (94.4%) and formal (83.3%) feedback should be given to trainees, 22.2% of faculty responded that they do not explicitly use the term “feedback” when discussing feedback with a trainee. No trainees and 22.2% of faculty indicated that they utilize a feedback tool. Regarding quantity of feedback trainees perceive they receive from faculty, 37.5% of trainees felt they needed more feedback while 50% felt they received adequate feedback. Most faculty (88.9%) responded that they encourage trainees to give feedback to faculty, although most trainees (62.5%) responded “sometimes” regarding how comfortable they feel doing so. Conclusion In summary, we found differences between faculty and trainees regarding two important aspects of medical education: setting expectations and providing feedback. While most faculty feel that conversations regarding these topics occur invariably, trainees do not always share this perception. Trainees felt less comfortable voicing concerns and giving feedback to faculty than faculty perceived them to be. Overall, the data suggest that there is room for improvement to ensure that trainees and faculty are operating from a shared mental model regarding setting team expectations and providing/receiving feedback. Disclosures All Authors: No reported disclosures

scholarly journals Towards a shared mental model of progressive competence in postgraduate medical education

2018 ◽  
Vol 9 (3) ◽  
pp. e115-118
Author(s):  
Eric Prost
Keyword(s):  
Medical Education ◽  
Mental Model ◽  
Postgraduate Medical Education ◽  
Competency Based Medical Education ◽  
Shared Mental Model ◽  
Competency Based ◽  
The Military ◽  
Postgraduate Medicine

Many professions have hierarchies and a promotion structure. Postgraduate medicine has a tradition of promoting residents based on time spent in a certain specialty. The military, too, may promote its personnel based on factors other than just merit. Both professions have been criticized for divorcing competence from promotion. While Competency-Based Medical Education (CBME) partly solves this problem in medicine, many models of CBME, including the Canadian one, retain distinct stages of training. We urgently need a shared mental model of what a learner in each stage looks like. Some models have been proposed but fall short.

scholarly journals 2551. Optimizing Rounding Efficiency on the Infectious Diseases Inpatient Service: A Multi-Generational Conversation

2019 ◽  
Vol 6 (Supplement_2) ◽  
pp. S886-S887
Author(s):  
Eva Clark ◽  
Prathit A Kulkarni ◽  
Mayar Al Mohajer ◽  
Stacey Rose ◽  
Jose Serpa ◽  
...  
Keyword(s):  
Infectious Diseases ◽  
Clinical Education ◽  
Teaching Methods ◽  
Teaching Method ◽  
Inpatient Service ◽  
Improvement Project ◽  
Median Response ◽  
Faculty Expectations ◽  
Day Range ◽  
Efficiency And Effectiveness

Abstract Background To optimize faculty and trainee wellness without compromising patient care and trainee education, it is important to develop efficient team rounding strategies. This quality improvement project describes rounding practices and suggestions for optimizing rounding efficiency on Infectious Diseases (ID) inpatient consult services at a large academic institution. Methods An anonymous survey on rounding strategies was distributed to the ID Section at Baylor College of Medicine in February 2019 as part of a facilitated discussion on optimizing clinical education for fellows. Results Twenty-seven members of the ID section completed the survey (17 faculty, 10 fellows). Fellows reported rounding for a median of 4 hours per day (range 3–5), while faculty reported 4.5 hours (range 2–5.5). When asked what time fellows should start their workday, the median response was 7:30 am from both fellows (range 6:30–8 am) and faculty (range 7–8 am). When asked what time fellows should end their work day, the median response was 5:30 pm from both fellows (range 5–6 pm) and faculty (range 5–7 pm). Fellows reported signing their last note at 5:30 pm (range 5–9 pm), vs. 9 pm for faculty (range 6–11 pm). Regarding rounding method, most respondents (100% of fellows and 77% of faculty) preferred a combination of traditional rounding at patient bedside and “table” rounds. Regarding teaching method, most faculty (64%) preferred bedside teaching, while most fellows (60%) preferred teaching presentations in the work room (P = 0.011, Fisher’s exact). Both fellows and faculty had many suggestions for optimizing rounding efficiency; the most common was to avoid having fellows see all patients twice daily (“double rounding,” suggested by 80% of fellows and 30% of faculty). Conclusion Overall, the reported behaviors of fellows regarding the structure of their days on inpatient ID services coincided with faculty expectations, although preferences differed between fellows and faculty regarding teaching methods. Avoiding “double rounding” was the most common suggestion to optimize efficiency. Larger studies are needed to better understand rounding behavior and strategies that will optimize the efficiency and effectiveness of inpatient ID consult teams. Disclosures All authors: No reported disclosures.

scholarly journals Peran Umpan Balim Bagi Mahasiswa Kedokteran

2012 ◽  
Vol 1 (3) ◽  
pp. 151
Author(s):  
Herlina I.S Wungouw ◽  
Diana V. Doda
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
Inclusion Criteria ◽  
Delivery Method ◽  
Effective Feedback ◽  
Feedback Method ◽  
Feedback Delivery ◽  
Giving Feedback ◽  
Task Oriented ◽  
And Task

Background: Feedback is an important part in teaching and learning process that serve as a catalyst to enhance learners’ achievement. In medical education, the importance of feedback has been recognized for learners at all level; undergraduate and postgraduate, in preclinical and clinical phases for more that twenty years. This literature review wants to explore what is the effective feedback for medical students and what are the factors that affect giving feedback?Method: Relevant literatures are selected as basis of recommendations on giving feedback in medical education.Results: The eighteen articles that fulfill the inclusion criteria have been collected from several resources include Medline, Pubmed and ERIC databases. Characteristics of effective feedback have been identified from those articles include positive, specific, private, well-timing, non-judgmental, interaction with sender, immediately given, from expert content, simple, and task oriented. While the factors affect giving feedback fall into four topics: the content of feedback, the method of delivery, sender credibility and training.Conclusion: Feedback in medical education has an essential role to enhance students’ learning behavior. Four factors that were affecting feedback delivery are content of the feedback, feedback delivery method, feedback provider’s credibility, and also training in feedback delivery. 

scholarly journals The Uncertainty of COVID-19 Inducing Social Fear and Pressure on the Continuity of Rural, Community-Based Medical Education: A Thematic Analysis

Healthcare ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 223
Author(s):  
Ryuichi Ohta ◽  
Yoshinori Ryu ◽  
Chiaki Sano
Keyword(s):  
Medical Education ◽  
Direct Observation ◽  
Rural Community ◽  
Thematic Analysis ◽  
Community Based ◽  
Postgraduate Students ◽  
Medical Trainees ◽  
Rural Settings ◽  
Social Fear ◽  
Medical Educators

Rural community-based medical education (CBME) enriches undergraduate and postgraduate students’ learning but has been impacted by the coronavirus disease 2019 (COVID-19) pandemic. We identified the challenges faced by stakeholders as well as the relevant solutions to provide recommendations for sustainable CBME in community hospitals during the COVID-19 pandemic. A total of 31 pages of field and reflection notes were collated through direct observation and used for analysis. Five physicians, eight nurses, one clerk, fourteen medical trainees, and three rural citizens were interviewed between 1 April and 30 September 2020. The interviews were recorded and their contents were transcribed verbatim and analyzed using thematic analysis. Three themes emerged: uncertainty surrounding COVID-19, an overwhelming sense of social fear and pressure within and outside communities, and motivation and determination to continue providing CBME. Rural CBME was impacted by not only the fear of infection but also social fear and pressure within and outside communities. Constant assessment of the risks associated with the pandemic and the implications for CMBE is essential to ensure the sustainability of CBME in rural settings, not only for medical educators and students but also stakeholders who administrate rural CBME.

Research on the influence of relation embeddedness on innovation performance of manufacturing supply chain alliances using expert fuzzy rule –intermediary role of shared mental model

2021 ◽  
pp. 1-8
Author(s):  
Guo Lifang ◽  
Cui Yuwen ◽  
Wu Yamin ◽  
Ma Jiaqi
Keyword(s):  
Supply Chain ◽  
Mental Model ◽  
Fuzzy Rule ◽  
Innovation Performance ◽  
Market Demand ◽  
Shared Mental Model ◽  
Rule Based System ◽  
Manufacturing Supply Chain ◽  
Intermediary Role

The innovation and development of manufacturing supply chain alliance is an important way for enterprises to meet the increasing market demand and maintain the competitive advantage. From the perspective of embeddedness, the research model of relation embeddedness on innovation performance of manufacturing supply chain was constructed based on AMOS. Shared mental model was selected as intermediary variable to study the influence of relation embeddedness, shared mental model and innovation performance of manufacturing supply chain alliances. Expert fuzzy rule based system is utilized for measuring the performance of manufacturing supply chain alliances. The conclusion shows that relation embeddedness is significantly positive shared mental model and innovation performance. Shared mental model is positively affects alliance innovation performance and plays a part of intermediary role between relational embedding and alliance innovation performance. Practice implicates that enhance the level of relation embeddedness can promote the formation of shared mental model and improve the innovation performance of manufacturing supply chain alliance.

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