2011 - UCSF School of Medicine - University of California, San ...

UCSF Education Day 2011of exemplar readings of advocacy and narrative medicalwriting; (4) development of a series of structuredprompts; and (5) creation of a student syllabus andcompanion faculty teaching guide. We then piloted aseven-session course with Model SFGH volunteers in2010-2011 and solicited their feedback on coursemethods and goals. We obtained Academic Senateapproval and recruited faculty for a 4-session,longitudinal, third year medical student course entitled“Public Medical Writing” to start in the 2011-12 academicyear.Evaluation Plan: Evaluation will include tracking ofstudent enrollment and retention in year one andenrollment in subsequent years, student preparation forsessions, and student completion of one short, revised,publication quality narrative medical writing piece. At theend of the course, students will complete courseevaluations and a knowledge test of public medicalwriting types and venues. Finally we will analyze studentwritings for writing, storytelling and reflective traits usingpreviously validated rubrics.Dissemination: Health & Society Works-in-Progress;Pathways to Discovery symposium; WGEA.Reflective critique: The final course reflects feedbackfrom third year course directors, Model SFGH directors,course pilot participants and other pathways learners.Four Primary Care ResidencyTraining Programs DevelopLeadership, Cultural Competence,and Community Advocacy andPartnership Curricula throughCollaborationSharad Jain, MD, UCSF, Sharad.Jain@ucsf.edu; CraigKeenan, UC Davis, craig.keenan@ucdmc.ucdavis.edu;Steve Roey, Santa Clara Valley Medical Center,Steve.Roey@hhs.sccgov.org; Kathleen Hicks, AlamedaCounty Medical Center, khicks@acmedctr.orgValley Medical Center) that provide care to underservedpopulations and the development of a curriculum thataddresses topics on leadership, advocacy, communitypartnerships, and cultural competency.Methods: Program leadership worked together todevelop training models that can be implemented,evaluated, and ultimately disseminated to a broaderaudience of residency training programs. The process ofdeveloping a comprehensive curriculum for medicineresidents to learn these core topics requiredcollaboration to (1) perform an assessment of currentcurricula being delivered and compare these curriculawith the literature and national guidelines, (2) implementcurricular design to facilitate delivery at programs withwide variations in schedules and logistics, and (3)document the impact of these innovations on residentphysicians’ knowledge, skills, and attitudes.Evaluation Plan: The impact of the curriculum onresidents is currently being assessed using pre- andpost- surveys. Informal survey of faculty and residentsinvolved in the curricula demonstrated great satisfactionwith the process and ease of delivery with thecurriculum.Dissemination: Collaboration with specific curricularobjectives provides a valuable method for rapiddevelopment and delivery of curricula to addressdisparities among training physicians and proved aninvaluable technique that is both transferable and flexibleto fit individual programs’ needs. We also believe thatthis process had significant beneficial impact on facultydevelopment. We plan to disseminate our work throughpresentations at various meetings and to make ourcurriculum available to other programs.Reflective critique: We await learner feedback throughour surveys, as well as from our dissemination efforts.This feedback will help improve the curriculum.Areas abstract covers: GMEDomain(s) addressed: Community Medicine, CurricularInnovation, LeadershipPurpose: Physicians, especially those working in safetynet systems, must be trained to address disparitiesserving as "agents of change" to improve outcomes fortheir patients.Background: We describe a collaborative processamong four primary care medicine residency trainingprograms (UCSF/SFGH, Alameda County MedicalCenter, University of California, Davis, and Santa Clara18 The Haile T. Debas Academy of Medical Educators