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

UCSF Education Day 2011From Silos to Certainty: CombiningResources to Create anInterdisciplinary Website to ImproveTrauma Education and Patient CareEric Lin, MD, Department of Anesthesia, University ofCalifornia, San Francisco, lineric@anesthesia.ucsf.edu;Ben Houseman, MD, PhD, Department of Anesthesia,University of California, San Francisco,Houseman@anesthesia.ucsf.edu; Esther Chen, MD,Department of Emergency Medicine, University ofCalifornia, San Francisco,esther.chen@emergency.ucsf.edu; Rochelle Dicker, MD,Department of Surgery, University of California, SanFrancisco, DickerR@sfghsurg.ucsf.edu; David Duong,MD, Department of Emergency Medicine, University ofCalifornia, San Francisco,David.Duong@emergency.ucsf.edu; Robert Mackersie,MD, Department of Surgery, University of California, SanFrancisco, rmackersie@sfghsurg.ucsf.edu; AndreCampbell, MD, Department of Surgery, University ofCalifornia, San Francisco, acampbell@sfghsurg.ucsf.eduAreas abstract covers: UME, GMEDomain(s) addressed: Computers and Technology,Curricular Innovation, Longitudinal Educational Activities,Patient CarePurpose: To create an internet resource that enhancestrauma education at San Francisco General Hospital(SFGH) by: (1) consolidating educational material fromthe anesthesia, emergency medicine, and surgerydepartments; and (2) providing always-accessiblecontent for learners from any department, training level,or trauma-related rotation.Background: The literature on workplace learning hasshown that there are common organizational factors thataffect learning in any field. Sharing of resources is onesuch factor that facilitates learning, while negativefactors include role uncertainty and emphasis on isolatedwork. Medical education studies have furtherdemonstrated that both undergraduate and graduatelearners struggle with such learning barriers, particularlywhen entering a new role or hospital. Staggered shiftsand rotation-centered traditions also hamper the sharingof practices and resources. One solution isasynchronous education through an interdisciplinaryonline resource.Methods: We developed a website to function as astand-alone web portal (sfghtrauma.org), with public andpassword-protected areas accessible at all times. SFGHfaculty with prominent roles in trauma education for eachdepartment contributed the curricular materials used foreach trainee rotation. The authors consolidated, created,and agreed upon the final content. All learners receivedwritten and verbal instructions to utilize the website astheir primary information source.Evaluation Plan: Evaluation of this work will investigatechanges in faculty teaching perceived learning outcomesfrom students and faculty, and end-of-rotationevaluations of the website.Dissemination: This resource will be discoverable viainternet search engines and continually accessible toboth the public and UCSF community. We plan topublish our outcomes in a relevant educational journal.We will publish our creation process for shared, topicbasedresources on AAMC MedEdPortal.Reflective critique: We are soliciting both learner andfaculty feedback through written questionnaires andfocus groups. Learner and faculty feedback will be usedto continually improve this resource for future learners.Leveraging a Near-Peer MedicalStudent to Improve Orientation andTraining on Portfolios andCompetency-Based DevelopmentAmanda Angelotti, MS2, UCSF School of Medicine,amanda.angelotti@ucsf.edu; Chandler Mayfield, UCSFSchool of Medicine, chandler.mayfield@ucsf.eduAreas abstract covers: UME, GMEDomain(s) addressed: Communication, Competencies,Computers and Technology, PortfoliosPurpose: To develop near-peer orientation and trainingmaterials to address communications challenges whenpresenting portfolios and competency-baseddevelopment to medical students.Background: UCSF launched an electronic portfolio in2009 to support competency-based development. Afterits first year, students reported that they did notunderstand portfolio requirements, value, or purpose andthat technical resources were inadequate and confusing.Methods: A second year medical student developedand delivered a new student orientation session onportfolios and their relationship to competency-baseddevelopment to incoming first year medical students inthe fall of 2010. This session clarified how the portfoliosupports professional development from the perspectiveof a near peer, provided examples of portfolios createdby fellow students and residents, and discussedcompetencies in student-friendly and approachableterms. The student also redeveloped existing onlineresources to clarify the purpose and requirements of theportfolio and improve and highlight the technical helpsection.University of California, San Francisco • School of Medicine 19