<strong>UCSF</strong> Education Day <strong>2011</strong>Orientation, and <strong>UCSF</strong> SOM 3rd Annual FacultyDevelopment Day 2010.Reflective critique: This work provided a foundation forstudents to create a standard portfolio pr<strong>of</strong>ile and learnthe mechanisms <strong>of</strong> the online platform. Due to theevolution <strong>of</strong> the MD portfolio on both a platform andeducational level, many <strong>of</strong> the examples are nowobsolete, but these examples provided the groundworkfor newer, more robust examples for students to use.Teaching Ultrasound ImagingPerception: “Weathermaps toRecognition”Marcia McCowin, MD, <strong>UCSF</strong>, SFVA,marcia.mccowin@ucsf.edu; Virginia Griswold, MD,<strong>UCSF</strong>, SFVA, virginia.griswold@va.gov; StefanieWeinstein, MD, <strong>UCSF</strong>, SFVA,stefanie.weinstein@va.gov; Irene Turman, RVT, SFVA,irene.turman@va.govAreas abstract covers: UME, GMEDomain(s) addressed: Clinical Instruction andPerformance, Curricular Innovation, SimulationPurpose: To give students <strong>of</strong> ultrasound imaging theskills to recognize normal anatomic structures.Background: One <strong>of</strong> the most challenging aspects <strong>of</strong>teaching medical ultrasound to novice learners isenabling the learner to perceive normal anatomicalstructures; “It all looks like weather-maps to me” is acommon comment. The inability to reliably recognizenormal structures significantly delays the goal <strong>of</strong> startingto learn the spectrum <strong>of</strong> normal variation and pathology.When learners attempt the methods (studying atlasesand asking the expert to point out structures) which workwell for CT and MR which have visually obviousreference anatomy, they discover that ultrasound imageshave few visually obvious reference anatomic structuresand using these learning techniques <strong>of</strong>ten results infrustration and failure.Methods: A self-learning powerpoint series wasdeveloped to teach the detailed anatomy required to findvisual reference for abdominal (the abdomen waschosen for ample reference anatomy) ultrasound.Normal contiguous CT images were reconstructed in thecommon planes used for ultrasound and displayed bothunlabeled and then labeled with the required anatomy ina fashion designed to reinforce the relationships <strong>of</strong> thereference anatomy. An explanation <strong>of</strong> the differentappearance <strong>of</strong> the reference anatomy on ultrasoundcompared to CT is followed by ultrasound images,unlabeled and labeled so that the learner can self-test.The series is designed so that the learner can work attheir own pace and retrace steps.Evaluation Plan: Various learners including residentphysicians, medical students, and ultrasound technologystudents will be surveyed as to usefulness <strong>of</strong> the series.Dissemination: We plan to share our experience withour colleagues at the Association <strong>of</strong> <strong>University</strong>Radiologists Annual Meeting.Reflective critique: Ultrasound experts includingphysicians and technologists will be surveyed regardingthe change in perceptive abilities <strong>of</strong> the learners.Team-Based Journal Club: ALongitudinal Approach to Evidence-Based <strong>Medicine</strong> (EBM) TrainingDuring ResidencyRenee Kinman, MD, PhD, Children’s Hospital Central<strong>California</strong>, <strong>UCSF</strong> Fresno Medical Education Program,rkinman@childrenscentralcal.org; Serena Yang, MD,MPH, <strong>UCSF</strong> Fresno Medical Education Program,syang@fresno.ucsf.eduAreas abstract covers: GMEDomain(s) addressed: Curricular Innovation,Longitudinal Educational Activities, ResidencyPurpose: To demonstrate the feasibility <strong>of</strong> a teambased,longitudinal journal club at <strong>UCSF</strong> FresnoPediatric Residency ProgramBackground: Physicians must keep abreast <strong>of</strong> evolvingevidence while monitoring and improving upon theirpractices. Supported by ACGME as an activity that“promotes a spirit <strong>of</strong> inquiry and scholarship,” journalclubs (JC) are utilized by many programs in a variety <strong>of</strong>formats.Methods: In 2009, we began piloting an innovativeteam-based JC format grounded in team-based learningand social & cognitive congruence theories. Residents(PL-1,2,3) are distributed in teams that stay togetherthroughout training. JCs are moderated by a residentwith close faculty support. Prior to each JC, teams areassigned article sections to appraise using standardizedworksheets designed to elicit critical thinking. At the start<strong>of</strong> each JC, teams briefly meet to discuss assignedsections. The moderator then facilitates a large groupdiscussion with each team presenting their section, andfinishes with a discussion <strong>of</strong> “how the article affects mypractice”.Evaluation Plan: Residents are surveyed before JCexposure and annually thereafter to assess confidence<strong>University</strong> <strong>of</strong> <strong>California</strong>, <strong>San</strong> Francisco • <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> 23
<strong>UCSF</strong> Education Day <strong>2011</strong>ratings in critical appraisal <strong>of</strong> medical literature. Pre-postintervention data will be analyzed using paired Wilcoxonsigned-rank test. Resident/faculty evaluation <strong>of</strong> JCcurriculum occurs annually. Future plans will assess:residents’ critical appraisal skills using validated tools,resident practice <strong>of</strong> EBM during clinical rotations,resident moderator performance, and faculty perception<strong>of</strong> JC impact on resident education.Dissemination: We will share our curriculum with otherresidency programs at <strong>UCSF</strong>; present at regional andnational conferences; and submit our findings to MedEdPortal.Reflective critique: We plan to refine our curriculumbased on feedback from our faculty and learners, andmedical education forums such as ESCape.24 The Haile T. Debas Academy <strong>of</strong> Medical Educators
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