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

UCSF Education Day 201117 commonly ordered diagnostic tests. A percent (%)error was calculated for each diagnostic test as [(meanestimated – actual)/actual] x 100. Participants alsoresponded to eight attitudinal questions using a 5-pointLikert scale.Results: Thirty-six attendings and 92 residentscompleted the survey, representing a response rate of75% and 82% respectively. All participants regardless oftheir level of training grossly under-estimated hospitalcharges (mean error -41.4%), and over-estimatedMedicare reimbursement (mean error +152%).Participants rated their own knowledge of costs as poor(2 out of 5) and their interest in receiving educationabout costs as high (4.2 out of 5).Discussion: At a single academic medical center,internal medicine residents and faculty demonstratedpoor knowledge of hospital charges for diagnostic tests.Given this finding and participants’ interest in receivingeducation about medical costs, curricular interventionsaimed at improving physician knowledge of healthcarefinances would be appropriate.Reflective critique: Based on these results, acurriculum on costs of care is being developed for theresidency program. Additionally, a table outlininghospital charges and Medicare reimbursement forcommonly ordered diagnostic tests will be published inthe next edition of the Hospitalist Handbook.Faculty Development to SupportCompetency Based MedicalEducation in Tanzania- A SituationAnalysisMolly Fyfe, MA, MPH, UCSF Global Health Sciences,mollyfyfe@yahoo.com; Charles MKony, MuhimbiliUniversity of Health and Allied Sciences,charles_mkony@yahoo.com; Kelli Barbour, UCSFGlobal Health Sciences, kelli.barbour@ucsf.edu;Dorothy Perry, UCSF School of Dentistry,PerryD@dentistry.ucsf.edu; Patricia O’Sullivan, UCSFSchool of Medicine, OSullivanP@medsch.ucsf.edu;Sarah MacFarlane, UCSF Global Health Sciences,macfarlane@globalhealth.ucsf.eduAreas abstract covers: Faculty DevelopmentDomain(s) addressed: Faculty Development, GlobalHealthPurpose: To use data from graduates, students andfaculty to identify needs in faculty development.Background: Tanzania faces a severe shortage ofhealth professionals. Muhimbili University of Health andAllied Sciences (MUHAS) is the largest public healthprofessions university in Tanzania. With the goal ofenhancing the quality of health care graduates, a jointMUHAS and UCSF team assessed the facultydevelopment needs at MUHAS.Methods: In 2009, 147 recent MUHAS graduates andtheir supervisors (n=48) were surveyed on theirperceptions of how well MUHAS prepared them forprofessional practice. Students (n=41) in 6 focus groupsprovided their perceptions of the learning environment.Three faculty focus groups (n=32) revealed needs forfurther professional development.Results: MUHAS students, alumni and supervisorsrecognized a need for teaching beyond professionalknowledge. Students acknowledge that the lectures areeffective, but they have limited exposure to otherpedagogical methods, identifying needs for activelearning, early and strong clinical experience and facultymentoring. The faculty identified the need to employtechnology, and improve their own teaching mentoringskills.Discussion: MUHAS needs to improve the teaching andlearning process in competencies other thanprofessional knowledge. Both teachers and studentswould benefit from improved mentoring as a key startingpoint. Based on this situation analysis, facultydevelopment will target educational strategies for activelearning in large and small group settings, clinicalteaching skills, and mentoring.Reflective critique: This information has beenpresented by colleagues from MUHAS and based onfeedback we believe would be of interest at UCSF.Faculty-Narrated Web-BasedLearning Modules Improve Students’Communication Skills on a High-Stakes Clinical Skills ExaminationChristina A. Lee, MD, UCSF,christinaaudreylee@gmail.com; Anna Chang, MD, SanFrancisco Veteran Affairs Medical Center,anna.chang2@va.gov; Calvin L. Chou, MD, PhD, SanFrancisco Veteran Affairs Medical Center,calvin.chou@ucsf.edu; Christy Boscardin, PhD, UCSF,BoscardinCK@medsch.ucsf.edu; Karen Hauer, MD,UCSF, khauer@medicine.ucsf.eduAreas abstract covers: UMEDomain(s) addressed: Clinical Instruction andPerformance, Communication, Curricular Innovation,Standardized PatientsPurpose: To determine whether a web-based SPmodule with detailed SP and faculty commentary used30 The Haile T. Debas Academy of Medical Educators