Virtual Journal Club Archive
Previous Virtual Journal Club discussion topics from 2014-2016 and session details are shared below. SACME members may access the full session recordings here.
Professional Identity Formation: Role of CPD
June 20, 2016
Presenters & Facilitators: Barbara Barnes, MD and Mila Kostic, CHCP, FACEHP
There has been considerable recent literature on the topic of professional identify formation, particularly for students and residents. This issue is also extremely relevant to practicing health professionals, particularly as they experience career transitions and confront a changing healthcare environment. In this session we will be discussing the topic based on one primary and several other articles as well as a recent interview with Dr. Fred Hafferty. We will explore how this concept relates to CPD and how attendees can address professional identity formation in their CPD programs. Participants may find it useful to read the articles ahead of the session and consider how the views expressed may inform their own thinking and practice related to the topic.
Article to be Reviewed:
Hafferty, FW, Alternative Framings, Countervailing Visions: Locating the "P" in Professional Identity Formation, Academic Medicine 2016:91:2:171-174
Interview with the Author:
http://s3.amazonaws.com/AKIAJLYL55VQXLE4XG3Q-0-Tammy/Friday%20interview-720.mp4
Additional Suggested Readings:
Cruess, RL, Amending Miller's Pyramid to Include Professional Identity Formation, Academic Medicine 2016:91:2:180-185
Discussion Questions:
What are some of the factors that contribute to professional identity formation of any profession? Physicians? Nurses? Research Scientists? CPD Professionals?
What can we do in CPD to support a physician’s professional identity at important points in one’s professional life: beginning, transitions, leaving a career?
How do we help physicians assess their Professional Identity?
What is the role of the profession in the Professional Identity Formation (PIF) of physicians? The professional society? The place of work? Society at large?
Proposal for amending Miller’s pyramid to include “is”: is it desirable or feasible?
Learning from each other, building collective minds, and other behaviors exhibited by highly effective clinical teams: Implications for CPD
May 27, 2016
Presenter: John Parboosingh, MB FRCSC
Facilitator: Curt Olson, PhD
Journal articles in support of this premise will be reviewed at the Journal Club.
Participants will be invited to discuss the statement that “conversations between networked professionals are essential components of the learning process (Pedagogy) and should receive more attention in CME/CPD sessions.
Articles to be Reviewed:
Suchman, A. Organizations as machines, organizations as conversations: Two core metaphors and their consequences. Med Care 2011;49: S43–S48
Link to article alternate link
Jordan ME, Lanham HJ, Crabtree BF, et al. The role of conversation in health care interventions: Enabling sensemaking and learning. Implement Sci. 2009:4:1-15.
Additional Suggested Readings:
Gabbay J, le May A. Evidence based guidelines or collectively constructed “mindlines”? Ethnographic study of knowledge management in primary care. BMJ. 2004;29(7473):1013-1018.
Hess, D et al: Enhancing engagement in practice improvement: A conceptual framework .Journal of Continuing Education in the Health Professions. 2015; 35(1): 71–79.
Abbey N. Developing 21st Century Teaching and Learning: Dialogic Literacy. Johns Hopkins School of Education.2008.
Margolis A, Parboosingh J. Networked Learning and Network Science: Potential Applications to Health Professionals' Continuing Education and Development. Journal of Continuing Education in the Health Professions: Summer 2015 - Volume 35 - Issue 3 - p 211–219.
Preparation for future learning as a missing competency in health professions education
April 27, 2016
Presenter: Don Moore, PhD
Facilitators: Mila Kostic, CHCP, FACEHP
Overview:
The authors state that the evidence suggests that clinicians may not be learning effectively from all facets of their practices. They have not been prepared for future learning. Preparation for future learning is understood to be the capacity to learn new information, to use resources effectively, and to invent new strategies for learning and problem-solving, supporting the use of adaptive expertise in novel circumstances.
In a previous article, the authors further state that the CE community has relied on the adult education model of the “self-regulating learner” which they consider to be flawed. In that article, they review the assumptions that underlie the idea of the “self-regulating learner” in CE and why these assumptions are faulty. Rather than trying to link the “faulty” self-regulating learner model to formal CE activities their recommendation is that (1) the CE community should recognize that adaptive expertise is needed in practice settings to address novel challenges and (2) focus on practice-embedded learning activities that would require that clinicians be “prepared for future learning”. They review the instructional conditions that they suggest promote preparation for future learning.
They conclude with suggestions for moving forward.
Journal Club Questions:
1. What is preparation for future learning?
2. How are students prepared for future learning?
3. What is the role of the basic sciences in preparing students for future learning?
4. How can what the authors propose be used in CPD learning activities?
5. Is there any part of the article that you have concerns about?
Recommended Reading:
Mylopoulos M, et al, Preparation for future learning: a missing competency in health professions education? Medical Education 2016; 50: 115–123.
INQUIRY-TERMS- LEARNING- PERFORMANCE: Mutually Beneficial Exchanges
February 24, 2016
Presenter: Alan Knox, PhD, EED, University of Wisconsin
Facilitators: Curtis Olson, PhD, University of Wisconsin
Mila Kostic, University of Pennsylvania
Summary
The SACME VJC on Wednesday, February 24 is about use of terminology to connect scholarly inquiry and professional learning activities. The recent JCEHP supplement on terminology, and a current International Compendium, illustrate ways to enhance mutually beneficial exchanges between scholarly inquiry and effective professional learning activities. This VLC session will be moderated by Alan Knox, who three years ago became an emeritus professor of education at the University of Wisconsin, and continues his long association with the UW School of Medicine and Public Health, Office of Continuing Professional Development. His recent book is Improving Professional Learning (2016) Stylus Publishing.
Plan
Preparation for the February 24 VJC session includes the following overview, and reading several related statements. Proposed discussion questions are provided.
Words Matter! A distinctive feature of the Society for Academic Continuing Medical Education (SACME), among professional associations generally, is the centrality of mutually beneficial exchanges that occurred between scholarly practitioners and scholars of practice. For generations, SACME members, along with contributors, consulting editors, and readers of the Journal of Continuing Education in the Health Professions (JCEHP) have used their experience from various specialties in the helping professions. This abundance of experience and vision is especially apparent, at a time when there is a World Congress on Continuing Professional Development.
The Fall 2015 JCEHP supplement based on the Terminology Project, includes an editorial1 which is the main reading in preparation for the February 24, 2016 VJC session. A related reading is the editorial’s reference 8, on research to practice, based on a thematic analysis of earlier articles reported in JCEHP,2, regarding interrelated concepts and words for effective communication in the field.
The recent launch by practitioners and scholars of an International Compendium of Adult and Continuing Education (ICACE) provides both an opportunity and a resource of potential interest to VJC participants. An e- edition of the Compendium will provide a resource that builds on the pioneering terminology project, which focused on terminology related to four important types of professional learning activities. However, the Compendium will include more than 100 brief articles and related concepts, envisioned in the 2006 JCEHP article on systemic connections, that reflect the broad scope of major relationships entailed in effective professional learning and quality improvement.
This opportunity will occur because during 2016, proposals to author an article are being received from able practitioners and scholars from various countries and types of continuing education organizations. For interested VJC participants, a link is provided to the Compendium website, and to the presentation to launch the Compendium at a recent international conference general session.
During our hour-long February 24 VJC session, we will discuss ways in which each of us can guide mutually beneficial exchanges among people engaged in inquiry (educational research and evaluation) and practitioners, focus on enhanced professional learning and performance. As suggested in the recent JCEHP editorial, the effectiveness of professional learning and quality improvement sessions reflects a combination of personal and situational influences. Similar influences contribute to excellent professional performance. Clear understanding of terms for important concepts can facilitate exchanges among practitioners and scholars.
Discussion Questions
1. How important is it, in your University professional development program, to strengthen connections between scholarship and practice by people who help conduct professional learning activities for members of the health professions?
2. When conducting your professional development programs, how would you characterize typical relationships between scholarship and practice?
3. How difficult is use of terminology regarding communication among people in various specialties?
4. How does increased inter-professional education affect conducting professional learning activities and enhancing professional performance and benefits for patients?
Articles
1. Knox AB. Reflections on Terminology in the Continuing Education of Health Professionals. Journal of Continuing Education in the Health Professions. 2015;35:S43-S44.
2. MacIntosh-Murray A, Perrier L, Davis D. Research to practice in The Journal of Continuing Education in the Health Professions: A thematic analysis of volumes 1 through 24. J Cont Educ Health Prof. 2006;26(3):230-243.
What are the implications of implementation science for medical education?
October 2, 2015
Presenters: David Price, MD, FAAFP, FACEHP
ABMS Research and Education Foundation
Barbara Barnes, MD, MS
University of Pittsburgh School of Medicine
Facilitator: Mila Kostic, University of Pennsylvania
What are the implications of implementation science for medical education? Price, David; Barnes, Barbara
Med Educ Online 2015, 20: 27003
Active Engagement in Professional Improvement
June 3, 2015
Presenter: Dr. Alan Knox, University of Wisconsin
Facilitator: Curt Olson, PhD
This session will explore why and how to engage health professionals in continuing education and quality improvement activities that enhance performance. The recent article to read beforehand is:
Hess, Reed, Turco, Parboosingh, Bernstein “Enhancing provider engagement in practice improvement” Journal of Continuing Education in the Health Professions,35(1):71-79,2015.
Our session may encourage you to try some additional engagement strategies, such as: peer interactions, appreciative inquiry, use of technology, and evaluation feedback.
In preparation for the session, read the article, review the following discussion questions, select some that you want to discuss, and share your comments.
1. What is the contribution of structured/facilitated dialogue to guide enhanced learning and improved practice?
2. How is praxis between concepts and performance important to enhanced teamwork and engagement?
3. How central is the affective domain (feelings, emotions, motives, commitment) to the JCEHP article conceptual framework and procedures?
4. Why is individualized, informal and self-directed learning important for engagement ?
5. How might appreciative inquiry based on shared stories contribute to guidelines that enhance improvement?
6. Why is trust and a supportive context important for practice improvement?
7. What types of learning and improvement activities warrant greater use?
8. What are some effective ways to estimate participant readiness to engage in performance improvement activities?
Teaching Critical Thinking Strategies
April 27, 2015
Presenter: Annette Donawa, PhD, Johns Hopkins University
Facilitator: Mila Kostic, University of Pennsylvania
Learning Objectives:
Review and discuss the Elder & Paul Elements of Thought critical thinking model.
Discuss critical thinking strategies.
Discuss how this framework can be applied and integrated into CME.
Article:
Critical thinking as a citizenship competence: teaching strategies, Geert ten Dam, Monique Volman
Learning and Instruction 14 (2004) 359–379
Additional Resources:
Collaborative Learning Enhances Critical Thinking
http://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jte-v7n1.html?ref=Sawos.Org
Defining Critical Thinking
http://www.criticalthinking.org/pages/defining-critical-thinking/766
Our Concept and definition of Critical Thinking
http://www.criticalthinking.org/pages/our-concept-and-definition-of-critical-thinking/411
Professional Development Model – Colleges and Universities that Foster Critical Thinking
http://www.criticalthinking.org/pages/professional-development-model-college-and-university/435
Role of Socratic Questioning in Thinking, Teaching, and Learning
http://www.criticalthinking.org/pages/the-role-of-socratic-questioning-in-thinking-teaching-amp-learning/522
Becoming a Critic of your own thinking
Becoming a Critic Of Your Thinking
Effectiveness of CME
March 6, 2015
Presenter: Don Moore, PhD, Vanderbilt University
Facilitator: Curt Olson, PhD
Background: Ever since George Miller’s “Continuing Education for What?” in the 1960s, there have been concerns that CME does not work. Sibley’s report in the early 1980s1 reinforced those concerns. In many ways, these concerns have prevented the field from reaching its full potential, even though since 1977, there have been several meta-analyses that demonstrated that CME is effective, but under certain circumstances. Now, under the auspices of the Accreditation Council for CME, Cervero and Gaines have developed a synthesis of the meta-analyses and have produced a more positive picture of CME effectiveness.
It would be helpful for you to read the report “Effectiveness of CME: Updated synthesis of systematic reviews”, July 2014.
After a short summary of the report, we will examine these questions:
1. Are systematic reviews and meta-analysis the right methodologies to examine the issue of effectiveness?
2. Did the report (or the methodologies) leave something out?
3. What do the findings mean for the day-to-day practice of CME?
4. Do we really know what conclusion #3 (“more interactive, more methods, multiple exposures”) means?
5. When Cervero and Gaines say “it will be important to incorporate the insights from the scientific study of CME effectiveness” (the last phrase in the report), what do they mean?
6. Do you agree with “reforming CME is less a knowledge problem than a political problem of changing the systems of which CME is an important constituent element”?
1. Sibley JC, Sackett DL, Neufeld V, Gerrard B, Rudnick KV, Fraser W. A randomized controlled trial of continuing medical education. N.Engl.J.Med. 1982;306:511-515.
Recommended Readings:
• Accreditation Council for CME Publishes Two Reports
Addressing Important Issues in CME click to access
Determining a Quality CME/CPD Program: Insights from the Asch study
February 4, 2015
Presenter: Robert Englander, MD, Senior Director for Competency-based Learning and Assessment, Association of American Medical Colleges
Facilitator: Curt Olson, PhD
Background: A fundamental assumption of continuing education of health professionals is that clinical performance is educationally sensitive. That is, it can be improved through activities aimed at changing practice. However, studies by David Asch, MD, MBA and colleagues at the University of Pennsylvania suggest that a powerful predictor of how a physician practices is where he or she received residency training.
Questions to be addressed in the discussion include:
1. How can we make sense out of the findings of the Asch study? What hypotheses might account for them?
2. What questions does this study raise regarding physician performance?
3. What other factors are thought/known to influence how physicians practice?
4. What is the evidence that these other factors are influential?
Dr. Englander has selected the following recent articles to stimulate discussion on this topic.
Recommended Readings:
• D.A. Asch, S. Nicholson, S. Srinivas, J. Herrin, A.J. Epstein. Evaluating obstetrical residency programs using patient outcomes. Journal of the American Medical Association, September 23/30, 2009, vol. 302, pp. 1277-83 Link to online article
• D.A. Asch, A. Epstein, S. Nicholson. Evaluating medical training programs by the quality of care delivered by their alumni. Journal of the American Medical Association, September 5, 2007, vol. 298, pp. 1049-51. Link to online article
• F. Légaré, A. Freitas, P. Thompson-Leduc, F. Borduas, F. Luconi, A. Boucher, H. Witteman, A. Jacques. The Majority of Accredited Continuing Professional Development Activities Do Not Target Clinical Behavior Change. Academic Medicine, February, 2015, vol. 90 no. 2, pp. 197-202. Article
"Flipping" the Classroom Approach in Medical Education
January 8, 2015
Presenter: William Rayburn, MD, MBA, University of New Mexico
Facilitator: Barbara Barnes, MD, University of Pittsburgh
Overview: The flipped classroom describes an educational approach that reverses the traditional lecture and homework elements of a course. For those considering whether to flip their own classroom, a valuable question to ask is: “Do I use the time I spend in front of my students to best effect?” If the answer is “no,” then a transition to the flipped classroom, or adoption of at least some of its features, may be better. This simple and practical way of reinvigorating teaching and learning represents a unique combination of constructivist ideology and behaviorist principles, which can be used to address the gap between didactic education and clinical practice performance.
Objectives:
1. Describe the format of “flipping” the classroom.
2. Understand an ongoing project to illustrate tips about “flipping” a lecture.
3. Discuss implications of this approach with CME/CE/CPD.
Recommended Readings:
Primary
Moffet J. Twelve tips for “flipping” the classroom. Medical Teacher 2014, 1-6, (early online). [Permission requested - will post soon] Link to online abstract
Other
McLaughlin JE, Roth MT, Glatt DM, et al. The Flipped Classroom: a course redesign to foster learning and engagement in a health professions school. Acad Med 2014; 89: 236-43. Link to article.
Leung JM, Jin Y, Yung AL. Short review of the flipped classroom approach. Medical Education 2014; 48: 1127. Link to article.
Hawks SJ, The Flipped Classroom: Now or Never? AANA J. 2014 Aug;82(4):264-9. Link to online abstract
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