Developing Skills at Making Observations
Biomedical scientists, along with clinical practitioners, have critical roles in training health-care students in the scientific basis of medicine and in the research progress to combat disease. Exciting educational opportunities exist for future biomedical science faculty members: new schools require more pre-clinical and clinical teachers, new educational methods provide team-teaching opportunities, and new ideas for research may spring from teaching in a clinical context. Even so, potential challenges face recruitment of future faculty. Health care and research funding challenges are impacting training programs and reducing the attraction of careers in academic medicine. Research training in molecular sciences makes spectacular progress yet often widens the gap between the reductionist lab and the integrative nature of clinical medicine. New methods of health-science teaching that blends knowledge and application into different formats improves clinician training yet makes it more difficult to integrate biomedical graduate students into professional curriculum courses. New educational approaches require scientists and clinicians alike to be trained to teach in different ways from how they learned. This series of webcast seminars will address different approaches to facing some of these opportunities and challenges and will include sessions on developing and improving observational skills in small group teaching sessions and preceptorships, giving and receiving feedback, and descriptions of specific university and organizational programs that assist graduate students in developing teaching skills for health-science courses and integrative programs.
Multiple reports over the last ten years have highlighted the critical importance of direct observation by faculty and other educators in assessment and feedback of medical trainees. Furthermore, competency-based medical education also relies heavily on high quality coaching and feedback. Direct observation is particularly important for the teaching and assessment of clinical skills, communication and interpersonal skills. Despite substantial advances in technology, such as imaging and minimally invasive procedures, clinical and communication skills remain vitally important for effective and high quality healthcare, and faculty must still play a critical role in providing detailed and accurate assessment and feedback to trainees.
DMU faculty and staff.
- Provide an overview of theories and recent empiric studies in rater cognition and the implications for direct observation as an assessment method.
- Cover faculty development methods, such as performance dimension training (PDT), frame of reference training (FOR) and behavioral observation training (BOT).
- Provide resources that may help faculty to recognize the important characteristics and factors that drive faculty rating performance.
Eric Holmboe, MD, FACP FRCP
Dr. Holmboe, a board certified internist, is Senior Vice President, Milestones Development and Evaluation at the Accreditation Council for Graduate Medical Education (ACGME). From 2009 until January, 2014 he served as the Chief Medical Officer and Senior Vice President of the American Board of Internal Medicine and the ABIM Foundation. He originally joined the ABIM as Vice President for Evaluation Research in 2004. He is also Professor Adjunct of Medicine at Yale University, and Adjunct Professor of Medicine at the Uniformed Services University of the Health Sciences and Fineberg School of Medicine at Northwestern University.
Prior to joining the ABIM in 2004, he was the Associate Program Director, Yale Primary Care Internal Medicine Residency Program, Director of Student Clinical Assessment, Yale School of Medicine and Assistant Director of the Yale Robert Wood Johnson Clinical Scholars program.
Before joining Yale in 2000, he served as Division Chief of General Internal Medicine at the National Naval Medical Center. Dr. Holmboe retired from the US Naval Reserves in 2005.
His research interests include interventions to improve quality of care and methods in the evaluation of clinical competence. His professional memberships include the American College of Physicians, where he is a Fellow, Society of General Internal Medicine and Association of Medical Education in Europe. He is an honorary Fellow of the Royal College of Physicians in London.
Dr. Holmboe is a graduate of Franklin and Marshall College and the University of Rochester School of Medicine. He completed his residency and chief residency at Yale-New Haven Hospital, and was a Robert Wood Johnson Clinical Scholar at Yale University.
- 1.00 CE Contact Hours