Presented by Eleni Kelakos, CTO (Chief Transformational Officer), The Eleni Group
It’s conference season, and you’ve once again been asked to share your expertise by giving a breakout session at a regional, national or international conference. The thought makes you both smile and shiver. The pressure to deliver a presentation to a group of your professional colleagues that is clear, confident and memorable is undeniable. As you prepare, you start to wonder:
What clinician doesn't benefit from remembering that behind every disease is a patient with a story? Connecting to a patient's story — and ultimately to that person's humanity — helps both the patient and the clinician.
One of the hallmarks of burnout is the depersonalization of the patient. Fortunately, narrative medicine can be protective against this.
“Moving QI/PS-savvy clinicians from a Quality Improvement/Patient Safety educational idea to an effective educational intervention”
*This is a 5-part workshop.*
Winter 2019 Dates: Jan. 10, 2019, Jan. 31, Feb. 7, Feb. 21 and Apr. 18, 2019 (workshop includes all 5 sessions)
With the Joint Commission’s requirement that all patients admitted to an acute hospital have a spiritual assessment, it is important for faculty to understand how to address the spiritual needs and practices of patients. Additionally, incorporating spirituality into your development as a clinician can help to mitigate burnout and be a vital aspect of self-care.
Attending this workshop can accomplish the following objectives:
In this session, we will discuss the factors of professional entrustment, explore resident perceptions of autonomy and preferred learning environment, and strategies to enhance resident learning within this framework.
- Describe the factors affecting autonomy
- Outline how to navigate the barriers to entrustment
- Facilitate resident autonomy and grant trainees suitable entrustment of patient care to enhance resident education.
Target Audience: Any faculty interested in elevating their own teaching skills, especially regarding fostering clinical reasoning and medical decision making.
Sound clinical reasoning is essential for quality patient care. Diagnostic error is found in 5%-15% of cases in medicine, and three-fourths of these are cognitive errors. These statistics underscore the importance of developing the cognitive processes necessary for effective problem solving and diagnostic accuracy. Clinical reasoning therefore is a critical component of professional training.
This workshop is focused on developing an understanding of how health professionals communicate, and how workflow and clinical activities often contribute to missed communication opportunities, with implications for patient safety.
“Teachable moments” arise frequently in the clinic setting, but are we using them to effectively educate our learners? Teaching scripts are a tool that can be used efficiently by the busy academic clinician to enhance learning, and have been used in certain departments to integrate basic science teaching in the clinical curriculum. In this workshop, faculty will learn strategies for developing and using teaching scripts in the clinical setting.
Inclusive teaching involves deliberately cultivating a learning environment where all learners are treated equitably, have equal access to learning, and feel valued and supported. In this interactive workshop facilitated by pedagogical consultants from U-M’s Center for Research on Learning and Teaching (CRLT), clinical faculty will examine four principles for creating an inclusive clinical learning environment, one which attends to instructors' and learners' social identities and to the ways systemic inequities shape dynamics in teaching-learning spaces.