Page Title
Area Health
Education Centers
Faculty
Development Committee
John E. Jones
Conference Center Room C
In Attendance: Rosmarie (Rosie) Cannarella-Chair, Carla See, Robert
Foster, Pharm. D, Elaine Soper, Jill Cochran, Jonathan Kline, Sonnie Strader,
Dan Doyle, Mary Annie (WVGEC)
Staff: April Vestal,
Sandra Pope, Jacki Novacich
Rosie Cannarella
brought the meeting to order with review of
2008 and 2009 Faculty Development
Conference
2008 Faculty Development Conference
Overview:
The committee reviewed
the Evaluation Synopsis (see Appendix A).
The conference
was held at Waterfront Place Hotel,
The evaluation
suggestions were positive and requested more interaction with students and
interactive sessions.
2009 Faculty Development Conference:
The budget for
the 2009 year conference is $6,743.00.
The Geriatric Education Centers (GEC) would like to work with the Faculty
Development Committee on this year's conference and would bring $5,000. April met with Nancy Daughtery last week
while in
Dan Doyle
suggested the regional sessions should encourage the ACGME competency and Masi
Model, utilize different presenters in the different regions, leave enough time
for discussion without discipline break-out sessions, and be less didactic. Rosie suggested that we need to concentrate
the information presented and to involve the younger field faculty members and
students in the sessions.
Where do we go from here?
It was decided
that the committee would work together in pairs creating modules that were no
more than three hours long containing some interactivity. Rosie and Jonathan Kline will do an
Intergenerational session, with some information shared from Elaine Soper. Carla See and Nannette Van Dyke McDonald or
Ralph Utzman will work on How to motivate self learning with some review help
from Bob Foster. Jill Cochran and April
Vestal will work together on Incorporating Service-Learning into the Clinical
Community. Dan Doyle and Elaine Soper
will work together on TCS Communication.
Dan Brody and Agnes Enrico-Simon will work together on
Introduction to WVRHEP/AHEC. April will
discuss with the GEC to see if they will participate and create 1-2 modules,
and Rosie will speak with Scott Cottrill, Curriculum Dean for
the WVU Eastern Division on creating a module on Evaluation (no
time frame set). Stott can
partner with Nannette or Ralph (whomever does not work on the self learning
module).
The regional training is tentatively
scheduled and we are still looking at facilities for the training. The first training would be held in March
2009 in
April will create a format
for the modules that is similar to the modules on SOLE.
·
Discipline specific guidelines
·
Articles
·
A forty minute didactic about the topic
·
Discussion with some kind of interactivity (e.g.
role-play, questions, and case studies)
·
At least 3 goals
·
A summary.
April will
discuss this training at the next Joint Coordinator and Center Director Meeting
2009 Rural Health Fair Held at WVU:
Dates were picked
and sent out to the schools at
The presentation
will be reviewed at
Statewide SOLE Modules and Schedule:
April discussed
with the Coordinators and Center Directors about the SOLE modules going forward
as statewide modules as of
The Statewide SOLE Module schedule:
Jill
Cochran, RNC, FNP: Diabetes Mellitus Type II in WV
NONE OFFERED
Rosie
Cannarella, MD,
Jonathan
Kline, Pham. D.: UNTITLED
OPEN: NEED FACILITATOR
OPEN: NEED FACILITATOR
NONE OFFERED
OPEN: NEED FACILITATOR
Jill
Cochran, RNC,FNO: Obesity Case Study (CARDIAC
OPEN: NEED FACILITATOR
Rosie
Cannarella, MD,
OPEN: NEED FACILITATOR
OPEN: NEED FACILITATOR
NONE OFFERED
April will contact Dan Brody and Ralph
Utzman who were unable to attend the meeting, to see if they would be willing
to facilitate their modules during any of the open months.
Draft Policy 2008-03 "Guidelines for Service-Learning Projects for
Health Profession Students."
April presented
the Faculty Development Committee with their first view of DRAFT Policy 2008-03
(See Appendix B). Any comments and
concerns about the DRAFT policy can be e-mailed to April Vestal at avestal@hsc.wvu.edu.
Next Scheduled Meeting:
The next meeting
of the committee will be held
Meeting Adjourned
by Rosie Cannarella at
Appendix A
Area Health Education Centers
Faculty Development Conference
"Teaching and Assessing Essential
Elements of Health Care Communication"
Please check
discipline: Physician
9 Nurse
9 Pharmacist 1
Dentist 0 Physician
Assistant 1 Social Worker 1 Physical Therapist 4 Other
(please list) 1- Health Educator
1- Med Tec
Please complete this evaluation form and
return it prior to your departure. The first section lists each
speaker. The second section concerns the
overall conference. The conference
planning committee appreciates your feedback and suggestions for future
conferences. Thank you for your
assistance.
Individual Presentations:
Content
Relevant Quality
of
To
My Practice Presentation
1.
Charlotte Nath 87/19 4.58
88/19 4.63
2.
Joy Buck 114/25 4.56 114/25 4.56
3.
Hilda R. Heady 100/24 4.17 102/24 4.25
4.
Rosemarie Cannarella 83/19 4.37
85/19 4.47
5.
Dan Doyle 52/11 4.73 49/11
4.45
6.
Jill Cochran 46/10 4.60 43/10
4.30
7.
Dan Brody 27/6 4.50 24/6
4.00
8.
Jonathan Kline 24/6 4.00 19/6
3.17
9. Ralph
Utzman 15/3 5.00 15/3
5.00
Overall Course
Extent to which the course objectives
Were met:
1. Increase sensitivity and awareness to the roles
of literacy and culture in health care. 105/23 4.57
2. Identify two ways to overcome barriers to
teaching effective communications skills in
the clinical setting. 122/27 4.52
3. Identify and describe specific strategies to be
used in
clinical teaching for providing feedback
to
students regarding their performance, and
apply
these teaching/evaluation strategies to
sample
cases. 126/27 4.67
4. Potential
impact on your practice 116/26 4.46
5. Effectiveness
of learning activities
Role Play 103/22 4.68
Questions/Answers 106/23 4.61
6. Meeting
facilities 125/27 4.63
7. Meeting
support and production services 124/27 4.59
9. Your overall evaluation of the conference 124/27 4.59
(over, please)
What will
you do differently in your practice as a result of your attendance at this
conference?
1.
Observe students
in different aspects. Communicate with
students more about their rotational
needs and let them know my expectations more clearly.
2.
Evaluation tools
more frequent with students with exact words used by students rather than my
impressions.
3.
Be more
considerate in regards to health literacy issues, so I may communicate better
with
patients in a rural setting.
4. Critique more positively, " Here is what I
would like to have seen you do."
5. Incorporate more communication specific tools
into practice.
6. Increase student participation in developing
goals and obtaining them.
7. Develop an in service class for our facility
preceptors who work with new employees and new
graduates.
8. Be more aware of literacy at all levels in my
practice and in my community.
9. Set more defined goals and expectations with
my students, and attempt to altar structure/ plan
based on where my student is and what their
plan is.
10. Be more observant, ask more questions, listen
effectively watch for cues and act on them.
11. Try to use more constructive criticism without
offending.
12. Do better in my communication with patients and
staff. Do better precepting, giving
feedback, structuring a student's day and learning experience. Will use the grading form that was given out.
13. Better orientation, more frequent eval of students,
and feedback directly to students.
14. Keep in mind ACGME Competencies
15. Record student performance regularly by grading and
further using basic knowledge efficiency.
Reviewed more with student.
16. I am ON- Campus faculty - I am leaving with some great
tools for my students re: communication.
I'm thinking of using the "+ Delta" approach during my site visits when
I observe students at work.
17. I will be able to be more effective clinical
instructor as I can give my students much of this information to draw
from. I will be much more mindful of
illiteracy issues.
18. Communicate more clearly with less judgment.
Suggestions
and Comments
1.
Additional comments about this conference:
1. I enjoyed it and learned so much. I am looking forward to future conferences.
2. Great Location
3. All speakers-audience members have varying degrees of
hearing ability.
4. Thank you!
5. We are all different.
We all come from different backgrounds, but we all worked together as a Team
for the benefit of the patient.
6. Thank you for inviting me. I will definitely use this conference
information in my practice.
7. Great for student evaluate and give feedback but not
enough teaching regarding
8. I love this conference and I always leave with good
ideas! I would love to have the
opportunity for inter. Disciplinary dialogue in addition to within discipline
discussion.
9. I almost disregarded the flyer on this course. I'm glad I did not.
10. Good solid content.
2.
Suggestions for future topics?
1.
How to facilitate
local interdisciplinary events for community with RHEP faculty and students Adult
teaching / construction techniques.
2. "Medical metaphors."
3. Lesson Plans - objectives/ development/ outcomes
(expected)
4. Intergenerational issues between preceptor and
students. Review of generational values,
social norms, communication skills and other relevant issues.
5. More Students.
6. Continue to include students. Continue to include role plays with
feedback. Continue to include posters.
7. Invite recent grads now in practice.
Thank you
for your attendance at this year's conference.
Your feedback is appreciated!
Appendix
B
2008-03
Area Health Education Centers
Policy and Procedures
________________________________________________________________________
Title of Policy: Guidelines for Service-Learning Projects for Health Profession Students
Approved By: WV Rural Health Advisory Panel
Approved Date:
Effective Date:
Implementation
Responsibility: WVRHEP/AHEC Joint Outreach/Curriculum Committee
WVRHEP/AHEC Schools Committee
RHEP/AHEC Coordinators & Center Directors
Oversight Responsibility: WVRHEP/AHEC Joint Outreach/Curriculum Committee
WVRHEP/AHEC Schools Committee
Policy Statement:
This policy shall serve as guidance for development and implementation of service-learning projects conducted during rotation experiences of the West Virginia Rural Health Education Partnerships/Area Health Education Centers. Service-learning projects can originate by students, preceptors and/or other community based partners. Projects should directly address an identified community need. The purpose of this policy is to ensure that service-learning projects meet acceptable guidelines for health professions student learning.
Procedures:
Consortium/Site
Coordinators/Center Directors should develop priorities for service-learning projects that reflect needs of the communities within their consortium/center through usage of the following mechanisms in order to determine community need and order of importance of service-learning projects.
- Local Consortium/Center Boards, with leadership and guidance from the Coordinator/Center Director, should develop a system to prioritize focus areas for service-learning projects/programs, giving consideration to the particular areas of greatest need in the counties within the Consortium/Center. Consortia/Centers should communicate service learning priorities and plans to all field faculty/preceptors within the Consortium/Area in a timely fashion to ensure field faculty are aware of the service learning priorities for students training within their sites. Some resources Boards may use in order to accomplish this task are:
http://www.wvdhhr.org/bph/hp2010/
County Health Departments:
http://www.wvdhhr.org/wvlocalhealth/lhd_profiles/lhdreport/index.asp
WV Bureau for Public Health:
The Center for the Health Professions Pew Health Professions Commission
http://www.futurehealth.ucsf.edu/pewcomm/competen.html
CDC Behavioral Risk Factor Surveillance System (BRFSS)
Centers for Disease Control and Prevention National Program of Cancer
Registries (NPCR)
http://www.cdc.gov/cancer/npcr/
Additional community needs assessments and other resources as deemed appropriate by the consortium/center may be used in order to determine need of service-learning projects/programs.
- Service-learning projects must be relevant to health professions education, linked to curricular objectives, and contain a reflective piece. Service-learning projects that contain these curricular pieces will be developed/reviewed through a joint effort of the WVRHEP/AHEC Faculty Development and Joint Outreach and Curriculum Committees. An on-going list of service-learning projects will be available on the WVRHEP/AHEC website for use by Students, Coordinators and Center Directors. This list will be available as a resource to consortia/centers for service-learning projects. Consortia/Centers may request that the committees develop/review projects that are not on the website, but are deemed appropriate by a Board. These projects will be written in the attached format and posted on the partnership website.
- Consortia/Centers
should schedule service-learning projects/programs for health professions
students that meet priorities and focus areas as determined by their local
consortium/center Board. When a
supervising health care professional is not on-site for a scheduled
service learning activity, students are not permitted to
participate in direct patient care activities including suggesting
treatments. Consortia/Centers
requiring further clarification of service-learning policies for health
professions students should consult with the school's Campus Coordinator
or School Faculty Member.
Students
- Students should review the WVRHEP Community Outreach Manual for Health Profession Students - http://www.wvrhep.org/reports/pdf/Community-outreach-manual.pdf in order to become more familiar with the RHEP/AHEC curriculum and how service-learning is an integral part of the rural learning experience.
- Students should develop their own projects using the attached format, or review the list of projects.
- If a student has
concerns about potential limitations in performing service-learning,
he/she should contact their Campus Coordinator for clarification and share
these concerns with the Coordinator/Center Director and their assigned
preceptor of record. In the event that a supervising health care professional
is not on-site, students are not permitted to participate in any direct
patient care activity, including suggesting treatment.
When a supervising health care professional is not on-site for the activity, students should be aware they are not permitted to participate in direct patient care activities including suggesting treatments.Students are strictly prohibited from practicing medicine and other forms of direct health care treatment without a license. - Students should discuss all service-learning projects/programs with their Coordinator/Center Director and at least one of the following faculty:
Preceptor of record
On-Site Clinical Director
Campus Coordinator/Faculty
Schools
1. School policies and procedures relevant to community service-learning activities are readily available on the schools' website and provided to students as part of their rural rotation syllabus.
2. If for any reason the Student, Coordinator, Center Director or Field Faculty has any questions as to the appropriateness of an activity, or the level of student competency, the student's Campus Coordinator must be contacted to determine the appropriateness of the student involvement. Documentation of this contact should be made in the student's file at the site and school, as appropriate.
_____________________________ ______________________
Robert Walker, MD Hilda
R. Heady,
Vice Chancellor for Health Sciences Executive Director, WVRHEP/AHEC
Appendix A
Sample Framework for Service-Learning Projects
1. Description of the Project
2. What we expect from you:
3. Healthy People 2010 Objectives Directly Addressed through this project
4. Target Audience
5. Learning Outcomes
6. What does the student expect to learn?
7. Written Reflection
Appendix B
Sample Service-Learning Project Using Framework
Blood Pressure Screening
Description
of the Project: This service-learning project will allow you to visit a local
What we expect from you at the screening:
- Blood
Pressure
- Discussion
of blood pressure and overall health with the patient
Healthy
People 2010 Objectives Directly Addressed through this Project:
View
the WV Healthy People 2010 Website with all objectives by clicking here
- Objective
12 - Heart Disease
& Stroke
Target
Audience: Senior Citizens
Learning
Outcomes:
At
the end of this service learning project, I will be able to
I.
Understand how the cultural beliefs of rural seniors impact their health
behaviors
II.
Describe how this project fits into
ASSIGNMENT
Review
the following questions and choose 3 questions, or come up with your own
question you are interested in exploring more about while participating in this
project.
1.
How
do rural seniors define wellness and illness?How does this compare with your
views?
2.
At
what point will rural seniors go to the doctor -for prevention? When daily
living tasks are impaired? When in pain?
3.
How
do rural seniors feel about going to the doctor for preventive services
(mammograms, prostate exams, etc.)?
4.
If
rural seniors do not go for prevention, what are the reasons?(Don't want to
know, don't want to interfere with God's will, what is God's plan will happen
no matter what, so why waste the money, etc.)
5.
What
types of alternative therapies (folk medicine) do rural seniors or their family
members use to heal illnesses?
6.
What
types of religious therapies (prayer, laying on of hands) do rural seniors or
their family members use to heal illness? Do they know anyone who has been
healed in this way?
7.
At
what age is someone considered to be a senior citizen?
8.
What
do rural seniors believe changes when someone becomes a "senior citizen"?
(Social, physical, etc.)
9.
What
do senior citizens believe to be the cause of the illness? (Lifestyle,
genetics, diet, God's will, etc.)?
10.
What
are the cultural barriers preventing rural seniors from achieving optimal
health? (Lifestyle, diet, isolation, mistrust of doctors, etc.)
Post
the 3 questions (by number) you would like to learn about during the
service-learning project to the FORUM by clicking here (you may
also develop your own question and post it as well). Please also indicate
the date(s) you will be participating in a Blood Pressure Screening at your
rotation site.
Once you have completed your service-learning project,
return to the module and click here to complete your reflection exercise.