Daniel N Ricotta1,2, Andrew J Hale3,4, Jason A Freed5,6, Tara E Scribner3,4, Mark L Zeidel5,6, Shoshana J Herzig5,6. 1. Department of Medicine, Beth Israel Deaconess Medical Center, Shapiro Institute for Education and Research, Boston, MA, 02215, USA. dricotta@bidmc.harvard.edu. 2. Harvard Medical School, Boston, MA, USA. dricotta@bidmc.harvard.edu. 3. Robert Larner MD College of Medicine, Burlington, VT, USA. 4. University of Vermont Medical Center, Burlington, VT, USA. 5. Department of Medicine, Beth Israel Deaconess Medical Center, Shapiro Institute for Education and Research, Boston, MA, 02215, USA. 6. Harvard Medical School, Boston, MA, USA.
Abstract
BACKGROUND: Few generalists engage in basic science research or feel comfortable teaching physiology at the bedside. This may reflect a lack of understanding or confidence teaching physiologic principles. AIM: To inspire general internists to relearn and teach physiology in clinical practice. SETTING: An active biomedical research laboratory. PARTICIPANTS: We educated 67 faculty participants (4 primary care, 59 hospitalists, and 4 other specialties) from 24 medical centers, representing 17 states. PROGRAM DESCRIPTION: The 5-day course was structured around re-learning basic physiology principles and developing teaching skills. Participants engaged in hands-on experiments through 4 modules using aquatic species, each paired with a physiology content primer. Participants also developed teaching scripts based on their experiments. PROGRAM EVALUATION: Post-course surveys revealed that 97% felt confident teaching physiology at the bedside, 100% felt the course enhanced their understanding of the mechanisms of disease, and there was a significant improvement in self-reported teaching ability. DISCUSSION: An immersive, hands-on faculty development course that integrated physiology with clinical decision-making increased participants' comfort level and self-rated ability to teach and incorporate physiology in their clinical work. We believe faculty development is one potential solution to the growing chasm between clinicians and scientists in general medicine.
BACKGROUND: Few generalists engage in basic science research or feel comfortable teaching physiology at the bedside. This may reflect a lack of understanding or confidence teaching physiologic principles. AIM: To inspire general internists to relearn and teach physiology in clinical practice. SETTING: An active biomedical research laboratory. PARTICIPANTS: We educated 67 faculty participants (4 primary care, 59 hospitalists, and 4 other specialties) from 24 medical centers, representing 17 states. PROGRAM DESCRIPTION: The 5-day course was structured around re-learning basic physiology principles and developing teaching skills. Participants engaged in hands-on experiments through 4 modules using aquatic species, each paired with a physiology content primer. Participants also developed teaching scripts based on their experiments. PROGRAM EVALUATION: Post-course surveys revealed that 97% felt confident teaching physiology at the bedside, 100% felt the course enhanced their understanding of the mechanisms of disease, and there was a significant improvement in self-reported teaching ability. DISCUSSION: An immersive, hands-on faculty development course that integrated physiology with clinical decision-making increased participants' comfort level and self-rated ability to teach and incorporate physiology in their clinical work. We believe faculty development is one potential solution to the growing chasm between clinicians and scientists in general medicine.
Authors: Jed D Gonzalo; Paul Haidet; Klara K Papp; Daniel R Wolpaw; Eileen Moser; Robin D Wittenstein; Terry Wolpaw Journal: Acad Med Date: 2017-01 Impact factor: 6.893
Authors: Luke A Seaburg; Amy T Wang; Colin P West; Darcy A Reed; Andrew J Halvorsen; Gregory Engstler; Amy S Oxentenko; Thomas J Beckman Journal: BMC Med Educ Date: 2016-01-19 Impact factor: 2.463