Powerpoint template for scientific poster

1
Case-Macy Institute for Health Communications
Curriculum Development A Dissemination
Project Kathy Cole-Kelly, MS, MSW, Amy Friedman,
Ted Parran, MD, Case Western Reserve University
School of Medicine
PRESENTATIONS RATED MOST HIGHLY Identifying
Core Competencies to the Medical Interview
Introduction to Assessment Strategies Regarding
Communication Skills Individual consultation and
project development sessions OSTE- Resident as
Teacher Faculty Development The Resident as
Teacher Advanced Communication Skills Evaluation
Strategies 2 TESTIMONIALS "Role-play session
gave a new perspective that I think will be very
useful. Wonderfully practical points and tools
for encouragement. Great! Fun speakers to watch
and listen to. Good interactive session
(objective writing with a script). "Role play
was effective-shared 'practical' aspects of
teaching patients. Great combination of
enthusiasm, knowledge, and demonstration of
knowing what you know and honestly of knowing
what you don't know. An atmosphere of
like-minded people. "I appreciated having a
huge amount of totally on topic resources
gathered by organization and handed to me in a
binder. I liked the small groups, loosely
organized to meet individual learning goals.
Really enjoyed the sharing of resources/ideastha
nk you! Loved it! Loved it! Thank you!
Faculty Theodore V. Parran Jr., MD Kathy
Cole-Kelly, MS, MSW Philip A. Anderson,
MD Holly Gerzina, MEd Marianna G. Hewson,
PhD J. Harry Isaacson, MD, FACP Klara Papp,
PhD Clint W. Snyder, PhD

• Workshop Goals
• After this program participants will be able to
• Workshop 1
• Practice using various educational technologies
  (standardized patients, role play, OSCEs) in
  teaching and assessing communication skills
• Develop educational approaches for assessing
  communications competencies
• Develop strategies for fostering institutional
  endorsement of communication curriculum
• Critique the major established models of
  doctor-patient communication
• Workshop 2
• Describe and develop effective methods for
  faculty development in the design and execution
  of communication curriculum
• Critique strategies aimed at integrating health
  communications curriculum
• Share participants communication curriculum
  products

• Introduction
• For the first time in a generation, all of the
  major licensure organizations in Medical
  Education have identified Doctor/Patient
  Communication Skills to be a core competency that
  education institutions need to be responsible for
  teaching and assessing. The LCME, AAMC, ACGME,
  and Institute of Medicine have each released
  reports in the past two years stressing the
  necessity for a longitudinally consistent,
  developmentally appropriate curriculum in
  physician/patient communications.
• In 1999, the Josiah Macy, Jr. Foundation funded a
  three-school consortium (Case, NYU and U. Mass)
  to conduct a demonstration project in health
  communications curriculum, implemented and
  evaluated across all four years of undergraduate
  medical education. The demonstration project
  proved to be so successful that the Macy
  Foundation has provided additional grant support
  to Case to design this faculty development
  program for medical educators. The purpose of
  this course is to disseminate principles
  regarding the teaching and evaluation of health
  communication skills to as many medical schools
  and teaching hospitals as possible.
• Target audience
• The program is designed for
• Leaders in undergraduate and graduate medical
  education with
• major responsibilities for
  communication skills training
• Those working with curriculum development,
  implementation and
• evaluation
• Faculty teams that represent both
  undergraduate (UGME) and
• graduate (GME) teaching
• Educational Design and Methodology

• 2003/2004 Curricular Projects
• Case Macy Institute for Health Communications
  Curriculum Development
• Incorporating Professional Communication
  Training into the Medical School
• Curriculum
• Start Early and Start Strong Teaching
  Communication Skills in the Formative
• Pre-Clinical Years
• Residents as Teachers
• Graphic web-based information for low
  literacy sarcoidosis patients a parallel group
• randomized trial
• Knowledge Map Promotes Integration of Medical
  School Communication Skills
• Training
• A Faculty Development Workshop Communication
  and Interpersonal Skills

Institutions Enrolled To Date
Georgetown
University Medical Center Henry
Ford Health Systems MetroHealth
Medical Center Michigan State
University Ohio State University
Oregon Health and Sciences
University University of Miami
University of South Dakota SOM
University of West Virginia
Vancouver University Vanderbilt
University Washington University
Albert Einstein College of Medicine
Geisinger Health System
Christiana Care Health System
Medical College of Georgia The
Cleveland Clinic Foundation
Geisinger Medical Center SUNY
Upstate Medical University Wright
State University UCSD School of
Medicine University of British
Columbia Medical School Cook County
Hospital/Rush Medical College
Stroger Hospital of Cook County
Genesys Regional Medical Center
Jefferson Medical College New
Jersey Medical School Northern
Ontario School of Medicine

• Evaluation
• The completion of a curriculum project in health
  communication at the UME or GME level.
• The effectiveness of workshop participants as
  necessary skills in curriculum development,
  implementation and assessment in health
  communications.