From the Director
And so it begins! Welcome to our interns and congratulations to our JARs, SARs and graduates. The chiefs, the office and I are looking forward to a fantastic year. Many thanks to everyone for a successful transition. During this month, Erin will be contacting all interns to set up a 1:1 meeting with me and your advisors will contact you as well. Some end of year pictures are shown below.
Noon conference is back in session on Monday, as are all resident
reports. Thanks to
Chris Hostler for a very funny
Tom Holland Memorial Lecture last week as well.
We are moving forward with fellowship applications and should have all letters uploaded this week. If you are applying, don't forget to send us the ERAS EFDO release form so we can upload your letter.
This weeks pubmed from the program goes, well, to the program! Our efforts at the ambulatory milestone study have made it to Academic Medicine. Thanks all who participated at the DOC.
Playing With Curricular Milestones in the Educational Sandbox: Q-sort Results From an Internal Medicine Educational Collaborative; Meade, Lauren B. MD; Caverzagie, Kelly J. MD; Swing, Susan R. PhD; Jones, Ron R. MD; O’Malley, Cheryl W. MD; Yamazaki, Kenji PhD; Zaas, Aimee K. MD, MHS; Academic Medicine . POST AUTHOR CORRECTIONS, 26 June 2013
doi: 10.1097/ACM.0b013e31829a3967
Can't wait to have your accomplishments listed in updates - send me any publications or presentations!
Here's to an outstanding year!
Aimee
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What Did I Read This Week
Charles Hargett, MD
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Welcome to all our new trainees! One of the great things about being at Duke is working with learners and helping them become better doctors. We all know that medical education is not like it used to be—it’s a lot more complex. Health care reform, evolving accreditation standards and new duty hour rules, as well as the explosion of biomedical knowledge have had a big impact on clinical teaching. Fortunately, the core learning activity in medical education remains unchanged. In a nutshell, residents learn through their interactions with patients and under the supervision of a faculty member who gives value, context, and meaning to those interactions. So, what is it that motivates us to teach?
Reference:
Dahlstrom J, Dorai-Raj A, McGill D, Owen C, Tymms K, Watson DA. What motivates senior clinicians to teach medical students? BMC Med Educ. 2005 Jul 18;5:27. PubMed PMID: 16022738.
Methods:
- Design: Q methodologic query regarding motivations to teach medical students
- Population and setting: 101 senior medical clinicians at a teaching hospital in Australia
- Analysis: Factor analysis of a correlation matrix (centroid, varimax rotation)
- Outcomes: Orthogonal factors representing different points of view among the clinicians
Results: Factor analysis of the Q sorts of 75 respondents produced 4 factors (3 positive and 1 negative). The main factors influencing motivation to teach medical students were intrinsic issues such as altruism, intellectual satisfaction, personal skills and truth seeking. The reasons for not teaching included no strong involvement in course design, a heavy clinical load or feeling it was a waste of time.
Commentary: From a "big picture" POV, the results are not too surprising. In essence, Q methodology combines the gathering of data in the form of peoples’ opinions or preferences and their subsequent intercorrelation and factor analysis, revealing functional similarities and differences in viewpoint on a particular subject. Q methodology is increasingly employed in education and health care research and avoids many of the inherent challenges of traditional methods of exploring subjectivity (e.g. focus groups, Likert scales).
From a more detailed and critical POV, I would probably disagree with their analysis. Although it's impossible to tell without the primary data, their first factor includes practically all participants and, given this consensus, it's more appropriate to employ principal component analysis and keep a single primary unrotated factor. (FYI, rotation does not affect the consistency in relationships but may shift the perspective from which they are observed). Any remaining "sub-factors" would represent where respondents have a mixed-allegiance to the consensus plus an outside "dimensions of concern."
Bottom-line: There have been over 200 studies demonstrating that the primary factor in student achievement is a teaching. The data is less robust in medicine and this topic needs further investigation.
Nota bene: Previous estimates suggest that at least 20% of resident time is spent teaching other learners and also that residents who teach retain more knowledge. Along with Dr. Sarah Dotters-Katz, we've just completed the Attitudes on Clinical Teaching (ACT) Trial to further explore house staff teaching -- keep an eye out for the results!
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From the Chief Residents
Grand Rounds
Date: June 5, 2013
No Grand Rounds This Week
Noon Conference
| Date |
Topic |
Lecturer |
Vendor |
| 7/1 |
Diabetic/Endocrine Emergencies |
Diana McNeill |
Picnic Basket |
| 7/2 |
Cross Cover Emergencies |
The Chiefs |
Rudino's |
| 7/3 |
Chest pain emergencies |
Kristin Newby |
Saladelia salad |
| 7/4 |
NO NOON CONFERENCE |
|
|
| 7/5 |
Chair's Conference |
Chiefs |
Jersey Mike's |
Composites
Sharing the composite pictures of each of our trainee classes for FY 14:
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From the Residency Office
How to Prepare for Professional Job Interview
What questions interviewee should ask and get answered? What questions should interviewee be prepared to answer?
Sponsor:
American College of Physicians North Carolina chapter
- When: Friday August 2, 2013
- Where: Duke Medicine Resident Library 8th floor
- Time: 7pm (Dinner provided)
This is a great opportunity to find out first hand what works - and what doesn't. The panelists include:
- Dr. David Gallagher Hospitalist Medicine Duke
- Dr. Lalit Verma Hospitalist Duke Regional Hospital
- Dr. Saumil Chadgar Hospitalist Medicine/Academics
- Dr. Jonathan Bae Hospitalist Medicine/Academics/Quality Improvement
- Dr. Amy Rosenthal (Federal government/VA/Private Practice)
- Dr. Sharon Rubin Primary Care/Outpatient
Please RSVP to Dr. Sharon Rubin
sharon.rubin@dm.duke.edu by Friday July 26, 2013
The following attachement provides a list of some of the discussion topics:
Thinks to know about a job and questions to ask
MKSAP
We have been receiving a number of questions regarding MKSAP, and how to place an order. The program will offer an opportunity to signup/order MKSAP in August. Details will be posted in Weekly Updates at that time.
Poster Competition, SoM Clinical Science Day
October 18,2013
The third Clinical Science Day will take place during Medical Alumni Weekend with the goal of bringing together alumni, faculty, and trainees to celebrate clinical research and the vast and diverse array of activities taking place across our campus, showcase these activities, and encourage collaborations.
Registration is required.
Visit the
website to register and for poster rules and instructions.
The abstracts will be emailed to Dr Arcasoy at
arcas001@mc.duke.edu by
July 14, 2013. Any questions can be directed to his attention.
Poster criteria for submission:
- Must be original Duke research
- Research must have been completed during the last 18 months
- Research must have a pre-specified data/statistical analysis plan
- Resident/fellow must be the primary author
- An abstract must be submitted with the nomination
Abstract format (500 words): Background, Hypothesis, Methods, Results, Conclusion
Posters will be judged by reviewers on the following criteria:
- Is there a defined hypothesis
- Is the study designed to answer a specific question
- Are there sufficient observations for statistical evaluation
- Have the data been appropriately analyzed
- Are the conclusions appropriately derived from the data
- Is the work novel
Contact Information/Opportunities
Cone Health - Hospitalist
Upcoming Dates and Events
- July 18th Intern Welcome Party at Dr. Klotman's
- August 16th Program Wide "Summerfest Party" at the Zaas's
Useful links
