Jennifer G. Christner, MD, University of Michigan, Ann Arbor, MI, Terence Joiner, MD, University of Michigan, Ypsilanti, MI, Chris M. Chapman, Media Services Manager, University of Michigan, Ann Arbor, MI
BACKGROUND: Medical students are unfortunately rarely observed in direct patient care encounters such as history taking and performing physical exams, yet, faculty are expected to evaluate students’ skills in these domains (1). Faculty preceptors often cite time constraints as a factor when teaching students in ambulatory settings (2). Our goal is to develop tools to facilitate teaching, feedback and student self-assessment in the outpatient setting using iPhones. Teaching Tools development: In January 09 we are conducting an electronic needs assessment of our primary care faculty regarding their current use of various curricular items and smart phones. Using these results, we will select teaching materials to pilot on smart phones. One preceptor from each of our 9 ambulatory sites will then receive a smart phone loaded with various curricular materials. In addition to piloting the curricular material, we also want these preceptors to practice using the smart phones to videotape short segments of student history taking and physical examinations. We are creating a student self assessment form for the student to complete after viewing the video of their patient interaction. The preceptor will have also filled out a feedback form (in development) regarding the same encounter and will review this with the student once they have completed their self-assessment form. We will pilot these tools and assess the best way to distribute and collect this data. The selected faculty will receive faculty development sessions on both the technical aspects of how to use a smart phone (i.e. accessing curricular materials, video taping student-patient interactions) and also the principles of effective feedback. Throughout the course of this pilot phase, we will conduct focus groups with the faculty to gather information about the acceptability and possible barriers of the above interventions. RESULTS/CONCLUSIONS: By the time of the meeting, we will be able to provide actual student video clips, examples of our assessment tools, and pilot data from student self assessments and preceptor feedback forms. In addition, we will be able to provide examples of the curricular material on our smart phone devices.1) Pulito, AR et al. What Do Faculty Observe of Medical Students’ Clinical Performance? Teaching and Learning in Medicine 2006; 18(2): 99-104. 2)Vinson DC et al. The Effect of Teaching Medical Students on Private Practitioners’ Workloads. Academic Medicine 1994; 69(3): 237-238.