Month: May 2021
Looking for a Few Good People
We’re incredibly fortunate at Queen’s to be blessed with a faculty that engages educational leadership with enthusiasm, creativity and dedication. When new positions emerge, or when people who have been key contributors come to the end of their terms, the program faces both challenges and opportunities. The challenge is obviously to fill the position and assist the incumbent. The opportunity, of course, is that it allows another faculty member to engage a new challenge, to influence medical education and advance their careers in new ways.
A number of such positions become available at the end of each academic year. I will describe some of these below and invite any interested faculty members to forward any inquiries or expressions of interest to myself or Dr. Michelle Gibson.
Chair, Student Assessment Committee
The Student Assessment Committee has a key role within an undergraduate medical program. It’s basically responsible for the oversight of all assessment practices in UGME, including setting policy & procedures. Peter McPherson has been very capably filling this role for the past few years. The Chair of SAC also works closely with course directors and other curricular leaders on the implementation of exams and other assessments. This includes reviewing the design and content, and assisting in the post-exam analysis process, supported by our Assessment and Evaluation Consultant (Eleni Katsoulas). They also work with our assessment team, headed by Amanda Consack. In addition, the chair of SAC sits on Curriculum Committee and has a key voice within that key group. SAC meetings take place quarterly, with additional duties for the chair throughout the year in terms of the day-to-day oversight of our assessment systems. Expertise and interest in assessment practices is required for this position, as well as the willingness to work with our very capable administrative team, our assessment consultant and numerous faculty colleagues who serve as Course Directors.
We are looking for three Competency Leads. These individuals are responsible for oversight of relevant learning objectives, by way of working with course directors and other curricular leaders to enhance the teaching and assessment of these roles in our curriculum. Competency leads often work together as there are natural links between many different of these roles.
The Communicator lead will review how we teach and assess communication objectives across our curriculum, to ensure our students are excellent communicators in many different settings. This includes looking at communication in different contexts such as with patients, families, health care professionals, colleagues, and the community.
This role has been held and developed by Heather Murray since it was developed as part of our curricular renewal several years ago. Heather has developed a robust and innovative set of curricular offerings that meet our program objectives that relate to critical appraisal, research methodology and life-long learning. The Scholar lead will review how we teach and assess all these components. This role also addresses students’ skills for self-assessment and ensures they have the skills to implement a plan to address their own personal learning needs throughout their careers. The scholar lead will also oversee and direct the annual Research Showcase.
The alliteratively named Leader Lead will review how we teach and assess different objectives designed to help our students develop their skills as leaders. This includes developing skills that will lead to effective management of the care of their patients, their practice, and themselves in the context of the Canadian health care system, community, and society in which they practice. This includes an understanding of the principles of patient safety, stewardship, and quality improvement systems. The competency also includes working with our well-established Student Affairs group in providing students with opportunities for career exploration to inform their career choice, and development of personal insight and behaviours that will promote wellness and self-management, leading them to healthy life-long and rewarding careers.
Clerkship OSCE lead
This faculty member would work with our established OSCE support team and clerkship course directors to design and implement an OSCE for clinical clerks, once a year. This is a new position, ideal for a faculty member interested in student assessment who would like to be more involved in UGME. The date of the clerkship OSCE for the 2021/2022 academic year will be in February 2022.
Course & Faculty Review Committee members
Three committee members are needed for this committee that reviews course evaluations to make recommendations to the curriculum committee. These positions are open to any faculty members who have familiarity with UGME. This committee meets quarterly, with additional need for electronic review between meetings.
All these positions will receive credit within our Workforce accountability system. For information or further discussion regarding any of these positions, please contact me directly at email@example.com or Michelle Gibson, Assistant Dean Curriculum at firstname.lastname@example.org.
They’re Going to be OK. A Thank-you to Our First Patients and Remarkable First Year Class
These days, more than ever, bits of good news are truly welcome. Like rays of sunshine breaking through the clouds on a gloomy day, they remind us that things are still basically right with the world and brighter days are ahead.
I had one of those experiences last week attending a wrap-up session for our First Patient Program. The FPP is a rather unique curricular offering at Queen’s supervised by Dr. Brenda Whitney and superbly organized by Ms. Kathy Bowes, an RN who has been working in various capacities in the undergraduate program for many years.
Patients are recruited from the Kingston community who have chronic medical problems requiring regular encounters with physicians and other health care providers. These patients generously agree to allow two of our first-year students to meet with them and their families, to get to know them personally and to follow them through the year. At the end of each year, a reception is held to thank them. Following are some pictures from the 2019 event.
The students are expected to learn about the illness experience through the eyes of the patient. They check in regularly and accompany patients to their various medical encounters. They are expected to gain insights not only about the specific condition afflicting the patient, but the impact of that condition on them and their family members, and of the practical challenges involved in the process of receiving care. For most of our first-year students, it is their first personal experience with chronic illness and its impact.
This year, the pandemic posed considerable logistic challenges. Dr. Whitney and Ms. Bowes were remarkably creative and adaptable in adjusting the program to allow the students to gain valuable experiences despite the limitations.
This past week a virtual wrap-up of the program was held, involving both students and their “first patients”. The highlight of the program, for me, was hearing from the students themselves about insights they had gained and taken away from their encounters. Here are a few samples, taken from the slide presentation prepared for the session.
What’s particularly remarkable is that all this was gleaned by a group of students whose introduction to the study and profession of medicine has been, to say the least, unconventional. Indeed, the pandemic and its myriad of imposed restrictions have drastically altered the educational experience for all our students. Although everyone involved has done everything possible to make the best of it, our students have not had opportunity to assemble as a class, work together or engage patient encounters as planned. They have accepted all this, by and large, with understanding and patience.
The first year class has been particularly affected because they’ve not yet had the opportunity to fully meet as a class or personally encounter many faculty members. Those of us responsible for their learning experience have had some apprehension and a few sleepless nights about the adequacy of what was being provided. Certainly, the course content and necessary knowledge was being imparted and learned. Assessments were satisfactorily completed. Skills that could be demonstrated and practiced were being mastered. But were they learning about what it is to engage patients? Were they learning to regard their patients as individuals with lives, hopes and families, to understand their suffering, to search for ways to help? Were they learning how necessary all this is to providing effective care?
Last week’s session made me realize that much has already been learned, including real-life lessons that could never have been imparted in a classroom or by reading scholarly works. They’ve learned that only by engaging real people with real problems can the full scope and value of medical care be truly realized. They’ve learned that our patients can be our best teachers.
And I learned that this group of students, despite all the accommodations that have been made to our curriculum, are going to be OK. They get it. They are on their way to becoming fine doctors.