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SUBMISSION LINK: https://goo.gl/wLo7Nx
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TimestampYour name:Your Email:Your "Good Stuff"Category
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7/11/2014 13:36:541Mike Aylwardaylwa002@umn.eduWe've developed a Hand-Off EPA and direct observation tool. The tool is designed to be used by faculty and chief residents to directly observe intern hand-offs and provide immediate formative feedback. In addition the tool is mapped to the medicine and pediatric milestones which allows for inclusion into the CCC deliberation process. 10 - Inpatient assessmentCategories
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8/5/2014 12:12:092Jimmy Stewartjstewart@umc.eduInterdisciplinary opportunity in continuity clinics with 5 month longitudinal experience with PharmD residents8 - Clinic curriculum & design1Transitions
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8/5/2014 12:13:393Toni EyssallenneAeyssallenne@med.miami.eduGlobal Health Education -- Interdisciplinary grounds rounds with CME with global health focus, taught by speakers who are leaders in global health across disciplines.13 - Other2Advocacy
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8/5/2014 12:14:324Heather Toth and Stephen Malcomhtoth@mcw.edu Stephen.Malcom@froedtert.comContinuity Clinic Curriculum (Med Peds Weekly Noon Conference). started with shared curriculum at Vanderbilt, and then expanded.8 - Clinic curriculum & design3Procedures
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8/5/2014 12:15:055Sara Lambsara.lamb@hsc.utah.eduDisclosure of medical error curriculum/simulation13 - Other4Wellness
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8/5/2014 12:15:586Sara LambSara.lamb@hsc.utah.eduAcademy of Medical Science Educators. Info on group goals, purpose, mentorship, selection 13 - Other5
Resident review & evaluation
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8/5/2014 12:16:307Sara Lambsara.lamb@hsc.utah.eduRefugee Education Outreach
Curriculum content, resources, logistics
2- Advocacy6
Mentorship/coaching
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8/5/2014 12:18:158Stephanie Ziazia@usc.eduMed-Peds Outpatient Rotation for senior residents with incorporation of transitional clinics in subspecialties and juxtaposition of peds/adult speciality clinics (i.e. Peds Endo follow by Adult Endo). Community outreach/advocacy elements as well.1 - Transitions7
Academic half-day
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8/5/2014 12:19:249Stephanie Ziazia@usc.edu"Pyramid" Continuity Clinic Structure
Years 1 and 2 - alternate categorical continuity clinics
Years 3 and 4 - combined med-peds clinics (with patients from years 1 and 2)
8 - Clinic curriculum & design8
Clinic curriculum & design
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8/5/2014 12:20:3310Brett RobbinsBrett_Robbins@urmc.rochester.eduCCC Set-up: systematic and pulls in continuity preceptors explictly, minimizes work burden for individuals5 - Resident review & evaluation9
Outpatient assessment
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8/5/2014 12:21:0011Brett RobbinsBrett_Robbins@urmc.rochester.eduTransition Curriculum/Rotation. 2 week required rotation for each resident1 - Transitions10
Inpatient assessment
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8/5/2014 12:21:3812Brett RobbinsBrett_Robbins@urmc.rochester.eduBoard Preparation. Process to identify "at risk" individuals. Process to remediate those who are "at risk"11 - Board Prep11Board prep
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8/5/2014 12:22:3813Reed Van Deusenvandeusenr@upmc.eduTransition Care program and transitional care rotation1 - Transitions12QI
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8/5/2014 12:23:0614Reed Van Deusenvandeusenr@upmc.eduSemi-Annual meeting template5 - Resident review & evaluation13Other
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8/5/2014 12:24:3715Rita Rossi Foullesrita1@uchicago.eduQI Curriculum: utilize open school, IHI modules for QI/sfaety. Residents get certificate when they graduate. Residents do QI projects, group longitudinal, peer audits, chart audits.12 - QI
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8/5/2014 12:25:3816rita Rossi Foullesrita1@uchicago.eduTransition Care Curriculum. 1)In 4 required ambulatory blocks; 2)Resident Elective; 3)Ongoing research projects; 4)Adult Developmental disabilities 1 - Transitions
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8/5/2014 12:26:5117Henry NgHNG@metrohealth.orgLGBT Health Education Curriculum
Experiential Learning module on advanced sexual health interviewing
2- Advocacy
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8/5/2014 12:27:1218henry NghNG@metrohealth.orgPublic Speaking/Leadership module for med-peds residents2- Advocacy
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8/5/2014 12:27:5419Sam BordenSamuel.Borden@bhs.orgChief Resident Leadership Curriculum13 - Other
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8/5/2014 12:28:1220Sam BordenSamuel.Borden@bhs.orgBoard Preparation Elective11 - Board Prep
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8/5/2014 12:29:5821Sarah MennitoMennito@musc.eduAcademy of Mentors: through pediatrics program resident are assigned a faculty mentor day 1 of residency. Med-Peds residents are assigned MP mentors. Faculty development occurs through program and several ACGME requirements are met.6 - Mentorship/coaching
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8/5/2014 12:31:2522Sarah MennitoMennito@musc.eduTransition Rotation: no transition clinic at the institution but created rotating elective with specific goals and objectives for residents including self-relfection, case discussions.1 - Transitions
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8/5/2014 12:32:0023Sarah MennitoMennito@musc.eduInsitutional QI/Safety Rotation: run by MP trained CQO 12 - QI
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8/5/2014 12:35:1224Curtis Caryiccary@uky.eduBoard Review Independent learning activities matrix: Provides a board review and study template for those at greatest risk.11 - Board Prep
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8/5/2014 12:36:0425Shabbir Hossainshabbir.hossain@stonybrookmedicine.eduFaculty development grand rounds on proper EMR documentation in learning environment13 - Other
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8/5/2014 12:36:3026shabbir Hossainshabbir.hossain@stonybrookmedicine.eduHealthcare Disparities QI project and curriculum2- Advocacy
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8/5/2014 12:37:5527Lauren Bealemitch1@lsuhsc.eduTuesday Texts: Group text between residents and PD: every Tuesday residents text about study plan progress and goals for the week.11 - Board Prep, 6 - Mentorship/coaching
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8/5/2014 12:38:4328Lauren Bealemitch1@lsuhsc.eduMed-Peds Grand Rounds: monthly conference attended by med/ped/medpeds residents and faculty with topics relevant to everyone13 - Other
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8/5/2014 12:39:5829Alice Kuoakuo@mednet.ucla.eduImplemented Challenger for residencies program board review11 - Board Prep
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8/5/2014 12:40:1630Alice Kuoakuo@mednet.ucla.eduTransition Curriculum/Clinics1 - Transitions
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8/5/2014 12:41:0731Alice Alexanderapalexander@uams.eduJournal Club Blog - EBM online13 - Other
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8/5/2014 12:44:4732Alice Alexanderapalexander@uams.eduTeam Based Learning for residents: ambulatory topics transformed into active learning for small groups (MKSAP, application question from real-life "touch cases")8 - Clinic curriculum & design
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8/5/2014 12:46:2933Kristin Wongkgw22@njms.rutgers.eduDirected Reading Program. Online program created by Henry Ford IM to target resident reading towards missed topics on ITE. www.directedreading.org11 - Board Prep
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8/5/2014 12:46:5234Michael Aronicaaronica@buffalo.eduTransitions Elective1 - Transitions
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8/5/2014 12:47:1335Michael Aronicaaronica@buffalo.eduResearch Curriculum13 - Other
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8/5/2014 12:47:3236Michael Aronicaaronica@buffalo.eduAmbulatory Training - PCMH inclusion of residents8 - Clinic curriculum & design
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8/5/2014 12:48:0137Jenny Abelesabeles@buffalo.eduTransitions Elective1 - Transitions
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8/5/2014 12:49:1538Richard Wardroprichard_wardrop@med.unc.eduFaculty Development regional collaborative. Led/moderated a collaborative using the AHEC stem in NC to promote teaching high value care to residents.13 - Other
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8/5/2014 12:50:1639Richard Wardroprichard_wardrop@med.unc.eduDevelopment of a portable, patient centered feedback tool for use in med-peds residents inpatient and outpatient rotations. Both paper and electronic platforms are being developed.9 - Outpatient assessment, 10 - Inpatient assessment
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8/5/2014 12:51:2440Grace Hundleyohundley@health.southalabama.eduEPA-Based evaluation filled out by inpatient nurses10 - Inpatient assessment
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8/5/2014 12:51:4841grace Hundleyohundley@health.southalabama.eduMonthly Resident led ITE based board review11 - Board Prep
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8/5/2014 12:52:1742grace Hundleyohundley@health.southalabama.edu"Mini-Osce" at orientation to gauge level of starting interns.9 - Outpatient assessment, 10 - Inpatient assessment
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8/5/2014 12:52:4943Eric Ayerseayers@med.wayne.eduCommunity engagement education2- Advocacy
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8/5/2014 12:53:1344eric Ayerseayers@med.wayne.eduResident Satisfaction13 - Other
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8/5/2014 12:54:0245Amy Burkeburkeal@gunet.georgetown.eduMed-Peds pre-clinic conference curriculum (pre readings/review articles and case based questions).8 - Clinic curriculum & design
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8/5/2014 12:55:2146Amy Burkeburkeal@gunet.georgetown.eduMed-Peds Sup + Share. Quarterly after-hours gathering, with humanities themed article and opportunity for self-reflection/support4 - Wellness
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8/5/2014 12:55:5647Caroline MuellerCaroline.mueller@uc.eduMed-Peds Combined Electives13 - Other
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8/5/2014 12:56:1248Caroline MuellerCaroline.mueller@uc.edu6 Month Evaluation Checklist5 - Resident review & evaluation
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8/5/2014 12:56:3349Ronald Williamsrwilliams@psu.eduReading Program for interns11 - Board Prep
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8/5/2014 12:57:1950Ronald WilliamsRwilliams@psu.eduTeaching stress management/relaxation techniques to interns4 - Wellness
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8/5/2014 12:57:4851Siobhan O Keefeokeefes@ecu.eduBoard Prep Program11 - Board Prep
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8/5/2014 12:58:0752siobhan O Keefeokeefes@ecu.eduPractice based learning curriculum13 - Other
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8/5/2014 12:58:5153Jaideep Talwalkarjaideep.talwalkar@yale.eduQuality curriculum -- 10 ½ day long activities to engage residents in quality curriculum12 - QI
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8/5/2014 12:59:3754Jaideep Talwalkarjaideep.talwalkar@yale.eduYale Primary Care Pediatrics Curriculum, and Yale Office Based Medicine Curriculum - hundreds of case-based teaching modules on core topics in outpatient primary care, updated annually. Used by 200+ training programs. pcpc.yale.edu and yobm.yale.edu8 - Clinic curriculum & design
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8/5/2014 13:00:1855Jaideep Talwalkarjaideep.talwalkar@yale.eduYale Resident Spanish Initiative: program to teach medical spanish to physicians, developed and run by M/P residents ysri.yale.edu13 - Other
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8/5/2014 14:27:1056Niraj Sharmansharma5@partners.orgMed/Peds Academic Half Day. Developed a monthly med-peds academic half-day that has replaced the weekly conference. Themes are in three areas: QI, mentorship, board review.7 - Academic half-day
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8/5/2014 14:28:0657Niraj Sharmansharma5@partners.orgMed/Peds crossover education. Educators from the adult hospital teach at the pediatrics hospital and vice-versa. Themes are transition topics.1 - Transitions
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8/5/2014 14:28:5958Niraj Sharmansharma5@partners.orgTransitions Conference. Joint monthly conference between adult and pediatric hospitals that is multidisciplinary. Focus on research, works in progress, clinical programs.1 - Transitions
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8/5/2014 14:31:1759Ronald Malgiolarmagliola@metrohealth.orgAmbulatory Longitudinal Curriculum
Residents and medical students learn about CQI and business of medicine.
8 - Clinic curriculum & design
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8/5/2014 14:31:4160Ronald Magliolarmagliola@metrohealth.orgHomeless medicine outreach2- Advocacy
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8/5/2014 14:32:1061ronald Magliolarmagliola@metrohealth.orgBehavioral Interview for Recruitment13 - Other
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8/5/2014 14:32:5962Susan Hatashata@mgh.harvard.edu2 week Medical Education Elective modeled after Harvard Macy program13 - Other
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8/5/2014 14:33:3363Susan HataShata@mgh.harvard.eduCoaching Program at MGH. The program focuses on personal and professional development for interns, and incorporates specific leadership training for second year residents. (I adapted some of this material into the coaching workshop mentioned in #1). Med-peds attendings have also been trained as coaches and participate in coaching medicine interns.6 - Mentorship/coaching
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8/5/2014 14:33:5464Susan Hatashata@mgh.harvard.eduFaculty Development Workshops. Participating programs include Rochester, Hopkins, Georgetown, Medical College of Wisconsin, Hurley/Michigan State, Marshfield Clinic, Cincinatti, East Carolina, and Rush. The programs are in the midst of conducting their second of three planned workshops for med-peds clinic preceptors. The first is titled “Teaching Clinical Reasoning in the Outpatient Setting” and the second is titled “Coaching Techniques for the Med-Peds Continuity Clinic Setting”. The third workshop will be related to direct observations in clinic using milestones.13 - Other
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8/5/2014 14:34:1565Susan Hatashata@mgh.harvard.eduClinic Immersion Month8 - Clinic curriculum & design
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8/5/2014 14:35:1166Lisann Verricoverrici@mail.amc.eduILP: Monthly supervised learning plans which are individualized. Created by the resident and reviews by the program director and academic advisor.5 - Resident review & evaluation
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8/5/2014 14:35:5467Lisann Verricoverrici@mail.amc.eduPCMH Resident clinic: structure changed to residents have RN and secretary to help improve patient care/communication8 - Clinic curriculum & design
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8/5/2014 14:36:5368Lisann Verricoverrici@mail.amc.eduResident Education Day (RED): monthly half day of teaching, ambulatory curriculum, team based learning, workshops, billing and coding, etc.7 - Academic half-day
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8/5/2014 14:37:3369Sue Mclaughlinsmclaughlin1@lifespan.org360 Degree Evaluations for nursing and clinic staff that is milestone based.9 - Outpatient assessment
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8/5/2014 14:38:0070Sue Mclaughlinsmclaughlin1@lifespan.orgMilestone Based Continuity Clinic assessment tool9 - Outpatient assessment
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8/5/2014 14:38:3171Sue Mclaughlinsmclaughlin1@lifespan.orgPost-Partum/Newborn Care elective and curriculum13 - Other
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8/5/2014 14:39:1072Sue Mclaughlinsmclaughlin1@lifespan.orgAdvocacy Project (teachfitclub.org) curriculum for residents to work with middle school students on healthy eating and activity.2- Advocacy
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8/6/2014 8:55:0273Alex Djuricichadjurici@iupui.eduA tool to evaluate educators like us (from MedEdPortal). Click on this link to retrieve the tool. https://iu.box.com/s/5n5cb3jfc42i122emkc913 - Other
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8/6/2014 8:55:2974Alex Djuricichadjurici@iupui.eduA tool (really, a paper) to evaluate residency programs/clerkships, from Durning et al. Link here: https://iu.box.com/s/lo8a4hlggzo93b1hftg913 - Other
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8/6/2014 8:56:2675Colleen Monaghancmonaghan@partners.orgQI chart review tool for residents on ambulatory block to do for pedi and adult patients (excel spreadsheets). We assign them a ½ day session to work on it and ask them to email their personal reflections/goals and any system improvements. I sent this to Sandi to post to the share site last year.12 - QI
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8/6/2014 8:56:4876Colleen Monaghancmonaghan@partners.orgWe have a resident guideline for clinic huddle preparation (developed by one of our residents) and residents created a time flow study tool to use in clinic for a PDSA cycle8 - Clinic curriculum & design
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8/6/2014 8:58:1578Colleen Monaghancmonaghan@partners.orgWe have a small group interactive session (run by the chief resident with 2nd year resident helpers) to prepare med-peds interns for their 2nd year roles and have developed a facilitator’s guide with cases and issues to touch on outlined. I sent this to Sandi last year to post to the share site.13 - Other
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8/6/2014 8:59:2579Mike Aylwardaylwa002@umn.eduProject DART. DART is an online tool we are developing that allows for frame of reference training using any direct observation instrument and appropriate video/audio/PDF file. For example, it allows faculty to watch a video while filling out the assessment tool, and then they get feedback on their performance compared to peers and expert raters. We've been able to get a grant from MedU for this, and are in the testing and research stages.13 - Other
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8/6/2014 8:59:4880Mike Aylwardaylwa002@umn.eduSemi-Annual Review Resources: We've created 7 semi-annual review templates to address the specific development stages of training residents go through (from "Starting" to "Becoming an Intern" to "Becoming a Senior" to "Planning for the Future, and so on). Each stage includes a worksheet for the residents and discussion points for the PD's. This was basically made by consensus.5 - Resident review & evaluation
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8/6/2014 9:00:1281Mike Aylwardaylwa002@umn.eduBlock Education in Continuity Clinic: BECC is a one month per year block clinic immersion experience where residents go through a teamwork curriculum, set personal clinical, clinic process, and quality improvement goals, and lead educational activities for the other continuity clinic residents. We've iterated through several permutations of this for the last several years, and currently it is working well8 - Clinic curriculum & design
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8/6/2014 9:07:1382Mike Aylwardaylwa002@umn.eduCCC Structure, workflow and coaching program. We developed a workflow and meeting structure that minimizes workload on individual faculty, provides evaluation of every resident, and allows for feedback to residents regardless of milestone level.5 - Resident review & evaluation
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3/13/2015 9:43:4283Nate Derhammernderhammer@lumc.eduMed-Peds participation in 4+1 scheme during IM time: MP residents are divided into "firms" with their categorical counterparts to allow common rotational switch timing and promote camaraderie. The availability of ambulatory "+1" weeks also maintains consistency, allows for decompression between 4-week rotational blocks (golden weekend included!), offers creative educational and patient care opportunities, and lessens the perennial challenge of reaching the IM ambulatory quota of 1/3 training time. MP residents continue weekly combined continuity clinic during both IM and Peds time, which distinguishes them from their non-MP colleagues on IM but - among other benefits - favorably impacts their calculated ambulatory time.8 - Clinic curriculum & design
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3/23/2015 11:24:2084Namita Sachdevnsachdev@umich.eduWe developed QI worksheet for residents to use to review continuity clinic resident data. 12 - QI
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3/25/2015 13:56:5185Henry Nghng@metrohealth.orgI have developed an evolving set of educational slides, culturally competent LGBT interview guidelines and best care practices to share. These are in ling with the newest AAMC LGBT and DSD (Disorders of Sexual Development) learning objectives. I also have a set of slides and a presentation describing how to use a residency retreat to teach advanced sexual health interviewing. Happy to share files, evidence based recommendations for care, interviewing, etc for sexual and gender minority patients. . .free.2- Advocacy
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3/7/2017 16:34:3086Anne Frankanne.frank@dhha.orgAcademic Half Day ambulatory curriculum. We developed a half day curriculum based out of board requirements specific to primary care. We incorporated peer teaching, experiential learning, and work with our interdisciplinary clinic staff to utilize their expertise. 7 - Academic half-day
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3/7/2017 16:35:4487Anne Frankanne.frank@dhha.orgMotivational Interviewing curriculum. We used 4 1 hour sessions during our academic half days to teach the spirit of MI. Our behavioral health consultants delivered this curriculum and are available for real time support for residents as they try to incorporate elements of this training during clinic.13 - Other
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4/4/2017 18:06:0088Mike Aylward Aylwa002@umn.eduSAFE Initiative -- a curriculum around service, advocacy and community engagement2- Advocacy
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89Jen McDonnell and Chris Brutijennifer_mcdonnell@rush.edu and chris_bruti@rrush.eduTeaching at local high schools to supplement a community health workers curriculum #advocacy2- Advocacy
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90Eric Ayerseayers@med.wayne.eduPost-Clinic feedback cards
9 - Outpatient assessment
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91Eric Ayerseayers@med.wayne.eduWellness and Support group4 - Wellness
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92Eric Ayerseayers@med.wayne.eduCommunity Curriculum. Partnership with schools, medicare and the community, student run clinics.2- Advocacy
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93Rita Rossi-Foulkesrita1@uchicago.eduYearly Ambulatory block. Residents are paired with an attending advisor to irent towards rotations requirements. Residents have protected time to working projects, population management. Advisors perofrm direct observation when not precepting and provides feedback. PGY-4's supervise PGY-1's by meeting weekly and by "precepting them."13 - Other
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94Sharon Wretzelsharon.wretzel@baystatehealth.orgOpiate Use Disorder Curriculum and Community Resources13 - Other
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95Jon Sicatjon.sicat@rwjbh.orgMed-Peds resident mentorship program of high risk young adults in local high school2- Advocacy
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3/21/2018 18:11:0096Alda Maria Gonzagagonzagaa@upmc.eduTitle: Supporting residents in the face of discrimination and microaggressions; Problem: Wellness of residents of diverse backgrounds; Details: this would be dissemination of a unified version of the workshops I've presented on this topic; Studied: nope; Barriers: getting all the faculty trained. We did a small part of it during our IM residency retreat. Peds residency did a similar intervention division by division on the own (without involving me).; Self Score: 1/1/1/113 - Other
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3/21/2018 18:08:0097Alda Maria Gonzagagonzagaa@upmc.eduTitle: Implicit Bias training for your selection committee and interviewers; Problem: Mitigating implicit bias during recruitment; Details: essentially, it would be dissemination of a 1-2 hour talk (with pre-homework) that I've developed for our medpeds and medicine residency programs, based on Dr. Capers experience at OSU med school; Studied: nope - but we did have a great recruitment with regards to recruitment this year!; Barriers: Getting all the faculty to attend - we got most because the IM program director "co=hosted" and it was presented during a 1 hour standing clinical educator meeting time slot.; Self Score: 1/1/1/113 - Other
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3/20/2018 14:51:0098Ben Trappeytrappey@umn.eduTitle: Procedure Service; Problem: Offloading time-consuming procedures from inpatient teams. And giving residents opportunity to learn to do procedures in a concentrated and well-supervised manner.; Details: 2 of my colleagues developed a bedside procedure service at our adult hospital. The procedure team is staffed by a hospitalist and a resident. (Resident is only present Monday-Friday.) The procedure team performs paracentesis, thoracentesis, and lumbar puncture at the request of any service in the hospital. The hospitalists who attend on this service is a small cohort (9 at this point) who have gotten special training/have interest in procedures. The hospitalist on the service is also responsible for staffing a small number (4-8) of patients (generally consults) with an APP.; Studied: In the process of studying; Barriers: Remaining revenue neutral. We are approaching revenue neutrality. As of now, the benefit of the service to the hospital (improved satisfaction from inpatient teams, timeliness of procedures, offloading IR from these simple procedures) seems to be offsetting the cost imbalance.; Self Score: 4/4/2/23 - Procedures
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3/20/2018 14:42:0099Ben Trappeytrappey@umn.eduTitle: Storytelling Collaborative; Problem: Giving residents confidence, drive, and time to produce reflective writing pieces.; Details: The collaborative meets monthly to read and analyze nationally published reflective writing pieces (On Being a Doctor, A Piece of My Mind, and Perspectives) and then write and share short, reflective pieces, often based on a prompt. Only cost is meeting space. We meet for 2.5 hours in a reserved room at a coffeeshop ($30/month); Studied: Not yet; Barriers: (blank); Self Score: 2/1/1/44 - Wellness
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