Information regarding speakers at the Fourth International Clinical Skills Conference coming soon...
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Professor Sari Ponzer
Sari Ponzer is Professor of Orthopedic Surgery and Dean of Higher Education at Karolinska Institutet (KI), Stockholm, Sweden. She was born in Finland but moved to Stockholm, Sweden where she carried out her medical studies, became specialist in orthopaedic surgery and defended her PhD thesis (KI). Year 2001 she became associate professor in orthopaedic surgery at KI and senior consultant at the Department of Orthopaedics at Söder Hospital where she had worked as a clinician for many years. Her research in orthopedics focus on fracture and trauma care.
She was appointed the Head of the Department of Clinical Science and Education, KI, for years 2002-07. During 2004-2006 she was also the responsible for the reform of the undergraduate medical curriculum and the acting Program director for undergraduate medical program 2006-2007. Sari Ponzer has been engaged in medical education as a tutor, lecturer and course director. She has completed several educational development/research projects and has special interest in interprofessional education. She received the KI Educational Prize in 2003 and Mats Halldin Prize in 2005 for excellence in clinical teaching.
Interprofessional Education (IPE) is those occasions when members (or students) of two or more professions learn with, from and about each other, to improve collaboration and the quality of care. Health care is managed by professionals who work in teams even if most of our students are still educated in their own “silos”. However, interprofessional learning (IPL) activities have become more common and the speaker will give an overview of present knowledge of IPE/IPL. Experiences from Karolinska Institutet, Stockholm, Sweden, will exemplify how IPE can be managed for undergraduate students and for students during specialist training. Learning together promotes team work and aims also to enhance patient safety and good patient care.
This workshop is about how a group of people, for example students from different health care educations, can be facilitated in their development towards a well working team. Theoretical background and practical exercises with the participants are included. Small group discussions will be an important part of the workshop.
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Professor Stewart Dunn
Professor Stewart Dunn is Professor of Medical Psychology at the University of Sydney
Northern Clinical School, based at Royal North Shore Hospital. His clinical speciality
is the psychological care of cancer patients, their families and medical staff.
He has extensive teaching commitments in the USyd Medical Program.
His research
and clinical interests are in psychological aspects of medical illness, doctor-patient
and Interprofessional communication, professional burnout and human factors in medical
error. He has over $4.6 million in peer-reviewed grant funding, 250 journal articles
and scientific abstracts. Stewart has received nine research travel awards and five
teaching awards including the USyd Faculty of Medicine Outstanding Teaching Award
in 2005. He chairs the NSCCH Human Research Ethics Committee.
How can we make the learning of clinical skills relevant and real for busy clinicians? Cochrane and other EBM reviews confirm that communication and other ‘non-technical’ skills can be taught but there is less convincing evidence for the transfer and retention of such skills in practice. And there seems to be a core of hard-nosed clinicians who remain resistant to learning non-technical skills.
This workshop will provide participants with first-hand experience of a variety of strategies for engaging clinicians in learning non-technical clinical skills, primarily those involving communication with patients, and with colleagues in multidisciplinary teams. The workshop begins with research and teaching over twelve years in the Pam McLean Centre, using a team of doctors, psychologists and a medical dramatist working with 35 professional actors. Opportunities will be provided for all participants to share their own strategies for engaging and holding the attention of learners.
We will explore engagement with specific skills training in:
- breaking bad news for medical students, registrars and consultants using a staged curriculum, and understanding of doctor’s psychophysiological responses to this task;
- open disclosure following an adverse event, based on more than 65 workshops delivered in NSW, France, Singapore and New Zealand;
- multidisciplinary communication in healthcare teams, based on workshops developed for the National Breast and Ovarian Cancer Centre.
The literature on clinical communication skills is most often directed to patient outcomes, and rightly so. But leaving the essential humanity of the clinician out of the equation can oversimplify the directions to young doctors for stressful communication tasks. Our research and teaching have explored the reality of communicating with patients and colleagues in emotionally fraught circumstances, from the medical student dealing with a patient who has just received news of a cancer diagnosis, to the senior clinician breaking the news of a patient’s death to close relatives. The psychological impact of these tasks and the impact on heart rate variability and other measures of autonomic arousal have given us a unique insight into the stresses of clinical communication. The implications for the teaching of clinical communication skills are profoundly challenging in the modern world of e-learning and simulation.
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Jim Crossley
Jim Crossley is a Consultant General Paediatrician and Associate Director of Teaching at the Chesterfield Royal Hospital. He is also the Senior Research Fellow in Medical Education at the University of Sheffield School of Medicine. He has a research interest in psychometrics as applied to assessment and has published a number of papers in the area with a particular focus on performance assessment in the workplace.
He provides advice for Medical Royal Colleges and for Universities on a consultancy basis and through the NHS training and assessment organisations ‘HcAT’ and ‘360 clinical’. In the postgraduate arena has advised the General Medical Council as part of the Revalidation Technical Group and the Academy of Medical Royal Colleges as part of several Assessment and Appraisal working groups. He is also a church warden and a proud father of four.
Jim will share lessons from his experience evaluating clinical assessment methods and programmes. These lessons will illustrate the importance of existing principles, highlight questions that remain unanswered, and provide practical suggestions for developing and implementing assessments. He will make a case for re-engaging with judgment in the assessment of clinical skills and professionalism. There should be something for the assessment developer, something for the assessor, and something for the assessed.
This will be a two-way workshop for assessment policymakers and developers. Jim provides problem-solving advice to Universities and Royal Colleges in the United Kingdom and enjoys the interaction between real problems and theory. Please bring a problem and we’ll work on some of them as a group.
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Jean Ker
Present Position: Director, Institute of Health Skills and Education,
College of Medicine, Dentistry and Nursing, University of Dundee; Senior Lecturer
in Medical Education; Honorary Consultant in Primary Care Medicine, NHS Tayside;
Lead Clinician for Scottish Clinical Skills Managed Educational Network.
Dr Jean Ker is a Senior Lecturer in Medical Education at the University of Dundee
and is the Director of the Institute of Health Skills and Education. She founded
the Scottish Clinical Skills Network as part of the Scottish Clinical Skills Strategy
and was appointed in 2007 to lead the development of the Clinical Skills Managed
Educational Network educational standards of skills practice across the healthcare
professions.
She has had the opportunity to work in medical education and primary care development
in Bangladesh, Moldova and Latvia on behalf of the World Health Organisation and
British Council. She was awarded the University’s ’Innovations in Teaching‘ prize
in 2005 for the design, implementation and evaluation of the interprofessional ward
simulation exercise and was Innovative Teacher of the Year in 2008.
Workshop Objectives
At the end of the workshop participants will
- recognize some of the challenges of developing a regional interprofessional clinical skills strategy
- have developed an action plan of clinical skills priorities for a simulated regional scenario
- be able to identify key steps in the process of developing an interprofessional skills strategy for their own setting
Background
Clinical skills education is a priority for many healthcare systems. Drivers for change include public expectation, the ‘patient safety’ agenda, increased interprofessional working, reduced training time, regulatory changes and technical developments. Consistent standards of clinical skills education and practice will help ensure that patients receive high quality care irrespective of the healthcare setting or practitioner (1). There is increasing evidence that behaviours observed in a simulated clinical setting can predict how professionals will behave in the reality of practice (2). Simulation provides an opportunity to practice the components of clinical practice in a structured way ensuring that practitioners have rehearsed both technical and non technical skills prior to the reality of health care delivery(3). This principle can be transferred to rehearsing the development of an interprofessional strategy for determining skills priorities.
Workshop Overview
Two short introductory presentations will report a case study of the development and implementation of a regional interprofessional clinical skills strategy.
Each participant will be given a strategic role in a skills task force for one of 3 simulated geographical regions. The task force will be a pack of relevant information in relation to their:
- population profile
- health care workforce
- policy drivers in healthcare
- current skills facilities and programmes
Each skills task force will be tasked to report back on the following
- Thinking of the big picture for clinical skills in your region what 3 things could
the strategy deliver that would make a difference to staff and patients in your
region in the next five years
- Thinking of the medium term what would your 3 priorities be over the next two
years for the regional steering group to support the development of:
- a quality assurance system to enhance skills transferability
- new skills education resources for new role development
- training the trainer
- What specific actions (up to 5) will you have achieved in your region by June 2010 in relation to:
- quality standards
- course delivery
- increased clinical skills training provision ensuring both professional and geographic access
The Development of Simulated Workplace Environments: their potential role in assessment and remediation
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Professor Tara Kennedy
Tara Kennedy, MD, PhD, FRCPC, practices Developmental Pediatrics at the Stan Cassidy Centre for Rehabilitation in Fredericton, New Brunswick, Canada, where she is active in teaching and curriculum development in the undergraduate, postgraduate, and continuing medical education programs. She has recently completed a PhD program in Medical Education through the Institute of Medical Science and the Wilson Centre, Faculty of Medicine, University of Toronto. She employs grounded theory and discourse analysis methods to pursue her research interests, which include professional socialization, clinical supervision, and the knowledge-behaviour gap in clinical medicine.
Clinical supervisors make frequent assessments of health care trainees’ competence, in order to ensure the safety of patients while providing appropriate opportunities for trainees to experience clinical independence. While the process of formal evaluation of trainee competence has been the subject of much empirical study, the process of assessment of trainees’ competence to provide independent care for a given patient or in a specific clinical context has received less attention. This ‘point-of-care’ competence assessment (i.e. occurring at the time and in the setting of clinical care) has arguably much more practical impact on patient care and trainee education than does any formal evaluation process, as it guides decisions about the nature of the day-to-day monitoring of trainees’ clinical activities provided by supervising physicians. This presentation will provide a historical context and explore current point-of-care competence assessment practices, with a focus on practical implications for teaching and learning.
This interactive workshop will, through the discussion of video cases, provide an approach to the practical dilemma of how to decide how much independence a trainee should be permitted in a given clinical context. Participants will explore their tacit understandings about trainee competence, share their own assessment practices, and gain familiarity with research-supported techniques to improve the validity of their day-to-day assessments of trainee competence for independent clinical work.
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Professor Pat Croskerry
Dr. Croskerry’s research is principally concerned with the impact of cognitive and affective error on clinical decision - making, specifically diagnostic error. He was a member of the organising committee of the first conference on Diagnostic Error in Phoenix, Arizona in 2008 and on the Los Angeles conference in 2009. He has also worked in the area of shift-work and its impact on clinical performance. He has published over 50 articles and 24 book chapters in the area of patient safety, and medical education reform. He is a senior editor on major text; Patient Safety in Emergency Medicine, published in 2008. In the last 10 years he has given over 250 invited presentations in the area of healthcare safety at provincial, national and international levels.
In 2006 he received the Ruedy award from the Association of Faculties of Medicine of Canada, for innovation in medical education. In 2008, he joined the teaching faculty for the Canadian patient Safety Officer Course in Ottawa, and, in the same year, the teaching faculty of the Netherlands Emergency Medicine Fellowship Training Program at Erasmus University, Rotterdam, Holland.
He is a past Associate editor of the journal Academic Emergency Medicine, and currently a reviewer for several leading journals. In 2000, he was appointed to the Patient Safety Task Force of the Society for Academic Emergency Medicine (SAEM), and in 2002 to the SAEM Educational Research Task Force. In 2005, he was appointed to the Education and Professional Development Working Group of the Canadian Patient Safety Institute (CPSI), in 2007 to Domain Co-Chair of the CPSI Safety Competencies initiative, and in 2008 to the CPSI Health System Innovation Advisory Committee.
A critical but under-appreciated part of clinicians' performance lies in the calibre of their decision making. In recent years, the importance of this area has attracted considerable interest. Two books on how doctor's think, have been published, one by Katherine Montgomery and the other by Jerome Groopman. It is clear that physician's thinking failures have significant consequences for patient safety, in particular those associated with diagnosis and nbsp. Importantly, new models of decision making have recently emerged that recognize the distinction between intuitive and analytical modes of thinking. Well calibrated decision making in healthcare appears to require a strategic blend of these two styles of thinking. This new approach provides insights into the clinical thinking that underlies diagnosis and why thinking failures occur. These new modes of decision making will be reviewed and their application in the clinical context examined.
I planned on showing how a 'cognitive autopsy' can be conducted on clinical cases. Real examples of clinical failures will be reviewed and the impact of cognitive and affective biases on clinical outcomes examined. Selected reading materials will be provided beforehand. “Please see reading materials on link below”. Following the workshop, participants will be able to conduct systematic reviews of clinical cases to identify thinking failures and their adverse outcomes.
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