Kurt Borg, Ph.D.
Director of Assessment
Office of Medical Education
Medical Education in U.S. - 2004
Active
Learning
by
Students
Didactic
Lectures
and Labs
(30%)
Clinical
Correlations
(32%)
Small
Group
Cases
(23%)
PBL
PBL
Hybrid
(15%)
% of 123 Medical Schools
Ref. Scott Kinkade, MD
University of Missouri, Columbia 2004
Offices of Medical Education and Student
Affairs
 Student
Orientation Logistics
 PCL Case Processing Skills
 Case Wrap-Up / Patient
 White-Coat Ceremony
62 Students / Year
MINOT
(Year 4)
GRAND FORKS
(Years 1-4)
BISMARCK
(Years 3-4)
FARGO
(Years 3-4)
Patient Centered Learning
PBL Hybrid Concept
Began Year One
1998
Began Year Two
1999
Patient Centered Learning
PBL Hybrid Concept
Block Design Teams
Basic Scientists +
Clinicians
Volunteer Clinical
Faculty
Ambulatory Care Experience (ACE)



The Interprofessional Health Care (IPHC) course uses
patient-centered cases to focus on the process involved
in team building.
Emphasis is placed on effective teamwork, the unique
contributions of different professions, and patient or
family-centered approach in health care delivery.
Blocks III, IV, V, VI (15-16 medical students/Block)



Nine professions: Physical Therapy (required),
Medicine (required), Nursing (required),
Communication Sciences and Disorders, (elective),
Nutrition and Dietetics (elective), Social Work
(elective), Occupational Therapy*, Clinical Lab
Sciences*, and Physician Assistants*
Student level of education varies from Senior
Undergraduate to first or second year Graduate level
*Students will participate when on-line course available

Apply knowledge and perspectives of health professions in team
discussions about patient/client care situations

Apply group skills in case management approaches throughout
the course

Demonstrate patient/client-centered approach in healthcare
decision-making as an interdisciplinary team

Demonstrate ability to reflect about team experiences and
feedback

Identify sources of potential error and consequences to health
care delivery
Mo n
A
M
P
M
OF F
Cl i n i c a l
S k i l l s
Ex a m
Tu e s
An
Hi
La
Ex
a t /
s t o
b
a m
We d
Ca s e
Ex a m
Th u r s
Fr i
OF F
G r a d e s
Pa r t
1
Ca s e
Ex a m
MC Q
Ex a m
Pa r t
2
S p e c i a l
S t u d i e s
Gr a d e s
* Basic and Clinical Science Knowledge and Skills
* Students must pass each component at 75%
Facilitator Assessment during PCL Sessions for Eight
Weeks
(Formative Feedback – Midblock)
Three Domains:
1.
Acquisition and Integration of Knowledge
2.
Peer Teaching and Communication Skills
3.
Professionalism
“Sequenced Progress Inventory & Reflective Assessment of
Learning”
Olson, L.M., A.D. Schieve, K. G. Ruit, and R.C.Vari. Measuring inter
rater reliability of a sequenced performance inventory and reflective
assessment of learning (SPIRAL). Academic Medicine 78 (8): 844850,
2003.
1.
Facilitator assessment on scale / narrative regarding
observations in PCL
2.
Formative feedback at Week 4
3.
Students conduct self-assessment (Week 4)
4.
Summative feedback at Week 8 (S/U Grade)

Meet with Block Director (Weekly QB Meeting)

Electronic Lecture Form
 E-mail Notification

Electronic Facilitator Form (End-Block)
* Constructive Professional Process
PCL
220
211
210
210
200
204
209
209
214
213
211
213
203
200
190
180
170
160
150
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
PCL
9
8
7
6
5
4
3
2
1
0
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007

Redesigned in 1998

Year 3 :
Traditional Rotations (8 weeks each)
• Surgery, OB/GYN, Psychiatry, Family Medicine, Internal
Medicine, Pediatrics
• Rural Opportunities In Medical Education: ROME
 7 months at Rural site
 Self selection with Committee approval

Year 4:
• Acting Internships in Internal Medicine and Surgery
(4 weeks each)
• Electives (4 weeks each)
• Research Project
• Senior Colloquium
Began 1998-1999
One or two students at rural site for 7 Months
Parent Campus:
• 8 Weeks of Psychiatry
• 4 Weeks each Pediatrics, OB/GYN, Internal Medicine
Surgery & Family Medicine at ROME site
Clinical Skills Lab prior to ROME
• Chest tubes
• Catheterizations
ROME
Williston
(12,400)
ROME
Devils Lake
(7,000)
MINOT
GRAND FORKS
BISMARCK
ROME
Hettinger
(1,307)
ROME
Jamestown
(14,800)
FARGO
USMLE Step 2 Scores UND Vs National Means
PCL
225
220
215
210
205
200
195
190
185
UND
National
1997
1999
2001
2003
2005
Dir. Of OME, PCL Director,
Program Development
Tom Hill, Ph.D.
(BORDERS, Norway . Exchange) Linda Olson, Ed.D
Assessment Director, Basic Sciences Director Year 02
Basic Sciences Director Year 01
Kurt Borg, Ph.D.
Patrick Carr, Ph.D.
Clinical Sciences (IPC) Co-Director Year 02,
Jon Allen, M.D.
Clinical Skills (CSA), Assistant Dean – Northeast Campus
Clinical Sciences Co-Director Year 02
Ralph Levitt, M.D.
IPHC Course Director
Sue Offutt, Ph.D.
Statistics / Research
Clint Hosford, Ph.D.
Pharmacology Content
Rick Clarens, Pharm.D.
Clinical Sciences (IPC) Co-Director Year 01
Charles Christianson, M.D.
Rosanne McBride, Ph.D
ROME, Case Development
Roger Schauer, M.D.
Standardized Patients, (IPC)
PCL Coordinator
Dawn Drake, M.A.
Kathy Williams, B.A.
IPC Coordinator
Janelle Studney, M.Ed.
PCL Cases & Accounting
Roxanne Korynta
Grand Forks Campus
Phyllis Tweton, B.A.
Administrative Support
Faye Aker, B.A.