Lifelong Learning and Information Technology

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THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Lifelong Learning:
Styles and Approaches
Nancy Clark, MEd
Meredith Goodwin, MD
Director of
Medical Informatics Education
Doctoring Course Director
Class 1
1
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Objectives
Students will
• Define Medical Informatics
• Describe learning styles, preferences and study strategies to
facilitate lifelong learning
• Describe the benefits of concept mapping as a learning
strategy
• Identify his or her learning styles and describe how this
applies to your preferences of study strategies
• Document your development in an ePortfolio
• Form effective study groups
Class 1
2
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Resources
• D101 Blackboard site
• Informatics Tab
– Explanation of LS Inventories
– Post-Class Assignment
Class 1
3
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
FSU CoM Competency
• Practice-based learning and improvement:
– Demonstrate knowledge of learning styles, preferences or
strategies to facilitate lifelong learning.
• Professionalism
– Formulate and use strategies to support life-long learning
to remain current with advances in medical knowledge and
practice (e.g., medical information data bases), utilizing
technology to record, research, present, critique and
manage medical information.
Class 1
4
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
What is Medical Informatics?
Class 1
5
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Health (Medical) Informatics
• Medical Informatics is the branch of science
concerned with the use of computers and
communication technology to acquire, store, analyze,
communicate, and display medical information and
knowledge to facilitate understanding and improve
the accuracy, timeliness, and reliability of decisionmaking.
Warner, Sorenson and Bouhaddou, Knowledge Engineering in
Health Informatics, 1997
Class 1
6
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Knowledge
Quote over the entrance to
Dodd Hall, FSU
Class 1
7
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Longitudinal Theme of Integrated
Informatics Curriculum
• Information management and Computer skills
to support and facilitate
– Patient Care
– Lifelong Learning
– Education
– Research
– Communications
Class 1
8
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Goals of Informatics Curriculum
• Create independent, lifelong learners
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–
–
–
–
–
Class 1
Who keep up to date
Excellent problem solvers
Who integrate evidence into clinical decision making
Who practice information mastery
Value instant access to latest, high quality information
Who practice continuing quality improvement
9
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Class Demographics
Class 1
11
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Learning Styles and Approaches
How is this a predictor of your
success in medical school and long
term as a physician?
Class 1
12
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Learning Styles and Approaches
• Learning Styles Inventories
– http://www.med.fsu.edu/informatics/
– Lifelong Learning
•
•
•
•
Where did these inventories originate?
What are some learner characteristics?
What are your characteristics?
How can you leverage knowing your
characteristics for success?
Class 1
13
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Physicians Reactions to LS
•
•
•
•
•
Think non-judgmentally
Appreciate differences
Patient Care and education
Practice management & administration
Medical Education
Thompson, H. & Bing-you, R. (1998) Physicians’ reactions to learning style
and personality type inventories. Medical Teacher
Class 1
14
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Goals of Understanding LS
• Short Term
– Self aware
– Succeed in med school
– Form cohesive,
productive study groups
– Adapt to new learning
situations
– Maintain Sanity
Class 1
• Long Term
– Life long learning
– Select right specialty
– Work well with
healthcare team
– Teach students
– Educate patients
– Clinical competence
15
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Development -- Piaget
Toddler
Class 1
Adult
16
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Adult Learning Theory
• Learning Theory
– http://tip.psychology.org/index.html
• Adult Learning preferences
– Uses experiences of learner
• Learning takes place
–
–
–
–
Class 1
in context of work [patient care]
when questions are answered
the issues are applicable to work
when it doesn’t take too much time
17
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Transfer of Learner Control
Low
Student
Control of Learning
High
Faculty
Time
Class 1
18
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Guess Which are Most Effective
At changing physician behaviors
0%
0%
0%
0%
0%
0%
0%
1.
2.
3.
4.
5.
6.
7.
Class 1
Attending conferences?
Reading journal articles?
Consult a colleague?
Drug rep academic detailing?
Looking up answers?
Making mistakes?
EMR guideline prompts?
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Which method is most practical for
keeping up?
0%
0%
0%
0%
0%
0%
0%
Class 1
1.
2.
3.
4.
5.
6.
7.
Attending conferences?
Reading journal articles?
Consult a colleague?
Drug rep academic detailing?
Looking up answers?
Making mistakes?
EMR guideline prompts?
20
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Lifelong Learning
• Old method: read a few journal articles per
week, go to conference 1/yr
• Reality: Primary care docs would need over
17 hrs/day just to review reasonable and
pertinent material
• Even in one narrow specialty would need 6+hrs/wk
• Practicing docs (all specialties) average 1-1.5 hrs/wk
Class 1
21
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
How to Keep Up-to-Date
• Effective:
– Look up answers to questions as they happen on
Intranet or PDA. Applicable to your practice.
– Use resources that continuously monitor research
and constantly update like Epocrates, PEPID,
DynaMed, Essential Evidence+
• Ineffective:
– Read journals (17 hours/day?)
– Consult colleagues (when?)
– Attend conferences (least effective)
Class 1
22
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Inventory of Learning Styles
Felder-Silverman Model
Active
Sensing
Visual
Sequential
Class 1
Decision
Perception
Sensory
Reception
Organization
Reflective
Intuitive
Verbal
Global
Weak Moderate Strong
23
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Active
vs
• Tend to retain and
understand information
best by doing something
with it—discussing, applying
or explaining it to others.
• "Let's try it out and see how
it works"
• Like to work in group
• Sitting through lectures
hard
• Usually Extroverts
Class 1
Reflective
• Prefer to think about it
quietly first
• "Let's think it through first"
is reflective learner's
response.
• Reflective learners prefer
studying alone
• Are quiet in group learning
situations
• Usually Introverts
24
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Active
vs
Reflective
• The majority of undergraduate students are
Active
• 83% of college student leaders were active
• 65% of Phi Beta Kappas were reflective
• Around 62% med students are Active
• Majority of university professors are Reflective
Class 1
25
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Classes to Date
Class 1
26
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Sensing
vs
Intuitive
• like learning facts
• like solving problems by well-established methods
(logical)
• dislike complications and surprises
• want step-by-step instructions (linear)
• patient with details (detailed)
• Like memorizing facts and doing hands-on
(procedures) work
• more practical and careful than intuitors
• don't like courses with no apparent connection to
real world (concrete)
Class 1
27
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Sensing
•
•
•
•
vs
Intuitive
prefer discovering possibilities and relationships
like innovation and dislike repetition
may be better at grasping new concepts
often more comfortable than sensors with
abstractions (abstract)
• tend to work faster and to be more innovative than
sensors
• don't like "plug-and-chug" courses that involve
memorization and routine calculations
Class 1
28
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Sensing
vs
Intuitive
• The majority of undergraduates are Sensing
• 56% -72% college freshmen Sensing
• 83% of national merit scholarship finalists
were Intuitive
• 92% of Rhodes Scholars were Intuitive
• 75% of first year medical students are
Sensing*
Class 1
29
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Classes to Date
Class 1
30
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Organization-- Wertheimer
Gestalt Theory
Step 1
Step 2
Step 3
Step 4
…
Sequential
Class 1
Organization
Global
31
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Sequential
• gain understanding in linear
steps, with each step
following logically from the
previous one
• follow logical stepwise
paths in finding solutions
• Majority of M1s are
sequential
• Detailed
• 62%
Class 1
vs
Global
• learn in large jumps,
absorbing material almost
randomly without seeing
connections, and then
suddenly "getting it."
• to solve complex problems
quickly or in novel ways, but
have difficulty explaining
how they did it.
• Want to see Big picture first.
Do not like details.
32
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Classes to Date
Class 1
33
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Personality Types -- Jung
Myers-Briggs
Orientation
Extrovert
Sensing
Perception
Judgment
Thinking
Judging
Class 1
Introvert
INtuitive
Feeling
Organization
Perceiving
34
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Classes To Date
Class 1
35
Class 1
36
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Sensory Reception Preferences
Auditory
Visual
Reading/Writing
Kinesthetic
Class 1
37
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Visual
• Visual learners
remember best what
they see--pictures,
diagrams, flow charts,
time lines, films, and
demonstrations
• 80% students are visual
Class 1
vs Verbal
• Verbal learners get
more out of words-written and spoken
explanations
• 20% are verbal
38
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Classes to Date
Class 1
39
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Concept Maps
(Or, how visual learners can learn
faster and easier)
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
How do you study?
•
•
•
•
•
•
•
•
Take notes in lectures
Read textbooks
Highlight textbooks
Take notes from the highlighting in textbooks
Read the notes
Take tests and
…..forget……
How I did it…
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
What did I remember?
• Powerpoint presentations are very linear,
which didn’t help me make connections
• Charts helped
– I would remember WHERE something was on the
page
– Then all I had to do was remember what was
along the top and sides of the chart
– Problem was, I still didn’t have a framework to
hang the actual chart onto…
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Then came CME…
• (That stands for Continuing Military Education)
• Dry, dry, dry….. 300 pages and very linear
• Multiple choice tests that had questions I had
no idea how to answer….
• I was just scraping by at 72%....and something
had to give
• About then I saw a presentation by Dr. Alston
on concept maps.
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Firehose
• Can’t afford to keep facts compartmentalized
• Need to make cross connections
• The more connections you make, the easier it
is to remember
– You remember the shape of the diagram
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
What is a concept map?
• A framework
• A way to make cross-connections in a way that
Powerpoint presentations (and textbooks)
don’t allow
• Two-dimensional at least, rather than linear
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Concept Mapping Software
• Free
– VUE: http://vue.tufts.edu
laptop/desktop
– Total Recall (App store)
iPad, iPhone
– iMindMap http://www.thinkbuzan.com/us/
• Free trial of full version, converts to basic after 7 days
• Free Trial
– Inspiration 9
laptop/desktop
• I’m certain there are others – find one that
works for you!
Class 1
47
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Using One Note and your stylus…
• Draw your map!
• Make as many cross connections as you can
• Explain what the connections mean TO YOU
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Example
• Let’s do Tuesday’s Large Group content
• Always start with the Objectives
• Idea is to include enough to remind you about
key concepts but NOT include every detail
• Best is to get the entire lecture on ONE piece
of paper…
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Objectives from Large Group
• Describe the following:
– Goals and Objectives
– Faculty Resources
– Learning Activities
– Evaluation and Grading
– Dress Code
– Professional behaviors of students and physicians
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Learning Objectives
Class 1
51
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Goals and Objectives of D101
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Faculty Resources
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Learning Activities
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Evaluation and Grading
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Professionalism and Dress Code
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Hemispheric Dominance
Herrmann
Left Brain
Class 1
Right Brain
58
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
We need a Group, Now What
Content from Carol A. Painter, PhD
Class 1
59
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Review of Group Benefits
•
•
•
•
•
•
Everyone brings something to the party
Promotes active learning => mastery
Supports long-term memory and understanding
Allows for monitoring and assessment of knowledge
Develops problem-solving and critical thinking skills
Encourages collaboration
Class 1
60
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Review of Best Group Practices
• Utilize the Godfather Principle
• Limit the size
• Members have basic similarities and
preferences
• They have structure and purpose
• They don’t add more to your plate
Class 1
61
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Compatible Learning Styles
Active Learners
• Meet regularly to process
information verbally, draw
pictures on white board
• Reinforce and insure
ongoing mastery
• Process/study individually
after class
• Prep for tests
Class 1
Reflective Learners
• Prepare before class
• Summarize materials at
home and read
• Meet weekly with group to
reinforce and assess
mastery of week’s learning
• Prep for tests
62
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Compatible Circumstances
Structured (Js) – Unstructured (Ps)
Morning person – Not morning person
Not Married –Married (with children?)
Need mix of sensing/intuitives, global/ sequential
Group Forming Exercise
Class 1
63
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Strategies and Process
•
•
•
•
Establish goals (personal and group)
Establish a schedule (when and how long)
Set an agenda
Establish a purpose ( reinforce learning; test
preparation)
• Share responsibilities and resources
• Don’t add to what you’re already doing: use
what you have
Class 1
64
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Study Smart, Not Hard
• Promote intuitive/integrated versus sensing/linear
learning style
– Look for connections between concepts and facts
– Compare and contrast different concepts
– Tend to do better on multiple-choice exams in medical
school (most do not test recognition and recall of facts and
concepts)
• One of the best way to assess how well you are
doing: evaluate yourself and each other
– Case scenario – problem solving
– Practice test questions…
Class 1
65
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
See the linkages in knowledge…
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Back to Learning Styles
Class 1
69
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Approach to Learning
• More predictive of success in medical school
than learning styles
• Three approaches to learning
– Surface
– Deep
– Strategic
Newble, DI & Entwistle, NJ. (1986) Learning styles and approaches:
implications for medical education. Medical Education. (20);162-171.
Class 1
70
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Surface Approach
• Predominate Motivation
– Passing the course
– Fear of failure
• Intention
– Fulfill course requirements
by reproduction
– Gorge and regurgitate
“Is that going to be
on the test?”
Class 1
• Learning Process
– Rote Learning: focus on
tasks and pieces of
information in isolation
– Uses routine procedures
and repetition to
memorize facts and ideas
• Outcome
– Superficial level of
understanding
– Substantial knowledge of
factual information
71
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Deep Approach
• Predominate Motivation
– Interest in subject matter
– Career relevance
• Intention
– Reach personal
understanding
• Learning Process
– Relates evidence to ideas;
details to big picture
– Building frameworks to
add new information
Class 1
• Outcomes
– Deep level of
understanding
– Integrated principles with
facts
– Uses evidence to develop
arguments
– Excellent problem solving
skills
– Success in medical school
– Excellent physician with
honed lifelong learning
skills
72
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Strategic Approach
• Predominate Motivation
– Making high grades
– Competing with others
• Intention
– To be successful by any
means
• Learning Process
– Whatever it takes to make
good grades
Class 1
• Outcome
– Variable level of
understanding
– Shallow, course specific
knowledge
– Depth of learning dependent
on assessment strategies of
courses and course
requirements
73
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Useful Resources
• NBME Subject Exam Samples
http://www.nbme.org/PDF/NBME2008SubjExams.pdf
• Dr. John Pelley’s Talk to CoM Students on the
secret to passing Step 1
– Video: Intranet > WebCasts > Misc
– His PPT
– His web site which includes his Book
Class 1
74
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Specialty Selection and Types
Results of Specialty Inventory
Class 1
75
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Considerations for Specialty Selection
•
•
•
•
•
•
Lifestyle: call, free time, $, location...
Interest
Detailed versus global
Amount of patient interaction
Decision making style
Seeing results versus long term maintenance
Class 1
76
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Class 1
77
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Types and Specialty Selection
• Women more likely than men to choose primary
care.
• Feeling more likely primary care than Thinking.
• Intuitive more likely primary care than Sensing.
• In non-primary care: more male, extraverts and
thinking types in surgical subspecialties.
Stillwell, NA, et al. 2000. Myers-Briggs type and medical specialty choice: a
new look at an old question. Teach & Learn Med. 12(1), 14-20.
Class 1
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THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
FSU College of Medicine Match Results to Date
334 graduates
Classes 2005-2010
Class 1
79
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
The Academic Portfolio
One strategy for monitoring progress
and success in medical school.
Class 1
80
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
What is a Portfolio?
• Definition: Collection of materials made by a
professional which records and reflects on key
events and processes in professional’s career.
• Incorporates adult learning principles and
reflective learning.
• Model for lifelong learning and continuing
professional development
Class 1
81
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Uses of the Portfolio
• Demonstration mastery of competencies
• Evidence of work such as papers,
presentations, posters, research projects…
• Reflections on experiences in medical school
such as service learning activities, learning
strategies…
• Share with mentor or advisor
Class 1
82
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Finding your ePortfolio
• Go to Intranet
• Look in bottom right corner
• Click on Student Academic
Portfolio
• Find your Class, then
your name
Class 1
83
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Your Portfolio
Class 1
84
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Personalizing your Portfolio
• Suggestions:
• Add your Picture
• Add your Hometown, Undergrad institution
and Profile
Class 1
85
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Instructions for Managing
Managing Your Portfolio
Class 1
86
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Uploading Files
• Assignments, Extracurricular Projects,
Research Articles, resume
– Click Upload, browse to file, fill out form, save.
• Adding Service Learning activities
– Click New, fill out form, save.
Class 1
87
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Granting Access
Class 1
88
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
Assignment
• Create a thought paper on your learning styles and
strategies which includes your personal definition of
Life Long Learning.
• Limit 3 pages plus a title page
• Upload paper and results of inventories [form sent
you] to your Portfolio and by July 5
– under Assignments, use Doctoring 1, Professionalism,
• Format- see handout
Class 1
89
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE
Educating and developing exemplary physicians who practice patient-centered health care
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• Articles are available on the Intranet, under
Sites > Academic Affairs > Informatics >
Workshop and Teaching files > Learning Styles
and Approaches
Class 1
90
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