The “Future” of Didactics
Kathryn Andolsek MD, MPH
Duke University Hospital
Graduate Medical Education
Imagine the best didactic
experience you ever had?
Goal
• Anticipate expectations for “didactics”
• Develop creative, feasible, cost- effective
options
Didactics
• Definition
• Impact on Learning
• What ACGME really
requires
• Possible “options”
• New content
• Competency
Didactics– Defined:
(ACGME 9/29/2010 glossary)
• Didactic: A kind of systematic instruction by
means of planned learning experiences such
as conferences or grand rounds
• GME: period of didactic and clinical education in a specialty….
Evidence Based
Educational approach
• Limited evidence of impact of Traditional
lectures
• On- line learning “as good”
• Refocus from “strategy” to outcome
Adult Learning Theory
(with thanks to Malcolm Knowles)
• Active Learning
– Problem/case based
–  interaction associated = better achievement & retention of
information
– Best ways of learning =
• Doing
• Teaching others
• “Just in time” learning
– Virtual and or simulation environments
• Capacity of learner to access and integrate multiple sources of
information (this generation may be the best at multi-tasking)
Bligh, 2000
Institutional
Requirements
CPR (new)
• PD must…oversee and ensure the quality of didactic
& clinical education in all sites II.A.4.a (IM)
• … curriculum must contain the following educational
components: regularly scheduled didactic sessions
IV.A.3……..
• learning objectives …must: be accomplished through
appropriate blend of supervised patient care
responsibilities, clinical teaching and didactic
educational events VI.A.4.a)
IMDidactics
• Regularly Scheduled Didactic sessions IV.A.3
• Must include a didactic program. based upon core knowledge content IV.A.3.a.
– May include lectures, web-based content, pod casts IV.A.3.a.1
• Program must afford each resident an opportunity to review all of the core
curriculum topics
IV.A.3.a.1
• Residents must have opportunity to participate in
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morning report,
grand rounds,
journal club, and
M and M (or quality improvement)
all of which must involve faculty
IV.A.3.a.2
• Program must provide opportunities for residents to interact with other
residents and faculty in educational session at a frequency sufficient for peerpeer and peer-faculty interaction
VI.A.3.a.3
• Didactic and clinical education must have priority in the allotment of residents’
time and energy
VI.A.3
Surgery didactic sessions:
• The education of surgeons. encompasses both didactic
instruction in the basic and clinical sciences + procedural skills
and operative techniques Int.A.
• Regularly Scheduled Didactic sessions IV.A.3
• Increases in resident complement: documentation of
adequate clinical material and complex operative cases and
quality didactic education III.B.2.b)
• Regularly scheduled didactic sessions IV.A.3
• Didactic and clinical education must have priority in the
allotment of residents’ time and energy VI.A.3
Didactics
• opportunity to review
• opportunity to participate in
–
–
–
–
–
morning report,
grand rounds,
journal club, and
M and M (or quality improvement)
all of which must involve faculty
• opportunities for residents to interact with other
residents and faculty
• Core content of anything specified by RRC
Generation Y (1982-1998)
Capturing Lectures
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Audacity
Camtasia
Lectopia
Panopta
And more….
Duke iTunesU
www.itunes.duke.edu
Duke itunesU
Public Material
Login for Classes
• Net ID protected
• Invitation only
GME iTunesU
Wiki
• Website allowing numerous people access for
edits
• Restriction options for viewing, editing, etc.
• Examples:
– Meeting agenda and minutes
– Program Information managed by residents (ex.
Pathology)
– Project Committee Organization
– Group work
– Lecture series (ex. Health Policy)
Health Policy Lecture
Series Example
Links from Wiki
• Roster
• Lecture Schedule
• Presenter Bio
• Presenter Photo
• Readings
• iTunesU
• Evaluation
• Post-test
New Content
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Professionalism
Personal Responsibility
Patient Safety
Transitions of Care
Alertness Management/Fatigue Mitigation
Supervision
Teamwork
Other On-line Resources
• LIFE Curriculum
– www.LIFEcurriculum.com
– Trigger Scenarios
• MedEdPortal
– www.aamc.org/mededportal
• AMA Electronic Ethics Journal
(virtual mentor)
– http://virtualmentor.ama-assn.org/
Didactics
• Definition
• Impact on Learning
• What ACGME really
requires
• Possible “options”
• New content
• Competency
FAQs, Possible pertinence
to Didactics
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Duty hours are defined as all clinical and academic activities related to the program; i.e.,
patient care (both inpatient and outpatient), administrative duties relative to patient care,
the provision for transfer of patient care, time spent in-house during call activities, and
scheduled activities, such as conferences. Duty hours do not include reading and preparation
time spent away from the duty site. VI.G.1. Max Hours work per week
Duty hours do not include reading, studying, and academic preparation time, such as time
spent away from the patient care unit preparing for presentations or journal club .
Any tasks related to performance of duties, even if performed at home, count toward the 80
hours.
Residents who have satisfactorily completed the transition of care may, at their discretion,
attend an educational conference that occurs during the four hours VI.G.4.b) Max Duty
Period Length
The goal of the added hours at the end of the on-call period is to promote didactic learning
and continuity of care
If attendance (at a conference) is “strongly encouraged,” the hours should be included
because duty hours apply to all required hours in the program, and it is difficult to distinguish
between “strongly encouraged” and required. Another way to look at it is that such a journal
club, if held weekly, would add two hours to the residents’ weekly time. A program in which
two added hours result in a problem with compliance with the duty hour standards likely has
a duty hour problem Duty Hours limits and Research and Other Non-Patient Care Activities
References
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