Alliance of Independent Academic Medical Centers Call for Proposals: AIAMC 2015 Annual Meeting Breakout Sessions Deadline: October 15, 2014 via Email [email protected] AIAMC Member Institution: Aurora Health Care Presenter #1 (and the AIAMC’s primary point of contact) Name: Deborah Simpson, PhD Title: Professor & Director Medical Education Programs Phone: 414.219.7340 Email: [email protected] Presenter #2: Name: Andy Anderson, MD Title: Sr. Vice President Academic Affairs Phone: 414.219.7887 Email: [email protected] Suggested Title of Session: Analyzing the Joys & Challenges of Clinical Teaching Using Intrinsic Motivators Session Content should support the meeting theme and/or one of our AIAMC Specialty Forums as follows (check all that apply): Aligning with the C-Suite (GME and Research as drivers of QI/PS) Providing Continuum-Based Curricula (UGME-GME-CME) o Embracing Technology (social media, communication, data) o o o Continuing Medical Education Executive Management (C-Suite) Graduate Medical Education Quality Research Target Audience: Medical education leaders, residency/program directors, clinical teachers, residents and educators. Does this session represent a work in progress or one with measurable outcomes to share? The measurable outcomes from this break out session are in the ability of attendees to systematically analyze and realign clinical teacher roles and expectations (as individuals, programs, systems) to support teachers internal motivation(s) to teach. Session Plan (Describe format and learning activities; please limit to no more than 297/300 words): Introduction: Statement of the Problem (e.g., What’s more likely? Winning “PowerBall” or being reimbursed for clinical teaching? Yet we must continue to recruit and sustain our clinical teachers to meet physician workforce needs). Factors Associated with Why Physicians Teacher: Audience brainstorm re: why they teach, why they (or colleagues don’t) followed by brief review of literature on topic. These findings will be then be “reframed” using the three intrinsic motivations associated with Self-Determination Theory – competency, autonomy, relatedness - to serve as a new lens for analyzing clinical teacher roles and expectations. Illustrative examples will be provided aligned with CLER and use of technology to highlight each intrinsic of the three intrinsic motivators: (1) Expectations that faculty teach quality/safety when they themselves lack knowledge [competence]; (2) Expectation to utilize educational technologies (e.g., online learning, twitter journal club) explicitly linked to milestones [Competence and Autonomy = lack of control over what/how teach]; (3) System pressure to provide high quality and high volume clinical care while teaching impacts RVU’s [Relatedness, organization devalues teaching role]. Analysis of Teaching Roles/Responsibilities using Intrinsic Motivators: In small groups, participants will systemically 1-2 case scenarios (e.g., highly rated teacher who has just declined to accept more medical students due to economic pressures; residency faculty who is consistently “late” or doesn’t submit resident milestone ratings and has declined to serve on the residency’s clinical competency committee). Analysis will identify the “motivators/de-motivators” by each of the three needs (competence, autonomy, relatedness) and then identify strategies to address gaps. Small group then can apply to their own scenarios. Summary/Closing: Debrief small groups’ identifying key motivators and de-motivators along with strategies to maximize motivators’ specific to competence, autonomy, and relatedness at individual and organizational perspective. References and resources will be provided highlighting recent work applying Self-Determination Theory to trainees. Session Description (As you would like it to appear in the course materials; please limit to one paragraph): Teaching can be extraordinarily rewarding yet sometimes it can be crushingly painful. On top of these highs and lows, clinical teachers are being pulled in multiple directions by the ever changing clinical and educational contexts in which they teach: from new ACGME milestones and Clinical Learning Environment requirements to escalating expectations for clinical revenue production and technology utilization (clinicians and teachers). Financial remuneration for teaching is challenging with available dollars incongruent with lost RVU’s. Therefore understanding what motivates (and demotivates) us as teachers can help us chart a path through this maze to sustain our joys and minimize the disincentives in teaching. This session will apply precepts from Self Determination Theory to identify clinical teachers’ intrinsic motivations and to realign teaching roles/responsibilities to minimize de-motivators.