Archived BPER Rounds For 2014 - 2015

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June 2015
  • Tue / Jun 9
    12:00 PM to 1:00 PM
  • 1.00 hours
Terribly misguided or terribly misunderstood? Exploring why resident duty hour restrictions have fallen short of expectations

Recent literature has questioned whether resident duty hour restrictions have
improved patient safety, resident wellbeing or resident education. Undesirable
and unintended consequences of these restrictions have led to further
apprehension, particularly in Canada, where we do not have a national resident
duty hour policy. In this BPER session we will explore why resident duty hour
restrictions have fallen short of expectations from two vantage points. First, we
will engage in a critical examination of key literature that has informed the
debate. Then we will discuss recent qualitative research that seeks to
understand how Canadian residents make decisions about their work hours,
sleep deprivation and recovery in the absence of a national duty hour policy.

Session Details & Video
April 2015
  • Tue / Apr 7
    12:00 PM to 1:00 PM
  • 1.00 hours
Cultivating Humanistic Care - Reflection, Narratives, and Medical Education

This talk will be on ways in which one can engage narratives, reflection, and dialogues to enhance empathy and patient-centered care.  The educational context in which these approaches have been implemented is the Family Centered Experience (FCE), a course at the University of Michigan Medical School that engages individuals with chronic illness to teach doctors-in-training lessons how to work with patients and their families.  In the FCE, pairs of medical students make visits to the homes of volunteer patients in order to share stories of the volunteers’ experiences with serious or chronic illness. These home visits, as well as readings, reflective writing, and small group discussions, serve as a foundation for the students to explore the experience of chronic illness and its care from the patient’s perspective.  This program is meant to complement the biomedical training that the students receive with “lessons in humanism” and aims ultimately to train physicians who equally skilled in understanding the complexities of clinical medicine and in delivering compassionate, patient-centered care.

The conceptual framework behind the FCE incorporates theories of narrative, moral development and transformative learning, as well as pedagogical approaches that emphasize critical reflection, “cognitive disequilibrium,”3 perspective-taking, and dialogue as the basis for fostering internalized humanistic values and perspectives. 

Longitudinal conversations with individuals with chronic illness, coupled with small group interactions grounded within a conceptual framework emphasizing critical reflection and discussion, enhance understanding of the human dimensions of chronic illness and its care, challenge assumptions of living with chronic illness, and affirm humanistic practices in teaching, learning, and medicine.



Session Details & Video
March 2015
  • Tue / Mar 3
    12:00 PM to 1:00 PM
  • 1.00 hours
Developing Faculty for Competency-Based Education

As post graduate (and perhaps, eventually, undergraduate) medical education moves towards a competency-based model, what competencies are needed by clinical supervisors, program directors and curriculum planners involved in delivering education? How should these competencies be best acquired? Is 'traditional’ Faculty Development able to deliver?

Session Details & Video
November 2014
  • Tue / Nov 4
    12:00 PM to 1:00 PM
  • 1.00 hours
Can Confidence Ratings of Clinical Decisions Help us Understand and Teach Clinical Reasoning?

When you are sure about a decision, does that mean you are right?
Cognitive psychology would suggest that we cannot rely on certainty as a
guide for decision making. In this BPER session Dr. Cavalcanti will share
insights from his research on how certainty and accuracy relate in the area
of diagnosis. He will explore how the disconnect between being sure and
arriving at the correct decision can be used to improve teaching,
uncovering opportunities for learning both when trainees get the answer
wrong and when they arrive at the correct answer.

Session Details & Video
October 2014
  • Tue / Oct 7
    12:00 PM to 1:00 PM
  • 1.00 hours
Evaluation: The Role and Opportunities within a Teaching Hospital

  • What immediately comes to mind when you think about “evaluation”?
  • What evaluation activities currently occur within your setting in relation to education?
  • How do you see relationship between quality assurance, evaluation and research within education?
  • How could evaluation better support education?
  • How do/can you contribute to building an “evaluative culture” within your setting?

Evaluation can serve many purposes within hospital setting.  Primarily it can assist in answering key questions such as: 1) what is needed and what capacities exist related to education and training? 2) How should an education program look? 3) How is an education program being implemented and adopted? 4) Are the desired objectives of the program being achieved? 5) What else is being achieved?  Despite its many functions, evaluation often sits at the centre of many tensions such as the increasing demand to conduct  evaluations balanced against the lack of dedicated resources to do so and the view of “lesser” type of research versus a specialized form of research. The presentation aims to engage participants in thought and discussion regarding the role of evaluation in relation to research and quality assurance processes and activities.  It will highlight the distinction between “research” and “evaluation” as a matter of degree versus difference.  It also will consider evaluation as the “means” to quality assurance and a conduit for research.  Finally, it will share some examples of evaluation within a teaching hospital and introduce ideas for building an “evaluative culture”.

Session Details & Video