Geriatrics in internal medicine clerkships and residencies: current status and opportunities.
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Aged↗
Biomedical subjects
L Lesky
Publications and source records attributed to L Lesky.
How did we make the Interdisciplinary Generalist Curriculum Project work? National efforts to facilitate success.
The Interdisciplinary Generalist Curriculum (IGC) Project created curricular changes at the participating schools with very little direct financial support. A reconsideration of the process of this national effort reveals many intangible elements that were as critical to the project's successes as were the direct dollars. Those factors included careful attention to the criteria for school selection, specific project requirements that allowed institutional flexibility in project evolution, national assistance in program implementation, early and ongoing national recognition for project schools, and a highly organized, involved, and goal-oriented national organization. This national initiative provides a successful model for future funding of projects in this era of dwindling financial support for medical education innovation.
Curriculum↗
The Interdisciplinary Generalist Curriculum Project at the University of Illinois at Chicago College of Medicine.
The Interdisciplinary Generalist Curriculum (IGC) Project was initiated at the University of Illinois at Chicago (UI-Chicago) College of Medicine to link an ongoing longitudinal primary care experience with a didactic curriculum emphasizing generalism. The result of this educational initiative was a more extensive reform of the preclinical curriculum than originally had been planned. The IGC Project catalyzed a critical analysis of the first- and second-year curriculum that continues and that has resulted in the integration of all of the early clinical course work under a single longitudinal curriculum. The IGC Project also established a model for interdisciplinary collaboration in course and curriculum design and expanded the walls of the university to include greater numbers of community-based generalist preceptors. This modestly funded and focused educational initiative had unanticipated and far-reaching implications for educational activities throughout the College of Medicine at UI-Chicago.
Chicago↗
The resident as teacher during work rounds.
The resident is a central figure in the education of medical students and other residents. In order to examine the ways in which residents fulfill their teaching responsibilities, the authors observed 14 first- and second-year internal medicine residents as they reviewed a total of 158 cases during work rounds. Inpatient work rounds were selected for study because in this setting an attending faculty member is not present and the resident bears total responsibility for initiating any teaching that occurs. The results of the study indicated that the most frequently observed teaching behaviors were associated with patient care at the bedside: providing a model of appropriate interaction with patients and verifying clinical findings. Away from the bedside, the residents frequently used brief lectures to teach. The least frequently observed teaching behaviors involved referring to the literature, giving feedback, demonstrating techniques and procedures, and asking questions. Following these observations, the authors initiated a course on clinical teaching for residents.
Chicago↗
Faculty development for ambulatory teaching.
This paper deals with helping faculty members and others learn to teach more effectively in ambulatory settings. First it suggests ways to help clinicians expand and update their knowledge and skills in ambulatory medicine as a foundation for teaching. Next it identifies six skills--establishing mutual expectations, setting limited teaching goals, asking questions, stimulating self-directed learning, giving feedback, and capitalizing on role modeling--that are basic to effective ambulatory teaching. Then it presents strategies for developing and maintaining such skills: assessment of teaching, consultation with experts in education, and participation in programs such as workshops. The paper ends by discussing aspects of institutional support and calling for research on the impact of faculty development efforts on teaching and learning in medicine.
Ambulatory Care↗