"Direct Observations in Residency Education: A Hidden Opportunity for F" by Jennifer Kowalkowski and Eliisa Bojanic
 

Direct Observations in Residency Education: A Hidden Opportunity for Faculty Development?

Document Type

Conference Proceeding

Publication Date

9-2024

Abstract

For 25 years, ACGME has mandated the use of competency-based assessments in residencies, emphasizing direct observation for evaluating patient care, interpersonal skills, and communication. Although frequently used in medical school, residency programs face barriers such as limited faculty time, lack of skill, and perceived burden. Research supports the benefits of structured assessments like the patient-centered communication form (PCOF), yet the demands on faculty time and skill restrict their use. This presentation introduces a novel method for observing communication skills, involving an interdisciplinary precepting team, resident self-reflection, goal-setting, and same-day feedback. The results show significant trends in skill development from interns to seniors. Our program’s data on faculty satisfaction, perceived value, and time burden will highlight how faculty development in precepting these sessions often enhances their traditional precepting and patient care practices.

Upon completion of this session, participants should be able to:

  1. Understand how to implement a feasible model of direct observation of patient and family-centered communication using an interdisciplinary team of attending faculty.
  2. Identify at least three potential barriers to direct observation of resident interactions with patients.
  3. Select at least one way to increase or adapt the direct observation time completed by family medicine faculty within their residencies.

Comments

Society of Teachers of Family Medicine Conference on Practice and Quality Improvement, September 15-17, 2024, Denver, CO

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