Medical education 12
Track 28
| Thursday, October 26, 2023 |
| 10:45 AM - 12:40 PM |
| Meeting Room E3.10 |
Speaker
Dr Sankha Randenikumara
WONCA
Incorporating cognitive load theory in teaching: the development of schemas in family medicine teaching curriculum
10:45 AM - 11:40 AMSummary
Family Medicine has a comprehensive, broad scope of practice that is ever-changing and requires ongoing diligence by practitioners to stay up-to-date with most recent guidelines. The insurmountable amount of information needed to practice best patient care can be overwhelming for many.
To overcome this, the use of cognitive load theory in practice and in teaching can be an effective tool in increasing understanding and application of family medicine concepts. Cognitive load theory is an education strategy that simplifies complex knowledge into succinct models to allow new information to be transferred from working memory to long-term memory.
At the Queen's University School of Medicine in Kingston, Ontario, Canada, cognitive load theory in teaching is used to teach first year medical students the family medicine curriculum through schemas and visual aids. Each lecture was based on a key presentation and a visual schema was created for clinical decision making. In 2020, 92/107 first year Queen’s medical students completed an anonymous course evaluation for the family medicine course. Eighty-nine students (96.7%) strongly agreed that this was an excellent course and 87 students (94.6%) strongly agreed that the course content was delivered effectively.
This workshop will explore the use of various cognitive load practices in teaching to assist educators. Such schemas can be used not only in teaching settings suitable for students and residents, but also for continuing professional development in later career stages, allowing for more effective updating of practice management.
In this workshop, we will explore various schemas of common presentations in family medicine practice. Using facilitated small groups, we will give participants the opportunity to collaborate and develop their own schemas/visual aids, learning how to construct these and then apply them to a wide range of family medicine areas (knowledge-based as well as competency-based).
To overcome this, the use of cognitive load theory in practice and in teaching can be an effective tool in increasing understanding and application of family medicine concepts. Cognitive load theory is an education strategy that simplifies complex knowledge into succinct models to allow new information to be transferred from working memory to long-term memory.
At the Queen's University School of Medicine in Kingston, Ontario, Canada, cognitive load theory in teaching is used to teach first year medical students the family medicine curriculum through schemas and visual aids. Each lecture was based on a key presentation and a visual schema was created for clinical decision making. In 2020, 92/107 first year Queen’s medical students completed an anonymous course evaluation for the family medicine course. Eighty-nine students (96.7%) strongly agreed that this was an excellent course and 87 students (94.6%) strongly agreed that the course content was delivered effectively.
This workshop will explore the use of various cognitive load practices in teaching to assist educators. Such schemas can be used not only in teaching settings suitable for students and residents, but also for continuing professional development in later career stages, allowing for more effective updating of practice management.
In this workshop, we will explore various schemas of common presentations in family medicine practice. Using facilitated small groups, we will give participants the opportunity to collaborate and develop their own schemas/visual aids, learning how to construct these and then apply them to a wide range of family medicine areas (knowledge-based as well as competency-based).
Takeaways
At the conclusion of this presentation attendees will take away:
1. Understanding the theory behind schema-based learning
2. Developing new schemas
3. Applying schemas to different areas of family medicine
1. Understanding the theory behind schema-based learning
2. Developing new schemas
3. Applying schemas to different areas of family medicine
Biography
Dr. Rohini Pasricha is a family medicine (FM) resident at the University of Toronto with clinical interests in hospitalist medicine and palliative care. She is the current Chair of WONCA Polaris, North America's Young Doctor's Movement. Rohini has strong interests in teaching and medical education research. As a member of the Selection in FM Residency Training in Canada Working Group, she has been a key contributor to the development of a national survey about student perceptions on fairness within the current FM selection process and is developing recommendations for its improvement.
Prof Viviana Martinez-Bianchi
Director For Health Equity, Assocaite Professor
Duke Department of Family Medicine and Community Health
Developing and sustaining rural Family Medicine/General Practice training programs. Experiences from around the world
11:45 AM - 12:40 PMSummary
The purpose of this skills-building workshop is to improve and expand access to health care in rural areas by sharing experiences and steps taken to develop new, sustainable rural residency programs or rural track programs.
The presentation will focus on addressing the physician workforce shortages and challenges faced by rural communities, through the sharing of the experiences of faculty who have been involved in the development of programs established through different models: Academic universities and rural hospital partnerships, rural hospitals, public, nonprofit, or private organizations, including faith-based and community-based organizations, tribes and tribal organizations, rural community-based ambulatory patient care centers and Rural Health Clinics; distributed education models with a regional perspective, and graduate medical education consortiums.
Presenters will share steps taken in the design of the programs, getting the program off the ground, application, hiring, and recruiting program staff (administration, trainers, members of the healthcare team, and trainees). Sources of funding and budget development. Where training takes place. Partnerships and models established and how the program integrates into the community. Protected time for faculty to teach. Providing faculty development and Measuring success.
An interactive workshop format will then follow with the listing of the most important aspects of starting and sustaining rural training programs, efforts each attendee can do in their own settings, curriculum development, advocacy plans, budget development, and sustainability propositions.
Finally, presenters and attendees will share successes, difficulties, and lessons learned during the workshop.
The presentation will focus on addressing the physician workforce shortages and challenges faced by rural communities, through the sharing of the experiences of faculty who have been involved in the development of programs established through different models: Academic universities and rural hospital partnerships, rural hospitals, public, nonprofit, or private organizations, including faith-based and community-based organizations, tribes and tribal organizations, rural community-based ambulatory patient care centers and Rural Health Clinics; distributed education models with a regional perspective, and graduate medical education consortiums.
Presenters will share steps taken in the design of the programs, getting the program off the ground, application, hiring, and recruiting program staff (administration, trainers, members of the healthcare team, and trainees). Sources of funding and budget development. Where training takes place. Partnerships and models established and how the program integrates into the community. Protected time for faculty to teach. Providing faculty development and Measuring success.
An interactive workshop format will then follow with the listing of the most important aspects of starting and sustaining rural training programs, efforts each attendee can do in their own settings, curriculum development, advocacy plans, budget development, and sustainability propositions.
Finally, presenters and attendees will share successes, difficulties, and lessons learned during the workshop.
Takeaways
1. Steps to develop and sustain rural Family Medicine/General postgraduate training practice programs and rural tracks.
2. Examples of partnerships for rural graduate and postgraduate training programs
3. Rural training program design including curriculum development, advocacy plans, budget development, and sustainability propositions.
2. Examples of partnerships for rural graduate and postgraduate training programs
3. Rural training program design including curriculum development, advocacy plans, budget development, and sustainability propositions.
Biography
Dr Wheatley Buckell is a new qualified family physician from the British Virgin Islands. She completed her training in Wales, UK where she focused on rural and remote communities. She is a founding member of Rural Seeds helping to promote rural among young healthcare professionals and students. She is currently working at Nurse Iris O'Neal Clinic in the British Virgin Islands providing primary and emergency healthcare to the community of Virgin Gorda and Anegada.
