A case-based approach for teaching professionalism to residents with online discussions



Introduction: Programs must demonstrate that their residents
are taught and assessed in professionalism. Most programs
struggle with finding viable ways to teach and assess this critical
competency. UTHSCSA Family and Community Medicine
Residency developed an innovative option for interactive learning
and assessment of residents in this competency which would be
transferrable to other programs and specialties.
Methods: The innovative approach uses an asynchronous online
format on Blackboard. Threaded discussions on Blackboard
require thoughtful reflective writing after case assessment
and critical evaluation of other resident posts. Participation,
content and progress of all resident postings are monitored by
administrative staff and faculty. Faculty can further engage the
residents at any point to deepen the discussion and learning.
Results: 100% of all senior residents attained the required learning
objectives. All were actively engaged in the assignments. Six cases
have been developed using a Learning Matrix to demonstrate
evaluation areas from the specialty specific competencies. Written
feedback from residents verified the validity of case content in
context of their current clinical practice. Postings by residents
have provided value and insight for the faculty to access the
professional development of our Family Medicine residents. The
Clinical Competency Committee evaluates all third year residents
using this information specific to the professionalism milestones.
By using an asynchronous online approach to case discussion, all
residents are involved with all aspects of this curriculum.
Conclusions: More specific measurable learning outcomes
are possible using this approach. Resident participation and
engagement is easier to track and monitor than a lecture-based
format and easier to capture valuable data than relying on
evaluation feedback. Our Annual Review process will identify
areas for improvement in the existing cases and help create
supplemental cases based on a needs assessment by the faculty.

Keywords: Milestones; Professionalism; Residency; e-learning

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 P ISSN: 2322-2220            E ISSN:2322-3561      

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Publisher: Shiraz University of Medical Sciences