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ISSUE 21 

Feb. 2017

QUICKLINKS

Faculty Matters is a bimonthly publication for the University of Colorado School of Medicine faculty.


 

The School of Medicine has launched a new Faculty Development Event Registration site. Please register at 

https://som.ucdenver.edu/Events.

Mentoring and Advising
March 9, 2017
1:30 p.m. to 3:30 p.m.
Miriam Post, MD
AO1, Room 4101

Submitting to MedEdPortal: A Hands-On Workshop
March 16, 2017
1:00 p.m. to 3:00 p.m.
Janet Corral, PhD and Chris King, MD
Nighthorse Campbell Room 304/305 

Promotion 101 for Clinician-Educators
March 16, 2017
4:00 p.m. to 5:00 p.m.   
Steven Lowenstein, MD, MPH
Ed 2 North, Room 1206 

Time Management in Academic Medicine
March 20, 2017
4:00 p.m. to 5:00 p.m.
Steven Lowenstein, MD, MPH
Ed 2 North, Room 1206 

Challenging Conversations and Contexts            
April 11, 2017    
Noon to 3:00 p.m.
Kirsten Broadfoot, PhD
Ed 1, Room 4103

Challenging Conversations and Contexts            
June 22, 2017
Noon to 3:00 p.m.
Kirsten Broadfoot, PhD
Ed 1, Room 4103 ​​



Teaching Procedures at the Bedside and Operating Room 

By Matthew Rustici, MD

Proceduralists and surgeons are often gifted teachers who teach a wide range of technical and cognitive skills while at the same time ensuring patient safety in high-risk situations. Additionally, teaching a hands-on medical procedure requires patience, particularly when working with learners at various training levels. A current challenge for teachers is deciding how to help learners master skills faster with decreased exposure due to work hour restrictions and decreased total number of procedures as many patients are being managed with less invasive techniques.

Here are five tips derived from the literature and six years of feedback from faculty development workshops that will help you teach learners so they master procedures as efficiently as possible.

Read more.​

 


News  

Enjoy Your Work More

New Offerings from the SOM Resilience Program

It’s yet another thing to add to your already massive to do list: Incorporate mindfulness into your day. But who has the time to do it right?

“Anyone can find time to incorporate mindfulness practices into their day,” said Jennifer Reese, MD, director of the Resilience Program. “It doesn’t need to be perfect. You can reduce stress simply by stopping for a moment, and taking three deep breaths. That’s it.”

Abbie Beacham, PhD, is the assistant director of the program. “When you incorporate these stops into your day, you realize you can be busy and mindful.”

The hardest part is remembering to stop. Dr. Reese suggests incorporating a behavioral cue, such as reconnecting with your breath every time you wash your hands.

Connect with Your Purpose

“You chose this path for a reason,” said Beacham. Read more.


New Pilot Program: Dependent Tuition Benefit

In September 2016, the university convened an Intercampus Dependent Tuition Benefit Task Force, charged with evaluating the current Dependent Tuition Benefit Program. The task force recommended implementing a pilot program that would expand the tuition benefit, as outlined below. President Benson and campus chancellors approved moving forward with the pilot program.

Beginning in the fall semester of 2017, the university will run a three-year Intercampus Dependent Tuition Benefit Pilot Program. The program applies to dependents only. The current employee-only tuition benefit remains intact at nine (9) credit hours per year for eligible employees; this benefit can be used at any campus on a space-available basis. The dependent pilot is built to assess usage and will create a baseline for future decisions on course eligibility, cost of benefits and program value. Read more.


University of Colorado Updates Code of Conduct Policy

In November 2016, the University of Colorado adopted a new Code of Conduct.

As Anschutz Medical Campus Chancellor Don Elliman wrote in a recent Communique, “The University of Colorado is committed to upholding the highest ethical, professional and legal standards, [and] employees of the university are expected to be cognizant of, and comply with, the relevant policies, laws and regulations that guide their work.”

School of Medicine faculty members should review these standards of conduct, which cover: Read more.


Simulation: Where Does it Fit in the Grand Scale of Things?

By Adrian Hendrickse

What is simulation?

Simulation has been used in medical and nursing education for centuries. However, technological advances in the last 30 years have put it at the forefront of modern health professions’ training. We tend to think of simulation-based education (SBE) as complicated, expensive, computer-enhanced manikin simulators accessed at special training centers, but the reality is rather different.

Everyone has participated in discussions about clinical care and has been asked “what would you do?” We have all practiced technical skills on task trainers and participated in emergency drills. Some of us have attended complex team events or played with screen-based computer simulations. Most of us have met “standardized patients” or have been forced to role-play.

Simulation is an educational technique, not a technology.[1] It can be used to provide learners with additional clinical experience. It should not be used to replace traditional training and experience, but should aim to complement it. Read more.


[1] Gaba, D.M. (2004). The future vision of simulation in health care. Quality and Safety in Health Care, 13(suppl), pp. i2-i10.


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