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February 2018


OCBME Newsletter

Teaching Tips

Preceptor Pearl – Integrating Students into Your Practice 

What are the top ways to integrate a student into your practice? 

  1. Directly observe your student. Silently observe your student as he or she takes five minutes of history or performs a part of the physical exam. Follow this with brief feedback. You may wish to type your documentation while the student leads the visit).
  2. Allow an independent, student-initiated visit. Direct the student to take the focused H&P for a patient independently, while you are visiting with another 1-2 patients. Then, join the student in the patient’s room for a bedside student presentation (also, see “wave scheduling,” below). 
  3. Consider rotating to “wave scheduling”, in your office (see below).  
  4. At the end of a patient visit, have the student check-out the patient at the front desk, so that the student can help schedule a follow-up appointment that coincides with a time the student will be back in the office and can see the patient again. 
  5. Quickly eliminate student shadowing, or student scribing, once the student becomes adept at how you run your office, appointments, practice. Students learn the most from “doing” and the least from shadowing. 

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Adapted with permission from COSMIC Quarterly, a newsletter from the Colorado Springs Branch

ECHO Colorado Offers Free Online Learning Series for Health Professionals 

ECHO (Extension for Community Health Outcomes) Colorado offers a free learning series to provide health professionals, and those whose work impacts health, the opportunity to be part of a community where experts and peers share knowledge and experience using technology, not proximity, to connect.

ECHO series are one-hour weekly or biweekly, and they typically span six-sessions per cohort. They combine the interactive learning and case-based sharing aspects of in-person training with the improved access and convenience of connecting through an audio and video-based online experience (ZOOM). 


Rural and Frontier Preceptor Tax Credit Available 

A new $1,000 personal income tax credit is available to the following disciplines: MD, DO, APN, PA, DDS, DMD who precept in rural communities. 

Learn how to qualify.

The Role of the Office of Evaluation for Community-Based Medical Educators 

The Office of Evaluation is part of the Office of Medical Education in the University of Colorado School of Medicine (CUSOM). For the purpose of quality improvement and to meet accreditation standards, the Evaluation Office develops, administers and reports on evaluation of courses and instruction.  

Teaching Evaluations
Community-based medical educators will interface with the Evaluation Office through student evaluation of their teaching. As students rotate through a clinical block during third year or learn from a preceptor as part of the Foundations of Doctoring course during the first or second year, students evaluate the quality of clinical instruction they receive. Student evaluations provide insights into how students learn, what they appreciate and how to improve one’s teaching in a clinical setting. Faculty often report valuing the feedback they receive from student. In a typical year, the Evaluation Office sends out teaching evaluation reports to more than 2,000 faculty and residents.

Teaching evaluation reports are distributed routinely to teaching faculty. For attendings teaching in a clinical rotation, a teaching report is generated and distributed at the end of the calendar year, if the attending has been evaluated three or more students. Preceptors routinely receive access to their report when any student submits an evaluation at the end of the semester. Because the preceptor relationship is longitudinal, students and faculty are aware that their non-anonymous evaluation/ assessment will be shared upon completion.

Faculty Status
Another way in which the Evaluation Office works with community-based medical educators is by monitoring the “faculty status” of attendings and preceptors in the community. Accreditation rules require that any educator teaching and assessing a medical student be a member of the faculty of the CUSOM. Twice a year, the Evaluation Office provides the Office of Community-Based Medical Education (OCBME) a list of attendings and preceptors who have completed an assessment on a medical student’s clinical performance but for whom we lack an Employee Identification Number (EID). An EID is one of the key ways to track whether someone has an official faculty appointment with the School of Medicine. Frequently, these attendings and preceptors will have begun the process of becoming a faculty member, but the process has stalled somewhere along the way. These educators and appointing departments will be contacted by the OCBME to facilitate the completion of this process.