CCC: Individualized Learning Plan Resources Library

• Clinical Teaching & Learning Resources (list of youtube videos, articles, podcasts, etc). 

• AFP Articles by Topic (review articles based on patient cases seen in clinic or topics you are unfamiliar with. Create list and document 2-3 takeaways from articles)

• Curbsiders Podcast by Topic  

• Clinical Reasoning: Illness Scripts 

  • • Illness Script Template (can make copy and create your own based on topic)

• Vumedi: free platform for wide range of videos on variety of clinical topics 

• AFP article on Agenda Setting 

• Shared Decision Making: AHRQ demo 

• Shared Decision Making: AFP article 

• BATHE technique 

Clinical Teaching & Learning Resources 

Self-Assessment and Implementation of Learning Plans (able to identify strengths and weaknesses using multiple modalities, including feedback and information on patient outcomes; uses the data to create performance improvement plans)

• Review your quality measures (medical director team can provide) and discuss ways to improve

• Review written evaluations and in-service training examination results to identify strengths/weakness and create a personal learning plan to address the identified weaknesses

• Keep track of difficult cases in an EMR list and review your management/clinical reasoning/docmentation (etc) with designated CCC member/faculty

Use of Evidence-Based Medicine (understands the principles of evidence-based medicine and is able to incorporate it to improve patient care)

• Meet with a member of the research faculty to discuss the basic principles of evidence-based medicine; the resident must then apply the principles during the next journal club discussion

• Lead a journal club on clinically relevant article to practice EBM skills

3. Teaching (facilitate the learning of students, colleagues, and other health care professionals)13

• Prepare and give a lecture on an assigned topic to students, residents, and others, and receive direct feedback on teaching style7

• Facilitate a small group session and receive direct feedback on teaching methods and style

• Prepare teaching plans on the same topic but directed toward audiences with different levels of learners (eg, patient, student, resident)

Remediation Strategies For Systems Based Practice and Practice Based Learning  

Systems-Based Practice Themes With Suggested Remediation Strategies

Patient Safety and Quality Improvement (understands patient safety measures and incorporates them into daily practice with an understanding of systems for improving patient care)

• Repeat back any verbal orders for confirmation, prior to initiation

• Use a patient safety checklist prior to performing procedures

• Organize “safety huddles” for the team, identifying areas where patient safety issues may arise

• Discuss the types of cognitive errors and their effects on patient care, and how to report and monitor safety events

• Identify 5 potential patient safety concerns and create a plan to implement changes

• Attend hospital patient safety committee or process improvement meetings

• Prepare a didactic on how to maintain a safe working environment, highlighting basic safety concepts

• Participate in a root cause analysis

Interprofessional Teams and Transitions of Care (works effectively within interprofessional teams to assure seamless patient care with an emphasis on patient safety)

• Learn about the members of the interdisciplinary team and their roles/responsibilities 

• Use a standardized system for transitions of care/hand offs --> updating handoffs, system of keeping track of most important changes in clinical status/management plans during the day so they are communicated 

• Have a supervising clinician oversee transitions of care and consultations to receive coaching

Economics and Resource Assessment (practices cost-effective care and understands limits of resources)

• Make and share a list of affordable prescriptions for 10 common diagnoses

• Spend time with billing specialists to learn about charges associated with tests 

• Discuss the case with an attending prior to ordering diagnostic studies, provide an indication, and describe how each test result would change patient management

Care Coordination (uses available resources to optimize delivery of care across the health care system)

• Call 3 discharged patients to discuss their experience and any barriers to following discharge instructions

• Review IDT resources handout (attached to every IDT email prior to team meetings at FRL)

• Create and share a summary of potential resources after discharge for underinsured or uninsured patients

• Shadow a case manager

Written Communication and Use of Technology (timely and accurate completion of charts and understanding the pitfalls when using electronic health records, maximizing appropriate use of electronic clinical pathways to enhance patient care)

• Take an additional introductory course to learn the EMR- Dr. Sharon Chacko can help navigate signing up for EPIC tutorials/personalization sessions

• Spend time with a chief resident or faculty member to learn EPIC tips/tricks like smart buttons, reminders

• Develop dot phrases for common conditions or targeted topics to improve knowledge and patient care skills

• Review notes/documentation with seniors/attendings

• Prepare a lecture on ethical communication of patient information as it relates to technology

• Work with an attending physician who has medical-legal expertise to learn the pitfalls of documentation

GME: Resources for Professionalism and Interpersonal Communication Skills Toolkit