The curriculum consists of an interactive 120-minute workshop used to train faculty on how to best incorporate social and behavioral science (SBS) constructs at the bedside to improve clinical care and teaching. During this workshop, participants collectively identify, rank, and apply SBS clinical pearls to two role-played scenarios derived from clinical inpatient ward round encounters. This publication includes all materials needed to implement the workshop including: a facilitator's guide, workshop slides, a script for each role play scenario, workshop evaluation form, and a handout for participants.
This workshop was delivered to internal medicine and pediatric hospitalist groups at the University of California, San Francisco (UCSF) in June of 2012 and Stanford University School of Medicine in September of 2012. This workshop was later presented at the Association of American Medical Colleges Annual Conference in San Francisco, California in November of 2012. While the latter two groups were not evaluated, workshop participants at UCSF were surveyed. Participants (N = 8) rated the overall quality of the workshop an average of 4.43 (SD = 0.79) on a 5-point Likert scale (1 = Poor 5 = Excellent). The quality of teaching, usefulness of written materials, and likelihood that changes will be made in the participants’ teaching/professional practices as a result of this CME workshop had mean ratings of 4.38 (SD = 1.06), 4.13 (SD = 0.99), and 4.25 (SD = 1.04), respectively.
In retrospect, administering more evaluations would have provided additional insight into the strengths and weaknesses of this curriculum. Regardless, our results indicate that the overall quality of the workshop remains high. The “quality of written materials” received the lowest marks but have since been improved upon. Teaching quality varies by instructor and, based on our experience, generally improves with each additional workshop. Ultimately, the evaluation results indicate that there is great potential for this curriculum to impact change in everyday clinical practices.
- Describe common social and behavioral science (SBS) constructs and describe their role in the provision of optimal patient care.
- Apply SBS concepts to learner-centered teaching and patient-centered care.
- Generate a list of three to five strategies that can be used to integrate SBS concepts into participants’ own clinical care and teaching.
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Satterfield J, Braddock CH, Monash B, Blankenberg R. Enhancing behavioral and social science teaching at the bedside: Core skills for clinicians and teachers. Workshop presented at: Association of American Medical Colleges Annual Meeting; November 2012; San Francisco, CA.
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