Personal and Professional Development (PPD) Facilitators' Guide
|Case, Presentation, Video||167||1||January 23, 2007|
The Personal and Professional Development (PPD) curriculum consists of 14 sessions, each two hours long. Topics covered include:
- Introduction to Personal and Professional Development
- The Medical Interview
- History of the Present Illness/Team Interaction
- Interview Session #1
- Understanding the Social Context of Medicine
- Cultural Competence in Medicine
- Role Model Session: Complete History and Discussion
- Service Activity
- Interview Session #2
- Physician-Patient Communication
- Death and Dying / Spirituality
- Patient Counseling
- Balancing the Demands of Medical School with the Rest of Your Life
Sessions 1 and 2 involve one-on-one interactions with simulated patients. These interviews are video recorded and made available via a password protected site for students to review and then discuss with their colleagues during PPD. Two other sessions (Cultural Competence in Medicine and Physician-Patient Communication) involve having two simulated patients visit each group to give students additional practice with history-taking related to specific situations. Readings are selected from the text On Doctoring, from the JAMA series "A Piece of My Mind," or from the Annals of Internal Medicine series, "To be a Doctor/ To be a Patient." Discussion activities are provided for most sessions. The curriculum also includes written assignments to be completed by the students.
Ferguson K. Personal and Professional Development (PPD) Facilitators' Guide. MedEdPORTAL; 2007. Available from: www.mededportal.org/publication/167
- To be able to become a competent, compassionate, and ethical clinician.
- To be able to practice medicine in its socio-cultural context.
- To be able to continue self-directed learning in clinical practice.
- To be able to apply relevant basic and clinical science to the practice of medicine.
- PPD, Professional Competence (MeSH), Attitude to Death (MeSH)
- Interpersonal & Communication Skills
- Practice-based Learning & Improvement
- Clinical Sciences
- Clinical Exam
- Clinical Skills/Doctoring
- Communication Skills
- Cultural Diversity/Cultural Competency
- Instructional Materials/Methods
- Physician-Patient Relationship
- Professional & Faculty Development
- Professional School
- Medical Student
- Professional School Post-Graduate Training
- Problem-based Learning
- Virtual Patient
Authors & Co-Authors
Kristi Ferguson, PhD, MSW
University of Iowa Roy J. and Lucille A. Carver COM
Effectiveness and Significance
Feedback from facilitators and students is consistently very positive about this aspect of the course. Most students do at least half of the reading even though they are not tested over the material. Our students fared very well on Step 2-CS, we believe part of the reason is that we begin their communication skills training early (in this course).
It is important to keep the readings to one-half hour per week, and to make them as clinically relevant as possible. Provide resources to make facilitating the small groups as hassle-free as possible.
This information is made available under the Creative Commons license.
Publications, Presentations, and/or Citations for this Publication
- Rosenbaum ME, Ferguson KJ, Herwaldt LA. In their own words: presenting the patient's perspective using research-based theatre. Med Educ. 2005 Jun;39(6):622-31.
- Ferguson KJ and Woodard VS. Personal and Professional Development: A Semester-long Small Group to Promote Social Support, Reflection, and Clinical Skills Development. Poster presented at CGEA, 2004.
- Ferguson KJ and Woodard VS. Understanding the Patient's Perspective through Personal and Professional Development Group Discussion. Poster to be presented at the International Conference on Communication in Healthcare. Chicago, Il, October 2005.