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Browsing by Author "Thomson, Carey C."
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Item ATS Core Curriculum 2016: Part II. Adult Critical Care Medicine(American Thoracic Society, 2016-05) McSparron, Jakob I.; Hayes, Margaret M.; Poston, Jason T.; Thomson, Carey C.; Fessler, Henry E.; Stapleton, Renee D.; Carlos, W. Graham; Hinkle, Laura; Liu, Kathleen; Shieh, Stephanie; Ali, Alyan; Rogers, Angela; Shah, Nirav G.; Slack, Donald; Patel, Bhakti; Wolfe, Krysta; Schweickert, William D.; Bakhru, Rita N.; Shin, Stephanie; Sell, Rebecca E.; Luks, Andrew M.; Medicine, School of MedicineThe American Thoracic Society (ATS) Core Curriculum updates clinicians annually in adult and pediatric pulmonary disease, medical critical care, and sleep medicine, in a 3-year recurring cycle of topics. The 2016 course was presented in May during the annual International Conference. The four parts of the course are published in consecutive issues of AnnalsATS. Part II covers topics in adult critical care medicine. An American Board of Internal Medicine Maintenance of Certification module and a Continuing Medical Education exercise covering the contents of the CORE Curriculum can be accessed online at www.thoracic.org until July 2019.Item Implementation of a Professional Society Core Curriculum and Integrated Maintenance of Certification Program(ATS, 2017) Carlos, W. Graham; Poston, Jason T.; Michaud, Gaetane C.; Dela Cruz, Charles S.; Luks, Andrew M.; Boyer, Debra; Moore, Paul E.; McSparron, Jakob I.; Hayes, Margaret M.; Balachandran, Jay S.; Wang, Tisha S.; Larsson, Eileen; Siegel-Gasiewski, Jennifer; Kantz, Alan; Beck, James M.; Thomson, Carey C.; Department of Medicine, IU School of MedicineMedical professional societies exist to foster collaboration, guide career development, and provide continuing medical education opportunities. Maintenance of certification is a process by which physicians complete formal educational activities approved by certifying organizations. The American Thoracic Society (ATS) established an innovative maintenance of certification program in 2012 as a means to formalize and expand continuing medical education offerings. This program is unique as it includes explicit opportunities for collaboration and career development in addition to providing continuing medical education and maintenance of certification credit to society members. In describing the development of this program referred to as the “Core Curriculum,” the authors highlight the ATS process for content design, stages of curriculum development, and outcomes data with an eye toward assisting other societies that seek to program similar content. The curriculum development process described is generalizable and positively influences individual practitioners and professional societies in general, and as a result, provides a useful model for other professional societies to follow.Item Teaching at the Bedside: Maximal impact in Minimal Time(ATS, 2016-04) Carlos, William G.; Kritek, Patricia A.; Clay, Alison S.; Luks, Andrew M.; Thomson, Carey C.; Department of Medicine, IU School of MedicineAcademic physicians encounter many demands on their time including patient care, quality and performance requirements, research, and education. In an era when patient volume is prioritized and competition for research funding is intense, there is a risk that medical education will become marginalized. Bedside teaching, a responsibility of academic physicians regardless of professional track, is challenged in particular out of concern that it generates inefficiency, and distractions from direct patient care, and can distort physician–patient relationships. At the same time, the bedside is a powerful location for teaching as learners more easily engage with educational content when they can directly see its practical relevance for patient care. Also, bedside teaching enables patients and family members to engage directly in the educational process. Successful bedside teaching can be aided by consideration of four factors: climate, attention, reasoning, and evaluation. Creating a safe environment for learning and patient care is essential. We recommend that educators set expectations about use of medical jargon and engagement of the patient and family before they enter the patient room with trainees. Keep learners focused by asking relevant questions of all members of the team and by maintaining a collective leadership style. Assess and model clinical reasoning through a hypothesis-driven approach that explores the rationale for clinical decisions. Focused, specific, real-time feedback is essential for the learner to modify behaviors for future patient encounters. Together, these strategies may alleviate challenges associated with bedside teaching and ensure it remains a part of physician practice in academic medicine.