|
Educational Impact
The present language
states:
(b) Clinician-Educators
have a substantial impact on preexisting educational, clinical, and
administrative practice at this institution. This standard is met when the
candidate:
(i)
Ranks among the most distinguished educators or administrators at this
institution. Such cases must
include unambiguous and objective evidence of distinction, and document the
practices that have led to distinction.
and/or
(ii)
Through leadership, has achieved or maintained excellence in a significant
educational program (e.g., a clerkship, residency, or fellowship) or
administrative function (e.g., management of a clinic or multi-physician
practice, clinical laboratory, etc.).
Such cases must include unambiguous and objective evidence of
achieving or maintaining excellence, and document the practices that have led
to excellence.
and/or
(iii)
Has devised and/or implemented significant improvements in educational,
administrative, and/or clinical practices by, for example, curricular
revision, implementation of new programs and administrative practices,
creation of new educational or administrative tools, etc. Such impact should be documented
rigorously by describing in detail the preexisting practice, the revised
practice, and the impact the revisions have had.
Proposals
for promotion on the basis of (i), (ii), and/or (iii) must include written
statements from leading figures – educational, administrative, and/or
clinical, as approprate – in the candidate's field from outside this
institution. These statements
must analyze and evaluate the specific practices that have led to substantial
impact on preexisting educational, clinical, and administrative practice, and
cite the evidence for their conclusions. Great care must be taken to avoid the appearance of
gratitude or reward for faithful service as justification for promotion.
Following
are actual candidate's portions of eforms submitted in successful COAP cases
in which "internal impact" is invoked as a basis for promotion to
Associate Professor CE.
Disclaimer: The following information is drawn from
materials prepared by candidates for promotion to associate professor in the
Clinician-Educator track, and is presented with the candidates'
permission. It is intended to illustrate activities and materials that
might support promotion. In using these materials, please note the
following:
*The Provost (and, in some cases, the President) are the University officers
authorized to approve promotions. All levels of review below these
officers are advisory.
*Only Departments are empowered to propose promotions, and the Divisional
Dean is charged with transmitting such proposals to the Provost or returning
them to the Department.
*The judgment of the Department, Dean, and Provost will
therefore be critical to assessing qualification for promotion.
*Materials considered by the Department, Dean, and Provost will also (and
always) include confidential evaluations obtained from outside the
University. Materials considered by the Provost will include the
confidential evaluations of the Dean and Department, and those considered by
the Dean will include the confidential evaluations of the Department.
*Thus, the following materials are ONLY PART of a complete proposal for
promotion, whereas promotion is based on the ENTIRE proposal.
Therefore, it should not be assumed that a record comparable to that below
will necessarily result in promotion, or that a record not comparable to that
below will fail to result in promotion. The Departmental Chair is
likely to be the best source of advice as to whether promotion is feasible
and, when it is not, what additional activity may result in qualification for
promotion.
*This document has been prepared as a tool for use by assistant professors in
the Division of the Biological Sciences. Other individuals who may find
it informative are Department Chairmen, Section Heads, Committee Chairmen,
senior faculty and potential recruits. Its intent is to help guide
individuals and their departments as they think about promotion to Associate
Professor in the Clinician-Educator track. This document is not
intended to list the elements that every promotion proposal will be expected
to address. The following information is presented for information
purposes only and is not intended to create any contract or agreement, and
its contents are subject to addition, deletion, and change without prior
notice.
IMPACT ON EDUCATION:
a. Pre-existing practice. Describe the
situation before your impact.
- Lack of formal outpatient clinic education and inpatient
rounding. VIR arose from diagnostic
radiology, which is based on serving as imaging consultants to other
services. VIR has diverged from traditional diagnostic radiology,
though it has maintained its imaging base, required to perform both
diagnostic procedures and therapy. This divergence to a clinically based practice has
forced a change; though gradual in the beginning, this has become an
inevitable force for VIR service to metamorphose into a clinical
service with clinics and inpatient services. This required involvement of our chair as well as
the dean to make it possible.
Things such as admitting privileges and clinic space were
attained. We, as a
section, then had to revamp our daily practice and our educational
curriculum to reflect the positive change to the VIR section in order
that the future clinicians under our tutelage will benefit the most
from this change and will be ready to face the challenge when they
finish their training.
- Assist in the sectional goal of formalizing education of
medical students and radiology house-staff through establishment of a
comprehensive curriculum
|
b. Intervention/innovation. Describe what
you did to change the pre-existing situation.
|
1.
Instituted
outpatient visits and inpatient rounding with close attending/house-staff
interactions
2.
Contributed
to development of comprehensive curriculum with use of didactic lectures,
collection of CDÕs, Web-based teaching, and examinations.
|
c. Outcome. Describe the impact of your
intervention or innovation on the pre-existing situation
|
1.
Enhancement
of house-staff education in outpatient consultations and inpatients
follow-up care as VIR has become a clinical field.
2.
Enhancement
of medical student and house-staff educational experience.
|
d. Evidence
|
1.
VIR now
has a clinic and inpatient rounds with participation by the house-staff and
medical students.
2.
The
formalization of curriculum has forced the medical students and house-staff
to learn about VIR critically.
Residents continue to do well in the specialty board examinations in
this area. Fellows have been
successful at obtaining jobs in both academia and private practice, and
many have gone on to obtain Certificate of Added Qualifications from the
American Board of Radiology in VIR.
|
IMPACT ON EDUCATION:
a. Pre-existing practice.
|
1. The Clinical
Skills 1 course was primarily an observational course when directorship was
assumed by myself and Dr. Monica Vela and initially former faculty member
Dr. Mimi Ang in 2001 and then Dr. Don Scott in 2002.
2. There was no formal curriculum to teach students how to interact
with patients with limited literacy.
3. In my role as course director of the Clinical Skills 2 course I
recognized that the videotapes used to augment the teaching of the physical
exam were outdated. I also
recognized that certain critical skills were not being taught or assessed
such as counseling for behavior change and delivering bad news.
4. In my role as the medical director of the Clinical Performance
Center I have a direct role in the studentsÕ educational event, the
Clinical Performance Experience (CPX). When I took over in 2003, the CPX had six cases, only
partially simulating the process of the studentsÕ board exam, the USMLE
Step 2CS, which has 12 cases.
|
b. Intervention/innovation.
|
1. We added new
content, including teaching the biopsychosocial model and beginning to
teach the case write-up. We
also integrated novel teaching methods, using simulated patients to teach
communication skills and history taking. We also created an innovative assessment tool for
interviewing and communication skills.
2. I created a curriculum integrated into three core
courses/clerkships that teaches these critical skills.
3. I created teaching
videos that truly complement the didactic and small group teaching. Not only did each student get a
DVD, but the videos were made available to the students on a password
protected website to enable viewing from any computer with internet access. I also implemented new teaching
tools into the course, including the Advanced Communications Module where
students learn and practice with standardized patients critical
communications topics such as counseling for behavior change and delivering
bad news.
4. In 2005 I expanded the
CPX to 8 patient cases and 4 skills stations to better simulate the time
students take in their board exam.
In the skills stations we use mannequins and simulators to assess
studentsÕ ability to interpret abnormal physical findings. While this is not yet on their
board exam, I anticipate that it will be in the future.
|
c. Outcome
|
1. Students are
well prepared for the second year course in physical diagnosis where they
advance the skills taught in the first year.
2. Outcomes data collected demonstrated that students self-perceived
greater skills in these areas.
There was also a trend toward increase use of the behaviors on an
observed standardized patient encounter.
3. Students found the videos extremely helpful for their learning,
with some asking to keep the DVD at the end of the course. The ACT module was well received by
the students and outcome measures demonstrated that students improved their
skills in a number of the areas taught.
4. On the post- CPX questionnaire, students were asked to rate their
response to the following statement: ÒOverall, the CPX was a valuable
educational experience.Ó Students rated the experience a 4.2/5 with 5 being
Òstrongly agree.Ó
|
d. Evidence
|
1. Local: Internal
communication from the second-year clinical skills course director at the
time mentioned that the quality of the patient histories at the start of
the second year course rose from 3.5 to 4.3 on his rating scale the year
following implementation of the new CS1 curriculum.
Regional/National:
Innovations have been presented at regional and national meetings. Dr. Scott and I presented the
assessment tool as a workshop at the regional and national Society of
General Internal Medicine (SGIM) meeting. The course is very highly rated by the students as
highlighted by Dean Humphrey in her September 2006 Department of Medicine
Grand Rounds. In the Pritzker
graduation questionnaire, 73% of the graduating students rated their
introduction to clinical medicine course as Excellent compared to 43% of
the students nationally.
The effort to teach communication skills has also been highlighted
by my multiple lay media appearances including the local ABC Channel 7
news, an Associated Press news article, and an appearance on a popular
radio show in Columbus, Ohio.
2. Regional/National: This work has been presented at
regional and national meetings and in invited talks as outlined elsewhere
in the e-form. A manuscript is
in preparation that will describe the curricula here and at Northwestern
University. It will be
submitted to the American Journal of Health Behavior and peer reviewed for
possible publication in a special health literacy issue.
3. Local: The Clinical Skills 2 course is one of the top
rated courses of the second year.
Regional/National: The teaching videos that I created are
being used at other institutions.
The Head to Toe Physical Exam Video is being used by Oregon Health
Sciences Unviersity in Portland, Oregon. The Female Genital Exam video is being used by
Northwestern University Medical School here in Chicago. In addition, outcomes of some of
the ACT module interventions have been presented at regional and national
conferences.
4. Local: Our standardized patient program (including the
CPX) has prepared students well for the USMLE Step 2CS examination. Only one student to this point has
failed the exam in three years.
This is significantly below the national average. Anecdotally, students have told me
that our patients are better trained and more ÔrealisticÕ than even the
patients used on the national board exam.
Regional/National: Materials that we use for our CPX have
been requested by other institutions.
We have shared the cases we use for our Ôskills stationsÕ with a
program in Nova Scotia, Canada. In addition, the questionnaire our patients
fill out that assesses studentsÕ interpersonal skills has been shared with
a program in Queensland, Australia.
|
IMPACT ON EDUCATION:
a. Pre-existing practice.
|
I became the course director for the Prtizker School of
Medicine first year Medical Genetics class in the spring of 2000. At that time the Medical Genetics
class was very poorly rated by the students and for several years prior to
that had been given one of the worst course ratings of all of the
classes. The class was taught
by several of the basic science faculty within the Department of Human
Genetics and was poorly coordinated and had very little clinical correlation. Most of the lectures were given by
different lecturers and most had no information about the organization of
the class or what material had been presented in other sections of the
class. All of these issues
contributed to the poor ratings of the class.
|
b. Intervention/innovation.
|
I made several changes to the class. I consolidated the number of
lecturers and I started giving a majority of the lectures. I developed small group workshops
based on clinical scenarios which emphasized the material taught in class
from a clinical perspective. I
incorporated genetic counselors and clinical genetics fellows in training,
and other faculty to help lead the workshops. I met with the workshop leaders to review and develop
teaching techniques to facilitate interactive learning in these workshop
sessions. I met with each of
the lecturers for the class to make sure they understood how their lectures
fit into the overall curriculum, reduce overlap of presented material, and
increase clinical correlation in the lectures. I also developed online quizzes which the students take
and submit via the CHALK site requiring them to research and integrate the
material presented in class into clinical scenarios.
I also developed two new curriculum initiatives. The first was a two part series utilizing
internet databases. Students
are divided into groups of 20 and the sessions occur in a class room with
computer access for each student.
In the first session which takes place in the Medical Genetics
Class, the students use various internet databases such as NCBI, OMIM, etc.
to search the human genome with a DNA sequence to identify a specific gene,
mutation in the gene, review nomenclature of mutations, translate DNA into
amino acid sequence, learn to search protein databases to understand pathology
of the mutations, and clinical databases to understand the clinical
consequences of the genetic mutations. The second session takes place in the pediatrics
rotation of the third year and again meets in the computer training
classroom. Here students use
clinical cases to investigate diagnostic possibilities, clinical exam
findings, genetic testing and interpretation, and counseling issues
utilizing internet databases.
The second curriculum initiative was the incorporation
of an interactive CD-ROM developed by the CDC and Dartmouth which shows
genetics laboratories, genetics evaluations, and genetic counseling
sessions with interactive questions.
The students utilize this resource outside of class but the material
presented in class is linked to the clinical utilization that is presented
on the CD-ROM. I was one of
four medical schools that worked together to explore different options of
how this CD could be incorporated and utilized in traditional medical
school courses.
|
c. Outcome
|
The class dramatically improved in its ratings by the
students and is now routinely evaluated as one of the top classes in the
spring quarter and the first year.
I do not have data on the students performance in genetics on the
USMLE step I prior to taking over the class but the performance on the
genetics questions in the last few years has been very positive.
|
d. Evidence
|
The curriculum that I developed has been published in
both abstract form at national meetings and in the journal Genetics in Medicine
(a copy of the publication is provided). Recognition of my role in medical genetics education has
led to me being able to organize a session at the American College of
Medical Genetics national meetings about genetics education and curriculum
development which will have talks from several well known educators in the
genetics field, including my talk on these curriculum developments.
The American College of Medical Genetics is organizing a
working group to go to the NBME (National Board of Medical Examiners) and
review the questions on the USMLE step II and III of the licensing exam to
help develop a better understanding of how medical genetics is currently
utilized in the clinical training years of medical school and better
understand how to develop clinical skills specifically for genetics and
incorporate them into medical education. I have been asked to be on this workgroup because of the
recognition of my work in medical genetics education.
|
IMPACT ON EDUCATION:
a. Pre-existing practice
|
1. Resident medical informatics: Prior to my becoming involved in
the internal medicine residency programÕs Evidence-Based Medicine (EBM)
curriculum, there was no integrated information retrieval portion of the
course. Given that the first two
steps in the classic 5 step model for EBM relate to information retrieval
(Ask and Acquire), this void was significant.
2. Medical student informatics: Prior to my becoming active in
medical student informatics training at Pritzker, there was a limited
exposure to informatics in the third year medicine clerkship and the
pediatric clerkship.
3. ÒTeaching on TodayÕs WardsÓ Prior to this course, the major faculty development
course in our department was Krista JohnsonÕs Stanford Faculty Development
course. While this course
provides an excellent foundation and basic framework for thinking about
teaching, it does have several limitations. It is a general framework for teaching and therefore
does not provide site specific guidance. It also does not emphasize address the core competencies
of systems based practice or practice based learning and improvement.
|
b. Intervention/innovation.
|
1. Developed an integrated medical informatics module
within the existing course run be Drs. Altkorn and Cifu in coordination
with them. This module
addresses medline searching and secondary resource searching.
2. I have developed two interventions in the area of
medical student informatics.
First, I developed a fourth year selective, Using the internet
for best medical practice,Ó in which I taught advanced EBM through the use of advanced
information retrieval.
Initially I developed this course with the assistance of Dr. Robert
Hsiung from Psychiatry who taught about the use of electronic
medicine. When Dr. David Lovinger
joined the faculty at University of Chicago, we developed a series of
sessions in which he taught how physician order entry can impact evidence
based practice. Secondly, I
have developed a vertically and horizontally integrated medical informatics
curriculum that is in its second year of roll out. This curriculum is designed to
match the informatics needs of future physicians with the growing
importance of information technology in medicine today. I have worked with Dr. Adam Cifu on
implementing this course.
3. I developed ÒTeaching on TodayÕs WardsÓ as part of
the Reynolds Foundation funded Curriculum for the Hospitalized Aging
Medical Patient (CHAMP). This
course was designed to provide a framework for improving ones teaching process
using a quality improvement framework; to provide specific techniques for
incorporating the geriatric content provided during the other CHAMP
sessions; and to provide specific training and tools to teach and evaluate
the ACGME competencies of systems based practice and practice based
learning.
|
c. Outcome.
|
1. All residents are now exposed to education about
effective information retrieval using resources such as MedLine, UptoDate,
National Guideline Clearinghouse, etc.
2. Using the internet for best medical practice has continued to develop and just
completed its third year. Each
year, fourth year students who plan to match in multiple different
residency types enroll in this interactive course. The vertically and horizontally
integrated curriculum has been successfully implemented and is in its
second year. Each year, the
class of 2008 will be the pilot test year for the subsequent years roll
out. Currently, the class of
2008 will be exposed to the 2nd of 4 years of informatics
curriculum while the class of 2009 is being exposed to the 1st
year of the curriculum. This
is a truly integrated curriculum with exposure occurring in introduction to
the patient, medical ethics, clinical epidemiology, genetics, and clinical
pathophysiology and therapeutics.
Plans for the third year curriculum include activities within the
medicine, family medicine, pediatric, and surgical clerkships. Currently approximately 200
students are ÒenrolledÓ in the curriculum and when fully rolled out, all
Pritzker students will be Òenrolled.Ó
3. We have successfully implemented a 5 session (2 hours
each session) highly interactive and innovative faculty development
program. This session provides
specific tools for participants to improve their own teaching, more actively
set goals for themselves as teachers and for their learners, to teach and
evaluate learners in the competencies of systems based practice and
practice based learning; and to more effectively teach through using
specific questioning strategies.
|
d. Evidence
|
1. While course evaluations of these sessions are highly
rated, assessing the actual impact of these sessions is difficult. Drs. Altkorn and Cifu would be able
to report on the effect of adding an information retrieval component into
their course.
2. Using the internet is well rated. The success of this course was a
factor in obtaining support (both curricular and internal funding for
curriculum development support) from the Dean of Medical Education to develop
the broader integrated informatics curriculum. Dr. Holly Humphrey would be able to comment on this
course. As the vertically
integrated curriculum is so new, its impact is difficult to assess. Course evaluations are logistically
challenging, as the curriculum is truly integrated into other courses. However, we do plan to evaluate the
curriculum using several techniques including: traditional knowledge
testing, website use monitoring, journaling, and the clinical performance
exam at the end of third year.
A conceptual framework paper arguing for the need of curricula such
as this one is underway and I plan to submit it to the Journal of the
American Medical Informatics Association early in 2006.
3.
ÒTeaching on TodayÕs WardsÓ has been well received internally and
externally. Course evaluations
have been very high. Past
enrollees have incorporated these tools into their teaching and practice. Examples of this use have resulted
in a national presentation at the Society of Hospital Medicine and a paper
submitted to Medical Education.
I have been able to present workshops adapted from portions of this
course at several National and International Meetings including: Ottawa
International Conference on Medical Education, Association of Program Directors
of Internal Medicine, ACGME/ABMS (Accrediting Council for Graduate Medical
Education, joint meeting with the American Board of Medical Specialties),
Veterans Administration Quality Scholars Summer Session, and Society of
General Internal Medicine. We
have published a paper describing the use of some of the tools we developed
for this program.
Additionally, Dr. Greg Sachs (Geriatrics) can comment on the impact
of this curriculum.
|
IMPACT ON EDUCATION:
a. Pre-existing practice
|
Medical student education in the Section of Urology has
historically been a mentor based practice with informal structure to
introduce students to the field of urology.
|
b. Intervention/innovation
|
An educational model with core learning objectives was developed
to instruct core concepts to rotating students in the urology surgical
clerkship.
|
c. Outcome
|
A prospective analysis of two cohorts, those receiving
the guidance of the core learning objectives and those without, were compared.
Those students whose clerkship training was guided by the learning
objectives scored better on a standardized exam at the end of the rotation.
There was also a greater level of satisfaction expressed by the students
who had a guided instruction and a greater likelihood of pursuing a career
in urology.
|
d. Evidence
|
Rapp, D.E., Lyon, M.B.,
Orvieto, M.A., Zagaja, G.P.: The Core Learning Objectives Education Model:
An Approach To The Teaching Of Core Concepts In The Clinical Clerkship.
Canadian Journal of Urology 12(5):2849-55, 2005.
Rapp, D.E., Gong, E.M.,
Reynolds, W.S., Lucioni, A., Zagaja, G.P.: Interim Assessment of the Core
Learning Objectives Education Model for Instruction of Core Concepts in the
Undergraduate Urology Clerkship. Submitted for publication, Journal of
Urology.
|
IMPACT ON EDUCATION:
a. Pre-existing practice.
|
I believe that I have first and foremost continued to
provide strong support for multidisciplinary training, which has been a consistent
asset to Child Psychiatry training at the University of Chicago. Nonetheless, prior to my joining
the faculty, training in Pediatric Neuropsychology was more typically
restricted to interactions within the Department of Psychiatry. Little in the way of clear
collaboration around training took place between the Pediatric
Neuropsychology Service and other medical services, even including
Neurology; while collaboration occurred around select cases, it was not as
common to have trainees from Pediatric Neuropsychology spend time under the
supervision of faculty in such divisions as Developmental and Behavioral
Pediatrics (DBP) or Infectious Disease (ID).
|
b. Intervention/innovation.
|
Over the time that I have been on faculty, I have worked
to both strengthen collaborative relationships with other pediatric medical
services who refer patients to Pediatric Neuropsychology, and to institute
rotations for Pediatric Neuropsychology specific interns with both
Pediatric Neurology and Developmental and Behavioral Pediatrics (DBP). This has fostered a shared training
opportunity, for both sides, by increasing the participation of medical
residents from these services in Pediatric Neuropsychology clinics, and by
including Pediatric Neuropsychology trainees, under shared supervision, in
selected clinics with Pediatrics.
One important innovation has been the establishment of consulting
clinics within the outpatient Pediatric Neurology and DBP programs, where
patients who have no funding can been seen by supervised trainees for
clinical evaluations regarding neurocognitive status, in order to promote
ongoing monitoring of treatments, and to provide consultation to school
districts regarding appropriate placement. This has led to the establishment of a training clinic
within DBP, where screenings are conducted at no to minimal cost, to ensure
that patients are being well supported with learning and behavioral needs.
|
c. Outcome.
|
Currently, the collaboration on Òin-clinicÓ training has
led to an increase in children requiring screenings being seen in a timely
and economical manner. This
program is currently being investigated empirically, in terms of its
success and reliability, by a former intern, Cynthia Kane, for her
dissertation, under my mentorship.
|
d. Evidence
|
As noted, this project is being evaluated as part of a
dissertation project by Cynthia Kane.
Additionally, Michael Msall, M.D. and Peter Smith, M.D. are serving
as DBP coordinators for this project.
With regard to shared training in Pediatric Neurology, James
Tonsgard, M.D. is serving as the primary mentor for Pediatric
Neuropsychology trainees rotating with that program.
|
IMPACT ON EDUCATION:
a. Pre-existing practice.
|
Interventional cardiology fellows did not get adequate exposure
to peripheral vascular interventions and had to travel to outside
institutions to get trained in these procedures. Furthermore, the
fellows-in-training were not receiving any exposure to techniques of
balloon valvuloplasty after loss of
key faculty in 2001.
|
b. Intervention/innovation.
|
I resumed the balloon valvuloplasty program in the Adult
Catheterization laboratory at the University in 2001 and currently am the
only faculty member imparting this training to our fellows. In addition, I have
independently expanded the volume of peripheral vascular interventions
being performed in our cath lab. Currently, I am the lead teacher of
endovascular techniques in treatment of peripheral vascular diseases.
|
c. Outcome.
|
The fellows-in-training over the last several years have
benefited immensely in their interventional careers from this exposure.
This training experience is highly sought after in clinical practice today.
|
d. Evidence
|
Our interventional cardiology fellowship program offers
a comprehensive training in catheter based endovascular techniques for
treating not only coronary artery disease but also peripheral vascular and
valvular heart diseases. This makes it a highly sought after fellowship
program attracting approximately 100 applications for 1-2 positions. In
addition, this training in peripheral interventions has been the vital
skill that has facilitated the graduating fellows in securing the highly
competitive positions as Òinterventional cardiologists with peripheral
trainingÓ.
|
IMPACT ON EDUCATION (LOCAL):
a. Pre-existing practice
b. Intervention/innovation
|
As the program director of the CHAMP (Curriculum for the
Hospitalized Aging Medical Patient) I have helped to spearhead a program
that has now educated approximately half of the U of C internists and
hospitalists who attend on the inpatient setting and teach residents and
medical students on the evaluation and care of the aging medical patient
around topics including frailty, hazards of hospitalization, end-of-life
care and the ideal hospital discharge through my direction of the CHAMP FDP
and teaching approximately 7-8 sessions in the yearly course given to our
general internists and hospitalists. I have also taken my expertise to the
hospital wards teaching across the CHAMP curricular topics to the residents
and medical students on my 2 inpatient service months and to the interns
who rotate monthly in my outpatient practice.
|
c. Outcome.
|
The CHAMP course internist graduates have been reporting
more teaching of geriatric topics and reporting that the medicine residents
are more clinically savvy in the care of the complicated and frail older
hospitalized patient with regard to delirium, pain, discharge, medication
review. Some of this report has come from faculty at our CHAMP reunion
sessions.
|
d. Evidence
|
Preliminary evaluation and data assessment of the CHAMP
program at U of C suggests that more hospital-based geriatric topics are
being taught by the internist faculty who took the CHAMP course. These
CHAMP course U of C internist faculty appear to be teaching and approaching
care to the aging hospitalized patient more like a geriatrician with
attention to frailty especially functional status and cognitive assessment,
delirium, depression, pain assessment and pain assessment in dementia.
|
|
