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32nd Annual Predoctoral
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Friday, February 3
8:30-10 am
"Medical Education: Current Status and Promising Practices "
David Irby, PhD, University of
California, San Francisco
This presentation will describe
preliminary findings of a 3-year national
study of medical education being
conducted by the Carnegie Foundation
for the Advancement of Teaching, on the
100th anniversary of its Flexner Report.
The study addresses the key goals of professional
education: to transmit knowledge, to impart skills, and to
inculcate values of the profession. Using this framework,
the challenges facing contemporary medical education
will be described, along with some promising practices in
curriculum, instruction, and assessment. These advances
in education offer strategies for furthering the revolution
Abraham Flexner stimulated 100 years ago.
David Irby, PhD, is vice dean for education and professor
of medicine at the University of California, San Francisco,
where he directs undergraduate, graduate, and continuing
medical education programs of the School of Medicine and
leads the Office of Medical Education. As a senior scholar at
the Carnegie Foundation for the Advancement of Teaching,
he codirects a national study on the professional preparation
of physicians-the Second Flexner Report.
For his research on clinical teaching in medicine and
leadership in medical education, he received the
Distinguished Scholar Award from the American
Educational Research Association, the John P. Hubbard
Award from the National Board of Medical Examiners, and
the Daniel C. Tosteson Award for Leadership in Medical
Education from Carl J. Shapiro Institute for Education
and Research at Harvard Medical School and Beth Israel
Deaconess Medical Center.
Dr Irby is also noted for his faculty development
workshops that have been conducted nationally and
internationally. He created a year-long, part-time Teaching
Scholars Program at the University of Washington and at
UCSF.
He earned a doctorate in education from the University of
Washington, a masters of divinity from Union Theological
Seminary, and a postdoctoral fellowship in academic
administration from Harvard.
Saturday, February 4
8:15-9:15 am
"Helping Students Learn From
Experience: A Metacognitive
Approach"
Mark Quirk, EdD, University of
Massachusetts
The medical knowledge base is
expanding at a frantic pace, quickly
rendering a significant portion
obsolete. The excessive volume has
made mastering even the most durable information
an impossible task. However, we continue to focus our
teaching and evaluate students on current knowledge of
questionable value that they only temporarily host for the
written exams, Observed Structured Clinical Examinations,
and case presentations that we administer to assess their
competence.
A new approach to medical education must focus on the
process of learning, thereby transforming each student's
clinical experience into his or her ongoing personal
curriculum. The underlying assumption of this approach
is that thinking is not a reflex but can be monitored and
regulated deliberately by students to promote lifelong
learning. The foundation of the personal curriculum is not a
body of knowledge but rather the ability to learn or generate
new knowledge and skill from experience. This includes
metacognitive competency in self-assessing learning needs
and resources; anticipating, recognizing, and planning
learning experiences; regulating activities during every
learning episode; and reflecting afterward to revise and plan
future learning experiences. In medical school, we can help
our students create learning by teaching and modeling these
metacognitive skills.
Mark Quirk, EdD, is professor and associate chair in the
Department of Family Medicine and Community Health at
the University of Massachusetts Medical School. He is also
assistant dean for academic achievement, and director of the
Clinical Faculty Development Center. His areas of expertise
include teaching and learning and physician-patient
communication.
He has authored and directed numerous training grants in
the last 25 years and consulted with several medical schools.
He has worked with the Society of Teachers of Family
Medicine on the Faculty Futures Initiative and the Family
Medicine Curriculum Resource Project.
His projects have been funded by the Health Resources
and Services Administration, the Centers for Disease
Control and Prevention, and by private groups such as
the Arthur Vining Davis Foundations and the Promutual
Insurance Company. He has written more than 50 peerreviewed
articles and two books on medical education. His
most recent book, Learning From Experience: A Metacognitive
Approach to Medical Education, is part of the Springer
Publishing Company Medical Education Series.
Sunday, February 5
10:00-11:00 am
"The Future Ain't What It Used to Be-or How
Zen, Broadway, and Technology Will Guide
the Future of Family Medicine and Change the
World as We Know It"
Caryl Heaton, DO, UMDNJ-New Jersey Medical School
The future of family medicine, and
the process of preparing students
for that future, will never be the
same. We must not only change
ourselves, but facilitate change in
our colleagues, our learners, our
patients, and the larger systems that
we work within. Factors beyond our
control will affect our perspective,
our work, and our happiness. Some
of these factors will change the
world, some will simply change our
minds. This session will attempt to tie multiple, seemingly
disparate influences on the practice and teaching of family
medicine together, with mindfulness of the past and
enthusiasm for the future.
Caryl Heaton, DO, is vice chair of the Department of
Family Medicine at UMDNJ-New Jersey Medical School.
She is the current president-elect of the Society of Teachers
of Family Medicine and a past president of the New Jersey
Academy of Family Physicians. Dr Heaton was predoctoral
director at NJMS for 8 years and was the director of the
residency in family medicine at the UMDNJ-Robert Wood
Johnson Medical School. She has been a member of the
STFM Group on Predoctoral Education Steering Committee
and the Academic Family Medicine Organizations
Subcommitee on Predoctoral Education. She has been
an advisory committee member of the Family Medicine
Curriculum Resource Project and the Genetics in Primary
Care Initiative.
Dr Heaton is a graduate of the Michigan State University
College of Osteopathic Medicine and completed her
residency in family medicine at the Ohio State University.