Mini-workshop Students’ Clinical Observations of Preceptors (SCOOP)

1. Mini-workshopStudents’ Clinical Observations of Preceptors (SCOOP) USUHS Pediatric Education Section September 2003

2. Structured Clinical Observations (SCO) SCOOP adapted from the SCO Structured Clinical Observations (SCO) by Lane and Gottlieb • Preceptor observes learner during a real patient encounter • Preceptor focuses and documents observations using a standard form • Preceptor identifies feedback points to discuss with learner

3. Students’ Clinical Observations of Preceptors(SCOOP) The SCOOP reverses the observation roles of student and preceptor • Student observes preceptor in a real patient encounter • Student focuses and documents observations of process skills and professional behavior using a standard form • Student identifies observations for discussion

4. Reflect on Your Own Experience • Think back to your own educational experience. What examples come to mind of physicians you observed interacting with patients and families? What memories stand out? What affect did they have on the development of your own professional behavior? • Show video clip from The Doctor.

5. Professionalism The ACGME describes competencies of professionalism • Interpersonal and communication skills that result in effective information exchange and teaming with patients, their families and other health care professionals. • Professionalism as manifested through a commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population.

6. Professionalism The MSOP describes competencies necessary for professionalism • Personal values: ethical decision-making, compassionate treatment, honesty and integrity, advocacy for patients, acceptance of limitations, response to diversity, advocacy for health care access • Skills: ability to communicate effectively

7. Professionalism • Professionalism taught through informal observation and intentional modeling • Educators need tools and strategies to teach and evaluate professionalism • SCOOPs take advantage of intentional modeling

8. NCA Experience with SCOOPs • In our first year of utilizing this tool, when surveyed at the end of the clerkship, 64% of the students recalled at least one interpersonal or communication skill obtained from their experience • Students identified observations about interpersonal skills, data gathering, information giving, and interactions during the physical exam

9. NCA Experience with SCOOPs • 24% of the students conveyed some degree of discomfort providing “feedback” to the preceptor. However, students reporting this concern did not give lower SCOOP ratings. • Faculty find the SCOOP • Is feasible in busy clinic settings • Increases faculty attentiveness to intentional modeling of professional behaviors • Provides specific opportunities to discuss professional behaviors with students • Provides opportunities for students to begin practicing feedback skills

10. Faculty Experience • “…I think it made a difference in the way he will approach patients in the future. He came to understand the perspective of the whole family and the need to incorporate that into the visit.” • “I find myself reflecting about my actions.”

11. Faculty Experience • “I certainly pay more attention to how I treat patients, not just during the SCOOP but also other cases. … One major area of change is being very careful about what I say about patients in general with students around.” • 1-2 SCOOPs can easily be done in a half-day in the clinic

12. SCOOP Process • Process is explained to the student, emphasizing interpersonal skills • Student observes the preceptor modeling specific professional behaviors and communication skills • Student documents specific observations using the standard form http://www.pedsedu.com/scoop3.pdf • Student develops three observations for discussion following the patient-preceptor encounter