Dr. David Irby
Topic: Increasing Our Understanding of the Components of Successful Longitudinal Integrated Clerkships
Date: June 20, 2012
Time: 12:00pm to 1:30pm (Lunch will be served at DHCC)
Locations:
- Diamond Health Care Centre 2267
- IRC 305
- CWH 2D22
- MSB 210
- RJH 011
- VGH 1912
- KGH 235
- NHSC 9-374
- UHNBC 5009 (Port #1)
- BCCA 1065
- Alouette Room at Central City
Abstract
Does the best evidence in medical education support use of longitudinal integrated clerkships or traditional block clerkships? Drawing on social learning theory and workplace learning theory, components of longitudinal integrated clerkships and block clerkships are examined for evidence of effectiveness.
This synthesis of the literature focuses on: 1) student relationships with preceptors and patients, 2) continuity with systems and progressive increases in patient responsibility, 3) culture, values and patient-centered attitudes, and 4) student engagement and learning outcomes.
Biography
Dr. David Irby is professor of medicine and until recently the vice dean for education and director of the Office of Medical Education at the University of California, San Francisco School of Medicine. He is a former senior scholar at The Carnegie Foundation for the Advancement of Teaching, where he co-directed a national study on the professional preparation of physicians (Cooke M, Irby DM, O’Brien BC. Educating Physicians: A Call for Reform of Medical School and Residency. San Francisco: Jossey-Bass, 2010).
For his research on clinical teaching and leadership in medical education, he has received awards from the Karolinska Institutet, the Association of American Medical Colleges, the American Educational Research Association, the National Board of Medical Examiners, Harvard Medical School, Graceland University, and Vanderbilt University School of Medicine. 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 Medical School.
Accreditation:
As an organization accredited to sponsor continuing medical education for physicians by the Committee on Accreditation of Canadian Medical Schools (CACMS), the UBC Division of Continuing Professional Development designates this educational program as meeting the accreditation criteria of the College of Family Physicians of Canada for up to 1.5 Mainpro-M1 credits (per session). This program has been reviewed and approved by UBC Division of Continuing Professional Development. Each physician should claim only those credits he/she actually spent in the activity.
Accreditation Statement:
The CHES Research Rounds is a self-approved group learning activity (Section 1) as defined by the Maintenance of Certification program of the Royal College of Physicians and Surgeons of Canada.
