O0570 Oct.4: 10:21am - TEAMwork! An Innovative Hospital Medicine Teaching Program

Background: Competency-based medical education and professional development are dependent on direct observations, feedback, teaching, and evaluations. Yet, high physician workload and multiple learners limit these efforts. A local needs assessment revealed a deficit of small group teachings, direct observations, and high-quality written evaluations for learners of all levels, from students to faculty. In response, we created a Pediatric Hospital Medicine (PHM) teaching program, known as “TEAM” (Teaching Excellence Among Medical Providers), to enhance the educational experience of learners.

Objective: To describe the development, implementation, and preliminary evaluation of a teaching hospitalist program using an Outcomes-Based Logic Model

Design/

Methods: TEAM was developed and implemented using the logic model shown in Figure 1. Departmental leadership provided financial support, and nine PHM faculty were interviewed and selected as TEAM hospitalists. TEAM hospitalists participated in a faculty development workshop focusing on teaching skills, feedback, learner-specific milestones, and evaluations.
TEAM hospitalists work 3-4 half-shifts per month, and the program covers four days per week. TEAM hospitalists lead a variety of educational activities (Figure 1). We developed a tracking tool for these activities to follow outputs. We obtained preliminary evaluation of outcomes through informal feedback and surveys of learners.

Results: TEAM launched in September 2019. 205 TEAM shifts were completed in the first 7 months, during which TEAM hospitalists engaged with multiple different learners including medical students, physician assistant students, nurse practitioner students, pediatric residents, family medicine residents, PHM fellows, advance practice provider fellows, PHM faculty, other subspecialty faculty and nurses. 99 small group teaching sessions were conducted for 703 learners, 612 learners were directly observed and given feedback, and 185 written evaluations were completed.
Comments from informal feedback and learner surveys have been overwhelmingly positive (Figure 2). Survey results revealed that 82% of learners reported that TEAM hospitalists contributed to their educational experience “very much”, while 83% of faculty on clinical service reported TEAM contributed "very much" or “somewhat” to the educational experience of learners. Iterative adjustments to the TEAM schedule have been made to improve TEAM hospitalist continuity, ensure autonomy for residents on a teaching elective, and maintain clinical attendings’ teaching opportunities.

Conclusion(s): An innovative teaching program was successfully developed and implemented. Next steps include continuing to evaluate outputs and outcomes by quantifying educational activities, mapping evaluations to milestones, and surveying stakeholders. Interviews will be conducted to explore TEAM’s impact on individualized learning goals and professional development.