Sheryl Pfeil

Introducing the Gastroenterologist-accountable Professionalism in Practice (G-APP) Pathway: Bridging the G-APP-Replacing MOC With a Model for Lifelong Learning and Accountability

University of Connecticut School of Medicine, Academic Affairs and Education and Department of Medicine, Division of Gastroenterology and Hepatology, Farmington, Connecticut; Icahn Mount Sinai School of Medicine, Department of Medicine/ Henry D. Janowitz Division of Gastroenterology and Brookdale Department of Geriatrics and Palliative Medicine, New York, New York; Duke University School of Medicine, Department of Medicine, Division of Gastroenterology, Durham, North Carolina; Department of Medicine, Division of Gastroenterology and Hepatology, University of Rochester, Rochester, New York; American Gastroenterological Association, Bethesda, Maryland; Texas Digestive Disease Consultants, Dallas, Texas; South Denver Gastroenterology, Lone Tree, Colorado; and The Ohio State University College of Medicine, Department of Internal Medicine, Division of Gastroenterology, Hepatology and Nutrition, Columbus, Ohio

Primary Care of the Patient with Inflammatory Bowel Disease

Inflammatory bowel disease involves 2 major disorders, ulcerative colitis and Crohn disease, both of which are due to inflammatory dysregulation in the gastrointestinal tract. Although these disorders have many overlapping features in pathophysiology and management, our current understanding of inflammatory bowel disease has illuminated several distinguishing features of the 2 diseases. This article highlights similarities and differences most applicable to a primary care physicians practice. Also detailed are disease-related and treatment-related complications, and routine health maintenance practices for the patient with inflammatory bowel disease.

Coaching the Coach: A Program for Development of Faculty Portfolio Coaches

ABSTRACT Problem: Faculty coaching is recognized as an essential element for effective use of portfolios in undergraduate medical education, yet best practices for training these coaches are uncertain. Intervention: New portfolio coaches participated in a multifaceted training program that included orienting modules, a 7.5-hr training workshop featuring analysis of reflective writing, an Observed Structured Teaching Exercise (OSTE), and subsequent longitudinal coaches’ meetings for timely task training. Four desired coaching skills were emphasized in the initial training: creating a safe environment, explicitly using performance data, asking questions that elicit reflection, and guiding the student to develop future goals and plans. We collected and analyzed several outcomes: (a) coaches’ self-assessment at key intervals, (b) open-ended written responses to three coaching vignettes, (c) video recordings of the OSTE, and (d) subsequent student evaluation of the coach. In an attempt to capture learning from the workshop, both the responses to written vignettes and the video-recorded encounters were coded for presence or absence of the four desired skills. Context: Our portfolio and coaching program was instituted as part of a major undergraduate medical education reform. A new cohort of 25 coaches is enrolled with each matriculating student class, and each coach is assigned to work individually with 8–10 students, forming a coaching relationship that continues over 4 years. Coaches are compensated at 5% full-time equivalent. Outcome: On coach self-assessment, the majority of coaches reported significant improvement in their perceived ability to assess a students level of reflection, enhance reflection, use performance data, and guide a student to develop goals and plans. After two semesters, coach perception of improved abilities persisted. Students rated coaches as excellent (82%), reporting that coaches created safe environments (99%), promoted insight (92%), and aided in goal setting (97%). Written responses to vignettes before the OSTE found that several coaches omitted desired behaviors; however, posttraining responses showed no discernable pattern of learning. Coding of the OSTE, in contrast, documented that all coaches demonstrated all four of the desired skills. Lessons Learned: Although coaches reported learning related to key skills, learning was not apparent when responses to written vignettes were examined. In contrast, skills were demonstrated in the OSTE, perhaps due to the added structured tasks as well as anticipation of feedback. In conclusion, this portfolio coach training program achieved its desired aim of providing students with portfolio coaches who demonstrated the desired skills, as reported by both coaches and students.

The American Gastroenterological Association Academy of Educators: Creating a Home for Medical Educators in a National Specialty Organization

Academies of medical educators have become prevalent in medical schools over the last decade. These academies create an environment that supports educators, promotes teaching excellence and curricular innovation, stimulates educationscientists from the United States, Canada, Mexico, as well as other international locations. The purpose of this article is to outline the rationale and benefits of establishing an academy of educators within a national specialty-specific physician organization and to outline the process for creation and implementation of an academy. The establishment of the Academy of Educators by the AGA serves as a powerful symbol of the value that the AGA places on its education mission and the organization’s dedication to its members who are educators.