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Phronesis Project

Syllabus, 2015-2016
Class of 2018

 

Instructors/Mentors:

Margaret Plews-Ogan, MD       (mp5k@virginia.edu)

John Schorling, MPH, MD         (jbs7f@virginia.edu)

Jim Plews-Ogan, MD                (jlp3z@virginia.edu)

Beth Jaeger-Landis, RN            (baj9u@virginia.edu)

Anne Marie Clemente              (AC6F@virginia.edu)

Natalie May, PhD                     (nlb7r@virginia.edu)

 

Course Goal: 

The Phronesis Project focuses on professional identity formation, organized around the conceptual framework of wisdom. Our educational goal is to foster our capacity for wisdom development, setting the stage for wisdom development throughout our careers.

 

Course Textbooks:

King TE, Wheeler MB. Medical Management of Vulnerable and Underserved Patients:  Principles, Practice, and Populations.  New York: McGraw-Hill Medical Pub, 2007.

 

Plews-Ogan M, Owens JE, and May N. Choosing Wisdom:  Strategies and Inspiration for Growing through Life-Changing Difficulties .  Templeton Press. Templeton Press, 2012.

 

Schwartz B, Sharpe K. Practical Wisdom: The Right Way to Do the Right Thing. New York: Riverhead Books, 2010.

 

Longitudinal Patients

You will continue to care for your longitudinal adult and pediatric patients, with a focus on the following: patient navigation through the health system; assisting the care team with outreach and follow up; behavior change; and adherence to improve health; and advocacy.

 

Phronesis Workshops

We will hold 4 workshops during the next 6 months, opportunities for us to delve deeply into topics that we believe will help you grow in your role as a physician.  Two workshops (October & December) will be combined with the Phronesians 2019.

 

Clinical Professional Development (CPD)
In each CPD session, we will devote approximately 15 minutes to one of the following:  (1) reflective practice; (2) narrative medicine; or (3) patient-related activities.  Phronesis Student Directed Learning (SDL) topics will have a general focus on the physician’s role in society to foster the greater good.

 

Portfolios and Individual Meetings with Dr. May

All of your Phronesis materials throughout the four years will be kept as a portfolio. Natalie May will store your portfolios in her office, although you are encouraged to keep your own electronic and/or hard copy. The portfolio includes everything – patient logs, narrative interviews, reflective writings, SIM essays, and even emails. If you have a great day with a patient, shoot Natalie an email or even a text.  (804-512-3208) Or let your mentor know about it. If you are struggling with a patient and wondering about next steps, please let us know. We hope you will consider your portfolio a creative repository of your work and documentation of your growth as a young physician.  The portfolio also helps us keep track of your progress working with your patient.

 

At the end of each year, you will be asked to write a reflection highlighting your Phronesis experience – Am I gaining wisdom?

 

Each student will have a one-on-one meeting with Natalie May in October/November and March to review your portfolio and identify any needs you may have in terms of Phronesis work, your patients, etc. You may sign up for an October meeting here.

 

 

October 2015 – Empathy & Patient-Centered Care (Peggy Plews-Ogan, MD)

 

Workshop:

Friday, October 30 -CANCELLED (Will not be rescheduled.)

2:00 – 5:00 pm
Biomedical Ethics Conference Room

 

Learning Objectives:

  • Describe key features of patient-centered care and how it can be fostered in our health care system.

  • Appraise the health care system through patients’ eyes.

  • Create improvements in the healthcare system to enhance patient-centered care based on observations.

 

Videos:

https://www.youtube.com/watch?v=cDDWvj_q-o8

https://www.youtube.com/watch?v=1e1JxPCDme4

 

Readings:

Haidet P et al. Not the same everywhere. Patient-centered learning environmnets at nine medical schools. J Gen Intern Med 2006;21:405-9.

 

Hojat M, Vergare MJ, et al. The devil is in the third year: a longitudinal study of erosion of empathy in medical school.  Acad Med. 2009;84:1182-91.

 

Krupat E et al. When patients and physicians think alike: patient-centered beliefs and their impact on satisfaction and trust. J Fam Pract 2001;50:1057-62.

 

Singer T, Klimecki OM. Empathy and compassion. Curr Biol. 2014;24:R875-8.

 

Patient activity (do before workshop):

Shadow the patient all the way through a clinic visit, ED visit, or part of the day in the hospital. See the experience as the patient sees it. For more detailed instructions, click here.


Portfolio Assignment:

Written assignment: Based on your observations of the patient experience, in what ways could we make our health system more patient-centered?

 

Individual meetings with Natalie May

 

 

November 6 2015 – Justice & Health: The Physician’s Role as Advocate (Mary Frances Charlton, Legal Aid Justice Center)

 

Friday, November 6

2:00 – 5:00 pm

Biomedical Ethics Conference Room

 

Learning objectives:

  • Identify core elements of health care advocacy

  • Describe challenges to physician advocacy

 

Readings: (To access PDF versions of the readings, click here.)

Chapter 41 in Vulnerable Populations

 

Dharamsi S, Ho A, Spadafora SM, Woollard R. The physician as health advocate: translating the quest for social responsibility into medical education and practice.  Acad Med 2011;86:1108-13.

 

Dobson S, Voyer S, Regehr G. Perspective: agency and activism: rethinking health advocacy in the medical profession. Acad Med 2012; 87:1161-4.

 

Earnest MA, Wong SL, Federico SG. Perspective: Physician advocacy: what is it and how do we do it?

 

Huddle TS. Perspective: Medical professionalism and medical education should not involve commitments to political advocacy.Acad Med 2011;86:378-83

 

Kanter SL.  On physician advocacy. Acad Med 2011;86(9):1059-60.

 

Tobin-Tyler E, Teitelbaum, J. Training the 21st-Century Health Care Team: Maximizing Interprofessional Education Through Medical-Legal Partnership. Acad Med 2015; online pub.

 

Video:

TED Talk:  The Neuroscience of Restorative Justice

 

Individual meetings with Natalie May

 

Portfolio Assignment:
Reflective Writing:  Should physicians be patient advocates?  (Due November 13)

 

November 2015 – Clinical Seminar (Peggy Plews-Ogan, MD, John Schorling, MD, Jim Plews-Ogan, MD, Beth Jaeger-Landis, RN)

 

Clinical Seminar:


November date, time, and location TBA

 

Learning Objectives:

  • Use effective peer support techniques to brainstorm patient care issues

  • Discuss challenges and share strategies related to longitudinal patient care

 

Pre-seminar assignment:

Come to the seminar prepared to talk for 3-5 minutes, sharing a "snapshot" of one of your patients. Focus on (1) a gratifying experience with your patient/family; and (2) an issue or experience that has been challenging to you.

 

December 16 2015 – Physician Well Being & Empathy (Julie Haizlip, MD)

 

Combined Workshop with Little Phronesians/Dinner:

Wednesday, December 16

6:00 – 8:30 pm

Dr. Plews-Ogan’s house (1085 Tilman)

 

Learning Objectives:

  • Discuss the connection between physician wellbeing and empathy.

  • Identify the connection between positive emotion, wellbeing and wisdom.

  • Describe 5 techniques for fostering positive emotions.

 

Readings:

Krasner MS, Epstein et al. Association of an educational program in mindful communication with burnout, empathy, and attitudes among primary care physicians. JAMA 2009;302:1284-93.

 

Shapiro J. Does medical education promote professional alexithymia? A call for attending to the emotions of patients and self in medical training. Acad Med 2011;3:326-32.

 

Wallace JE, Lemaire JB, Ghali WA.  Physician wellness: a missing quality indicator. Lancet 2009;374:1714-21.

 

Zwack J, Schweitzer J. If every fifth physician is affected by burnout, what about the other four? Resilience strategies of experienced physicians. Acad Med 2013;88:382-89.

 

 

Portfolio Assignment:
Reflective Writing: Well being and empathy

 

 

February 2016 – Clinical Seminar (Peggy Plews-Ogan, MD, John Schorling, MD, Jim Plews-Ogan, MD, Beth Jaeger-Landis, RN)

 

Clinical Seminar:


February date, time, and location TBA

 

Learning Objectives:

  • Use effective peer support techniques to brainstorm patient care issues

  • Discuss challenges and share strategies related to longitudinal patient care

 

Pre-seminar assignment:

Come to the seminar prepared to talk for 3-5 minutes, sharing a "snapshot" of one of your patients. Focus on (1) a gratifying experience with your patient/family; and (2) an issue or experience that has been challenging to you.

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