Maximizing Teaching Effectiveness Through Charting in Medical Education
Enhance medical education by incorporating teaching charting, a method that combines education and service. Discover the benefits, define the CHART approach, and practice charting with medical students to improve learning outcomes and writing skills. Explore assessing electronic note quality and utilizing the CHART approach for feedback on written work.
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Presentation Transcript
Teaching Charting Bringing Education & Service Together (BEST)
Learning Objectives By the end of this session, you will be able to: Identify the benefits of teaching charting Define the CHART approach Practice teaching charting to a medical student
Benefits of Teaching Charting Many medical students prefer to learn hands on clinical skills (history taking, physical examination, charting, procedures) from resident physicians rather than from faculty.1 1. Morrison EH, Hollingshead J, Hubbell FA, Hitchcock MA, Rucker L, Prislin MD. Reach out and teach someone: generalist residents needs for teaching skills development. Fam Med. 2002;34:445-450.
Benefits of Teaching Charting Medical school provides numerous teachable moments for students to learn writing skills. Once students become residents, they may be offered less feedback about charting, or they may be less inclined to use feedback that they are offered.
Benefits of Teaching Charting Published tools now exist for assessing the quality of electronic notes, including the Physician Documentation Quality Instrument (PDQI-9).2 2. Stetson PD et al. Assessing electronic note quality using the Physician Documentation Quality Instrument (PDQI-9). Appl Clin Inf. 2012;3:164-174.
The CHART Approach to Feedback on Written Work Comments Help Assessment Resources Timing of follow-up
COMMENTS Before meeting, read the learner s note and write comments on it. Include an adequate (but not overwhelming) level of detail. Writing down your comments will help organize your feedback and will later aid learner s recall.
HELP Establish mutual goals for this feedback session (learner s, yours). Clarify that you will focus on charting, not on clinical issues. Which writing skills may require extra help?
ASSESSMENT Discuss your mutual assessment of the written work. Start with the learner s self-assessment. Then give your assessment, balancing positive and negative attributes. Organize your feedback into logical sections to make it easier to follow. Involve the learner actively: can s/he learn from rewriting some text with you?
RESOURCES Discuss learning resources to improve charting skills: Online texts and other resources Other teachers Which resources does the learner think would be best for his or her learning preferences?
TIMING OF FOLLOW-UP When would the learner like to meet again to go over more written work?
