Interventions Considered/Recommended
2x2 Resource vs. Impact Diagram
Impact
Clinical Advising Tool for Students & Advisors (CATSA) Developing & Implementing a Web Based Approach to Clinical Advising Using a Quality Improvement Model
Alison Martin, M.Ed., Jen Rachow, A.A., Nathan Beucke, M.D., Steve Thompson, B.S., Rachel Brown, MBBS, Jason Cox, M.D., Linda Headrick, M.D.
The Problem (2008)
Clinical Advising is often viewed as an activity, yet it is a process involving a complex series of
connected steps or actions with starting and end points. MU has numerous clinical advisors with
varying experience who represent a wide range of specialties. Gaps in information can lead to
advising shortfalls.
Baseline Data
Career Advising Coordinator Hired (2007) LCME Independent Student Survey (June 2007)- Career Counseling- “only 43% students were satisfied with the quality of resources available” Response rate of 88% (316/360)
GQ AAMC 2003-2008- Only 45% of our students were satisfied with career planning services
Baseline Student/Advisor Survey (2009)- Measuring Discordance
(52%) M-4 students; (52%) advisors returned surveys Students overwhelmingly don’t meet with advisors because they feel advisors are very busy
and don’t want to bother them, only 20% of advisors named clinical or other duties as barriers to meet with students.
Greater than 1/3 of advisors felt students didn’t seek help. 35% of students and only 15% of advisors feel that the program didn’t meet student needs. The majority of advisors felt they are preparing students for interviews while > 50% of students felt advisors did not help them prepare. Both students (65%) and advisors (80%) felt more structure in the program would improve
advising. 33% of advisors felt they did not have adequate resources to optimally advise students. 63% of advisors and 71% of students felt an advisement checklist would improve the
quality of advising.
What is *Quality Clinical Advising?
• Avoid harm from process intended to be beneficial SAFE
• No unnecessary delay in effort to begin and complete components of the residency preparation/application process
TIMELY
• All students receive equal access to resources and advising EQUITABLE
• Activities based on best practices and resources that have been validated EFFECTIVE
• Activities are relevant to individual needs with timely outcomes EFFICIENT
• Activities are responsive to individual preferences, needs and values STUDENT-CENTERED
*Adapted from IOM Report: Crossing the Quality Chasm, National Academy of Sciences, 2001
MU Quality Improvement Training
Identify team members
M4 Medical Student
Coordinator of Advising Services
Assistant to Dean of Students
Dean of Student Programs
Dean of Education
Identify a health care problem
Adapted to educational problem
Survey advisor & students- M3/4
advising process
Develop process flow chart
Design an intervention
2x2 resource v. impact
Paper based checklist became web
based content aggregating tool w/
checklists
Implementation /Challenges (2009-
2014)
Gather validated resources
Dedicated IT personnel
Dedicated content personnel
Beta test students/advisors(2012)
Train advisors and students (2013)
Train departmental liaisons (2013)
Maintain, update and market (2014)
Measure the Outcome
GQ AAMC- Satisfied/very satisfied
w/career planning services
2006-2009: 41%
2010- 2013: 71%
M3/M4 Survey, Feb. 2014 (N=127)
66% accessed CATSA viewing
these sections the most- C.V.,
Electives, P.S., LoRs, MSPE,
ERAS, Residency Programs
Advisor Survey, Feb. 2014(N=17)
61% know about CATSA
39% have used the CATSA
46% encourage CATSA use
20% say it has improved their
advising
High
Low
High Create
clinical
advisor
development
program
Create
advisors
who stay
with
students all
four years
Low Advisement
Checklist
Improve
advisor
orientation
materials
Reso
urc
es
Clinical Advising Process Flow Chart
Initial Clinical Advisor Meeting RE: Residency
Application
Letters of Rec- Strategies Review “deliverables” & deadlinesCV, Personal Stmt., MSPE, Step 2 CK & CS, Scheduling interviews,
Review Residency InterviewsGraduation Requirements
Accept MSPE By 9/30
Confirm Faculty LOR’s Being
Written
Discuss & Review with Advisor
CV
Submit MSPE after advisor
review
Discuss & Review with Advisor
Written Personal Statement
Discuss & Review with Advisor
MSPE
Request & have transcripts sent to
OME
Review possible Residency Interests
Strategies Program selection
order, types how to focus/limit
top priorities
Back-up PlanNeeded?
YES
Enter ROL and Certify
Complete ERAS application
Register for MatchNational
Residency Matching Program
(NRMP)Select Residency
Programs and Submit ERAS
Application
Chase Up Outstanding Documents
Decide which interviews to
attand
Review Interview Experiences
Determine strategies for the Rank Order List
(ROL)
Did I Match
SOAP Meet with
designated faculty in Clinical Dept.
MATCH DAY
NO
YES
NO
Add Programs to MyERAS
Review and Accept SOAP
offer
Sign Residency Contract
Color LegendYellow – StudentTurquoise – AdvisorRed – End Point
Meet with Dr. Brown
NO
Recommended
