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Docent Handbook Docent Handbook Richardson K. Noback, MD Founding Dean, UMKC School of Medicine Table of Contents 2 Message from Dr. Richardson K. Noback 3 Message from Dean Drees 5 Message from the Chairman of the Department of Medicine 6 Leadership Organization 7 Governance Structure 8 Council on Curriculum 10 Diversity Council 11 Council on Evaluation 12 Faculty Council School of Medicine Core Competencies 13 Selection Council 14 Coordinating Committee 15 Student Affairs Interpersonal and communication skills 16 Important Student Responsibilities 17 Weather Policy Professional behavior 18 Subject Examinations Student Personal Holiday Policy Medical knowledge 19 Residency Interviewing and Excused Absences from Clinical Rotations Dress Code Practice-based learning and improvement skills 20 Docent Team Composition and Placement 21 Good Ideas for Strong Teams Systems-based practice Advising Principles 22 The ETC Patient care A23 FERP FERPA Top 10 24 Constructive Criticism – Giving It 25 Students in Academic Difficulty www.med.umkc.edu Wellness Program 26 Career Advising 27 Educational Environment 29 eCare/Powerchart 30 Navigating OASIS: A Docent Cheat Sheet To Look Up A Student’s… 33 Docent Clinics: Quick Docent Guideline 35 Docent Rotation 38 A Day in the Life… Docent Best Practices 39 Faculty Development Academic Promotion 42 Helpful Tips for Residency Compliance 43 Internal Medicine Residency Program University of Missouri-Kansas City School of Medicine 2013 Docent Handbook Increasingly, we all depend on multiple services from many others in our daily lives. Worried and ill humans seek and deserve the highest quality health care in settings which provide respect, concern, and compassion as well as thorough, coordinated, effective, and efficient services. Patients need a full understanding of their own health conditions for their active participation in their own health care. Those who prepare themselves for roles in health services must acquire the competences necessary for these future roles together with the abilities to function well within their professions and the larger society. All of us need to be able to deal well with ongoing changes both in our professions and in our roles as Richardson K. Noback, MD citizens. Such performance competences require that future physicians acquire Betty Drees, MD proper standards, proper responses to clinical challenges, and the means to be effective as the future unfolds. The docent system has special features to help learners achieve the understandings and competences necessary for the previous desiderata. Other university medical centers have adopted many features of the docent system. Six years for professional maturation, a combined baccalaureate-medical education continuum, team efforts in an environment within which no one may hide, the interlinking of humanities and medicine, the cooperative efforts between Founding Dean Richardson K. Noback members of the health professions, the junior senior partnerships, continuity of patient, student and docent contacts over years, the full use of information Message from Dean Betty Drees resources, open communication between all team members, and the impacts of the docent teams are key features. All of these are means to assist each member The University of Missouri-Kansas City (UMKC) School of Medicine opened in of a docent team to develop the attitudes, beliefs, value systems, information, 1971 as part of a wave of new medical schools that were founded in the 1960s habits, competences, and internal standards most conducive to a long life as a and 1970s to meet physician shortages. However, planning for the new school in competent, safe physician. Kansas City began in the late 1950s. Many of the new schools of the time brought new innovations to medical education, and none did so more than UMKC. The Docents carry responsibilities as role models and team leaders to help all team docent system of education in longitudinal, small group, learning communities members achieve the highest levels of performance of which each individual is is an innovation that forms the bedrock and remains the hallmark of the medical capable. This is both a privileged and a demanding role. It is a very stimulating education system at UMKC. It is fitting to name the senior docents after Founding and rewarding one. All those in the School of Medicine help excellent individuals Dean of the School of Medicine Richardson K. Noback, MD, since he was one of prepare to care for their fellows over professional lifetimes while the public the pioneers and drivers of the development of the medical education program at continues to seek more and increasingly complex health services. UMKC. He came with a background of experience in starting new medical schools. For more than 40 years, the docent system of care and education has been tested. In 1952, he became the assistant director of the Comprehensive Care and It has proved to be successful. The reality is that more than 3,000 graduates Teaching Program at the Cornell University Medical College, the first modern effort is small in number in comparison with the number of all practicing physicians, to put new principles of medical education into practice. He also helped with which means that many docents must learn about the system as they move into opening the University of Kentucky College of Medicine and other medical schools. their new key roles. In 1963, he became a consultant to the University of Missouri and the new hospital organization that ultimately converted General Hospital to the Truman The School has decided to establish a special role for outstanding docents Medical Center of today. In 1964, Dr. Noback became the executive director of who are to have the privilege and responsibility to work with newer docents Kansas City General Hospital and associate dean of the University of Missouri to strengthen the docent program. Reviews of performances and changes for Medical School in Columbia, Mo. In 1969, he became the acting dean of the new improvements are hallmarks of sound organizations. UMKC School of Medicine. After the Missouri Legislature gave final approval of the new school in March 1971, Dr. Noback became the first dean of the UMKC School I am honored that some docents will carry our family name. I wish the new of Medicine on April 1, 1971, and the first students entered that fall. He served docents and all members of the School of Medicine every success in the years as dean until 1978, when he resigned from the deanship to become a senior ahead. docent. He served as a docent until 1990. According to Dr. Noback, “I wanted to break up the natural tendency in most of academia that being the section head of Richardson K. Noback, MD a department or department chair or dean was more important than doing your fundamental job1.” As the founding dean and a docent, Dr. Noback is known for his belief that the textbooks are the patients, his emphasis on assisting students continued on page 4 2 3 to develop the competencies for direct patient care, and his commitment to a The UMKC docent system is a unique and outstanding program for training team approach to the care of patients. These principles of medical education and physicians. It embodies many concepts that serve our students well throughout patient care continue through the docent system to this day, and the success of their professional lives including teamwork and peer-to-peer teaching. It is what the program is reflected in the quality of the more than 3,000 graduates who are makes the UMKC School of Medicine different and better than other medical superlative physicians serving communities across the country. schools. The term “docent” to describe the mentoring physicians in the new medical At the head of this academic family is the docent. The docent must be a clinical school came about during the planning of the medical school building, which was teacher as well as mentor and advisor to his/her students. Perhaps most designed to accommodate the new teaching method of longitudinal, small group, importantly, the docent must be a role model for these physicians of the future. learning communities. As described by Dr. E. Grey Dimond, the author of the School’s Academic Plan2 and founding provost for Health Sciences, here is how The demands of the docent are great, but the rewards are even greater. We are George Reisz, MD the term “docent” came about at the School of Medicine3: fortunate to have a tradition of outstanding clinical educators as docents at UMKC. New docents (and established docents) can draw on that long line of excellence M3-303A “There was no suitable title in academic life for these group leaders. It seemed for inspiration and direction. 816-235-1904 ponderous to call them ‘Professor.’ ‘Physician’ was equally stiff. At first I wanted 816-404-5024 to call these units simply ‘Clinical Teams’ and the leader ‘The Clinician.’ Others did It is fitting that we have named the Noback Docent Program after Richardson K. not feel this had quite enough distinction. We tried various terms: ‘Scholar’s Units,’ Noback, docent and founding dean of the UMKC School of Medicine. Not only was ‘Firms,’ and ‘Health Care Learning Teams’ was one awful suggestion. I even came he an architect of the docent system, Dr. Noback was the ideal docent. up with the word ‘Propaeduetist,’ and this received its warranted burial. This handbook provides the concrete resources to being a docent. It is a dynamic “To get on with the planning, we agreed to give each team a color recognition. resource that successive docents should not only use but continually improve. With this we could provide identity and a sense of belonging. Thus, we divided the whole student body into four colors, Blue, Red, Green, Gold…. George Reisz, MD Chair, Department of Internal Medicine “This gave us a way to plan, to organize, and to get on with the buildings.
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