1. FAMILY
MEDICINE
PHYSICIANS
FACULTY
TRAINING:
Prac7ce
Inquiry
Model
for
Con7nuing
Medical
Educa7on
Copyright The Permanente Medical Group, Inc. 2013!
Start

2.
• Does
this
situa7on
feel
familiar?
Can
you
think
of
a
pa7ent
right
now
that
you
are
worried
about
or
that
makes
you
feel
stuck?
• What
do
you
do
when
this
happens?
What
would
help
you
with
this
pa7ent?
• Where
do
you
go
to
get
help
on
how
to
approach
a
dilemma
pa7ent
or
situa7on?
Click Next to continue.
Reflec7on
Exercise

3. Two
Character
Dialog
Click Start to begin the activity.
Dr Wellsly
Case presenter
Dr Green
Practice Inquiry
Facilitator
Welcome
to
the
Prac-ce
Inquiry
Session!
Listen
to
the
case
presenta7on
to
the
group.
Can
you
iden7fy
how
the
facilitator
is
coaching
the
group
to
think
more
deeply
about
the
dilemma?
Click
Start
to
begin
listening
to
their
conversa7on.
Start
Faculty
roles
and
strategies:
Guiding
through
questions

4. CME
-­‐
Prac7ce
Inquiry
True
or
False
To
fulfill
the
requirements
and
stay
CME
compliant,
facilitators
must
document
outcomes
by
photographing
the
inputs
captured
on
the
prac7ce
inquiry
matrix.
Dilemma?
Patient
Context?
Physician
Context?
Clinical
Experience?
Evidence?
Clarify
Agreement
Patient
and
physician
Relationship
True
False
¢
¢
Select an answer to continue.

5. CME
-­‐
Prac7ce
Inquiry
True
or
False
To
fulfill
the
requirements
and
stay
CME
compliant,
facilitators
must
document
outcomes
by
photographing
the
inputs
captured
on
the
prac7ce
inquiry
matrix.
True
-­‐
This
is
not
correct.
To
be
compliant
you
must
document
outcomes.
That
can
be
done
in
many
ways
which
could
include
also
summarizing
findings
through
notes
or
through
post-­‐session
ques;onnaire.
False
¢
¢
Click Next to continue.
Dilemma?
Patient
Context?
Physician
Context?
Clinical
Experience?
Evidence?
Clarify
Agreement
Patient
and
physician
Relationship

6. CME
-­‐
Prac7ce
Inquiry
True
or
False
To
fulfill
the
requirements
and
stay
CME
compliant,
facilitators
must
document
outcomes
by
photographing
the
inputs
captured
on
the
prac7ce
inquiry
matrix.
True
False
You
are
correct.
To
be
compliant
you
must
document
outcomes
which
can
be
done
in
many
ways,
including
photographing
the
matrix,
crea;ng
summary
notes,
or
through
post-­‐session
ques;onnaire.
¢
¢
Click Next to continue.
Dilemma?
Patient
Context?
Physician
Context?
Clinical
Experience?
Evidence?
Clarify
Agreement
Patient
and
physician
Relationship

7. What’s
The
Right
Response?
Dr Wellsly is struggling getting her group to contribute to case discussions.
What should she do to get the group to add to the conversation?
Which of the following strategies would you recommend and why? Click on
the option below that represents the best answer.
Go around the room calling
on members of the group
until someone shares
something
Now
it’s
your
turn
to
practice
Don’t say anything, just
wait for a group member
to speak.
Tell the group she is
stumped by this too and ask
the group for suggestions on
how they approach similar
situations.

8. What’s
The
Right
Response?
Go around the room calling
on members of the group
until someone shares
something
Don’t say anything, just
wait for a group member
to speak.
Tell the group she is
stumped by this too and ask
the group for suggestions on
how they approach similar
situations.
This
is
not
the
best
approach.
Calling
on
group
members
can
make
people
uncomfortable
and
less
willing
to
share.
PuUng
people
on
the
spot
will
have
the
opposite
effect
than
what
is
desired.
What
else
could
Dr
Wellsly
do
to
help
the
group?
Now
it’s
your
turn
to
practice
Dr Wellsly is struggling getting her group to contribute to case discussions.
What should she do to get the group to add to the conversation?
Which of the following strategies would you recommend and why?
Click on the option below that represents the best answer.

9. What’s
The
Right
Response?
Go around the room calling
on members of the group
until someone shares
something
Don’t say anything, just
wait for a group member
to speak.
Tell the group she is
stumped by this too and ask
the group for suggestions on
how they approach similar
situations.
This
could
work
but
is
not
the
best
approach.
Wai7ng
for
group
members
to
speak
allows
par7cipants
7me
to
think
through
their
experiences,
but
the
group
also
would
benefit
from
their
facilitator
helping
them
to
make
connec7ons
to
their
relevant
experiences.
Now
it’s
your
turn
to
practice
Dr Wellsly is struggling getting her group to contribute to case
discussions. What should she do to get the group to add to the
conversation?
Which of the following strategies would you recommend and why?
Click on the option below that represents the best answer.

10. What’s
The
Right
Response?
Go around the room calling
on members of the group
until someone shares
something
Don’t say anything, just
wait for a group member
to speak.
Tell the group she is
stumped by this too and ask
the group for suggestions on
how they approach similar
situations.
Great
Call!
In
this
way,
Dr
Wellsly
encourages
others
to
share
and
doesn’t
come
across
like
she
knows
all
the
answers.
Asking
about
approaches
in
similar
situa7ons
also
opens
up
the
conversa7on
to
other
relevant
experiences.
This
will
allow
the
group
to
think
more
broadly
and
explore
other
op7ons.
Now
it’s
your
turn
to
practice
Dr Wellsly is struggling getting her group to contribute to case discussions.
What should she do to get the group to add to the conversation?
Which of the following strategies would you recommend and why?
Click on the option below that represents the best answer.

11. Mul7ple
Choice
Ques7on
Accredita-on
Guidelines
Prac7ce
Inquiry
sessions
will
be
eligible
for
CME
credit.
To
be
in
compliance
with
CME
accredita7on
guidelines,
the
learning
events
should
be
designed
to
do
what?
Inform
physicians
about
interes7ng
or
rare
clinical
problems
they
may
see
in
prac7ce.
Help
physicians
be
aware
of
changes
or
advances
in
clinical
treatments.
Change
physician
behaviors
or
prac7ces
based
on
evidence
based
recommenda7ons.
Allow
physicians
to
share
opinions
on
how
to
best
address
clinical
issues.
Click a response. Then click Next to continue .!
¢
¢
¢
¢
Assessing
and
documen-ng
outcomes:
CME
Knowledge
Check

12. Mul7ple
Choice
Ques7on
Accredita-on
Guidelines
Prac7ce
Inquiry
sessions
will
be
eligible
for
CME
credit.
To
be
in
compliance
with
CME
accredita7on
guidelines,
the
learning
events
should
be
designed
to
do
what?
Inform
physicians
about
interes7ng
or
rare
clinical
problems
they
may
see
in
prac7ce.
Help
physicians
be
aware
of
changes
or
advances
in
clinical
treatments.
Change
physician
behaviors
or
prac7ces
based
on
evidence
based
recommenda7ons.
Allow
physicians
to
share
opinions
on
how
to
best
address
clinical
issues.
Click a response. Then click Next to continue .!
¢
¢
¢
¢
Incorrect.
Learning
events
may
address
less
common
clinical
issues
but
the
purpose
is
not
solely
to
inform.
Accredita7on
guidelines
require
that
we
create
learning
events
that
are
needs
based
and
aimed
at
changing
physician
prac7ce.
Assessing
and
documen-ng
outcomes:
CME
Knowledge
Check

13. Mul7ple
Choice
Ques7on
Accredita-on
Guidelines
Prac7ce
Inquiry
sessions
will
be
eligible
for
CME
credit.
To
be
in
compliance
with
CME
accredita7on
guidelines,
the
learning
events
should
be
designed
to
do
what?
Inform
physicians
about
interes7ng
or
rare
clinical
problems
they
may
see
in
prac7ce.
Help
physicians
be
aware
of
changes
or
advances
in
clinical
treatments.
Change
physician
behaviors
or
prac7ces
based
on
evidence
based
recommenda7ons.
Allow
physicians
to
share
opinions
on
how
to
best
address
clinical
issues.
Click a response. Then click Next to continue .!
¢
¢
¢
¢
Incorrect.
The
purpose
of
learning
events
is
not
solely
to
inform
of
changes
or
advances
in
clinical
treatments.
Accredita7on
guidelines
require
that
we
create
learning
events
that
are
needs
based
and
aimed
at
changing
physician
prac7ce.
Assessing
and
documen-ng
outcomes:
CME
Knowledge
Check

14. Mul7ple
Choice
Ques7on
Accredita-on
Guidelines
Prac7ce
Inquiry
sessions
will
be
eligible
for
CME
credit.
To
be
in
compliance
with
CME
accredita7on
guidelines,
the
learning
events
should
be
designed
to
do
what?
Inform
physicians
about
interes7ng
or
rare
clinical
problems
they
may
see
in
prac7ce.
Help
physicians
be
aware
of
changes
or
advances
in
clinical
treatments.
Change
physician
behaviors
or
prac7ces
based
on
evidence
based
recommenda7ons.
Allow
physicians
to
share
opinions
on
how
to
best
address
clinical
issues.
Click a response. Then click Next to continue .!
¢
¢
¢
¢
Correct!
Accredita7on
guidelines
require
that
we
create
learning
events
that
are
needs
based
and
aimed
at
changing
physician
prac7ce.
Assessing
and
documen-ng
outcomes:
CME
Knowledge
Check

15. Mul7ple
Choice
Ques7on
Accredita-on
Guidelines
Prac7ce
Inquiry
sessions
will
be
eligible
for
CME
credit.
To
be
in
compliance
with
CME
accredita7on
guidelines,
the
learning
events
should
be
designed
to
do
what?
Inform
physicians
about
interes7ng
or
rare
clinical
problems
they
may
see
in
prac7ce.
Help
physicians
be
aware
of
changes
or
advances
in
clinical
treatments.
Change
physician
behaviors
or
prac7ces
based
on
evidence
based
recommenda7ons.
Allow
physicians
to
share
opinions
on
how
to
best
address
clinical
issues.
Click a response. Then click Next to continue .!
¢
¢
¢
¢
Incorrect.
Learning
events
will
allow
for
discussion
of
experience
and
best
prac7ces,
but
accredita7on
guidelines
require
that
we
create
learning
events
that
are
needs
based
and
aimed
at
changing
physician
prac7ce.
Assessing
and
documen-ng
outcomes:
CME
Knowledge
Check