What Is PCCAMP?
Student-Centered Career Advising
Post-test, Evaluation and Registration
WIPC – Test
What is PCCAMP?
The mission of Primary Care Career Advising and Mentoring Program is to:
Stimulate student interest in primary care.
Discourage student from sub-specialty profession.
Persuade student to do more primary care rotations during medical school.
Identify all the negative attributes on specialty practice.
PCCAMP is designed to give busy clinicians educational tools that will enhance their skill and knowledge in career advising and mentoring.
Communication Skills: Giving and Receiving Feedback
Feedback strategies for mentors would include:
Discussing what student is doing well.
Giving descriptions of deficiencies or inappropriate behaviors.
Presenting suggestions for improvement.
All of the above.
Which of the following comments is not part of effective feedback to the student?
"Your history didn't include questions about the patient's frequency of vomiting, location of headache, or presence of fever."
"You arrived at the diagnosis of migraine too quickly and did not consider the patient's other symptoms. It's important to develop a broad differential diagnosis and collect all the data."
"What do you think are appropriate ROS questions for a patient presenting with COPD?"
"You assumed the patient had diabetes due to her urinary frequency and obesity- your history taking skills are sloppy."
Which of the following is true about mentoring students?
Mentors should set aside several hours a day to spend with student.
Mentoring relationship can be formal or informal with student.
Mentors should have many hobbies and experiences to share with student.
Mentors should focus on changing student's character in order to improve student.
Mentors and students should discuss the goals for the relationship, write out the goals and evaluate them annually.
Student-Centered Career Advising and Counseling
Student-centered career advising takes place within an established mentoring relationship and within all encounters with students outside of the mentoring relationship.
Which approach would be helpful in providing student-centered career advising to a second year medical student who is unsure of specialty selection?
Tell student how you made your decision on specialty selection.
Assure student that there is not rush on making the decision.
Ask student how much debt he/she will have after medical school.
Talk with student about what they enjoyed and did not enjoy about Student Continuity Practice (SCP).
You are a facilitator, not a decision maker, when providing career advisement to a student.
A fourth year medical student is experiencing difficulty in making a career choice. Which question would help you during the career advising process?
What has helped you in the past when attempting to make a decision?
What activities should you do to assist in exploring your indecision?
What can you do in the next four months to have an impact on your decision-making process?
All of the above.