Educational Scholarship

Primary Investigator: Zachary Boggs, MD; Assistant Professor, Internal Medicine

Many internal medicine residency programs struggle to assess point-of-care ultrasound (POCUS) competency in a way that balances technical skill with clinical reasoning. Traditional assessment models prioritize image quantity over meaningful clinical integration, resulting in a checkbox approach to training. Our project proposes a novel, theory-driven certification pathway that uses the I-AIM framework (Indication, Acquisition, Interpretation, Medical decision-making) to evaluate real-world application of POCUS. Through a combination of didactics, direct observation, and structured case submissions, the program emphasizes mastery learning, deliberate practice, and self-determination to foster true POCUS competency. This model offers a scalable, practical solution for internal medicine programs with limited resources, aiming to shift the focus from image counts to clinical impact.

Primary Investigators: Melissa Jerdonek Sacco, MD MS; Associate Professor of Pediatrics and Gregory Young, MD; Associate Professor of Medicine

To support a true continuum of medical education, we must provide trainee handovers at critical inflection points, particularly the transition from undergraduate (UME) into graduate medical education (GME). This projectaims to leverage existing coaching structures in UME and GME within the University of Virginia School of Medicine/Medical Center (UVA-SOM and UVAMC) and integrate those programs into a longitudinal, developmental model.  Briefly, we will identify GME coaches and train them with FCM coaches on the UME to GME transition.  These two coaches will pair with a student graduating from UVA who matched at a UVA residency program.  The FCM coach and student will develop and ILP that they will review in a 3 way discussion between the Learner, FCM coach and GME coach. Investigators will conduct qualitative analysis on what is discussed during these sessions and what, if any, implications these discussions have on GME programming for these learners.

Primary Investigator: Christopher Thom, MD, RDMS; Associate Professor of Emergency Medicine

We seek to investigate the impact of simulation based training using a high-fidelity task trainer on medical student FAST exam competency. Leveraging a pre-existing ultrasound workshop in the required 4^th year EM rotation, we will introduce hands-on procedural training using the deliberate practice paradigm. This will involve the incorporation of simulation cases using a high-fidelity task trainer that can be worn by a healthy human model. A simulated ultrasound probe can be placed on various areas of the healthy human anatomy, which will result in the visualization of ultrasound imaging of those anatomical areas. Simulated pathology will be used to teach core concepts pertaining to the FAST exam. Students will be assessed on competency following the workshop and at a follow up time interval to assess for skill retention.

Primary Investigators: Sarah M. Jones, MD; Associate Professor, Neurology, MBB System Leader and Mary Kate Worden PhD; Associate Professor, Medical Education, MBB System Leader

Many faculty members at UVA are eager to enhance their teaching skills but often face constraints in time and access to structured resources. To address this need, Dr. Sarah Jones, a neurologist, and Dr. Mary Kate Worden, a senior expert in medical education, are launching the UVA Teaching Observation Program (TOP). This initiative offers School of Medicine educators the opportunity to receive formative, peer-based feedback on their instruction of medical students and trainees. Designed to be straightforward, flexible, and participant-driven, the TOP aims to support the professional development of clinical educators across all levels of experience and academic rank. Please be on the lookout for upcoming lunch talks in Fall 2025 where intersted faculty can learn more about best practices in peer feedback. To learn more about this program please visit the TOP website.

This project generously funded by the Anne L. Brodie Medical Education Fund Committee for its alignment with the priorities of humanism in medicine. 

Primary Investigator: Brian Peterson, MD; Assistant Professor of Medicine

This project examines how medical students and residents build the skills and self-efficacy needed to discuss diagnostic uncertainty with patients, an essential aspect of patient-centered care and shared decision-making. By exploring how clinical experiences and role modeling influence learners’ comfort and capability in navigating uncertainty, this work aims to inform curricula that prepare future clinicians to maintain trust and transparency while addressing the inherent uncertainties of medical practice.