Education Professional Development Resources
Videos: Education Certificate Program Workshops
Presenters
Jessica J. Dreicer, MD, Assistant Professor of Medicine, Annand D. Jagannath, MD, MS, Assistant Clinical Professor of Medicine, Oregon Health and Science University at VA Portland Healthcare System, John C. Penner, MD, Assistant Professor of Medicine, University of California, San Francisco and Gurpreet Dhaliwal, MD, Professor of Medicine, University of California, San Francisco and San Francisco VA Medical Center
Description/Learning Objectives
There is a long tradition of clinician educators transmitting medical knowledge to learners. While this form of teaching develops learners’ funds of knowledge (what to think), it can fall short in helping them apply this knowledge as they diagnose and manage patients (how to think). Bridging the gap between the “what” and the “how” requires clinician educators to broadcast their cognition by thinking aloud as they analyze a case and make clinical decisions. However, many clinician educators may struggle to verbalize their internal cognitive processes because they lack the language to articulate how they make clinical decisions and may worry about broadcasting knowledge gaps or uncertainty. This active workshop will use the concepts of cognitive apprenticeship (strategic disclosure of thinking) and intellectual streaking (strategic disclosure of uncertainties) to enhance clinician educators’ ability to think aloud. These two capabilities can help clinician educators shift the main driver of clinical teaching from solely knowledge transmission to including the narration of their own cognition. Attendees will gain practical strategies for using thinking aloud to teach the cognitive skills necessary for clinical practice
Presenter
Rebecca Clemo, MD, Assistant Professor of Medicine
Description/Learning Objectives
It is increasingly appreciated that cognitive bias plays a role in diagnostic error, however there is limited evidence describing how effectively to combat bias in trainees’ practice. Through review of recent medical education literature, this workshop will outline the theoretical basis of cognitive bias with a focus on dual process theory in diagnostic reasoning. These concepts will be used to build definitions of common cognitive biases and their contribution to diagnostic error in clinical practice. After creating a shared vocabulary for cognitive errors, the workshop will describe different debiasing or cognitive forcing strategies that can countermand the impact of bias on clinical decision making. An emphasis will be placed on methods to identify situations at high risk for cognitive error, particularly potentially rushed or flawed decision making, and practical strategies for confronting associated implicit biases. The current education literature investigating effectiveness and impact of strategies to teach these skills to trainees will be reviewed. Finally, approaches for applying these concepts to a formal clinical reasoning curriculum will be modeled through interactive simulation of the Internal Medicine Residency’s morbidity and mortality (M&M) conference. By the end of this workshop, participants will be able to:
1. define cognitive bias within the context of medical decision making, with particular focus on its contribution to diagnostic errors, and review the common types of cognitive bias observed in trainees
2. define and review examples of debiasing strategies for medical decision making with a framework for teaching trainees these skills
3. review the literature regarding educational strategies to teach these skills and model UVA Internal Medicine’s application of these clinical reasoning concepts to a
debiasing curriculum using the morbidity and mortality conference format
Presenters
Deborah Barry, PhD, Associate Professor of Medical Education
Description/Learning Objectives
After a brief introduction to mindful teaching and learning techniques, participants will explore how their core values impact the ways they approach teaching and learning and apply this knowledge to a teaching session or assignment. Participants are encouraged to bring an assignment or session for consideration. Following the conclusion of this activity, participants will be able to describe a mindful approach to teaching and learning; apply mindful teaching and learning techniques to a teaching session (lecture, chalk talk, or assignment); and describe how your core values inform your approach to teaching and learning.
Presenters
Mike Ryan, MD, Professor of Pediatrics and Associate Dean for Assessment, Evaluation, Research and Innovation and Jim Martindale, PhD, Associate Professor of Medical Education and Director of Assessment
Description/Learning Objectives
Curricular innovations are invaluable to the improvement of medical education programs, and thus, their dissemination to broader audiences is imperative. However, medical educators often struggle to translate innovative ideas into scholarly pursuits due to a lack of experience or expertise in selecting outcome measures that demonstrate impact. The purpose of this session is to help educators identify outcomes measures for educational innovations that facilitate their successful dissemination. By the end of this workshop, participants will be able to:
- Describe the purpose of identifying outcome measures for educational innovations
- List common outcome measures that may be used to assess innovations
- Design a plan for incorporating outcome measures to an educational innovation of your choice
Presenter
William A. Woods, MD, Associate Professor of Emergency Medicine
Description/Learning Objectives
Clinical decision rules are commonly used to make decisions about clinical care, yet there is minimal literature on how clinical decision rules impact the education of learner. This talk will offer strategies to consider when incorporating clinical decision rules into learner education. By the end of this learning activity, participants will be able to
1. Discuss a decision rule used for minor head injuries
2. Consider the role of decision rules in learner education
3. List strategies to enhance learning beyond the decision rules
Panelists
Janet Cross, PhD, Associate Dean for Graduate and Medical Scientist Programs and Associate Professor of Medical Education and Pathology, Carol Manning, PhD, Professor of Neurology; and Courtney Lattimore, MD, Third-year Resident.
Moderator
Andrew Parsons, MD, MPH, Associate Professor of Medicine and Public Health Sciences, Internal Medicine Hospitalist, and Director of Clinical Competency.
Description/Learning Objectives
This event will be a panel discussion around the following topics: choosing a mentor, being a good mentee, being a good mentor, etc. (1 CME credit)
Presenter
Jennifer Louis-Jacques, MD, MPH, Associate Professor of Pediatrics
Description/Learning Objectives
By the end of this workshops, participants will be able to describe the impacts of provider-patient communication on healthcare; review GME and UGME competencies related to Interpersonal and Communication Skills (ICS); discuss the challenges of teaching ICS; demonstrate the impact on trainees; and compare approaches to teaching and assessing ICS.
Presenter
Elizabeth B. Bradley, PhD, Director of Curriculum Evaluation and Associate Professor of Medical Education and James R. Martindale, PhD, Associate Professor of Medical Education, Director of Assessment
Description/Learning Objectives
Defining your research question is a critical first step in transforming an idea/observation you have about teaching and learning into an educational research project and the conceptual framework within which you ground this question allows you to craft a question that will focus your research and guide the design of your study. Together, attention to these important aspects of a scholarly approach will prepare you to select appropriate methods and determine how you will collect and analyze data to demonstrate significant results and disseminate your findings to the broader academic community. By the end of this session, participants will be able to: make the case that your research topic is important; describe what a conceptual framework (CF) is and how to incorporate your selected CF into the design of your research project; develop a good research question using the FINER+M model; and apply the concepts covered today to your own “great idea.”
Presenter
M. Kathryn Mutter, MD, MPH, MD, MPH, Associate Professor of Emergency Medicine, Director, Phase 3 Curriculum, and Andrew S. Parsons, MD, MPH, Associate Professor of Medicine and Public Health Sciences, Hospitalist, and Director of the Foundations of Clinical Medicine Course and Pre-Clerkship Coaching
Description/Learning Objectives
NOTE: We ask that participants bring a project idea (curriculum or program) with them to the workshop
The Logic Model is a graphic depiction (road map) that presents the shared relationships among the resources, activities, outputs, outcomes, and impact of a planned curriculum. Using this standardized approach to designing a curriculum can help an educator clarify and communicate planned work and intended results. This workshop will explore the Logic Model using real-life examples from UVA School of Medicine. Educators should come prepared with a curricular idea, which can be in the idea phase or application phase, that will be further developed using a Logic Model worksheet. Educators will leave with their own logic model initiated, having thought through the needed inputs and outputs of their proposal, and will be able to further develop their curriculum with the resources provided during this workshop. By the end of this session, participants will be able to: describe the benefits of using the Logic Model framework to map their educational program; specifically delineate curricular goals and outcomes using a standardized approach; and apply the Logic Model framework to develop a curricular program or educational experience.
Panelists
Adrian Halme, PhD, Assistant Dean for Graduate and Medical Scientist Programs and Associate Professor of Cell Biology; Susan Kirk, MD, Associate Dean for Graduate Medical Education and Associate Professor of Medicine; M. Kathryn Mutter, MD, MPH, Associate Professor of Emergency Medicine, Director, Phase 3 Curriculum; Wendy Novicoff, PhD, Professor of Orthopaedic Surgery and Public Health Sciences; and Neeral Shah, MD, Associate Professor of Medicine, Harrison Distinguished Professor of Medical Education, Director, Academy for Excellence in Education
Description/Learning Objectives
Come hear from faculty education leaders to learn about opportunities to get involved in education! Panelists have broad experience in the SOM’s educational programs and represent UME, GME, BIMS, and PHS. The interactive discussion will include opportunities for Q&A so participants can engage with the panelists. By the end of this session, participants will be able to identify teaching, leadership, and service opportunities in various educational programs.
Presenter
Emily C. McGowan, MD, PhD, Associate Professor of Medicine, and Jennifer Phillips, RN, CRCC, Clinical & Translational Research Studies Manager, integrated Translational Health Research Institute of Virginia (iTHRIV)
Description/Learning Objectives
Would you like help building the habit of writing so that you can write more regularly and be more productive? Team up with colleagues to break bad writing habits and discover your scholarly potential! A WAG is a peer-facilitated, active writing group that meets once a week for 1 hour over a 10-week block, with a focus on developing a process and habit of writing. By the conclusion of this workshop, participants will be able to list common barriers to academic writing; develop strategies for overcoming some of these barriers; and become familiar with WAGs and the evidence supporting their use.
Presenter
Jessica Dreicer, MD, Assistant Professor of Medicine; and Amber Inofuentes, MD, Professor of Medicine
Description/Learning Objectives
Fundamental knowledge and skills in quality improvement and patient safety (QIPS) are now recognized as essential components of undergraduate (UME) and graduate medical education (GME). Assessment of these skills are required at both the UME (e.g., EPA 13) and GME level (e.g., ACGME Milestones 2.0). Often, teaching these skills occurs in a classroom setting, disconnected from the bedside, leaving learners with a sense that these concepts are disconnected from delivering excellent patient care. Experiential learning theory is well suited for tying QIPS skills into the clinical learning environment (CLE). During this faculty development session, participants will be introduced to a myriad of strategies for incorporating QIPS into the CLE. Participants will have the opportunity to practice utilizing common clinical encounters in which a quality gap, adverse event, or near miss are identified to recognize and teach quality ‘on the fly.’ In addition, the instructors will review existing tools for assessment and provide concrete examples of opportunities for assessment. Faculty will practice assessing QIPS skills using example scenarios with facilitated feedback and discussion. After attending the session, participants will be able to recognize ‘teachable quality moments’ in the CLE, utilize simple techniques to teach about QIPS in the CLE, and be able to accurately and confidently assess QIPS skills in trainees
Presenter
Ian Crane, MD, Assistant Professor of Medicine
Description/Learning Objectives
Deficits in Time Management, Organization and Efficiency are common among medical students and residents; yet evidence based interventions are lacking and such deficits often go unaddressed. This workshop will provide an overview of different educational strategies for teaching organization/efficiency and time-management in the UME and GME setting. Strategies will be presented that are employed at Johns Hopkins, University of Rochester, UT South Western and UVA. Participants will brainstorm potential strategies for addressing organization and time-management deficits within their particular clinical domain. Resources and exercises will be provided to use with medical learners.
By the end of the workshop, participants will be able to:
- Explain the importance of time management and task prioritization during the first year of residency
- Identify strategies to help students and interns apply prioritization and improvement principles to their daily tasks
- Develop a strategy to incorporate education in time management and task prioritization in undergraduate medical school curriculum and early graduate medical education, tailored to multiple clinical domains
Presenter
Jim Soland, PhD, Assistant Professor of Quantitative Methods, UVA School of Education & Human Development
Description/Learning Objectives
Though much effort is often put into designing mental and physical health studies, the approach employed to score measures like surveys is often an afterthought, especially when short survey scales are used (Flake & Fried, 2020). One possible reason that measurement gets downplayed is that there is generally little understanding of how scoring approaches could impact treatment effect estimates beyond random noise due to measurement error. Another possible reason is that the process of scoring is complicated, and training in such methods is usually minimal. This training will provide three motivating examples where surveys are used to understand individuals’ underlying social emotional and/or personality constructs (e.g., pain tolerance, anxiety, self-efficacy) to demonstrate the potential consequences of scoring decisions. These examples will help participants walk through the different measurement decision stages and, hopefully, begin to demystify them. The demonstrations will show participants how the decisions researchers make about how to score their surveys (or other measures used) have consequences that are often overlooked, with likely implications both for conclusions drawn from individual medical studies and replications of studies. By the end of this training, participants will be able to: articulate how scoring decisions can bias study results; make informed decisions about which scoring approach to use, including potential tradeoffs; and access necessary tools (statistical syntax, example data, etc.) to implement a defensible scoring approach in their own work.
Presenters
Shakun Gupta, MD, Assistant Professor of Pediatrics; and Jessica S. Meyer, MD, Assistant Professor of Pediatrics
Description/Learning Objectives
During this faculty development session, participants will be introduced to several bedside teaching strategies with a discussion of how each can help to mitigate one or more of the challenges to effective and efficient bedside teaching. We will discuss barriers to clinical teaching and how we can specifically address them with a targeted educational strategy. Participants will then work through several common but challenging patient scenarios and correlate which educational strategies could best be used to facilitate bedside teaching for each patient type. The session is designed to help faculty improve teaching skills. After attending the session, participants will be able to discuss the benefits and challenges of clinical teaching; understand creative instructional strategies to address barriers to clinical teaching; and apply educational strategies to common challenging clinical scenarios.
Presenters
Karen M. Warburton, MD, FASN, FACP, Associate Professor of Medicine, Associate Director of the Clinical Wellness Center, Vice Chief for Faculty Development (Nephrology Division), and Director, GME Professional Development, Department of Medicine; and Andrew S. Parsons, MD, MPH, Assistant Professor of Medicine and Public Health Sciences, Hospitalist, and Director of the Foundations of Clinical Medicine Course and Pre-Clerkship Coaching
Description/Learning Objectives
Leaders in undergraduate and graduate medical education report learners who struggle with clinical reasoning; however, remediation is often an uncomfortable topic and there is no well-defined approach in the literature to address clinical reasoning deficits. Building on the previous workshop (A Comprehensive Approach to Clinical Reasoning Remediation for the Learner in Need—prior attendance not required), this workshop will offer attendees a more practical approach to the identification and coaching of three common clinical reasoning deficits. Attendees will work together in small groups in which they will review cases, consider the practical realities of three commonly identified clinical reasoning phenotypes, and develop a coaching plan using targeted exercises. The presenters will share their experience in the development of a clinical reasoning coaching program across two institutions involving learners from a variety of specialties. Following this session, participants will be able to: describe how clinical reasoning deficits commonly manifest within the clinical and educational arena; describe three phenotypes of clinical reasoning deficits that go beyond getting a diagnosis, demonstrate a process for the targeted assessment of specific clinical reasoning deficits; and create individualized learning plans for learners who struggle with clinical reasoning.
Presenters
Vaia T. Abatzis, MD, Assistant Professor of Anesthesiology; Thaddee H. Valdelievre, MD, Assistant Professor of Anesthesiology; and Jessica Sheeran, MD, Assistant Professor of Anesthesiology
Description/Learning Objectives
Debriefing is critical in both day-to-day feedback as well as with critical incidents. Debriefing is a hot topic, however there are few opportunities to practice debriefing and get feedback.
In this workshop, various methods of debriefing will be presented with a focus on plus/delta as well as advocacy/inquiry. Participants will break out into small groups; various scenarios will be presented allowing participants to practice debriefing. They will get feedback from their small group as well as workshop faculty. At the end participants will share tips/suggestions from their small groups with the larger group.
Presenters
Catherine F. Casey, MD, Associate Professor of Family Medicine; and Dana L. Redick, MD, Associate Professor of Obstetrics and Gynecology
Description/Learning Objectives
Need a refresher on the latest recommendations in LGBTQ+ Health? Want to teach your students not just what to do for LGBTQ+ patients, but how to do it – while making it fun and interactive? In this 90 minute session, attendees will experience several effective approaches to teaching LGBTQ+ content to students in the health professions. At the end of this session, participants will be able to describe how unique needs of adult learners and health professions students can be synthesized into successful learning strategies, including narratives, cases, active learning, and breakout groups; explain the difference between gender identity and sexual orientation, incorporating pronoun use and inclusive language in communication, and ways health providers can reduce gender dysphoria for patients; and list several resources for teaching essential LGBTQ+ content to health professions students, including an online game in which students simulate clinical interactions with LGBTQ+ patients.
Presenters
Vaia T. Abatzis, MD, Assistant Professor of Anesthesiology; Thaddee H. Valdelievre, MD, Assistant Professor of Anesthesiology; and Jessica Sheeran, MD, Assistant Professor of Anesthesiology
Description/Learning Objectives
There is great interest in inter- and intra-disciplinary medical education, however this can be a challenge to accomplish. This session will provide a brief overview of Kern’s six step approach to curriculum development and engage participants in identifying an interdisciplinary educational opportunity within their department they would like to work on. Participants will identify both what is easily achievable and what will be challenging with each step and develop solutions to identified issues. By the end of this session, participants will be able to describe Kern’s six steps to curriculum development; identify key elements to implementing an interprofessional curriculum using Kern’s model; and develop a plan to address barriers to implementing an interprofessional curriculum.
Presenters
Melissa J. Sacco, MD, Associate Professor of Pediatrics; and Charles D. Magee, MD, Associate Professor of Medicine
Description/Learning Objectives
Medical educators assess learners across a myriad of clinical encounters. One of the most challenging assessments involves evaluating assessing a learner during an urgent clinical encounter. High stakes scenarios are particularly challenging, as they are often unpredictable, overstimulating and usually involve multidisciplinary participants. Thus, “Just in Time” teaching and real time, in the moment feedback is often impossible, as educational priorities are often subjugated for the overarching clinical objectives (i.e. Primary goal of a code is to resuscitate a patient).Through a guided-narrative approach, workshop attendees will observe recorded simulated urgent clinical encounters and will be asked to provide assessment of clinical reasoning for both high and low performing students both with and without the REACT. Attendees will then be invited to discuss the professional charge to ensure learners perform clinical reasoning in urgent encounters and available resources to support this assessment. Theoretical underpinnings supporting REACT, including Dual Process Theory and Situated Cognition Theory, will also be reviewed. Attendees will then break into small groups facilitated by a clinical reasoning facilitator to identify opportunities to apply REACT in current educational practice involving high stakes urgent clinical encounters and design integration of REACT as an assessment of clinical reasoning performance in appropriate educational practices. By the end of this workshop, participants will be able to: identify challenges in providing consistent feedback to learners at various skill level; discuss the utility of REACT to assess clinical reasoning performance and provide feedback to learners; discuss theoretical underpinnings supporting REACT tool – Dual Process Theory and Situated Cognition Theory; describe empiric data validating REACT tool, supporting further implementation for assessment of reasoning in urgent clinical encounters; identify opportunities to apply REACT to current education practice involving high stakes urgent clinical encounters; and design implementation of REACT as an assessment of clinical reasoning performance in appropriate educational practices. (1.5 CME credits)
Presenters
Natalie Guerrier McKnight, MD, Assistant Dean for Faculty, UVA School of Medicine, Inova Campus; Ghofrane Benghanem, MD, Inova Emergency Room Physician; Sarah Calardo, DO, Inova Pediatric Chief Resident; Kamilah Halmon, MD, Inova Pediatric Hospital Medicine Fellowship Director; Maybelle Kou, MD, Med, Inova GME Simulation Director, Pediatric Emergency Room Physician; Kenia Lobo, DO, Inova Pediatric Resident; Anna B. Newcomb, PhD, MSW, LCSW, Trauma Research Manager, Inova Trauma Center, Inova Fairfax Medical Campus; Courtney Port DO, MPH, Inova Pediatric Hospitalist and Resident Quality/Safety Curriculum Director; Shira Rothberg, LCSW, Trauma Survivors Network Coordinator, Inova Trauma Center; Patty Seo-Mayer, Inova Pediatric Residency Associate Program Director, Pediatric Nephrologist; and Elise Switzer, MD, CHSE, Inova Pediatric Hospitalist
Description/Learning Objectives
Medical trainee mistreatment is a common occurrence, with many learners experiencing harassment or discrimination during their training. In the 2019 AAMC GQ, 8.5% of medical students reported being “subjected to racially or ethnically offensive remarks/names” by faculty, staff or colleagues. At our institution and others, patients and families have also been identified as a source of bias. Microaggressions and overt acts of discrimination have a negative impact on trainees. Even when educators commit to fostering a positive learning climate, it can be difficult to appropriately support learners without faculty development. Utilizing video simulations as a starting point, our highly interactive workshop will provide participants with the skills and tools needed to personally respond to instances of bias and prepare participants to have more substantive conversations with learners about bias in medicine at their home institutions. Presenters will explain debriefing methods and introduce tools for addressing bias. Utilizing simulation videos and small group breakout sessions, participants will debrief scenarios, role-play responses to witnessed bias, and address implicit biases and their impact on patient care. Examples of escalation pathways, reporting methods, and support systems will also be reviewed. Lastly, participants will be provided with a RISE Workshop Toolkit which includes a Facilitator’s Guide, Workshop presentation slides with video vignettes, the participant survey, and the tools for communication and peer support, as a ready-to-use workshop available for further implementation. By the end of this workshop, participants will be able to: practice individual response to discrimination in the healthcare setting using STR (Stop, Talk, Roll); utilize the STR and STEP(Step Back, Think through Biases, Evaluate Emotions, Prevent Patient Impact) tools to educate trainees on responding to discrimination in the healthcare setting; and apply DARE (Discover, Actively Listen, Recognize, Educate) to support trainees who have experienced or witnessed discrimination in the healthcare setting.
Presenter
Wendy Novicoff, PhD, MEd, Professor of Orthopaedic Surgery and Public Health Sciences
Description/Learning Objectives
Survey design is a commonly used medical education research methodology. The development of high-quality self-administered surveys requires adherence to rigorous design techniques and standards. Researchers who are deliberate in creating well-designed surveys are able to gather more accurate data. Join us as we explore how to maximize the benefits of survey methodology to answer important medical education research questions in your work with students or colleagues. No previous experience in writing surveys is required, but participants should bring a project idea so discussion can be tailored to real world examples. By the end of this session, participants will be able to: describe key elements of writing survey items and formulating response options in educational research; recognize and avoid common pitfalls in question selection and scale design to create effective survey items; apply evidence-based techniques to questionnaire development and the overall survey design organization/structure; amd identify and implement procedures that maximize survey response rates.
Presenters
Natalie Guerrier McKnight, MD, Assistant Dean for Faculty, UVA School of Medicine, Inova Campus; Jimmy Beck, MD, Med, Assistant Professor of Pediatrics, Seattle Children’s Hospital; Whitney Browning, MD, Associate Professor of Pediatrics, Vanderbilt University Medical Center; Benjamin Kinnear, MD, Med, Associate Professor of Internal Medicine and Pediatrics, Cincinnati Children’s Medical Center; and Erica Zwemer, MD, Associate Professor of Pediatrics, University of North Carolina Chapel Hill
Description/Learning Objectives
With the advent of campaigns such as “Choosing Wisely,” and the “Things We Do For No Reason” series in the Journal of Hospital Medicine, increasing attention has been given to clinical practices, or “dogmas,” that may not be fully justified based on the evidence. Similarly, within medical education, there are widely accepted educational strategies and practices that are potentially futile, or even harmful, for educators and learners rather than being evidence-based or even “best practice”. During our session, we will review well-known educational approaches that have become common parts of educators’ teaching toolboxes but that have little evidence to support them and provide little educational value to our learners. These topics, which will be relevant to educators who work with learners of varying levels and in a variety of settings will include: millennial learners, cognitive biases, learning styles, time-based training and simulation based training. By the end of the workshop, participants will be able to describe five medical education dogmas; incorporate proven educational alternatives to above non-evidenced-based dogmas and discuss additional educational practices that may be difficult to justify based on current evidence.
Presenters
Andrew S. Parsons, MD, MPH, Assistant Professor of Medicine and Public Health Sciences, Hospitalist, and Director of the Foundations of Clinical Medicine Course and Pre-Clerkship Coaching; Emily Ann Abdoler, MD, MAEd, Clinical Assistant Professor, University of Michigan; and Thilan Wijesekera, MD, MHS, Assistant Professor, Yale School of Medicine
Description/Learning Objectives
Most research and educational efforts related to clinical reasoning have focused on diagnostic reasoning. Yet, there is growing recognition of the need for work in the realm of management reasoning, which Cook and colleagues have recently defined as “the process of making decisions about patient management, including choices about treatment, follow-up visits, further testing, and allocation of limited resources.” While making the correct diagnosis is critical, much of the physician role can be defined by management reasoning, which can occur before and after diagnosis. Management reasoning plays a crucial role in patient outcomes and likely factors heavily in medical errors as well as low-value healthcare practices. Further, management reasoning entails physicians’ application of clinical reasoning within the complex social milieu that defines modern medicine, as they must consider the limitations of their particular healthcare context and partner with patients in shared decision-making. Because of the inequities that pervade the healthcare system, management reasoning also should involve consideration of equity and justice in the decision-making process. During this interactive session, we will review what is currently known about management reasoning, comparing it to diagnostic reasoning. Participants will then engage with case studies to practice various teaching strategies for incorporating management reasoning into their teaching. By the end of the workshop, participants will be able to describe the concept of management reasoning, including a comparison to diagnostic reasoning; describe the benefits of teaching management reasoning to undergraduate and graduate medical learners; practice novel strategies for teaching management reasoning to undergraduate and graduate medical learners.
Videos: Education Grand Rounds Presentations
Presenter
Michael Ryan, MD, Associate Dean for Assessment, Evaluation, Research and Innovation, Director for the Center for Medical Education Research and Scholarly Innovation (CMERSI) and Professor of Pediatrics
Video Recording >>
Description/Learning Objectives
By the end of this learning activity, participants will be able to:
• Describe the current state of medical education scholarship locally, nationally, and internationally
• Discuss current and future trends in medical education publication
• Reflect upon the role MERSI has in facilitating dissemination of educational scholarship at UVA (1 CME credit)
Presenter
William Ben Cutrer, MD, MEd, Associate Dean for Undergraduate Medical Education and Associate Professor of Pediatrics, Critical Care Medicine, Vanderbilt University Medical Center[
Description/Learning Objectives
Adaptive Expertise allows the health professional to effectively learn and innovate when needed to address novel challenges. The session will explore concepts surrounding routine and adaptive expertise including the Master Adaptive Learner model, as well as implications for both trainee development and practicing health professional’s lifelong learning. Specific focus will be given to the role Curiosity, Motivation, Mindset, and Resilience play throughout the learning process, and how coaching can impact the development of expertise. Attendees will leave with practical strategies for implementation within their own working-learning environment.
Objectives:
- Discuss the skills and process for learning that foster development of Adaptive Expertise in Health Professions Education
- Appraise the role of Curiosity, Motivation, Mindset, and Resilience in Expertise Development
- Compare coaching strategies to impact Curiosity, Motivation, Mindset, and Resilience
Presenter
Diane E. Whaley, PhD, Professor, Department of Leadership, Foundations, and Policy, UVA School of Education and Human Development; and Elisa Enriquez Hesles, MD-PhD candidate, University of Virginia School of Medicine
Description/Learning Objectives
This presentation aims to provide concrete, evidence-based strategies, based on motivation theory and practice (e.g., motivational interviewing), to aid providers in more effectively communicating with patients. We will share how the goals of high value care require getting the most accurate and useful information from patients, but that can be difficult with patients who are ambivalent about change or who display fear or other negative emotions. We will share tested, granular-level strategies for eliciting “change talk” from patients as well as discuss some typical traps that those in helping relationships can fall into that may hinder behavior change.
Learning Objectives:
- Explore the links among high value care, the SOAP model, and effective communication for understanding and more effectively diagnosing patient concerns
- Investigate the communication “traps” practitioners can fall into when trying to understand the patient’s story
- Acquire knowledge of specific evidence-based strategies that facilitate behavior change even in resistant patients
Presenter
Susan Humphrey-Murto, MD, MEd, FRCPC, Associate Professor of Medicine, Interim Director Research Support Unit, Department of Medicine and Department of Innovation in Medical Education, University of Ottawa
Description/Learning Objectives
Learner education handover (LEH) is the sharing of information about learners across transition points in their education. This practice aligns well within the context of competency based medical education (CBME), where learning and assessment should occur along a continuum. Less time is spent by preceptors on rediscovering strengths and learning needs with more focus on providing individualized teaching and feedback. LEH can also address the gap between undergraduate and postgraduate medical training. Despite these compelling arguments, uptake has been variable due to concerns regarding stigmatization of the learner and the potential to bias future assessments. This session will explore LEH and review the evidence currently available regarding bias, how faculty perceive the practice of LEH and outline ongoing calls and efforts for implementation. Proposed core principles and models will be presented. By the end of the session participants will be able to describe LEH, outline the potential benefits and risks associated with the practice, describe the core principles to design models of LEH and consider these in their respective settings
Presenter
Suzanne Schut, BEd, Educational Advisor, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, The Netherlands
Description/Learning Objectives
Assessment is believed to have a strong impact on learning, however, neither necessarily desirable nor positive. Assessment can lead to surface learning approaches, strategic choices, teaching and learning to the test, anxiety, stress, and fear of failing. The ambitions to overcome the undesirable and unintended consequence of assessment and to use assessment for more than accountability are high. Programmatic assessment is an example of a whole-system approach to assessment which aims to simultaneously optimize the feedback and the decision-making function of assessment. In practice, low-stake assessments have yet to reach their potential as catalysts for learning.
This session will present the insights gained from research exploring implementations of programmatic assessment in medical education. We will focus on the perceptions of learners and teachers, discuss the important role of agency in assessment, and we will reflect on factors that facilitate and, more often, constrain the exercise of agency in assessment. We will set out to gain a shared understanding of programmatic assessment from a sociocultural and an interpersonal perspective. By the end, participants will have a general understanding of the factors that could benefit learning and reflect on the tensions and dilemmas that are likely to emerge when implementing a whole-system approach.
Videos: Excellence in Education Presentations
Moderator
Moderated by M. Kathryn Mutter, MD, MPH, Assistant Professor of Emergency Medicine, Vice-chair, Building Community Committee, Academy for Excellence in Education
Presentations
“An On-line Medical Spanish Course involving Guatemalan Instructors Improves Medical Students’ Spanish Language Proficiency: A Retrospective Pre-Post Analysis” (James H. Moak, MD*; Jessica O. González, BA; Weichao Chen, PhD; Federico Velásquez, MA; Vivian I. Martínez, BA; Timothy L. McMurry, PhD; Erin L. Keller, MD)
“Generating and Validating a Novel Tool to Improve Learner Clinical Reasoning in Urgent Clinical Scenarios” (Brian D. Peterson, MD; Charles D. Magee, MD, MPH*; James Martindale, PhD; Jessica Dreicer, MD; Kathryn Mutter, MD, MPH; Gregory Young, MD; Melissa Jerdonek Sacco, MD; Laura Parsons, MD, MPH; Stephen Collins, MD; Karen Warburton, MD; Andrew Parsons, MD)
“Development of an Educational Workshop on the Practical Application of Respiratory Motion Management Techniques for Radiation Oncology Trainees: A Pilot Study” (Kristin A. Ward, MD*; Kara D. Romano, MD; Emily Wood, BA; Sarah B. Scarboro, PhD; Einsley-Marie Janowski, MD, PhD)
*presenting author
Moderator
Moderated by Nora Kern, MD, Associate Professor of Urology, Chair, Building Community Committee, Academy for Excellence in Education
Presentations
“Student Perspectives on the Etiologies of Burnout During the Clinical Years of Medical School” (Matthew E Allen, MD*; Deborah S Barry, PhD; Beck A Jacobsen, MD; Tabor E Flickinger, MD; Rachel H Kon, MD)
“Redesigning Journal Club to Improve Participant Satisfaction and Education” (Marisa N. Duong*, BS; Andrew Strumpf, MPH; James J. Daniero, MD, MS; Mark J. Jameson, MD, PhD; Jose L. Mattos, MD, MPH)
“Keeping it Legal: Empowering Physicians and Trainees through the Creation of State-Specific Medical-Legal Primers” (Shalini Subbarao*, BS; Carolyn Davis, MD; Emily Marko, MD; Skip White, JD; Katherine Latimer, MD)
*presenting author
Moderator
Moderated by Nora Kern, MD, Associate Professor of Urology, Chair, Building Community Committee, Academy for Excellence in Education
Presentations
“A Simple and Effective Application of Cognitive Load Theory in the Preclinical Curriculum: The Worked Solution” (Deborah Barry, PhD, David Moyer, PhD, Vaia Abatzis, MD, Keith Littlewood, MD, Andrew Mihalek MD)
“Peripheral Blood Smear Analysis Educational for Internal Medicine Residents” (Joseph Mort, MD, Samantha Benedetto, MD, Hillary Maitland, MD, and Elizabeth A. Lyons, MD)
“Examining the Association Between EPA Performance in the Workplace and Outcomes Throughout Medical School” (Megan Bray, MD, Andrew Parsons, MD, MPH, James Martindale, PhD, Elizabeth Bradley, PhD, Homan Wai, MD, Alicia Freedy, MD, Linda Waggoner-Fountain, MD, Meg Keeley, MD, Michael Ryan, MD, MEHP)
*presenting author
Moderator
Moderated by M. Kathryn Mutter, MD, MPH, Associate Professor of Emergency Medicine, Director, Phase 3 Curriculum, and Vice-chair, Building Community Committee, Academy for Excellence in Education
Presentations
- “How Medical and Nursing Students Contribute to Their Own Sense of Mattering” (Mallika Dammalapati, BS MS3, Karen Marcdante, MD, Katy Hall, MSN, RN, Natalie May, PhD, Caitlin Patten, MD, Rana Higgins, MD, Julie Haizlip, MD MAPP)
- “Authentic Workplace Based Assessment for the Core EPAs: Outcomes from a Designated Assessor Program” (Philip Smith, MD, Andrew Parsons, MD, MPH, Elizabeth Bradley, PhD, James Martindale, PhD, Linda Waggoner-Fountain, MD, Ryan Smith, MD, Juan Olazagasti, MD, Megan Bray, MD, Meg Keeley, MD, Michael Ryan, MD, MEHP)
*presenting author