Accreditation & Designation Statements
AMA PRA Category 1 Credits™ : The University of Virginia School of Medicine and School of Nursing designates these live activities for a maximum of (1-24) AMA PRA Category 1 Credits,TM depending on the event. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
Hours of Participation: The University of Virginia School of Medicine and School of Nursing awards 1-24 hours of participation (consistent with the designated number of AMA PRA Category 1 Credit(s)TM or ANCC contact hours), depending on the event, to a participant who successfully completes these educational activities. The University of Virginia School of Medicine and School of Nursing maintains a record of participation for six (6) years.
Upcoming Events and Registration
Understanding Reputation Management
Tuesday, August 10, 2021
9:00 a.m.- 10:00 a.m.
Location: Virtual Zoom Meeting
Facilitated by Kimberley R. Barker, MLIS, Librarian for Digital Life
Description/Learning Objectives: RateMDs. Vitals. Healthgrades. Yelp. For good or ill, a large percentage of Americans who are looking for a physician are influenced by what they find on review sites like these. In addition to opinions and information about your professional life, many are surprised to learn what is available about more personal aspects of their lives, and about how that information may impact professional reputation. By the end of this presentation, participants will be able to define “reputation management”, and will understand what steps are needed to establish, maintain, and protect their reputations. (1 CME credit)
New Faculty Retreat
Thursday, September 2, 2021
7:30am – 1:00pm
Colonnade Club (Pavilion VII)
CME credits: 5.50
Moderated by Troy S. Buer, PhD, Director for Faculty Development and Assistant Professor of Medical Education and Susan M. Pollart, MD, MS, Senior Associate Dean for Faculty Affairs and Faculty Development and Ruth E. Murdaugh Professor of Family Medicine
Description/Learning Objectives: This retreat is intended for all new School of Medicine basic science and clinical faculty, and will include the following topics: opening and introductions: department chairs introduce their new faculty, over breakfast; shaping your career: using a faculty life cycle model, participants will explore strategies for career and professional development planning; academic advancement and transition: attendees have an opportunity to meet with (and get tips/insights from) newly promoted faculty in their track; and introduction and lunch with key SOM faculty support: invited leaders will briefly describe the resources/services they offer. (To be followed by a luncheon with these leaders to allow individual or small-group consultation.) Representatives will present on services provided by the Claude Moore Health Sciences Library, the Promotions and Tenure Committee, the Mindfulness Center, the Faculty and Employee Assistance Program, the Office for Research, the Office of Grants and Contracts, the Academy for Excellence in Education, the Medical Alumni Association & Medical School Foundation, and the Office of Marketing and Communications, and others. (5.5 CME credits)
Medical Education Grand Rounds
Caught between Trust and Control: Agency and Accountability in Programmatic Assessment when aiming to support Learning
Wednesday, September 8, 2021
12:00 noon – 1:00 p.m.
Location: Virtual Zoom Meeting
Presented by Suzanne Schut, PhD candidate, School of Health Professions Education, Department of Educational Research and Development, 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. (1 CME credit)
About the presenter: Suzanne Schut is a staff member of the School of Health Professions Education (SHE) at Maastricht University, the Netherlands. She has a background in Educational Sciences and is currently preparing to defend her PhD dissertation on programmatic assessment in medical education. She is appointed as educational consultant within the Assessment Taskforce where she is chair of the assessment review committee and responsible for the assessment and quality assurance of assessment within the Faculty of Health, Medicine and Life Sciences. Her research focuses on programmatic assessment, and more specifically, the aim to support and stimulate learning with this approach to assessment. In her research, she aims to unravel and validate the concepts underlying the theoretical model of programmatic assessment. Topics of interest are assessment for learning, agency, and student-teacher relationships within the assessment environment.