Professional Development

Upcoming Events And Registration

Introduction to Virtual Reality Headsets

Tuesday, September 3, 2019, 8:30 AM — 9:30 AM
Health Sciences Library, The MILL, Charlottesville
CME Credits: 1.00

Presented by: Kimberley R. Barker, MLIS, Librarian for Digital Life, Claude Moore Health Sciences Library
Description/Learning Objectives: By now you’re probably familiar with Virtual Reality and its applications for not only healthcare, but for everyday life. However, you may be unclear about the differences in VR headsets (Tethered? Untethered? Smartphone-based?). Join Kimberley to learn more about the different types of headsets, their capabilities, necessary peripherals, price ranges, etc. This presentation will be especially helpful for those who are planning to purchase a VR headset for their departmental or personal use. By the end of this learning opportunity, participants will be able to define “virtual reality:” describe the differences between several different VR headsets; and list the pros and cons of different VR headsets. Due to classroom size, this session is limited to 10 participants (1 CME credit)

 

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20190903T123000Z
DTEND:20190903T133000Z
UID:6215-043bec75a3321ab4bb0a9b62e5cd2c89-2402084934@med.virginia.edu
DESCRIPTION:Presented by: Kimberley R. Barker, MLIS, Librarian for Digital Life, Claude Moore Health Sciences Library
Description/Learning Objectives: By now you’re probably familiar with Virtual Reality and its applications for not only healthcare, but for everyday life. However, you may be unclear about the differences in VR headsets (Tethered? Untethered? Smartphone-based?). Join Kimberley to learn more about the different types of headsets, their capabilities, necessary peripherals, price ranges, etc. This presentation will be especially helpful for those who are planning to purchase a VR headset for their departmental or personal use. By the end of this learning opportunity, participants will be able to define “virtual reality:” describe the differences between several different VR headsets; and list the pros and cons of different VR headsets. Due to classroom size, this session is limited to 10 participants (1 CME credit)
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/introduction-to-virtual-reality-headsets-2/
SUMMARY:Introduction to Virtual Reality Headsets
LOCATION: Health Sciences Library, The MILL, Charlottesville
END:VEVENT
END:VCALENDAR

Journal Club

Tuesday, September 10, 2019, 12:00 PM — 1:00 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.00

Moderated by: Weichao “Vera” Chen, PhD, Instructional Designer
Article: Doobay-Persaud, A., Adler, M.D., Bartell, T.R. et al. “Teaching the Social Determinants of Health in Undergraduate Medical Education: a Scoping Review.” J GEN INTERN MED (2019) 34: 720, doi.org/10.1007/s11606-019-04876-0 (1 CME credit)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20190910T160000Z
DTEND:20190910T170000Z
UID:6305-ad0e08e15eb145399979f923f34d76c8-817191706@med.virginia.edu
DESCRIPTION:Moderated by: Weichao “Vera” Chen, PhD, Instructional Designer
Article: Doobay-Persaud, A., Adler, M.D., Bartell, T.R. et al. “Teaching the Social Determinants of Health in Undergraduate Medical Education: a Scoping Review.” J GEN INTERN MED (2019) 34: 720, doi.org/10.1007/s11606-019-04876-0 (1 CME credit)
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-30/
SUMMARY:Journal Club
LOCATION: MR5 Research Building, Classroom 1005, Charlottesville
END:VEVENT
END:VCALENDAR

Certificate Program: Designing a scholarly evaluation plan for your educational innovation

Tuesday, September 17, 2019, 5:00 PM — 6:30 PM
Pinn Hall, G1-G2, Charlottesville
CME Credits: 1.50

Presented by: Maryellen E. Gusic, MD, Professor of Medical Education and Senior Advisor for Educational Affairs and Elizabeth B. Bradley, PhD, Associate Professor of Medical Education and Director of Curriculum Evaluation
Description/Learning Objectives: Educators spend significant time and effort designing educational interventions. While the focus of the design process is commonly on determining content, selecting teaching strategies, trouble-shooting logistics and garnering the resources needed for effective implementation, the articulation of a well-planned evaluation strategy is often overlooked until there is a desire to disseminate this work. A comprehensive evaluation plan provides critical information to inform improvement efforts for future iterations of the program and also provides the foundation for scholarly dissemination. During this highly interactive workshop, participants will examine how to use educational theory and best practices from the literature to plan and rigorously evaluate the effectiveness of an educational intervention. Attendees will also discuss how to organize and present results of their evaluation in peer-reviewed presentations and publications. Following this session, participants will be able to: examine approaches to rigorously evaluate the outcomes (“what happened/if it was successful”) of an educational intervention; explore methods to determine the processes (the “why” and the “how”) that contributed to the effectiveness of the intervention; and apply strategies to effectively organize the reporting of results of an evaluation in scholarly presentations and publications. (1.5 CME credits)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20190917T210000Z
DTEND:20190917T223000Z
UID:6323-d96cf8a93c9dc08492e63403d64412a8-2415655668@med.virginia.edu
DESCRIPTION:Presented by: Maryellen E. Gusic, MD, Professor of Medical Education and Senior Advisor for Educational Affairs and Elizabeth B. Bradley, PhD, Associate Professor of Medical Education and Director of Curriculum Evaluation
Description/Learning Objectives: Educators spend significant time and effort designing educational interventions. While the focus of the design process is commonly on determining content, selecting teaching strategies, trouble-shooting logistics and garnering the resources needed for effective implementation, the articulation of a well-planned evaluation strategy is often overlooked until there is a desire to disseminate this work. A comprehensive evaluation plan provides critical information to inform improvement efforts for future iterations of the program and also provides the foundation for scholarly dissemination. During this highly interactive workshop, participants will examine how to use educational theory and best practices from the literature to plan and rigorously evaluate the effectiveness of an educational intervention. Attendees will also discuss how to organize and present results of their evaluation in peer-reviewed presentations and publications. Following this session, participants will be able to: examine approaches to rigorously evaluate the outcomes (“what happened/if it was successful”) of an educational intervention; explore methods to determine the processes (the “why” and the “how”) that contributed to the effectiveness of the intervention; and apply strategies to effectively organize the reporting of results of an evaluation in scholarly presentations and publications. (1.5 CME credits)
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-program-designing-a-scholarly-evaluation-plan-for-your-educational-innovation/
SUMMARY:Certificate Program: Designing a scholarly evaluation plan for your educational innovation
LOCATION: Pinn Hall, G1-G2, Charlottesville
END:VEVENT
END:VCALENDAR

MedEd Grand Rounds: Predicting the Future by Creating It: if it ain't broke, make it better!

Wednesday, September 18, 2019, 10:00 AM — 11:00 AM
Pinn Hall 1014 Auditorium, Charlottesville
CME Credits: 1.00

Presented by: Debra Lee Klamen, MD, MHPE, Senior Associate Dean for Education and Curriculum, Professor and Chair, Department of Medical Education, Southern Illinois University School of Medicine
Description/Learning Objectives: This presentation will discuss my experience in re-designing SIUSOM’s clinical/clerkship curriculum.   This will include the rationale for the change, the data behind the need for such a change, the process of change management, and early outcomes.  Barriers to the change and how they were overcome will be included.  In addition, the Critical Clinical Competency online video-based critical reasoning curriculum will be shared with participants (a crucial part of the redesign of the third year). By the end of the presentation participants will:  understand that traditional third-year clerkships are problematic and in need of change; understand the acquisition of complex skills from a theory perspective; and be able to articulate the design of the new third-year curriculum at SIUSOM. (1 CME credit)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20190918T140000Z
DTEND:20190918T150000Z
UID:6232-448c3af8c5b4e163756f4b04cf01c30f-2063736470@med.virginia.edu
DESCRIPTION:Presented by: Debra Lee Klamen, MD, MHPE, Senior Associate Dean for Education and Curriculum, Professor and Chair, Department of Medical Education, Southern Illinois University School of Medicine
Description/Learning Objectives: This presentation will discuss my experience in re-designing SIUSOM’s clinical/clerkship curriculum.   This will include the rationale for the change, the data behind the need for such a change, the process of change management, and early outcomes.  Barriers to the change and how they were overcome will be included.  In addition, the Critical Clinical Competency online video-based critical reasoning curriculum will be shared with participants (a crucial part of the redesign of the third year). By the end of the presentation participants will:  understand that traditional third-year clerkships are problematic and in need of change; understand the acquisition of complex skills from a theory perspective; and be able to articulate the design of the new third-year curriculum at SIUSOM. (1 CME credit)
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/meded-grand-rounds-predicting-the-future-by-creating-it-if-it-aint-broke-make-it-better/
SUMMARY:MedEd Grand Rounds: Predicting the Future by Creating It: if it ain't broke, make it better!
LOCATION: Pinn Hall 1014 Auditorium, Charlottesville
END:VEVENT
END:VCALENDAR

Certificate Program: A Comprehensive Approach to Clinical Reasoning Remediation for Learner in Need

Monday, September 23, 2019, 5:00 PM — 6:30 PM
Pinn Hall, G1-G2, Charlottesville
CME Credits: 1.50

Presented by: Andrew Parsons, MD, Assistant Professor of Medicine, Hospitalist, and Lead Coach for Clinical Reasoning and Karen M. Warburton, MD, FASN, Associate Professor of Medicine, Vice Chief for Faculty Development (Nephrology Division), and Director, GME Professional Development, Department of Medicine
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. This workshop will offer attendees an approach to identifying and remediating learners who struggle with clinical reasoning. Attendees will work together in small groups in which they will review cases, assess struggling learners, and develop a coaching plan specific to a set of clinical reasoning deficits. 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. The audience will then have the opportunity to brainstorm some strategies for implementing similar programs in their own departments.  Following this session, participants will be able to:  demonstrate a process for the identification of learners who struggle with clinical reasoning; demonstrate a process for the targeted assessment of specific clinical reasoning deficits; create individualized learning plans for learners who struggle with clinical reasoning; and propose an approach to the development of an effective coaching and remediation plan. (1.5 CME Credits)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20190923T210000Z
DTEND:20190923T223000Z
UID:6366-61f515aa653cd54f0ecb9b8b5465449d-3372828042@med.virginia.edu
DESCRIPTION:Presented by: Andrew Parsons, MD, Assistant Professor of Medicine, Hospitalist, and Lead Coach for Clinical Reasoning and Karen M. Warburton, MD, FASN, Associate Professor of Medicine, Vice Chief for Faculty Development (Nephrology Division), and Director, GME Professional Development, Department of Medicine
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. This workshop will offer attendees an approach to identifying and remediating learners who struggle with clinical reasoning. Attendees will work together in small groups in which they will review cases, assess struggling learners, and develop a coaching plan specific to a set of clinical reasoning deficits. 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. The audience will then have the opportunity to brainstorm some strategies for implementing similar programs in their own departments.  Following this session, participants will be able to:  demonstrate a process for the identification of learners who struggle with clinical reasoning; demonstrate a process for the targeted assessment of specific clinical reasoning deficits; create individualized learning plans for learners who struggle with clinical reasoning; and propose an approach to the development of an effective coaching and remediation plan. (1.5 CME Credits)
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-program-a-comprehensive-approach-to-clinical-reasoning-remediation-for-learner-in-need/
SUMMARY:Certificate Program: A Comprehensive Approach to Clinical Reasoning Remediation for Learner in Need
LOCATION: Pinn Hall, G1-G2, Charlottesville
END:VEVENT
END:VCALENDAR

New Faculty Retreat

Wednesday, September 25, 2019, 7:30 AM — 12:00 PM
Colonnade Club, University of Virginia, Charlottesville
CME Credits: 4.50

New Faculty Retreat Schedule

  • 7:00 a.m. – 7:30 a.m.: Check-in; Breakfast Available
  • 7:30 a.m. – 8:30 a.m.: Welcome and New Faculty Introductions by Department Chairs The welcome will be facilitated by Susan M. Pollart, MD, MS, Senior Associate Dean for Faculty Affairs and Faculty Development. Following the welcome, each department chair will introduce his/her new faculty members.
  • 8:30 a.m. – 9:30 a.m.: Conversations and Collaboration Faculty will work in small groups to identify areas of potential professional collaboration and explore the faculty life cycle model to consider career and professional development planning.
  • 9:30 a.m. – 10:30 a.m.: Academic Advancement and Transition This session provides an opportunity for new faculty to meet with (and get tips/insights from) newly promoted faculty in their track.
  • 10:30 a.m. – 10:45 a.m.: Break
  • 10:45 a.m. – 12:00 noon: Introduction of and lunch with Key School of Medicine Faculty Support Leaders will briefly describe the resources/services they offer. This session will be followed by a luncheon with these leaders, to allow individual or small-group consultation.
  • 12:00 noon: Wrap up and Announcements
BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20190925T113000Z
DTEND:20190925T160000Z
UID:6272-b347a01fd24abe8bfe0404b7abac7bb4-3198655462@med.virginia.edu
DESCRIPTION:

New Faculty Retreat Schedule

URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/new-faculty-retreat-5/
SUMMARY:New Faculty Retreat
LOCATION: Colonnade Club, University of Virginia, Charlottesville
END:VEVENT
END:VCALENDAR

Journal Club

Wednesday, October 9, 2019, 12:00 PM — 1:00 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.00

Moderated by: James Martindale, PhD, Associate Professor of Medical Education, Director of Test Development
Article: TBD (1 CME credit)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20191009T160000Z
DTEND:20191009T170000Z
UID:6304-6fec1495af2dd296b4d981ae6b4d1fd9-4132311450@med.virginia.edu
DESCRIPTION:Moderated by: James Martindale, PhD, Associate Professor of Medical Education, Director of Test Development
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-29/
SUMMARY:Journal Club
LOCATION: MR5 Research Building, Classroom 1005, Charlottesville
END:VEVENT
END:VCALENDAR

Certificate Program: Visual Arts-Based Health Professional Education – The Clinician's Eye

Thursday, October 10, 2019, 4:00 PM — 5:30 PM
Pinn Hall, G1-G2, Charlottesville
CME Credits: 1.50

Presented by: Marcia Day Childress PhD, Center for Biomedical Ethics and Humanities, Associate Professor of Medical Education (Health Humanities), Center for Biomedical Ethics and Humanities, Madaline B. Harrison MD, Professor of Neurology, and M. Jordan Love PhD, Academic Curator, Fralin Museum of Art
Description/Learning Objectives: Learning based in the literary, fine, and performing arts is increasingly used in health professional education in order that learners may effectively practice and refine certain core clinical skills not easily imparted via didactic classroom or textbook instruction: observation, communication, perspective-taking, reflection, self-awareness, compassionate presence (including recognizing and being present with suffering), and tolerance of ambiguity and uncertainty. This professional development session co-led by a museum educator, a physician, and a health humanities scholar introduces educators in the health professions to visual thinking strategies (VTS) and related techniques from art history and art education as one mode of visual arts-based education for clinical skills development. The session consists of an active learning experience followed by debriefing and discussion. The centerpiece is an interactive workshop in which participants apply VTS to engagement with visual art. Adapted from UVA’s museum-based Clinician’s Eye module created by the Fralin Museum of Art and the Center for Biomedical Ethics and Humanities, the workshop features exercises in close looking, analysis and interpretation, drawing and describing, and reflective response. Experiencing visual arts-based exercises first-hand will enable participants to grasp in practical terms how these strategies help apprentice clinicians practice and refine specific clinical skills. After the exercises, participants will debrief, then discuss how to use visual art observation methods and materials in their own teaching. The group will also consider such arts-based instruction appropriate to participants’ clinical specialties. Following this session, participants will be able to: explain visual thinking strategies (VTS) and other visual arts-based techniques and how they can be used to teach core clinical skills; apply VTS and related techniques in practicing close visual observation, analysis and interpretation, dialogue/teamwork, and reflective response; understand how these arts-based techniques apply to clinical skills development; and entertain specific applications of this approach to their own teaching. (1.5 CME credits)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20191010T200000Z
DTEND:20191010T213000Z
UID:6322-c687617b9f6124860ba7ee1d95b555f1-2099757078@med.virginia.edu
DESCRIPTION:Presented by: Marcia Day Childress PhD, Center for Biomedical Ethics and Humanities, Associate Professor of Medical Education (Health Humanities), Center for Biomedical Ethics and Humanities, Madaline B. Harrison MD, Professor of Neurology, and M. Jordan Love PhD, Academic Curator, Fralin Museum of Art
Description/Learning Objectives: Learning based in the literary, fine, and performing arts is increasingly used in health professional education in order that learners may effectively practice and refine certain core clinical skills not easily imparted via didactic classroom or textbook instruction: observation, communication, perspective-taking, reflection, self-awareness, compassionate presence (including recognizing and being present with suffering), and tolerance of ambiguity and uncertainty. This professional development session co-led by a museum educator, a physician, and a health humanities scholar introduces educators in the health professions to visual thinking strategies (VTS) and related techniques from art history and art education as one mode of visual arts-based education for clinical skills development. The session consists of an active learning experience followed by debriefing and discussion. The centerpiece is an interactive workshop in which participants apply VTS to engagement with visual art. Adapted from UVA’s museum-based Clinician’s Eye module created by the Fralin Museum of Art and the Center for Biomedical Ethics and Humanities, the workshop features exercises in close looking, analysis and interpretation, drawing and describing, and reflective response. Experiencing visual arts-based exercises first-hand will enable participants to grasp in practical terms how these strategies help apprentice clinicians practice and refine specific clinical skills. After the exercises, participants will debrief, then discuss how to use visual art observation methods and materials in their own teaching. The group will also consider such arts-based instruction appropriate to participants’ clinical specialties. Following this session, participants will be able to: explain visual thinking strategies (VTS) and other visual arts-based techniques and how they can be used to teach core clinical skills; apply VTS and related techniques in practicing close visual observation, analysis and interpretation, dialogue/teamwork, and reflective response; understand how these arts-based techniques apply to clinical skills development; and entertain specific applications of this approach to their own teaching. (1.5 CME credits)
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-program-visual-arts-based-health-professional-education-the-clinicians-eye/
SUMMARY:Certificate Program: Visual Arts-Based Health Professional Education – The Clinician's Eye
LOCATION: Pinn Hall, G1-G2, Charlottesville
END:VEVENT
END:VCALENDAR

Establishing your Personal Brand: Steps for building a successful web presence

Wednesday, October 16, 2019, 11:00 AM — 12:00 PM
Health Sciences Library, Charlottesville
CME Credits: 1.00

Presented by Kimberley R. Barker, MLIS, Librarian for Digital Life, Claude Moore Health Sciences Library
Description/Learning Objectives: Join Kimberley to learn about the basics of brand-building, and about how these simple steps can lead to a solid web presence that benefits you professionally and personally. By the end of this learning opportunity, participants will be able to define “personal branding;” list best practices for establishing their brand; explain strategies for effectively communicating their brand; describe ways to protect your digital assets; and become familiar with the idea of reputation management. (1 CME credit)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20191016T150000Z
DTEND:20191016T160000Z
UID:6214-75bf65661076f08574e22640d05791ba-1517988816@med.virginia.edu
DESCRIPTION:Presented by Kimberley R. Barker, MLIS, Librarian for Digital Life, Claude Moore Health Sciences Library
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/establishing-your-personal-brand-steps-for-building-a-successful-web-presence/
SUMMARY:Establishing your Personal Brand: Steps for building a successful web presence
LOCATION: Health Sciences Library, Charlottesville
END:VEVENT
END:VCALENDAR

Certificate Program: The Video Micro-Lecture: What is it and how can I make one?

Thursday, October 24, 2019, 4:00 PM — 5:30 PM
Pinn Hall, G1-G2, Charlottesville
CME Credits: 1.50

Presented by: Selina Noramly, PhD, Associate Professor of Medical Education and Director of Academic Enhancement; Johanna Craig, Ph.D., Instructional Technology Specialist; and Leslie Hammersmith, Assistant Dean for Technology Enhanced Instruction, University of Illinois College of Medicine at Peoria
Description/Learning Objectives: The practice of flipping the classroom is far more common than ever before.  Flipped classroom sessions emphasize student-directed learning with opportunities for students to apply knowledge, rather than use the in-class time to acquire new knowledge. The flipped classroom model relies heavily on quality preparatory materials that often include pre-recorded lecture material to introduce foundational information and introduce concepts that will be applied in the classroom setting. Research has shown that short videos under 15 minutes do a far better job at holding students’ attention than do lengthier pre-recorded lecture material (Guo, 2014).  These “micro-lectures”, are a highly effective teaching tool that help maximize the impact of information delivered and retained in as little time possible.  This workshop will offer faculty a chance to practice creating their own pre-recorded lecture in small groups on a variety of randomly assigned topics.  Following this session, participants will be able to:  describe the qualities that make an effective micro-lecture; identify common problems encountered when converting a traditional lecture to a micro-lecture video; and evaluate a faculty-produced video to improve its quality using a peer review rubric.(1.5 CME credits)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20191024T200000Z
DTEND:20191024T213000Z
UID:6379-e0436cbe132d4458eaec24b28cf5ae34-2939727008@med.virginia.edu
DESCRIPTION:Presented by: Selina Noramly, PhD, Associate Professor of Medical Education and Director of Academic Enhancement; Johanna Craig, Ph.D., Instructional Technology Specialist; and Leslie Hammersmith, Assistant Dean for Technology Enhanced Instruction, University of Illinois College of Medicine at Peoria
Description/Learning Objectives: The practice of flipping the classroom is far more common than ever before.  Flipped classroom sessions emphasize student-directed learning with opportunities for students to apply knowledge, rather than use the in-class time to acquire new knowledge. The flipped classroom model relies heavily on quality preparatory materials that often include pre-recorded lecture material to introduce foundational information and introduce concepts that will be applied in the classroom setting. Research has shown that short videos under 15 minutes do a far better job at holding students’ attention than do lengthier pre-recorded lecture material (Guo, 2014).  These “micro-lectures”, are a highly effective teaching tool that help maximize the impact of information delivered and retained in as little time possible.  This workshop will offer faculty a chance to practice creating their own pre-recorded lecture in small groups on a variety of randomly assigned topics.  Following this session, participants will be able to:  describe the qualities that make an effective micro-lecture; identify common problems encountered when converting a traditional lecture to a micro-lecture video; and evaluate a faculty-produced video to improve its quality using a peer review rubric.(1.5 CME credits)
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-program-the-video-micro-lecture-what-is-it-and-how-can-i-make-one/
SUMMARY:Certificate Program: The Video Micro-Lecture: What is it and how can I make one?
LOCATION: Pinn Hall, G1-G2, Charlottesville
END:VEVENT
END:VCALENDAR

Preparing your Curriculum Vitae for Promotion and Tenure

Friday, October 25, 2019, 12:00 PM — 1:00 PM
McKim Hall, Room 1023 BIMS, Charlottesville
CME Credits: 1.00

Presented by: 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: The School of Medicine requires a specific format for the CV, for faculty going up for promotion and/or tenure. The CV format guide is available here. Bring your CV and learn what changes you need to make to be better prepared for the P&T process. By the end of this workshop, participants will be able to define how to format a Curriculum Vitae for Promotions and Tenure purposes; list available resources to assist with building their P&T CV; describe the basic P&T process, guidelines, and timeline; and explain the key content and format elements of an exemplary P&T Curriculum Vitae. (1 CME credit)

Lunch will be available.

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20191025T160000Z
DTEND:20191025T170000Z
UID:6321-89d01050545433593d491bf7dc53c50b-59938696@med.virginia.edu
DESCRIPTION:Presented by: 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: The School of Medicine requires a specific format for the CV, for faculty going up for promotion and/or tenure. The CV format guide is available here. Bring your CV and learn what changes you need to make to be better prepared for the P&T process. By the end of this workshop, participants will be able to define how to format a Curriculum Vitae for Promotions and Tenure purposes; list available resources to assist with building their P&T CV; describe the basic P&T process, guidelines, and timeline; and explain the key content and format elements of an exemplary P&T Curriculum Vitae. (1 CME credit)
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/preparing-your-curriculum-vitae-for-promotion-and-tenure-4/
SUMMARY:Preparing your Curriculum Vitae for Promotion and Tenure
LOCATION: McKim Hall, Room 1023 BIMS, Charlottesville
END:VEVENT
END:VCALENDAR

Journal Club

Tuesday, November 5, 2019, 12:00 PM — 1:00 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.00

Moderated by: Deborah Barry, PhD, Assistant Professor of Medical Education

Article: TBD (1 CME credit)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20191105T170000Z
DTEND:20191105T180000Z
UID:6303-391a69bbdb8bf2723c4652aa0c3ed5a5-711769340@med.virginia.edu
DESCRIPTION:Moderated by: Deborah Barry, PhD, Assistant Professor of Medical Education
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-28/
SUMMARY:Journal Club
LOCATION: MR5 Research Building, Classroom 1005, Charlottesville
END:VEVENT
END:VCALENDAR

MedEd Grand Rounds: Educational design research to develop effective learning interventions

Wednesday, November 6, 2019, 12:15 PM — 1:15 PM
Claude Moore Medical Education Building, Charlottesville
CME Credits: 1.00

Presented by: Thomas C. Reeves, PhD, Professor Emeritus of Learning, Design, and Technology, The University of Georgia
Description/Learning Objectives: This presentation will describe how the World Health Organization converted an experiential learning course that took place on a bus traveling down the “cold chain” for time- and temperature-sensitive pharmaceutical products in Turkey to an award-winning authentic tasks-based experiential e-learning course. This conversion was accomplished through educational design research (EDR), a unique genre of educational research that has two primary goals: to develop a solution to a serious problem and to refine theoretical knowledge related to the problem. The EDR process is embedded in the data-driven development of a solution to the problem being tackled while at the same time extending theoretical knowledge through iterative cycles of data collection, analysis, and reflection. The presentation will recommend how EDR can be applied to serious educational challenges in medical education such as enhancing medical students’ clinical reasoning. Following this session, participants will be able to: distinguish EDR from other types of educational research; decide when EDR is an appropriate methodology for their research goals and questions, and present a rationale for conducting EDR to address a specific medical education problem. (1 CME credit)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20191106T171500Z
DTEND:20191106T181500Z
UID:6354-cecffb67d9b251cebb18dab16f207416-3548974780@med.virginia.edu
DESCRIPTION:Presented by: Thomas C. Reeves, PhD, Professor Emeritus of Learning, Design, and Technology, The University of Georgia
Description/Learning Objectives: This presentation will describe how the World Health Organization converted an experiential learning course that took place on a bus traveling down the “cold chain” for time- and temperature-sensitive pharmaceutical products in Turkey to an award-winning authentic tasks-based experiential e-learning course. This conversion was accomplished through educational design research (EDR), a unique genre of educational research that has two primary goals: to develop a solution to a serious problem and to refine theoretical knowledge related to the problem. The EDR process is embedded in the data-driven development of a solution to the problem being tackled while at the same time extending theoretical knowledge through iterative cycles of data collection, analysis, and reflection. The presentation will recommend how EDR can be applied to serious educational challenges in medical education such as enhancing medical students’ clinical reasoning. Following this session, participants will be able to: distinguish EDR from other types of educational research; decide when EDR is an appropriate methodology for their research goals and questions, and present a rationale for conducting EDR to address a specific medical education problem. (1 CME credit)
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/meded-grand-rounds-educational-design-research-to-develop-effective-learning-interventions/
SUMMARY:MedEd Grand Rounds: Educational design research to develop effective learning interventions
LOCATION: Claude Moore Medical Education Building, Charlottesville
END:VEVENT
END:VCALENDAR

Artificial Intelligence: Its Impact for Healthcare

Friday, November 8, 2019, 8:00 AM — 9:00 AM
Health Sciences Library, Charlottesville
CME Credits: 1.00

Presented by Kimberley R. Barker, MLIS, Librarian for Digital Life
Description: From traffic routing to self-driving cars, Alexa to Siri, AI’s reach is extending into all areas of life, including healthcare. Join Kimberley to learn more about how AI is being used now, and will be used in the near future, to facilitate provider-patient communication, mine medical records, assess patients, predict illness, suggest treatments, and so much more. Due to classroom size, this session is limited to 20 participants. (1 CME credit)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20191108T130000Z
DTEND:20191108T140000Z
UID:6213-ac1501e2580d8d05405bb43e6d74cf0d-3432570836@med.virginia.edu
DESCRIPTION:Presented by Kimberley R. Barker, MLIS, Librarian for Digital Life
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/artificial-intelligence-its-impact-for-healthcare-3/
SUMMARY:Artificial Intelligence: Its Impact for Healthcare
LOCATION: Health Sciences Library, Charlottesville
END:VEVENT
END:VCALENDAR

Certificate Program: Stuck in an Evaluation Rut? Use QI methods to improve your trainee evaluations

Thursday, November 21, 2019, 4:00 PM — 5:30 PM
Pinn Hall, G1-G2, Charlottesville
CME Credits: 1.50

Presented by: Joanne Mendoza, MD, FAAP, Assistant Professor of Pediatrics, Jonathan R. Swanson, MD, MSc, Associate Professor of Pediatrics, and Beth Turrentine, PhD, RN, Associate Professor of Surgery
Description/Learning Objectives: As educators we are striving to impart knowledge, train excellent clinicians, and ensure the delivery of the highest quality medical care with optimal patient outcomes. One of the areas for ongoing educational improvement is feedback and evaluation. As medical education is evolving to a competence-based (milestones and entrustable professional activities) curriculum, we need to adjust our methods of feedback and evaluation for trainees, especially narrative feedback, making it more precise and specific. QI methods can be effectively incorporated in evaluation and improvement of curricula. This workshop will use the Model for Improvement, process mapping, and Plan-Do-Study-Act cycles from Quality Improvement methodology to improve attendees’ skills in evaluations of trainees and obtaining feedback for educational programs. We will use interactive games to teach you QI methods such as understanding your evaluation process and how to use iterative tests of change to maximize the quality of your formative feedback, summative evaluations, and documentation of the learner’s evolution. These methods are flexible and can be used in self-assessment, e.g., timeliness of evaluation completion or trainee-focused, e.g., impact of formative feedback on summative evaluation or to measure impact of changes in a curriculum. You will leave with hands-on knowledge of QI methods, examples of application in education and a roadmap to develop your own improvement project. Following this session, participants will be able to: describe steps in improving a process; demonstrate how to build on knowledge gained from one test in designing a second test; review how multiple testing cycles lead to improvement; and explain the concept of “breakthrough” improvement. (1.5 CME credits)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20191121T210000Z
DTEND:20191121T223000Z
UID:6320-2f70b2ef41933d19e29ee4ca5dcd2fe8-2350325986@med.virginia.edu
DESCRIPTION:Presented by: Joanne Mendoza, MD, FAAP, Assistant Professor of Pediatrics, Jonathan R. Swanson, MD, MSc, Associate Professor of Pediatrics, and Beth Turrentine, PhD, RN, Associate Professor of Surgery
Description/Learning Objectives: As educators we are striving to impart knowledge, train excellent clinicians, and ensure the delivery of the highest quality medical care with optimal patient outcomes. One of the areas for ongoing educational improvement is feedback and evaluation. As medical education is evolving to a competence-based (milestones and entrustable professional activities) curriculum, we need to adjust our methods of feedback and evaluation for trainees, especially narrative feedback, making it more precise and specific. QI methods can be effectively incorporated in evaluation and improvement of curricula. This workshop will use the Model for Improvement, process mapping, and Plan-Do-Study-Act cycles from Quality Improvement methodology to improve attendees’ skills in evaluations of trainees and obtaining feedback for educational programs. We will use interactive games to teach you QI methods such as understanding your evaluation process and how to use iterative tests of change to maximize the quality of your formative feedback, summative evaluations, and documentation of the learner’s evolution. These methods are flexible and can be used in self-assessment, e.g., timeliness of evaluation completion or trainee-focused, e.g., impact of formative feedback on summative evaluation or to measure impact of changes in a curriculum. You will leave with hands-on knowledge of QI methods, examples of application in education and a roadmap to develop your own improvement project. Following this session, participants will be able to: describe steps in improving a process; demonstrate how to build on knowledge gained from one test in designing a second test; review how multiple testing cycles lead to improvement; and explain the concept of “breakthrough” improvement. (1.5 CME credits)
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-program-stuck-in-an-evaluation-rut-use-qi-methods-to-improve-your-trainee-evaluations/
SUMMARY:Certificate Program: Stuck in an Evaluation Rut? Use QI methods to improve your trainee evaluations
LOCATION: Pinn Hall, G1-G2, Charlottesville
END:VEVENT
END:VCALENDAR

Certificate Program:Authentic Workplace Assessment through Entrustable Professional Activities(EPAs)

Monday, December 9, 2019, 5:15 PM — 6:45 PM
Pinn Hall, G1-G2, Charlottesville
CME Credits: 1.50

Presented by: Maryellen E. Gusic, MD. Professor of Medical Education & Senior Advisor for Educational Affairs and Elizabeth B. Bradley, PhD, Associate Professor of Medical Education and Director of Curriculum Evaluation
Description/Learning Objectives: In this highly interactive session, participants will engage in hands-on exercises to refine their skills in assessment through direct observation of learner performance. Using recordings to prompt application of performance metrics, participants will work in small groups to define how the behaviors being observed map to expectations of performance. Together the audience will practice translating this data into recommendations about the level of supervision a learner needs in future activities. Participants will also create narrative feedback for learners that highlights information that the learners will need to design their ongoing learning goals. This session will focus on assessment of learner performance in clinical settings/scenarios. It will also be of interest to teachers who would like to learn more about the use of EPAs as a framework for teaching and assessment and to those who would like to refine their skills in applying standards for assessment and providing effective feedback to learners. Following this session, participants will be able to: discuss the importance of assessment in competency-based education; apply shared expectations for performance in assessment activities; convert data from direct observation of learner performance into a trust decision; and provide rich narrative to engage learners in a reflective dialogue about their performance. (1.5 CME credits)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20191209T221500Z
DTEND:20191209T234500Z
UID:6386-10af029659d20d4d030828c2a2de1407-3086377758@med.virginia.edu
DESCRIPTION:Presented by: Maryellen E. Gusic, MD. Professor of Medical Education & Senior Advisor for Educational Affairs and Elizabeth B. Bradley, PhD, Associate Professor of Medical Education and Director of Curriculum Evaluation
Description/Learning Objectives: In this highly interactive session, participants will engage in hands-on exercises to refine their skills in assessment through direct observation of learner performance. Using recordings to prompt application of performance metrics, participants will work in small groups to define how the behaviors being observed map to expectations of performance. Together the audience will practice translating this data into recommendations about the level of supervision a learner needs in future activities. Participants will also create narrative feedback for learners that highlights information that the learners will need to design their ongoing learning goals. This session will focus on assessment of learner performance in clinical settings/scenarios. It will also be of interest to teachers who would like to learn more about the use of EPAs as a framework for teaching and assessment and to those who would like to refine their skills in applying standards for assessment and providing effective feedback to learners. Following this session, participants will be able to: discuss the importance of assessment in competency-based education; apply shared expectations for performance in assessment activities; convert data from direct observation of learner performance into a trust decision; and provide rich narrative to engage learners in a reflective dialogue about their performance. (1.5 CME credits)
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-programauthentic-workplace-assessment-through-entrustable-professional-activitiesepas-7/
SUMMARY:Certificate Program:Authentic Workplace Assessment through Entrustable Professional Activities(EPAs)
LOCATION: Pinn Hall, G1-G2, Charlottesville
END:VEVENT
END:VCALENDAR

Journal Club

Wednesday, December 11, 2019, 12:00 PM — 1:00 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.00

Moderated by: Allison J. Bechtel, MD, Assistant Professor of Anesthesiology

Article: TBD (1 CME credit)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20191211T170000Z
DTEND:20191211T180000Z
UID:6302-3a87055e0d34eb819356538a6b51c93a-2666327436@med.virginia.edu
DESCRIPTION:Moderated by: Allison J. Bechtel, MD, Assistant Professor of Anesthesiology
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-27/
SUMMARY:Journal Club
LOCATION: MR5 Research Building, Classroom 1005, Charlottesville
END:VEVENT
END:VCALENDAR

Preparing Grant Applications for Peer Review: An Inside Look at Study Sections and Scientific Review

Wednesday, December 18, 2019, 12:00 PM — 1:00 PM
Pinn Hall, G1-G2, Charlottesville
CME Credits: 1.00

Presented by: Jonathan (Jony) Kipnis, PhD, Professor and Chair of Neuroscience, and Howard Goodkin, MD, PhD, Professor and Chair of Neurology
Description/Learning Objectives: This faculty development seminar will connect established researchers and experienced scientific reviewers with junior faculty. Jony Kipnis, PhD, and Howard Goodkin, MD, PhD, will share lessons learned, mistakes to avoid, and grant writing advice. Dr. Kipnis and Dr. Goodkin have been actively involved on scientific review groups in addition to their service as journal reviewers and on editorial boards; all while maintaining grant-funded research projects. Participants will hear first-hand how grant proposals are reviewed, discussed, and scored so they can better understand the “what” and “why” behind unsuccessful grant proposals. The session will be mainly based on Q&A and discussion with the participants. By the end of this session, participants will be able to outline the grant application review process; list common grant application mistakes, and describe the essential elements of preparing competitive grant applications for peer review. (1 CME credit)

Lunch will be available. 

 

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20191218T170000Z
DTEND:20191218T180000Z
UID:6319-81581c113d9cce4942e7c371c64db30a-576842386@med.virginia.edu
DESCRIPTION:Presented by: Jonathan (Jony) Kipnis, PhD, Professor and Chair of Neuroscience, and Howard Goodkin, MD, PhD, Professor and Chair of Neurology
Description/Learning Objectives: This faculty development seminar will connect established researchers and experienced scientific reviewers with junior faculty. Jony Kipnis, PhD, and Howard Goodkin, MD, PhD, will share lessons learned, mistakes to avoid, and grant writing advice. Dr. Kipnis and Dr. Goodkin have been actively involved on scientific review groups in addition to their service as journal reviewers and on editorial boards; all while maintaining grant-funded research projects. Participants will hear first-hand how grant proposals are reviewed, discussed, and scored so they can better understand the “what” and “why” behind unsuccessful grant proposals. The session will be mainly based on Q&A and discussion with the participants. By the end of this session, participants will be able to outline the grant application review process; list common grant application mistakes, and describe the essential elements of preparing competitive grant applications for peer review. (1 CME credit)
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/preparing-grant-applications-for-peer-review-an-inside-look-at-study-sections-and-scientific-review-2/
SUMMARY:Preparing Grant Applications for Peer Review: An Inside Look at Study Sections and Scientific Review
LOCATION: Pinn Hall, G1-G2, Charlottesville
END:VEVENT
END:VCALENDAR

Journal Club

Tuesday, January 7, 2020, 12:00 PM — 1:00 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.00

Moderated by: Victoria F. Norwood, MD, Professor of Pediatrics, Master Assessor

Article: TBD (1 CME credit)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20200107T170000Z
DTEND:20200107T180000Z
UID:6301-febb6d130c657edd5cada248a42f7733-3816908128@med.virginia.edu
DESCRIPTION:Moderated by: Victoria F. Norwood, MD, Professor of Pediatrics, Master Assessor
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-26/
SUMMARY:Journal Club
LOCATION: MR5 Research Building, Classroom 1005, Charlottesville
END:VEVENT
END:VCALENDAR

Certificate Program: How to get your educational manuscript accepted for publication – DAY 1

Tuesday, January 21, 2020, 9:00 AM — 4:00 PM
Morven Farm,
CME Credits: 6.00

Presented by: Lara Varpio, PhD, Professor, Department of Medicine, Associate Director of Research, Graduate Programs in Health Professions Education, F. Edward Hébert School of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD
Description/Learning Objectives: In this 2-day workshop, participants will hone their writing skills to be more persuasive authors of medical education manuscripts—educational research manuscripts and manuscripts describing the scholarly evaluation of educational innovations. Participants will work on their own manuscript to identify principles that lay the foundation of an effective manuscript including basic principles of rhetoric and grammar. The emphasis in this workshop will be on practical application of these principles and techniques to participants’ own manuscript.  Pre-requisite:  Participants must come to the first class with a full draft of an educational manuscript that they are preparing for submission to a peer-reviewed journal. The draft should not be finalized, but all of the manuscript’s content should be drafted and ready for critical review.  On completion of this course, participants will be able to: describe some principles and techniques of rhetoric and grammar; articulate how the aforementioned principles and techniques can be applied to health professions education manuscripts; use the principles and techniques of rhetoric and grammar to analyze an educational manuscript; and apply the aforementioned principles and techniques to inform the production of their own educational manuscript. (6 CME credits per day) Limited to 20 participants.

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20200121T140000Z
DTEND:20200121T210000Z
UID:6318-fc3bf63ba7d61237f332c85c44c6f1a5-2269979430@med.virginia.edu
DESCRIPTION:Presented by: Lara Varpio, PhD, Professor, Department of Medicine, Associate Director of Research, Graduate Programs in Health Professions Education, F. Edward Hébert School of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-program-how-to-get-your-educational-manuscript-accepted-for-publication-day-1/
SUMMARY:Certificate Program: How to get your educational manuscript accepted for publication – DAY 1
LOCATION: Morven Farm
END:VEVENT
END:VCALENDAR

Certificate Program: How to get your educational manuscript accepted for publication – DAY 2

Wednesday, January 22, 2020, 9:00 AM — 4:00 PM
Morven Farm,
CME Credits: 6.00

Presented by Lara Varpio, PhD, Professor, Department of Medicine, Associate Director of Research, Graduate Programs in Health Professions Education, F. Edward Hébert School of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD
Description/Learning Objectives: In this 2-day workshop, participants will hone their writing skills to be more persuasive authors of medical education manuscripts—educational research manuscripts and manuscripts describing the scholarly evaluation of educational innovations. Participants will work on their own manuscript to identify principles that lay the foundation of an effective manuscript including basic principles of rhetoric and grammar. The emphasis in this workshop will be on practical application of these principles and techniques to participants’ own manuscript.  Pre-requisite:  Participants must come to the first class with a full draft of an educational manuscript that they are preparing for submission to a peer-reviewed journal. The draft should not be finalized, but all of the manuscript’s content should be drafted and ready for critical review.  On completion of this course, participants will be able to: describe some principles and techniques of rhetoric and grammar; articulate how the aforementioned principles and techniques can be applied to health professions education manuscripts; use the principles and techniques of rhetoric and grammar to analyze an educational manuscript; and apply the aforementioned principles and techniques to inform the production of their own educational manuscript. (6 CME credits per day) Limited to 20 participants.

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20200122T140000Z
DTEND:20200122T210000Z
UID:6317-3d0d01b8b8fd996957a9ac442a6c0534-3507193200@med.virginia.edu
DESCRIPTION:Presented by Lara Varpio, PhD, Professor, Department of Medicine, Associate Director of Research, Graduate Programs in Health Professions Education, F. Edward Hébert School of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-program-how-to-get-your-educational-manuscript-accepted-for-publication-day-2/
SUMMARY:Certificate Program: How to get your educational manuscript accepted for publication – DAY 2
LOCATION: Morven Farm
END:VEVENT
END:VCALENDAR

Journal Club

Wednesday, February 12, 2020, 12:00 PM — 1:00 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.00

Moderated by: Sarah M. Jones, MD, Assistant Professor of Neurology

Article: TBD (1 CME credit)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20200212T170000Z
DTEND:20200212T180000Z
UID:6300-3a3c649354219189e21354b53eff84a3-239275216@med.virginia.edu
DESCRIPTION:Moderated by: Sarah M. Jones, MD, Assistant Professor of Neurology
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-25/
SUMMARY:Journal Club
LOCATION: MR5 Research Building, Classroom 1005, Charlottesville
END:VEVENT
END:VCALENDAR

Journal Club

Tuesday, March 10, 2020, 12:00 PM — 1:00 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.00

Moderated by: Rachel H. Kon, MD, Assistant Professor of Medicine, Director, Patient Student Partnership (PSP) Program

Article: TBD (1 CME credit)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20200310T170000Z
DTEND:20200310T180000Z
UID:6299-7a959072eacd90a892580c670cc4f514-2451159782@med.virginia.edu
DESCRIPTION:Moderated by: Rachel H. Kon, MD, Assistant Professor of Medicine, Director, Patient Student Partnership (PSP) Program
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-24/
SUMMARY:Journal Club
LOCATION: MR5 Research Building, Classroom 1005, Charlottesville
END:VEVENT
END:VCALENDAR

P&T for Junior and New Faculty

Thursday, March 19, 2020, 4:00 PM — 6:00 PM
CME Credits: 2.00

Presented by: Robert K. Nakamoto, PhD, School of Medicine Coordinator of Academic Achievement
Description/Learning Objectives: This interactive session is an opportunity for junior and new faculty to learn more about the promotion and tenure process (criteria, expectations, process, timeline, and preparation of the portfolio). Following completion of this session, participants will be able to list resources available to assist in navigating the promotions and tenure process and requirements; describe the components and timeline of the P&T Cycle; and explain the items that should be included in the P&T portfolio. (2 CME credits)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20200319T200000Z
DTEND:20200319T220000Z
UID:6298-9c58cec4463096d7ec6931fe6a67c745-1208777552@med.virginia.edu
DESCRIPTION:Presented by: Robert K. Nakamoto, PhD, School of Medicine Coordinator of Academic Achievement
Description/Learning Objectives: This interactive session is an opportunity for junior and new faculty to learn more about the promotion and tenure process (criteria, expectations, process, timeline, and preparation of the portfolio). Following completion of this session, participants will be able to list resources available to assist in navigating the promotions and tenure process and requirements; describe the components and timeline of the P&T Cycle; and explain the items that should be included in the P&T portfolio. (2 CME credits)
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/pt-for-junior-and-new-faculty/
SUMMARY:P&T for Junior and New Faculty
LOCATION: TBD
END:VEVENT
END:VCALENDAR

Journal Club

Wednesday, April 8, 2020, 12:00 PM — 1:00 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.00

Moderated by: Joanne Mendoza, MD, FAAP, Assistant Professor of Pediatrics

Article: TBD (1 CME credit)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20200408T160000Z
DTEND:20200408T170000Z
UID:6297-78dc5caf30d36214be67730939fb4951-376645358@med.virginia.edu
DESCRIPTION:Moderated by: Joanne Mendoza, MD, FAAP, Assistant Professor of Pediatrics
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-23/
SUMMARY:Journal Club
LOCATION: MR5 Research Building, Classroom 1005, Charlottesville
END:VEVENT
END:VCALENDAR

Journal Club

Tuesday, May 5, 2020, 12:00 PM — 1:00 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.00

Moderated by: Jeffrey G. Jenkins, MD, Associate Professor of Physical Medicine and Rehabilitation, Residency Program Director, Department of Physical Medicine and Rehabilitation

Article: TBD (1 CME credit)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20200505T160000Z
DTEND:20200505T170000Z
UID:6296-9a00ed192e34f64f90b34b19a4e27823-78868314@med.virginia.edu
DESCRIPTION:Moderated by: Jeffrey G. Jenkins, MD, Associate Professor of Physical Medicine and Rehabilitation, Residency Program Director, Department of Physical Medicine and Rehabilitation
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-22/
SUMMARY:Journal Club
LOCATION: MR5 Research Building, Classroom 1005, Charlottesville
END:VEVENT
END:VCALENDAR

P&T Candidates: Polishing the Portfolio (focus on clinical and education)

Thursday, May 7, 2020, 4:00 PM — 6:00 PM
CME Credits: 2.00

Presented by: Robert K. Nakamoto, PhD, School of Medicine Coordinator of Academic Achievement
Description/Learning Objectives: This interactive session is an opportunity for identified candidates for promotion and/or tenure to review the elements required for the portfolio and to ask questions about their individual portfolios. Following the session, participants will be able to list resources available to assist with preparing for the promotions and tenure process; to describe elements of the P&T timeline; and to define how to format a CV for P&T purposes and how to develop a P&T portfolio. (2 CME credits)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20200507T200000Z
DTEND:20200507T220000Z
UID:6295-db7ccda65013f354be5cc98b1e5b8173-2633788426@med.virginia.edu
DESCRIPTION:Presented by: Robert K. Nakamoto, PhD, School of Medicine Coordinator of Academic Achievement
Description/Learning Objectives: This interactive session is an opportunity for identified candidates for promotion and/or tenure to review the elements required for the portfolio and to ask questions about their individual portfolios. Following the session, participants will be able to list resources available to assist with preparing for the promotions and tenure process; to describe elements of the P&T timeline; and to define how to format a CV for P&T purposes and how to develop a P&T portfolio. (2 CME credits)
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/pt-candidates-polishing-the-portfolio-focus-on-clinical-and-education-2/
SUMMARY:P&T Candidates: Polishing the Portfolio (focus on clinical and education)
LOCATION: TBD
END:VEVENT
END:VCALENDAR

P&T Candidates: Polishing the Portfolio (focus on clinical and education)

Tuesday, May 12, 2020, 7:00 AM — 9:00 AM
CME Credits: 2.00

Presented by: Robert K. Nakamoto, PhD, School of Medicine Coordinator of Academic Achievement
Description/Learning Objectives: This interactive session is an opportunity for identified candidates for promotion and/or tenure to review the elements required for the portfolio and to ask questions about their individual portfolios. Following the session, participants will be able to list resources available to assist with preparing for the promotions and tenure process; to describe elements of the P&T timeline; and to define how to format a CV for P&T purposes and how to develop a P&T portfolio. (2 CME credits)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213406
DTSTART:20200512T110000Z
DTEND:20200512T130000Z
UID:6294-a4b5c1ad4053653cbd5fa9a2cd56cf0c-3784766858@med.virginia.edu
DESCRIPTION:Presented by: Robert K. Nakamoto, PhD, School of Medicine Coordinator of Academic Achievement
Description/Learning Objectives: This interactive session is an opportunity for identified candidates for promotion and/or tenure to review the elements required for the portfolio and to ask questions about their individual portfolios. Following the session, participants will be able to list resources available to assist with preparing for the promotions and tenure process; to describe elements of the P&T timeline; and to define how to format a CV for P&T purposes and how to develop a P&T portfolio. (2 CME credits)
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/pt-candidates-polishing-the-portfolio-focus-on-clinical-and-education/
SUMMARY:P&T Candidates: Polishing the Portfolio (focus on clinical and education)
LOCATION: TBD
END:VEVENT
END:VCALENDAR

P&T Candidates: Polishing the Portfolio (focus on research and education)

Thursday, May 14, 2020, 4:00 PM — 6:00 PM
CME Credits: 2.00

Presented by: Robert K. Nakamoto, PhD, School of Medicine Coordinator of Academic Achievement
Description/Learning Objectives: This interactive session is an opportunity for identified candidates for promotion and/or tenure to review the elements required for the portfolio and to ask questions about their individual portfolios. Following the session, participants will be able to list resources available to assist with preparing for the promotions and tenure process; to describe elements of the P&T timeline; and to define how to format a CV for P&T purposes and how to develop a P&T portfolio. (2 CME credits)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213407
DTSTART:20200514T200000Z
DTEND:20200514T220000Z
UID:6293-c45585349b76095d8f469ef9c0145c09-3018879642@med.virginia.edu
DESCRIPTION:Presented by: Robert K. Nakamoto, PhD, School of Medicine Coordinator of Academic Achievement
Description/Learning Objectives: This interactive session is an opportunity for identified candidates for promotion and/or tenure to review the elements required for the portfolio and to ask questions about their individual portfolios. Following the session, participants will be able to list resources available to assist with preparing for the promotions and tenure process; to describe elements of the P&T timeline; and to define how to format a CV for P&T purposes and how to develop a P&T portfolio. (2 CME credits)
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/pt-candidates-polishing-the-portfolio-focus-on-research-and-education-2/
SUMMARY:P&T Candidates: Polishing the Portfolio (focus on research and education)
LOCATION: TBD
END:VEVENT
END:VCALENDAR

P&T Candidates: Polishing the Portfolio (focus on research and education)

Tuesday, May 19, 2020, 11:00 AM — 1:00 PM
CME Credits: 2.00

Presented by: Robert K. Nakamoto, PhD, School of Medicine Coordinator of Academic Achievement
Description/Learning Objectives: This interactive session is an opportunity for identified candidates for promotion and/or tenure to review the elements required for the portfolio and to ask questions about their individual portfolios. Following the session, participants will be able to list resources available to assist with preparing for the promotions and tenure process; to describe elements of the P&T timeline; and to define how to format a CV for P&T purposes and how to develop a P&T portfolio. (2 CME credits)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213407
DTSTART:20200519T150000Z
DTEND:20200519T170000Z
UID:6292-ace025e033faeed32aa9423db2f4e0ff-16527732@med.virginia.edu
DESCRIPTION:Presented by: Robert K. Nakamoto, PhD, School of Medicine Coordinator of Academic Achievement
Description/Learning Objectives: This interactive session is an opportunity for identified candidates for promotion and/or tenure to review the elements required for the portfolio and to ask questions about their individual portfolios. Following the session, participants will be able to list resources available to assist with preparing for the promotions and tenure process; to describe elements of the P&T timeline; and to define how to format a CV for P&T purposes and how to develop a P&T portfolio. (2 CME credits)
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/pt-candidates-polishing-the-portfolio-focus-on-research-and-education/
SUMMARY:P&T Candidates: Polishing the Portfolio (focus on research and education)
LOCATION: TBD
END:VEVENT
END:VCALENDAR

Journal Club

Wednesday, June 10, 2020, 12:00 PM — 1:00 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.00

Moderated by: TBD

Article: TBD (1 CME credit)

BEGIN:VCALENDAR
PRODID:-//Google Inc//Google Calendar 70.9054//EN
VERSION:2.0
BEGIN:VEVENT
DTSTAMP:20190823T213407
DTSTART:20200610T160000Z
DTEND:20200610T170000Z
UID:6291-fb98e4d378801ab55b7d2473da3e9fd8-4260559962@med.virginia.edu
DESCRIPTION:Moderated by: TBD
URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-2/
SUMMARY:Journal Club
LOCATION: MR5 Research Building, Classroom 1005, Charlottesville
END:VEVENT
END:VCALENDAR