Professional Development

Accreditation & Designation Statements

CME joint accreditation image
In support of improving patient care, the University of Virginia School of Medicine and School of Nursing is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

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

October

Medical Education Journal Club

Thursday, October 21, 2021
12:00 noon – 1:00 p.m.

**Registration has closed.** Please contact Ashley Ayers for the Zoom link.

Location: Virtual Zoom Meeting
Moderated by Elizabeth B. Bradley, PhD, Associate Professor of Medical Education and Director of Curriculum Evaluation
Article: Ginsburg, S., Watling, C. J., Schumacher, D. J., Gingerich, A., & Hatala, R. (2021). Numbers encapsulate, words elaborate: Toward the best use of comments for assessment and feedback on entrustment ratings. Academic Medicine, 96(7S). https://doi.org/10.1097/acm.0000000000004089
(1 CME credit)

 

Med Ed Certificate: Designing and Conducting Survey Research in Education

Wednesday, October 27, 2021
4:30 p.m. – 6:00 p.m.
Location: Virtual Zoom Meeting

Presented by 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
  • Identify and implement procedures that maximize survey response rates  (1.50 CME credits)

November

Introduction to Climate Change and its Effects on Healthcare: An Evidence-Based Overview

Thursday, November 11, 2021
12:00 noon – 1:00 p.m.
Location: Virtual Zoom Meeting
Facilitated by Kimberley R. Barker, MLIS, Librarian for Digital Life
Description/Learning Objectives: From the link between worsening air quality and increasing respiratory illness- to the damage of increasingly powerful storms on healthcare facilities- to the link between a rapidly warming Earth and infectious diseases- to the negative effects on mental health, the changing climate is affecting humanity. Join Kimberley for an evidence-based overview of the topic to learn more about current challenges, what needs to be done to best meet changing needs, and how some groups are approaching those challenges. (1 CME credit)

Med Ed Grand Rounds: Learner Handover – Challenges and Opportunities

Friday, November 12, 2021
12:00 noon – 1:00 p.m.
Location: Virtual Zoom Meeting
Presented by Susan Humphrey-Murto, MD, FRCPC, MEd, Associate Professor, Faculty of Medicine, Interim Director Research Support Unit 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. (1 CME credit)

Med Ed Certificate: Realizing Inclusion and System Equity in Medicine (RISE): Responding to Acts of Racism and Discrimination in the Workplace

Wednesday, November 17, 2021
4:30 p.m. – 6:00 p.m.
Location: Virtual Zoom Meeting
Presented by 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:

  1. Practice individual response to discrimination in the healthcare setting using STR (Stop, Talk, Roll).
  2. 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.
  3. Apply DARE (Discover, Actively Listen, Recognize, Educate) to support trainees who have experienced or witnessed discrimination in the healthcare setting.

(1.50 CME credits)

Medical Education Journal Club

Thursday, November 18, 2021
12:00 noon – 1:00 p.m.
Location: Virtual Zoom Meeting
Moderated by Eliza T. Holland, MD, Assistant Professor of Pediatrics
Article:
Abou-Hanna, J. J., Owens, S. T., Kinnucan, J. A., Mian, S. I., & Kolars, J. C. (2020). Resuscitating the socratic method: Student and faculty perspectives on posing probing questions during clinical teachingAcademic Medicine96(1), 113–117. https://doi.org/10.1097/acm.0000000000003580
(1 CME credit)

December

Med Ed Certificate: Assessing Clinical Reasoning in Urgent Patient Encounters

Thursday, December 2, 2021
5:00 p.m. – 6:30 p.m.
Location: Virtual Zoom Meeting
Presented by Melissa J. Sacco, MD, Associate Professor of Pediatrics, and Charles D. Magee, MD, Associate Professor of Medicine
Description/Learning Objectives: TBD (1.50 CME credits)

Establishing your Personal Brand: Steps for Building a Successful Web Presence

Tuesday, December 7, 2021
5:00 p.m.- 6:00 p.m.
Location: Virtual Zoom Meeting
Facilitated by Kimberley R. Barker, MLIS, Librarian for Digital Life
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)

 

Med Ed Certificate: Curriculum Development for interdisciplinary medical education: using Kern’s six step approach

Tuesday, December 14, 2021
4:30 p.m. – 6:00 p.m.
Location: Virtual Zoom Meeting
Presented by 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. (1.50 CME credits)

Medical Education Journal Club

Thursday, December 16, 2021
12:00 noon – 1:00 p.m.
Location: Virtual Zoom Meeting
Moderated by Victoria F. Norwood, MD, Professor of Pediatrics
Article: TBD
(1 CME Credit)