Professional Development

Upcoming Events and Registration

Certificate Program: Authentic Workplace Assessment through the Use of EPAs

Tuesday, September 22, 2020, 12:00 noon—1:00 p.m.
CME Credits: 1.00

Zoom Virtual Meeting. Zoom link will be provided after registration.

Presented by: Maryellen E. Gusic, MD, Professor of Medical Education and Pediatrics and Senior Advisor for Educational Affairs

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 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. 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 and be prepared to complete assessments within the UVA EPA program. (1 CME credit)

 

Certificate Program: Teaching Medicine with Inclusive and Tactful Language and Images

Thursday, September 24, 2020, 5:00 p.m. – 6:30 p.m.
CME Credits: 1.5

Zoom Virtual Meeting. Zoom link will be provided after registration.

Presented by: Robin LeGallo, MD, Associate Professor of Pathology, School of Medicine; Christine M. Peterson, MD, Associate Professor of Obstetrics & Gynecology, Assistant Dean for Medical Education; and Dana Redick, MD, Associate Professor of Obstetrics & Gynecology.

Description/Learning Objectives: This interactive workshop will explore the challenges of developing inclusive materials and methods in teaching and will provide guidance to help medical educators use best practices in writing educational content and assessment questions using inclusive language and including diverse images with regard to gender, sex and sexuality, age, appearance, ethnicity, ability, and disability and health status. Following this session, participants will be able to identify flaws in language and images in educational content with regard to gender, sex and sexuality, age, appearance, ethnicity, ability, and disability and health status; write educational clinical scenarios that are inclusive and tactful in language with regard to gender, sexuality, ethnicity, appearance, disability and health status; write assessment questions that are inclusive and tactful in language with regard to gender, sexuality, ethnicity, appearance, disability, and health status; and include images that are diverse with regard to gender, sexuality, ethnicity, appearance, disability, and health status to illustrate clinical conditions. (1.5 CME credits)

 

Med Ed Grand Rounds: Fostering the Development of Master Adaptive Learners in Medicine

Thursday, October 1, 2020, 12:00 noon—1:00 p.m.
CME Credits: 1.00

Zoom Virtual Meeting. Zoom link will be provided after registration.

Presented by: William B. Cutrer, MD, MEd, Associate Dean for Undergraduate Medical Education Associate Professor of Pediatrics, Critical Care Medicine Vanderbilt University School of Medicine Monroe Carell Jr. Children’s Hospital at Vanderbilt.

Description/Learning Objectives: Clinicians are routinely faced with complex patient care scenarios.  Many of these challenges can be addressed through the application of known solutions. Others, however, require the clinician to solve a new or novel challenge.  Adaptive Expertise allows the clinician to effectively learn and innovate when needed to address these novel scenarios. This 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 clinician lifelong learning.  Attendees will leave with practical strategies for implementation within their clinical contexts. Following this session, participates will be able to:  compare and contrast Routine and Adaptive Expertise within the medical context; describe the rationale for Adaptive Expertise in Medicine; and discuss the skills and process for learning that foster development of Adaptive Expertise. (1 CME credit)

 

Certificate Program: Authentic Workplace Assessment through the Use of EPAs

Thursday, October 1, 2020, 5:00 p.m. — 6:00 p.m.
CME Credits: 1.00

Zoom Virtual Meeting. Zoom link will be provided after registration.

Presented by: Maryellen E. Gusic, MD, Professor of Medical Education and Pediatrics and Senior Advisor for Educational Affairs

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 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. 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 and be prepared to complete assessments within the UVA EPA program. (1 CME credit)

 

Journal Club (October)

Tuesday, October 13, 2020; 12:00 noon – 1:00 p.m.
CME Credits: 1.00

Zoom Virtual Meeting. Zoom link will be provided after registration.

Moderated by: Neeral Shah, MD, Associate Professor of Medicine

Article: TBD (1 CME Credit)

 

Digital Privacy

Thursday, October 15, 2020, 4:00 p.m.— 5:00 p.m.
CME Credits: 1.00

Zoom Virtual Meeting. Zoom link will be provided after registration.

Facilitated by: Kimberley R. Barker, MLIS, Librarian for Digital Life

Description/Learning Objectives: While almost everyone agrees that digital privacy is important, not everyone understands exactly what it means or how to protect it. Join Kimberley R. Barker for an overview of the topic, including how privacy law has (and hasn’t) changed since the 1990’s, and what exactly that means for you and your patients. (1 CME credit)

 

Certificate Program: Beyond the Diagnosis - A Comprehensive Approach to Clinical Reasoning Remediation, Vol. 2

Wednesday, October 21, 2020; 12 noon–1:00 p.m. CME Credits: 1.00

Zoom Virtual Meeting. Zoom link will be provided after registration.

Presented by: 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, FACP, Assistant Professor of Medicine, Hospitalist, and Director of Clinical Reasoning Coaching, GME Remediation Coaching Program

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. (1 CME credit)

 

 

Certificate Program: Designing a scholarly evaluation plan for course/curriculum/educational program

Tuesday, October 27, 2020; 4:30 p.m. – 6:00 p.m. CME Credits: 1.5

Zoom Virtual Meeting. Zoom link will be provided after registration.

Facilitated by: Maryellen E. Gusic, MD, Professor of Medical Education and Pediatrics 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 collect and analyze evaluation results in order to disseminate outcomes 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)

 

 

New Faculty Retreat

Thursday, October 29, 2020; 7:30 a.m. –12 noon
CME Credits: 4.5

Zoom Virtual Meeting. Zoom link will be provided after registration.

Moderated 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:

This retreat is intended for all new School of Medicine basic science and clinical faculty at the Assistant Professor level and above; will begin with introductions of new faculty attendees by their department chairs; and will include the following topics:

  • Shaping your Career  – Using a faculty life cycle model, participants will explore strategies for career and professional development planning.
  • 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.
  • Introduction of key School of Medicine faculty support resources – Leaders will briefly describe the resources/services they offer. This session will be followed by break-out rooms to allow individual or small-group consultation.

After you register, Ashley Ayers, Senior Manager for Faculty Development Programs, will contact you with additional details as we approach the date of the retreat. If you have any questions about this event, please don’t hesitate to contact Ashley at ala5t@virginia.edu

 

 

Climate Change and Its Effects on Healthcare

Thursday, November 12, 2020, 4:00 PM — 5:00 PM
CME Credits: 1.00

Zoom Virtual Meeting. Zoom link will be provided after registration.

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 to learn more about what is happening right now, what needs to be done to best meet those changing needs, and how some are approaching those challenges. (1 CME credit)

 

 

Certificate Program: Improving Learning by Understanding Forgetting

Wednesday, November 18, 2020; 4:30 p.m. – 6:00 p.m.
CME Credits: 1.5

Zoom Virtual Meeting. Zoom link will be provided after registration.

Facilitated by: Michael Palmer, PhD, Director, UVA Center for Teaching Excellence and Professor, General Faculty

Description/Learning Objectives: During this interactive session, we’ll explore a small but important set of evidence-based learning principles that will help you design better activities, promote deeper learning, and effectively engage your students as learners. By the end of the session, you will be able to:

  • explain how various memory processes help and impede learning;
  • describe the process and benefits of spaced-retrieval practice, elaboration, and interleaving;
  • apply these principles to a range of learning settings.

You’ll also be introduced to a few learning technologies that can help you implement the learning principles in any instructional modality. (1.5 CME Credits)