Education

Excellence in Medical Education: Faculty Development Certificate Program

This series is presented in collaboration with the Academy of Distinguished Educators. Faculty who attend 10 workshops over a two-year period will receive a Certificate of Commitment to Faculty Development in Medical Education. The certificate can be included as part of the Teaching Portfolio, which in turn can be used for purposes of application for membership to the Academy of Distinguished Educators and/or as part of the portfolio for promotion and tenure. A historical list of topics that have been presented in this series is located here.

For a current list of workshop offerings, please see below.

Medical Education Grand Rounds

This series features lectures from invited speakers, usually from outside of the University of Virginia, who are specialists in various topics related to medical education. Attendance during workshops in this series counts toward the attendee receiving a Certificate of Commitment to Faculty Development in Medical Education. A historical list of topics that have been presented in this series is located here.

Journal Club meetings

The School of Medicine revised its medical education curriculum. To prepare faculty to teach to the revised curriculum, a series of faculty development programs were developed, including this monthly series of discussions about pertinent journal articles. Please note that attending the journal club meetings does NOT count toward earning a Certificate of Commitment to Faculty Development in Medical Education. Journal Article citations reviewed during these meetings are located here.

Registration for upcoming workshops

Medical Education Research Presentations

Monday, February 25, 2019, 12:00 PM — 1:00 PM
Pinn Hall Conference Center (formerly Jordan Hall), Charlottesville
CME Credits: 1.00

  • Lower Tolerance for Ambiguity Predicts Medical Students with Persistent Burnout, presented by Rachel H. Kon, Justine E. Owens, Tabor Flickinger, Margaret L. Plews-Ogan, and John Schorling
  • Learner Handoffs to Mitigate the “Educational Groundhog Day” Effect of Frequently Changing Inpatient Attending Physicians on Clinical Students: A Survey of North American Pediatric Educational Leaders, presented by Jennifer Fuchs, Marta King, Erin Pete Devon, Danielle Guffey, Meg Keeley, Mary Rocha
Lunch will be available. Please register in advance so we have adequate refreshments.
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    URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/medical-education-research-presentations-4/ SUMMARY:Medical Education Research Presentations LOCATION: Pinn Hall Conference Center (formerly Jordan Hall), Charlottesville END:VEVENT END:VCALENDAR

Certificate Program: Research Series – Research design using qualitative methodology

Tuesday, February 26, 2019, 4:00 PM — 5:30 PM
MR5 Research Building, Classroom 2005, Charlottesville
CME Credits: 1.50

Presented by: Elizabeth B. Bradley, PhD, Associate Professor of Medical Education and Director of Curriculum Evaluation Description/Learning Objectives: Are you a natural observer of things around you or a story teller?  Do you appreciate the richness of words?  Then you may want to try your hand at qualitative research. Come learn more about qualitative research and how it enables investigators to look at phenomena and data from a different perspective.  At the end of this workshop, participants will be able to:  describe qualitative research in medical education; identify representative research questions effectively explored with qualitative methodologies; identify data collection approaches best suited to answering qualitative research questions; and compare four quality criteria in qualitative versus quantitative approaches. (1.5 CME credits)
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Medical Education Research Presentations

Thursday, February 28, 2019, 12:00 PM — 1:00 PM
Pinn Hall Conference Center (formerly Jordan Hall), Charlottesville
CME Credits: 1.00

  • An Evidence-Based, Fellow-Driven Bundle to Improve Professional Satisfaction & Wellness, presented by Sean Callahan, Kyle Enfield, Cheryl Etelvari, Jeff Sturek, Ryan Richard, Sarah Kilbourne, and Eric Davis
  • Teaching Child Development in Medical School: Child Development Panel presented by Rebecca J. Scharf, Mary Kate Worden, Valentina J. Intagliata, and Laurie Archbald-Pannone
  • Infographics: A Novel Tool in Medical Education, presented by Joseph Mort, Joanna Odenthal, and Neeral L Shah
  • A competition-based multimodal approach to improving routine laboratory utilization among residents presented by Stephen Clark, Samir Panvelker, Garret Rhodes, George Hoke, and Andrew Parsons
Lunch will be available. Please register in advance so we have adequate refreshments.
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    URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/medical-education-research-presentations-3/ SUMMARY:Medical Education Research Presentations LOCATION: Pinn Hall Conference Center (formerly Jordan Hall), Charlottesville END:VEVENT END:VCALENDAR

Certificate Program: Research Series – Designing effective surveys

Tuesday, March 5, 2019, 4:00 PM — 5:30 PM
Pinn Hall, Meeting Rm 1, Charlottesville
CME Credits: 1.50

Presented by: Lisa Rollins, PhD, Associate Professor of Family Medicine and Director of Scholarship Description/Learning Objectives: How often have you or your colleagues enthusiastically uttered “We should develop a survey to ask others about that!”? Surveys are an accessible and often expedient way to gather information. However, the process of creating a survey is far more involved than merely throwing a group of questions together on a page. Come learn about how to create surveys so you can utilize this methodology more effectively in your practice, your department, or in other aspects of your work. This session will be interactive and does not require previous experience. At the end of this session, participants will be able to: describe various considerations when designing a survey; create effective questions, keeping in mind some common pitfalls in question design; describe some helpful hints when developing surveys; and identify procedures that affect survey response rate. (1.5 CME credits)
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Med Ed Grand Rounds: Improving Learning Environments: What do we know and how can we do it?

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

Presented by David M. Irby, PhD, Professor Emeritus of Medicine, University of California, San Francisco. Description/Learning Objectives:  Educators, researchers, and accreditors have all highlighted the importance of the learning environments (LE) in health professions education; yet, there is little uniformity about definitions and measuring instruments.  This presentation reports on the results of a 2018 national consensus conference convened by the Josiah Macy Jr. Foundation titled: Improving Learning Environments for the Health Professions. Dr. Irby chaired this conference and will share a new framework for understanding LEs as well as specific examples of interventions designed to create a positive environment for learning.  Following this session, participants will be able to: identify the key elements of the learning environment; describe strategies used to improve the learning environment; and articulate a vision for an optimal learning environment. (1 CME credit)
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Certificate Program:Authentic Workplace Assessment through Entrustable Professional Activities(EPAs)

Tuesday, March 12, 2019, 4:00 PM — 5:30 PM
Pinn Hall, Meeting Rm 1, Charlottesville
CME Credits: 1.50

Presented by Maryellen E. Gusic, MD, Professor of Medical Education & 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 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)
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Journal Club

Tuesday, March 12, 2019, 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: McMillan, Julia A., and Laurel K. Leslie. Pediatric Residency Education and the Behavioral and Mental Health Crisis: A Call to Action. Pediatrics, American Academy of Pediatrics, 1 Jan. 2017, pediatrics.aappublications.org/content/139/1/e20162141
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Certificate Program: Microteaching

Wednesday, March 13, 2019, 4:00 PM — 5:30 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.50

Presented by: Presented by Troy S. Buer, PhD, Director of Faculty Development, Weichao (Vera) Chen, PhD, Instructional Designer, and Selina Noramly, PhD, Assistant Professor of Medical Education, Director of Academic Enhancement Services Description/Learning Objectives: Following a Microteaching model, participants will have an opportunity to teach a ten-minute lesson in front of a group of peers while utilizing a lesson plan.  Microteaching is useful for educators who teach in classroom, clinical, or laboratory settings.  By scaling down on what is taught, how long it is taught, and the number of learners involved, this session will help participants focus on improving specific teaching skills.  Participants can present a small lesson or a single concept.  After each presentation, an experienced educator will provide and help facilitate peer feedback for each participant.  The scaled down nature of the session—a ten-minute lesson in a small group setting—will allow faculty to take risks with novel learning activities and practice in a supportive environment.  Registration will be limited to 16 participants to ensure adequate presentation and feedback time.  Detailed instructions will be provided to participants in advance of the session to help them prepare.  After attending the session, participants will be able to: practice teaching skills by planning and delivering a micro-teaching lesson, give and receive formative feedback to peers, and apply the microteaching model to plan personal teaching skills improvement efforts. (1.5 CME credits)
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Certificate Program: Research Series – Scholarly Presentations – Creating abstracts

Tuesday, March 19, 2019, 4:00 PM — 5:30 PM
Pinn Hall, Meeting Rm 1, Charlottesville
CME Credits: 1.50

Presented by: Elizabeth B. Bradley, PhD, Associate Professor of Medical Education and Director of Curriculum Evaluation, James Martindale, PhD, Associate Professor of Medical Education and Director of Test Development, and Maryellen E. Gusic, MD, Professor of Medical Education & Senior Advisor for Educational Affairs Description/Learning Objectives: In this interactive session, participants will have the opportunity to apply best practices in effectively describing one's educational work so that this work can be disseminated to a broader audience at academic professional meetings.  In hands-on exercises, the audience will practice writing abstracts related to workshop, platform (oral) and poster presentations that engage others educators in learning about the process and outcomes one's educational interventions (innovation and research).  At the end of this session, participants will be able to:  outline key considerations for composing well-written abstracts for academic presentations; explore the difference amongst abstract proposals related to various types of scholarly presentations; and practice writing an abstract to describe a sample educational intervention. (1.5 CME credits)  
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Certificate Program: Building Capacity to Lead Interprofessional Collaborative Practice Teams

Wednesday, March 20, 2019, 4:00 PM — 5:30 PM
Pinn Hall, Meeting Rm 1, Charlottesville
CME Credits: 1.50

Presented by John Owen, EdD, MSc, Clinical Assistant Professor, UVA School of Nursing, Dr. Linda Waggoner-Fountain, Professor of Pediatrics, Leadership Curriculum Co-Director, and Dr. Leigh-Ann Jones Webb, Assistant Professor of Emergency Medicine, Leadership Curriculum Co-Director Description/Learning Objectives: Interprofessional collaborative practice (IPCP) teams are essential for safe and effective care.  The success of teams is dependent upon leaders adopting interprofessional competencies, guiding team activities, shifting leadership responsibilities when needed, and fostering communication, mutual respect, and trust.  Effectively leading IPCP teams is difficult due to hierarchical structures, differences in perceptions of effective leadership, and limited leadership competency training. Leadership models have the potential to mitigate these difficulties by providing a shared mental model among team members and guiding effective leadership behaviors.  The Trusted Leader Model TM consists of three overlapping domains and associated responsibilities: 1. Lead (set direction, align, motivate, and manage), 2. Develop (teach, model, and coach) and 3. Care (know, connect, provide, and protect).  This is an easily-understood model which operationalizes IPCP team leadership competencies and behaviors, and enables leaders to reflect upon their personal reactions to team dynamics, know what to do, and determine when a shift in leadership should occur.  Using social interaction, adult learning principles, experiential learning, and reflective practice, the Trusted Leader Model TM will be explained along with the evidence that supports its use. Participants will discuss video clips/case studies that exemplify each domain of the Trusted Leader Model TM and discuss possible applications for leading IPCP teams.  The workshop will end with a review of major points and questions/answers.  Expected outcomes for participants will be the utilization of the Trusted Leader Model TM in leading IPCP teams and to communicate this leadership model to other faculty and to students.  Following this session, participants will be able to:  discuss competencies related to IPCP team leadership; describe the Trusted Leader Model TM as a shared mental model for team leadership; and apply this model to build capacity for effectively leading IPCP teams. (1.5 CME credits)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190223T215551 DTSTART:20190320T200000Z DTEND:20190320T213000Z UID:5190-cdc2dcbc1713bb4ca33462eb3b117f70-3382170190@med.virginia.edu DESCRIPTION:Presented by John Owen, EdD, MSc, Clinical Assistant Professor, UVA School of Nursing, Dr. Linda Waggoner-Fountain, Professor of Pediatrics, Leadership Curriculum Co-Director, and Dr. Leigh-Ann Jones Webb, Assistant Professor of Emergency Medicine, Leadership Curriculum Co-Director URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-program-building-capacity-to-lead-interprofessional-collaborative-practice-teams/ SUMMARY:Certificate Program: Building Capacity to Lead Interprofessional Collaborative Practice Teams LOCATION: Pinn Hall, Meeting Rm 1, Charlottesville END:VEVENT END:VCALENDAR

Certificate Program: USMLE-Format Item-Writing and Critique

Wednesday, April 3, 2019, 4:00 PM — 5:30 PM
MR5 Research Building, Classroom 2005, Charlottesville
CME Credits: 1.50

Presented by Christine M. Peterson, MD, Assistant Dean for Medical Education and Associate Professor of Obstetrics and Gynecology; James Martindale, PhD, Director of Test Development and Associate Professor of Medical Education; and Mary Kate Worden, PhD, Director of Curriculum Integration and Development and Associate Professor of Medical Education Description/Learning Objectives: Faculty members teaching in the UVa SOM pre-clerkship curriculum are required to submit several exam questions for every educational activity for which they have responsibility. In this session participants will review USMLE "Basic Rules" for writing multiple choice exam items. They will also review techniques for writing exam items that test higher-level cognition. Participants will work in pairs to construct two or more exam items in their area(s) of interest. Volunteers will present their items for the entire group to review and make suggestions for improvement. Participants are encouraged to complete a 45-minute interactive online tutorial prior to the session to maximize the benefit of attending this session. ["NBME's Writing Multiple Choice Questions: An Introductory Tutorial" www.nbme.org/IWTutorial<http://www.nbme.org/IWTutorial><http://www.nbme.org/IWTutorial> Having previously reviewed the NBME online tutorial and following this workshop, participants will be able to:  list the elements of “USMLE-style” MCQs; critique and improve flawed MCQs; consult guidelines to avoid common pitfalls when writing MCQs; develop well-constructed MCQs in their own area of expertise; and apply several techniques to transform MCQs from lower-order to higher-order (Bloom’s) assessment. (1.5 CME credits)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190223T215551 DTSTART:20190403T200000Z DTEND:20190403T213000Z UID:5467-42ed5e18c3c2bef450a979003505282c-2062383168@med.virginia.edu DESCRIPTION:Presented by Christine M. Peterson, MD, Assistant Dean for Medical Education and Associate Professor of Obstetrics and Gynecology; James Martindale, PhD, Director of Test Development and Associate Professor of Medical Education; and Mary Kate Worden, PhD, Director of Curriculum Integration and Development and Associate Professor of Medical Education URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-program-usmle-format-item-writing-and-critique/ SUMMARY:Certificate Program: USMLE-Format Item-Writing and Critique LOCATION: MR5 Research Building, Classroom 2005, Charlottesville END:VEVENT END:VCALENDAR

Journal Club

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

Moderated by Christine M. Peterson, MD, Associate Professor of Obstetrics & Gynecology, Assistant Dean for Medical Education
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Med Ed Grand Rounds: On-Line Medical Education

Wednesday, April 24, 2019, 12:15 PM — 1:15 PM
Claude Moore Medical Education Building, Charlottesville
CME Credits: 1.00

Presented by: Gail Morrison, MD, William Maul Measey President's Distinguished Professor in Medical Education, Perelman School of Medicine, University of Pennsylvania. Description/Learning Objectives: Online medical education has become an integral teaching and training modality for medical students and housestaff trainees.  Its implementation started with the internet approximately20 years ago with streaming of lectures, but has expanded to include augmented reality (AR), and virtual reality (VR).  Following this session, participants will be able to:  describe and define the various online teaching and learning modalities that are used for medical education; identify which ones are (1) innovative, (2) transformative and (3) disruptive, to medical teaching and training today; and predict the impact on-line medical education may have on medical teaching and training of doctors in the future.  (1 CME credit)  
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190223T215551 DTSTART:20190424T161500Z DTEND:20190424T171500Z UID:5350-6fc53d0084dde35acb81b81021586c71-3747872522@med.virginia.edu DESCRIPTION:Presented by: Gail Morrison, MD, William Maul Measey President's Distinguished Professor in Medical Education, Perelman School of Medicine, University of Pennsylvania. Description/Learning Objectives: Online medical education has become an integral teaching and training modality for medical students and housestaff trainees.  Its implementation started with the internet approximately20 years ago with streaming of lectures, but has expanded to include augmented reality (AR), and virtual reality (VR).  Following this session, participants will be able to:  describe and define the various online teaching and learning modalities that are used for medical education; identify which ones are (1) innovative, (2) transformative and (3) disruptive, to medical teaching and training today; and predict the impact on-line medical education may have on medical teaching and training of doctors in the future.  (1 CME credit) URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/med-ed-grand-rounds-on-line-medical-education/ SUMMARY:Med Ed Grand Rounds: On-Line Medical Education LOCATION: Claude Moore Medical Education Building, Charlottesville END:VEVENT END:VCALENDAR

Certificate Program: Applying Data Analytics to Assess Quality of Questions on Multiple-Choice Exam

Wednesday, April 24, 2019, 4:00 PM — 5:30 PM
MR5 Research Building, Classroom 2005, Charlottesville
CME Credits: 1.50

Presented by James Martindale, PhD, Director of Test Development and Associate Professor of Medical Education; Christine M. Peterson, MD, Assistant Dean for Medical Education and Associate Professor of Obstetrics and Gynecology; and Mary Kate Worden, PhD, Director of Curriculum Integration and Development and Associate Professor of Medical Education Description/Learning Objectives: Faculty members teaching in the UVa SOM pre-clerkship curriculum are required to submit several exam questions for every educational activity for which they have responsibility.  But how does one measure the quality of these questions?  In this session, participants will review basic statistical and psychometric techniques used for determining the quality of exam items and exams as a whole.  Participants will work in groups to review example test items and the data output from them.  Emphasis will be placed on data interpretation and constructing a logical argument for the evidence of quality.  Given student performance data on assessment items from written MCQ exams, following this workshop, participants will be able to:  review and interpret the psychometric data associated with the exam (difficulty, discrimination, KR-20 value); justify whether individual test items should be dropped or kept from the scoring of the exam; explain how the data can inform decisions about modifying exam items to attempt to improve their difficulty and discrimination. (1.5 CME credits)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190223T215551 DTSTART:20190424T200000Z DTEND:20190424T213000Z UID:5466-897a7c96b3f6fcf215a2fb35790ef9f5-1424487618@med.virginia.edu DESCRIPTION:Presented by James Martindale, PhD, Director of Test Development and Associate Professor of Medical Education; Christine M. Peterson, MD, Assistant Dean for Medical Education and Associate Professor of Obstetrics and Gynecology; and Mary Kate Worden, PhD, Director of Curriculum Integration and Development and Associate Professor of Medical Education URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-program-applying-data-analytics-to-assess-quality-of-questions-on-multiple-choice-exam/ SUMMARY:Certificate Program: Applying Data Analytics to Assess Quality of Questions on Multiple-Choice Exam LOCATION: MR5 Research Building, Classroom 2005, Charlottesville END:VEVENT END:VCALENDAR

Certificate Program: Comprehensive Approach to Remediation of Professionalism among UME/GME Learners

Tuesday, April 30, 2019, 4:00 PM — 5:30 PM
Pinn Hall, Meeting Rm 1, Charlottesville
CME Credits: 1.50

Presented by:  Karen M. Warburton, MD, FASN, Associate Professor of Medicine, Vice Chief for Faculty Development (Nephrology Division), and Director, GME Professional Development, Department of Medicine and Andrew Parsons, MD, Assistant Professor of Medicine, Hospitalist, and Lead Coach for Clinical Reasoning Description/LearningObjectives: This workshop will offer attendees an approach to identifying and coaching undergraduate and graduate medical learners who struggle with professionalism and interpersonal communication.  Attendees will work in small groups in which they will review cases and will work together to assess and develop a remediation plan for learners with a variety of types of professionalism deficits.  The presenters will share their experiences in the development of a comprehensive coaching and remediation program.  The audience will then have the opportunity, in large group format, to discuss their own experience working with learners who struggle with professionalism and interpersonal skills.  Following this session, participants will be able to:  demonstrate a process for the comprehensive evaluation of a learner in need; outline an approach to the assessment of professionalism deficits in undergraduate and graduate medical learners; and create individualized learning plans for learners who struggle with professionalism and interpersonal communication. (1.5 CME credits)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190223T215551 DTSTART:20190430T200000Z DTEND:20190430T213000Z UID:5465-cfb310c01e67391353e9be869834414c-528300040@med.virginia.edu DESCRIPTION:Presented by:  Karen M. Warburton, MD, FASN, Associate Professor of Medicine, Vice Chief for Faculty Development (Nephrology Division), and Director, GME Professional Development, Department of Medicine and Andrew Parsons, MD, Assistant Professor of Medicine, Hospitalist, and Lead Coach for Clinical Reasoning URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-program-comprehensive-approach-to-remediation-of-professionalism-among-ume-gme-learners-2/ SUMMARY:Certificate Program: Comprehensive Approach to Remediation of Professionalism among UME/GME Learners LOCATION: Pinn Hall, Meeting Rm 1, Charlottesville END:VEVENT END:VCALENDAR

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

Thursday, May 9, 2019, 4:00 PM — 5:30 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 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:20190223T215551 DTSTART:20190509T200000Z DTEND:20190509T213000Z UID:5464-125efec335f9b0548b9c8fe3bd460bef-2527856594@med.virginia.edu DESCRIPTION:Presented by: Maryellen E. Gusic, MD, Professor of Medical Education & Senior Advisor for Educational Affairs URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-programauthentic-workplace-assessment-through-entrustable-professional-activitiesepas-4/ SUMMARY:Certificate Program:Authentic Workplace Assessment through Entrustable Professional Activities(EPAs) LOCATION: Pinn Hall, G1-G2, Charlottesville END:VEVENT END:VCALENDAR

Journal Club

Tuesday, May 14, 2019, 12:00 PM — 1:00 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.00

Moderated by Kathryn Mutter, MD, MPH, Assistant Professor of Emergency Medicine, Director of Transition Courses
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190223T215551 DTSTART:20190514T160000Z DTEND:20190514T170000Z UID:5270-632deb59b216eb4b5ddd09bea30551e6-227034752@med.virginia.edu DESCRIPTION:Moderated by Kathryn Mutter, MD, MPH, Assistant Professor of Emergency Medicine, Director of Transition Courses URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-14/ SUMMARY:Journal Club LOCATION: MR5 Research Building, Classroom 1005, Charlottesville END:VEVENT END:VCALENDAR

Grand Rounds:Realizing Promise of Outcomes-based Medical Education through Developmental Assessment

Wednesday, May 22, 2019, 12:15 PM — 1:15 PM
Claude Moore Medical Education Building, Charlottesville
CME Credits: 1.00

Presented by: Eric S. Holmboe, MD, MACP, FRCP, Senior Vice President, Milestone Development and Evaluation, Accreditation Council for Graduate Medical Education. Description/Learning Objectives:  The transition to outcomes-based medical education (OBME) has been challenging. Most countries have developed competency frameworks to guide this transition and ensure medical education programs are attending to societal needs. OBME requires a developmental mindset and approach to assessment to be effective. However, this shift to developmental assessment, such as milestones and entrustable professional activities (EPAs), also requires changes in curriculum and the creation of assessment programs. We will explore these issues, early lessons learned from Milestones and EPA research, and the implications for undergraduate and graduate medical education moving forward. Following this session, participants will be able to: discuss the educational theories underlying outcomes and competency-based medical education; discuss the role and challenges of developmental assessment in graduate medical education; and explore the link between graduate medical education and healthcare outcomes. (1 CME credit)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190223T215551 DTSTART:20190522T161500Z DTEND:20190522T171500Z UID:5349-65267b2dee31a1c196a490268b3f6c67-629160832@med.virginia.edu DESCRIPTION:Presented by: Eric S. Holmboe, MD, MACP, FRCP, Senior Vice President, Milestone Development and Evaluation, Accreditation Council for Graduate Medical Education. Description/Learning Objectives:  The transition to outcomes-based medical education (OBME) has been challenging. Most countries have developed competency frameworks to guide this transition and ensure medical education programs are attending to societal needs. OBME requires a developmental mindset and approach to assessment to be effective. However, this shift to developmental assessment, such as milestones and entrustable professional activities (EPAs), also requires changes in curriculum and the creation of assessment programs. We will explore these issues, early lessons learned from Milestones and EPA research, and the implications for undergraduate and graduate medical education moving forward. Following this session, participants will be able to: discuss the educational theories underlying outcomes and competency-based medical education; discuss the role and challenges of developmental assessment in graduate medical education; and explore the link between graduate medical education and healthcare outcomes. (1 CME credit) URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/grand-roundsrealizing-promise-of-outcomes-based-medical-education-through-developmental-assessment/ SUMMARY:Grand Rounds:Realizing Promise of Outcomes-based Medical Education through Developmental Assessment LOCATION: Claude Moore Medical Education Building, Charlottesville END:VEVENT END:VCALENDAR

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

Tuesday, June 11, 2019, 4:00 PM — 5:30 PM
MR5 Research Building, Classroom 2005, Charlottesville
CME Credits: 1.50

This workshop is scheduled for Tuesday, June 11 (4:00-5:30 p.m., G1/G2 Pinn Hall Conference Center).

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:20190223T215551 DTSTART:20190611T200000Z DTEND:20190611T213000Z UID:5463-82ada3ff1aa11e637e4fc47e794b79fa-2706096480@med.virginia.edu DESCRIPTION:

This workshop is scheduled for Tuesday, June 11 (4:00-5:30 p.m., G1/G2 Pinn Hall Conference Center).

URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-programcomprehensive-approach-to-clinical-reasoning-remediation-for-the-learner-in-need/ SUMMARY:Certificate Program:Comprehensive Approach to Clinical Reasoning Remediation for the Learner in Need LOCATION: MR5 Research Building, Classroom 2005, Charlottesville END:VEVENT END:VCALENDAR

Journal Club

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

Moderated by Huai Y. Cheng, MD, Associate Professor of Medicine, Director, Geriatric Medicine Clerkship
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190223T215551 DTSTART:20190611T160000Z DTEND:20190611T170000Z UID:5291-49290053e47c7015419e0bce6f5b64c9-291098370@med.virginia.edu DESCRIPTION:Moderated by Huai Y. Cheng, MD, Associate Professor of Medicine, Director, Geriatric Medicine Clerkship URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-12/ SUMMARY:Journal Club LOCATION: MR5 Research Building, Classroom 1005, Charlottesville END:VEVENT END:VCALENDAR