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

Journal Club

Tuesday, January 8, 2019, 12:00 PM — 1:00 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.00

Moderated by Andrew S. Parsons, MD, MPH, Assistant Professor of Medicine, Director of the Pre-Clerkship Clinical Skills Course. Royce, Celeste S. MD; Hayes, Margaret M. MD; Schwartzstein, Richard M. MD. Teaching Critical Thinking: A Case for Instruction in Cognitive Biases to Reduce Diagnostic Errors and Improve Patient Safety. Academic Medicine, Nov 2018. doi:10.1097/ACM.0000000000002518.    There is also a recommended, follow-up article: Fuks, Abraham , Boudreau, Joseph Donald  & Cassell, Eric J.  (2009) Teaching clinical thinking to first-year medical students, Medical Teacher, 31:2, 105-111, doi:10.1080/01421590802512979. 
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Certificate Program:Authentic Workplace Assessment through Entrustable Professional Activities(EPAs)

Thursday, January 10, 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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Certificate Program: Faculty as Teachers

Wednesday, January 16, 2019, 4:00 PM — 5:00 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.50

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: This session is designed to introduce faculty to the foundations of education with a focus on writing learning objectives and aligning educational strategies, learning objectives, and assessments.  The session is guided by Dee Fink’s Creating Significant Learning Experiences model.  While education theory is introduced, this is a hands-on session as participants actively apply education theory and models to their own teaching and learning.  This session will be useful for educators who teach in traditional classroom, clinical, or laboratory settings.  Following completion of this session, participants will be able to: explain the fundamentals of curricular design in academic medicine, compose and refine learning objectives using the ABCD model and SMART criteria, and apply the key elements of curricular design to their own teaching and learning planning. (1.5 CME credits)
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Journal Club

Tuesday, February 12, 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
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Certificate Program: Learning by Design: Active Learning and Asessment Strategies Enhance Learning

Wednesday, February 20, 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: The best educators are intentional in how they plan teaching sessions.  This workshop will explore how faculty can prepare clear, organized, and engaging teaching experiences.  Such sessions integrate active learning and formative “assessment-in-progress” techniques.  These teaching strategies engage learners over the course of a teaching experience while also gathering timely feedback on learners' understandings (and misunderstandings).  This session will explain and provide examples of active learning and ongoing informal assessments.  Participants will have opportunities to apply these principles and techniques to teaching and learning plans. Following the completion of this session, participants will be able to: list active learning and formative “assessment-in-progress” strategies, select appropriate and engaging instructional strategies to support learning objectives, and incorporate active learning and ongoing informal assessments in a teaching and learning plan. (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

Improving Learning Environments: What do we know and how can we do it?, Wednesday, March 6, 2019, 12:15 p.m. – 1:15 p.m., 3rd Floor Auditorium, Claude Moore Medical Education Building.  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)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20181212T221727 DTSTART:20190306T171500Z DTEND:20190306T181500Z UID:5191-d1dd6965954426e78a8c9019023468cf-3283700932@med.virginia.edu DESCRIPTION:Improving Learning Environments: What do we know and how can we do it?, Wednesday, March 6, 2019, 12:15 p.m. – 1:15 p.m., 3rd Floor Auditorium, Claude Moore Medical Education Building.  URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/med-ed-grand-rounds-improving-learning-environments-what-do-we-know-and-how-can-we-do-it/ SUMMARY:Med Ed Grand Rounds: Improving Learning Environments: What do we know and how can we do it? LOCATION: Claude Moore Medical Education Building, Charlottesville END:VEVENT END:VCALENDAR

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
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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)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20181212T221727 DTSTART:20190313T210000Z DTEND:20190313T223000Z UID:5338-158f7fa1fe19ae4f37cd094db74656ae-3893387374@med.virginia.edu DESCRIPTION: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 URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-program-microteaching/ SUMMARY:Certificate Program: Microteaching LOCATION: MR5 Research Building, Classroom 1005, Charlottesville END:VEVENT END:VCALENDAR

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:20181212T221727 DTSTART:20190320T200000Z DTEND:20190320T213000Z UID:5190-84f005007af937bf91ac794dac2de0be-1517792622@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

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

OnLine Medical Education: Innovative, Transformative and Disruptive   Wednesday, April 24, 2019, 12:15 p.m. – 1:15 p.m., 3rd Floor Auditorium, Claude Moore Medical Education Building. 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:20181212T221727 DTSTART:20190424T161500Z DTEND:20190424T171500Z UID:5350-8db6ba21ad5b38386a93453545bcc7f2-1976074270@med.virginia.edu DESCRIPTION:OnLine Medical Education: Innovative, Transformative and Disruptive   Wednesday, April 24, 2019, 12:15 p.m. – 1:15 p.m., 3rd Floor Auditorium, Claude Moore Medical Education Building. 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: 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/Learning Objectives: 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:20181212T221727 DTSTART:20190430T200000Z DTEND:20190430T213000Z UID:5415-099c1c3a27ecef0a8105fda0156edb5a-1736422810@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/ SUMMARY:Certificate Program: Comprehensive Approach to Remediation of Professionalism among UME/GME Learners LOCATION: Pinn Hall, Meeting Rm 1, 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
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Med Ed Grand Rounds: Competency-Based Medical Education

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

Competency-Based Medical Education, Wednesday, May 22, 2019, 12:15 p.m. – 1:15 p.m., 3rd Floor Auditorium, Claude Moore Medical Education Building. Presented by: Eric S. Holmboe, MD, MACP, FRCP, Senior Vice President, Milestone Development and Evaluation, Accreditation Council for Graduate Medical Education. Description/Learning Objectives:  TBD (1 CME credit)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20181212T221727 DTSTART:20190522T161500Z DTEND:20190522T171500Z UID:5349-280e65be643125c46ea9124af86b7975-1770013132@med.virginia.edu DESCRIPTION:Competency-Based Medical Education, Wednesday, May 22, 2019, 12:15 p.m. – 1:15 p.m., 3rd Floor Auditorium, Claude Moore Medical Education Building. Presented by: Eric S. Holmboe, MD, MACP, FRCP, Senior Vice President, Milestone Development and Evaluation, Accreditation Council for Graduate Medical Education. Description/Learning Objectives:  TBD (1 CME credit) URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/med-ed-grand-rounds-competency-based-medical-education/ SUMMARY:Med Ed Grand Rounds: Competency-Based Medical Education LOCATION: Claude Moore Medical Education Building, Charlottesville END:VEVENT END:VCALENDAR