Medical 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

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

Wednesday, April 24, 2019, 4:00 PM — 5:30 PM
Pinn Hall Conference Center (formerly Jordan Hall), Charlottesville
CME Credits: 1.50

NOTE: This workshop will be held in Room G1/G2, Pinn Hall Conference Center. (This is a change from the previously scheduled room 2005 in MR-5). 

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)  
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NOTE: This workshop will be held in Room G1/G2, Pinn Hall Conference Center. (This is a change from the previously scheduled room 2005 in MR-5). 

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: Pinn Hall Conference Center (formerly Jordan Hall), 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:20190424T224229 DTSTART:20190430T200000Z DTEND:20190430T213000Z UID:5415-400bc16ecbe36bd50e496cd088933ff9-2129173522@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
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) 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

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

Tuesday, May 7, 2019, 4:00 PM — 5:30 PM
MR5 Research Building, Classroom 2005, 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:20190424T224229 DTSTART:20190507T200000Z DTEND:20190507T213000Z UID:5531-8aaef391917aab90467ec76a5ed65f54-3055421762@med.virginia.edu DESCRIPTION: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) 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: MR5 Research Building, Classroom 2005, Charlottesville END:VEVENT END:VCALENDAR

MedEd Grand Rounds:Zombie Apocalypse:Simulation to Reanimate Learning Support Curricular Integration

Wednesday, May 8, 2019, 12:15 PM — 1:15 PM
Claude Moore Medical Education Building, Charlottesville
CME Credits: 1.00

Presented by: Jennifer M. Jackson, MD, Associate Professor of Pediatrics and Assistant Dean for Curricular Innovation; and Timothy R. Peters, MD, Associate Dean for Educational Strategy and Innovation and Associate Professor of Pediatrics, Wake Forest University Description/Learning Objectives: During this session, the presenters will demonstrate examples of how to incorporate simulation into instructional activities to both enhance learner engagement and to support learners’ cognitive integration of knowledge and skills from multiple disciplines.  Attendees will participate in an interactive simulation-based activity demonstrating these concepts.  The presenters will then describe their experience of conducting a simulated “zombie virus” pandemic problem-solving exercise with first-year medical students. Following this session, attendees will be able to develop collaborative problem-solving activities supporting learners’ integration of knowledge and skills from multiple disciplines; use simulation to enhance learner engagement; and perform a structured debriefing to emphasize important learning points following a simulation-based learning activity. (1 CME credit)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190424T224229 DTSTART:20190508T161500Z DTEND:20190508T171500Z UID:5651-de405bfc685570c912233f27364025dd-2178575944@med.virginia.edu DESCRIPTION:Presented by: Jennifer M. Jackson, MD, Associate Professor of Pediatrics and Assistant Dean for Curricular Innovation; and URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/meded-grand-roundszombie-apocalypsesimulation-to-reanimate-learning-support-curricular-integration/ SUMMARY:MedEd Grand Rounds:Zombie Apocalypse:Simulation to Reanimate Learning Support Curricular Integration LOCATION: Claude Moore Medical Education Building, 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

Facilitated by: Huai Y. Cheng, MD, Associate Professor of Medicine, Director, Geriatric Medicine Clerkship
Article: TBD
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190424T224229 DTSTART:20190514T160000Z DTEND:20190514T170000Z UID:5270-8e3e85c5a117e8e2105aa690966f7b60-1518330896@med.virginia.edu DESCRIPTION:Facilitated by: Huai Y. Cheng, MD, Associate Professor of Medicine, Director, Geriatric Medicine Clerkship
Article: TBD 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

MedEd Grand Rounds: 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, 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:20190424T224229 DTSTART:20190522T161500Z DTEND:20190522T171500Z UID:5349-adccc8e7fa89ffdcdfe344c703c471de-3433580238@med.virginia.edu DESCRIPTION:Presented by: Eric S. Holmboe, 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/meded-grand-rounds-promise-of-outcomes-based-medical-education-through-developmental-assessment/ SUMMARY:MedEd Grand Rounds: 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

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:20190424T224229 DTSTART:20190611T200000Z DTEND:20190611T213000Z UID:5529-68b7297ae0f9363665b40045b4389174-1092309746@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-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

Facilitated by:  Kathryn Mutter, MD, MPH, Assistant Professor of Emergency Medicine, Director of Transition Courses
Article:
TBD
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Article:
TBD 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