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

Journal Club

Tuesday, September 10, 2019, 12:00 PM — 1:00 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.00

Moderated by: Weichao “Vera” Chen, PhD, Instructional Designer
Article: Doobay-Persaud, A., Adler, M.D., Bartell, T.R. et al. “Teaching the Social Determinants of Health in Undergraduate Medical Education: a Scoping Review.” J GEN INTERN MED (2019) 34: 720, doi.org/10.1007/s11606-019-04876-0 (1 CME credit)
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Article: Doobay-Persaud, A., Adler, M.D., Bartell, T.R. et al. “Teaching the Social Determinants of Health in Undergraduate Medical Education: a Scoping Review.” J GEN INTERN MED (2019) 34: 720, doi.org/10.1007/s11606-019-04876-0 (1 CME credit) URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-30/ SUMMARY:Journal Club LOCATION: MR5 Research Building, Classroom 1005, Charlottesville END:VEVENT END:VCALENDAR

Certificate Program: Designing a scholarly evaluation plan for your educational innovation

Tuesday, September 17, 2019, 5:00 PM — 6:30 PM
Pinn Hall, G1-G2, Charlottesville
CME Credits: 1.50

Presented by: Maryellen E. Gusic, MD, Professor of Medical Education 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 organize and present results of their evaluation 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)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190823T213415 DTSTART:20190917T210000Z DTEND:20190917T223000Z UID:6323-ba665fbd6e2c44dd27e77c9430bada4f-3058777488@med.virginia.edu DESCRIPTION:Presented by: Maryellen E. Gusic, MD, Professor of Medical Education 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 organize and present results of their evaluation 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) URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-program-designing-a-scholarly-evaluation-plan-for-your-educational-innovation/ SUMMARY:Certificate Program: Designing a scholarly evaluation plan for your educational innovation LOCATION: Pinn Hall, G1-G2, Charlottesville END:VEVENT END:VCALENDAR

MedEd Grand Rounds: Predicting the Future by Creating It: if it ain't broke, make it better!

Wednesday, September 18, 2019, 10:00 AM — 11:00 AM
Pinn Hall 1014 Auditorium, Charlottesville
CME Credits: 1.00

Presented by: Debra Lee Klamen, MD, MHPE, Senior Associate Dean for Education and Curriculum, Professor and Chair, Department of Medical Education, Southern Illinois University School of Medicine
Description/Learning Objectives: This presentation will discuss my experience in re-designing SIUSOM’s clinical/clerkship curriculum.   This will include the rationale for the change, the data behind the need for such a change, the process of change management, and early outcomes.  Barriers to the change and how they were overcome will be included.  In addition, the Critical Clinical Competency online video-based critical reasoning curriculum will be shared with participants (a crucial part of the redesign of the third year). By the end of the presentation participants will:  understand that traditional third-year clerkships are problematic and in need of change; understand the acquisition of complex skills from a theory perspective; and be able to articulate the design of the new third-year curriculum at SIUSOM. (1 CME credit)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190823T213415 DTSTART:20190918T140000Z DTEND:20190918T150000Z UID:6232-ad7b31b29ff1569df1953f80b7f38282-3736696712@med.virginia.edu DESCRIPTION:Presented by: Debra Lee Klamen, MD, MHPE, Senior Associate Dean for Education and Curriculum, Professor and Chair, Department of Medical Education, Southern Illinois University School of Medicine
Description/Learning Objectives: This presentation will discuss my experience in re-designing SIUSOM’s clinical/clerkship curriculum.   This will include the rationale for the change, the data behind the need for such a change, the process of change management, and early outcomes.  Barriers to the change and how they were overcome will be included.  In addition, the Critical Clinical Competency online video-based critical reasoning curriculum will be shared with participants (a crucial part of the redesign of the third year). By the end of the presentation participants will:  understand that traditional third-year clerkships are problematic and in need of change; understand the acquisition of complex skills from a theory perspective; and be able to articulate the design of the new third-year curriculum at SIUSOM. (1 CME credit) URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/meded-grand-rounds-predicting-the-future-by-creating-it-if-it-aint-broke-make-it-better/ SUMMARY:MedEd Grand Rounds: Predicting the Future by Creating It: if it ain't broke, make it better! LOCATION: Pinn Hall 1014 Auditorium, Charlottesville END:VEVENT END:VCALENDAR

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

Monday, September 23, 2019, 5:00 PM — 6:30 PM
Pinn Hall, G1-G2, 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:20190823T213415 DTSTART:20190923T210000Z DTEND:20190923T223000Z UID:6366-d918a814d2915de534ea2e9348b95b41-310535350@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-program-a-comprehensive-approach-to-clinical-reasoning-remediation-for-learner-in-need/ SUMMARY:Certificate Program: A Comprehensive Approach to Clinical Reasoning Remediation for Learner in Need LOCATION: Pinn Hall, G1-G2, Charlottesville END:VEVENT END:VCALENDAR

Journal Club

Wednesday, October 9, 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 Article: TBD (1 CME credit)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190823T213415 DTSTART:20191009T160000Z DTEND:20191009T170000Z UID:6304-154c8f1e2b73a83d180703d486596f9e-2754954846@med.virginia.edu DESCRIPTION:Moderated by: James Martindale, PhD, Associate Professor of Medical Education, Director of Test Development URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-29/ SUMMARY:Journal Club LOCATION: MR5 Research Building, Classroom 1005, Charlottesville END:VEVENT END:VCALENDAR

Certificate Program: Visual Arts-Based Health Professional Education – The Clinician's Eye

Thursday, October 10, 2019, 4:00 PM — 5:30 PM
Pinn Hall, G1-G2, Charlottesville
CME Credits: 1.50

Presented by: Marcia Day Childress PhD, Center for Biomedical Ethics and Humanities, Associate Professor of Medical Education (Health Humanities), Center for Biomedical Ethics and Humanities, Madaline B. Harrison MD, Professor of Neurology, and M. Jordan Love PhD, Academic Curator, Fralin Museum of Art
Description/Learning Objectives: Learning based in the literary, fine, and performing arts is increasingly used in health professional education in order that learners may effectively practice and refine certain core clinical skills not easily imparted via didactic classroom or textbook instruction: observation, communication, perspective-taking, reflection, self-awareness, compassionate presence (including recognizing and being present with suffering), and tolerance of ambiguity and uncertainty. This professional development session co-led by a museum educator, a physician, and a health humanities scholar introduces educators in the health professions to visual thinking strategies (VTS) and related techniques from art history and art education as one mode of visual arts-based education for clinical skills development. The session consists of an active learning experience followed by debriefing and discussion. The centerpiece is an interactive workshop in which participants apply VTS to engagement with visual art. Adapted from UVA's museum-based Clinician’s Eye module created by the Fralin Museum of Art and the Center for Biomedical Ethics and Humanities, the workshop features exercises in close looking, analysis and interpretation, drawing and describing, and reflective response. Experiencing visual arts-based exercises first-hand will enable participants to grasp in practical terms how these strategies help apprentice clinicians practice and refine specific clinical skills. After the exercises, participants will debrief, then discuss how to use visual art observation methods and materials in their own teaching. The group will also consider such arts-based instruction appropriate to participants' clinical specialties. Following this session, participants will be able to: explain visual thinking strategies (VTS) and other visual arts-based techniques and how they can be used to teach core clinical skills; apply VTS and related techniques in practicing close visual observation, analysis and interpretation, dialogue/teamwork, and reflective response; understand how these arts-based techniques apply to clinical skills development; and entertain specific applications of this approach to their own teaching. (1.5 CME credits)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190823T213415 DTSTART:20191010T200000Z DTEND:20191010T213000Z UID:6322-c75d260d6053b938744a3e0d9c57f3e4-200399222@med.virginia.edu DESCRIPTION:Presented by: Marcia Day Childress PhD, Center for Biomedical Ethics and Humanities, Associate Professor of Medical Education (Health Humanities), Center for Biomedical Ethics and Humanities, Madaline B. Harrison MD, Professor of Neurology, and M. Jordan Love PhD, Academic Curator, Fralin Museum of Art
Description/Learning Objectives: Learning based in the literary, fine, and performing arts is increasingly used in health professional education in order that learners may effectively practice and refine certain core clinical skills not easily imparted via didactic classroom or textbook instruction: observation, communication, perspective-taking, reflection, self-awareness, compassionate presence (including recognizing and being present with suffering), and tolerance of ambiguity and uncertainty. This professional development session co-led by a museum educator, a physician, and a health humanities scholar introduces educators in the health professions to visual thinking strategies (VTS) and related techniques from art history and art education as one mode of visual arts-based education for clinical skills development. The session consists of an active learning experience followed by debriefing and discussion. The centerpiece is an interactive workshop in which participants apply VTS to engagement with visual art. Adapted from UVA's museum-based Clinician’s Eye module created by the Fralin Museum of Art and the Center for Biomedical Ethics and Humanities, the workshop features exercises in close looking, analysis and interpretation, drawing and describing, and reflective response. Experiencing visual arts-based exercises first-hand will enable participants to grasp in practical terms how these strategies help apprentice clinicians practice and refine specific clinical skills. After the exercises, participants will debrief, then discuss how to use visual art observation methods and materials in their own teaching. The group will also consider such arts-based instruction appropriate to participants' clinical specialties. Following this session, participants will be able to: explain visual thinking strategies (VTS) and other visual arts-based techniques and how they can be used to teach core clinical skills; apply VTS and related techniques in practicing close visual observation, analysis and interpretation, dialogue/teamwork, and reflective response; understand how these arts-based techniques apply to clinical skills development; and entertain specific applications of this approach to their own teaching. (1.5 CME credits) URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-program-visual-arts-based-health-professional-education-the-clinicians-eye/ SUMMARY:Certificate Program: Visual Arts-Based Health Professional Education – The Clinician's Eye LOCATION: Pinn Hall, G1-G2, Charlottesville END:VEVENT END:VCALENDAR

Certificate Program: The Video Micro-Lecture: What is it and how can I make one?

Thursday, October 24, 2019, 4:00 PM — 5:30 PM
Pinn Hall, G1-G2, Charlottesville
CME Credits: 1.50

Presented by: Selina Noramly, PhD, Associate Professor of Medical Education and Director of Academic Enhancement; Johanna Craig, Ph.D., Instructional Technology Specialist; and Leslie Hammersmith, Assistant Dean for Technology Enhanced Instruction, University of Illinois College of Medicine at Peoria
Description/Learning Objectives: The practice of flipping the classroom is far more common than ever before.  Flipped classroom sessions emphasize student-directed learning with opportunities for students to apply knowledge, rather than use the in-class time to acquire new knowledge. The flipped classroom model relies heavily on quality preparatory materials that often include pre-recorded lecture material to introduce foundational information and introduce concepts that will be applied in the classroom setting. Research has shown that short videos under 15 minutes do a far better job at holding students' attention than do lengthier pre-recorded lecture material (Guo, 2014).  These "micro-lectures", are a highly effective teaching tool that help maximize the impact of information delivered and retained in as little time possible.  This workshop will offer faculty a chance to practice creating their own pre-recorded lecture in small groups on a variety of randomly assigned topics.  Following this session, participants will be able to:  describe the qualities that make an effective micro-lecture; identify common problems encountered when converting a traditional lecture to a micro-lecture video; and evaluate a faculty-produced video to improve its quality using a peer review rubric.(1.5 CME credits)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190823T213415 DTSTART:20191024T200000Z DTEND:20191024T213000Z UID:6379-17ffa2ef534c49691e8a8ef122de73bb-3896678614@med.virginia.edu DESCRIPTION:Presented by: Selina Noramly, PhD, Associate Professor of Medical Education and Director of Academic Enhancement; Johanna Craig, Ph.D., Instructional Technology Specialist; and Leslie Hammersmith, Assistant Dean for Technology Enhanced Instruction, University of Illinois College of Medicine at Peoria
Description/Learning Objectives: The practice of flipping the classroom is far more common than ever before.  Flipped classroom sessions emphasize student-directed learning with opportunities for students to apply knowledge, rather than use the in-class time to acquire new knowledge. The flipped classroom model relies heavily on quality preparatory materials that often include pre-recorded lecture material to introduce foundational information and introduce concepts that will be applied in the classroom setting. Research has shown that short videos under 15 minutes do a far better job at holding students' attention than do lengthier pre-recorded lecture material (Guo, 2014).  These "micro-lectures", are a highly effective teaching tool that help maximize the impact of information delivered and retained in as little time possible.  This workshop will offer faculty a chance to practice creating their own pre-recorded lecture in small groups on a variety of randomly assigned topics.  Following this session, participants will be able to:  describe the qualities that make an effective micro-lecture; identify common problems encountered when converting a traditional lecture to a micro-lecture video; and evaluate a faculty-produced video to improve its quality using a peer review rubric.(1.5 CME credits) URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-program-the-video-micro-lecture-what-is-it-and-how-can-i-make-one/ SUMMARY:Certificate Program: The Video Micro-Lecture: What is it and how can I make one? LOCATION: Pinn Hall, G1-G2, Charlottesville END:VEVENT END:VCALENDAR

Journal Club

Tuesday, November 5, 2019, 12:00 PM — 1:00 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.00

Moderated by: Deborah Barry, PhD, Assistant Professor of Medical Education
Article: TBD (1 CME credit)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190823T213415 DTSTART:20191105T170000Z DTEND:20191105T180000Z UID:6303-dc314047d7ed0636393a0501615f768f-155605230@med.virginia.edu DESCRIPTION:Moderated by: Deborah Barry, PhD, Assistant Professor of Medical Education URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-28/ SUMMARY:Journal Club LOCATION: MR5 Research Building, Classroom 1005, Charlottesville END:VEVENT END:VCALENDAR

MedEd Grand Rounds: Educational design research to develop effective learning interventions

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

Presented by: Thomas C. Reeves, PhD, Professor Emeritus of Learning, Design, and Technology, The University of Georgia
Description/Learning Objectives: This presentation will describe how the World Health Organization converted an experiential learning course that took place on a bus traveling down the “cold chain” for time- and temperature-sensitive pharmaceutical products in Turkey to an award-winning authentic tasks-based experiential e-learning course. This conversion was accomplished through educational design research (EDR), a unique genre of educational research that has two primary goals: to develop a solution to a serious problem and to refine theoretical knowledge related to the problem. The EDR process is embedded in the data-driven development of a solution to the problem being tackled while at the same time extending theoretical knowledge through iterative cycles of data collection, analysis, and reflection. The presentation will recommend how EDR can be applied to serious educational challenges in medical education such as enhancing medical students’ clinical reasoning. Following this session, participants will be able to: distinguish EDR from other types of educational research; decide when EDR is an appropriate methodology for their research goals and questions, and present a rationale for conducting EDR to address a specific medical education problem. (1 CME credit)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190823T213415 DTSTART:20191106T171500Z DTEND:20191106T181500Z UID:6354-051eb2fa9e83b0d400f4c82e78efed4a-3802485862@med.virginia.edu DESCRIPTION:Presented by: Thomas C. Reeves, PhD, Professor Emeritus of Learning, Design, and Technology, The University of Georgia
Description/Learning Objectives: This presentation will describe how the World Health Organization converted an experiential learning course that took place on a bus traveling down the “cold chain” for time- and temperature-sensitive pharmaceutical products in Turkey to an award-winning authentic tasks-based experiential e-learning course. This conversion was accomplished through educational design research (EDR), a unique genre of educational research that has two primary goals: to develop a solution to a serious problem and to refine theoretical knowledge related to the problem. The EDR process is embedded in the data-driven development of a solution to the problem being tackled while at the same time extending theoretical knowledge through iterative cycles of data collection, analysis, and reflection. The presentation will recommend how EDR can be applied to serious educational challenges in medical education such as enhancing medical students’ clinical reasoning. Following this session, participants will be able to: distinguish EDR from other types of educational research; decide when EDR is an appropriate methodology for their research goals and questions, and present a rationale for conducting EDR to address a specific medical education problem. (1 CME credit) URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/meded-grand-rounds-educational-design-research-to-develop-effective-learning-interventions/ SUMMARY:MedEd Grand Rounds: Educational design research to develop effective learning interventions LOCATION: Claude Moore Medical Education Building, Charlottesville END:VEVENT END:VCALENDAR

Certificate Program: Stuck in an Evaluation Rut? Use QI methods to improve your trainee evaluations

Thursday, November 21, 2019, 4:00 PM — 5:30 PM
Pinn Hall, G1-G2, Charlottesville
CME Credits: 1.50

Presented by: Joanne Mendoza, MD, FAAP, Assistant Professor of Pediatrics, Jonathan R. Swanson, MD, MSc, Associate Professor of Pediatrics, and Beth Turrentine, PhD, RN, Associate Professor of Surgery
Description/Learning Objectives: As educators we are striving to impart knowledge, train excellent clinicians, and ensure the delivery of the highest quality medical care with optimal patient outcomes. One of the areas for ongoing educational improvement is feedback and evaluation. As medical education is evolving to a competence-based (milestones and entrustable professional activities) curriculum, we need to adjust our methods of feedback and evaluation for trainees, especially narrative feedback, making it more precise and specific. QI methods can be effectively incorporated in evaluation and improvement of curricula. This workshop will use the Model for Improvement, process mapping, and Plan-Do-Study-Act cycles from Quality Improvement methodology to improve attendees’ skills in evaluations of trainees and obtaining feedback for educational programs. We will use interactive games to teach you QI methods such as understanding your evaluation process and how to use iterative tests of change to maximize the quality of your formative feedback, summative evaluations, and documentation of the learner’s evolution. These methods are flexible and can be used in self-assessment, e.g., timeliness of evaluation completion or trainee-focused, e.g., impact of formative feedback on summative evaluation or to measure impact of changes in a curriculum. You will leave with hands-on knowledge of QI methods, examples of application in education and a roadmap to develop your own improvement project. Following this session, participants will be able to: describe steps in improving a process; demonstrate how to build on knowledge gained from one test in designing a second test; review how multiple testing cycles lead to improvement; and explain the concept of “breakthrough” improvement. (1.5 CME credits)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190823T213415 DTSTART:20191121T210000Z DTEND:20191121T223000Z UID:6320-f5d7872ada65c60cc088dcc77390f7bb-173008722@med.virginia.edu DESCRIPTION:Presented by: Joanne Mendoza, MD, FAAP, Assistant Professor of Pediatrics, Jonathan R. Swanson, MD, MSc, Associate Professor of Pediatrics, and Beth Turrentine, PhD, RN, Associate Professor of Surgery
Description/Learning Objectives: As educators we are striving to impart knowledge, train excellent clinicians, and ensure the delivery of the highest quality medical care with optimal patient outcomes. One of the areas for ongoing educational improvement is feedback and evaluation. As medical education is evolving to a competence-based (milestones and entrustable professional activities) curriculum, we need to adjust our methods of feedback and evaluation for trainees, especially narrative feedback, making it more precise and specific. QI methods can be effectively incorporated in evaluation and improvement of curricula. This workshop will use the Model for Improvement, process mapping, and Plan-Do-Study-Act cycles from Quality Improvement methodology to improve attendees’ skills in evaluations of trainees and obtaining feedback for educational programs. We will use interactive games to teach you QI methods such as understanding your evaluation process and how to use iterative tests of change to maximize the quality of your formative feedback, summative evaluations, and documentation of the learner’s evolution. These methods are flexible and can be used in self-assessment, e.g., timeliness of evaluation completion or trainee-focused, e.g., impact of formative feedback on summative evaluation or to measure impact of changes in a curriculum. You will leave with hands-on knowledge of QI methods, examples of application in education and a roadmap to develop your own improvement project. Following this session, participants will be able to: describe steps in improving a process; demonstrate how to build on knowledge gained from one test in designing a second test; review how multiple testing cycles lead to improvement; and explain the concept of “breakthrough” improvement. (1.5 CME credits) URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-program-stuck-in-an-evaluation-rut-use-qi-methods-to-improve-your-trainee-evaluations/ SUMMARY:Certificate Program: Stuck in an Evaluation Rut? Use QI methods to improve your trainee evaluations LOCATION: Pinn Hall, G1-G2, Charlottesville END:VEVENT END:VCALENDAR

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

Monday, December 9, 2019, 5:15 PM — 6:45 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 and Elizabeth B. Bradley, PhD, Associate Professor of Medical Education and Director of Curriculum Evaluation
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:20190823T213415 DTSTART:20191209T221500Z DTEND:20191209T234500Z UID:6386-8491293cfa54ba21d39819b288f97c5e-527622340@med.virginia.edu DESCRIPTION:Presented by: Maryellen E. Gusic, MD. Professor of Medical Education & Senior Advisor for Educational Affairs and Elizabeth B. Bradley, PhD, Associate Professor of Medical Education and Director of Curriculum Evaluation
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-7/ SUMMARY:Certificate Program:Authentic Workplace Assessment through Entrustable Professional Activities(EPAs) LOCATION: Pinn Hall, G1-G2, Charlottesville END:VEVENT END:VCALENDAR

Journal Club

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

Moderated by: Allison J. Bechtel, MD, Assistant Professor of Anesthesiology
Article: TBD (1 CME credit)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190823T213415 DTSTART:20191211T170000Z DTEND:20191211T180000Z UID:6302-74e44aec86ac3ccf72b07e2b029f075c-2277268886@med.virginia.edu DESCRIPTION:Moderated by: Allison J. Bechtel, MD, Assistant Professor of Anesthesiology URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-27/ SUMMARY:Journal Club LOCATION: MR5 Research Building, Classroom 1005, Charlottesville END:VEVENT END:VCALENDAR

Journal Club

Tuesday, January 7, 2020, 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: TBD (1 CME credit)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190823T213415 DTSTART:20200107T170000Z DTEND:20200107T180000Z UID:6301-e081f4ccbc77df4a160d8a14f133dfc6-1944619910@med.virginia.edu DESCRIPTION:Moderated by: Victoria F. Norwood, MD, Professor of Pediatrics, Master Assessor URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-26/ SUMMARY:Journal Club LOCATION: MR5 Research Building, Classroom 1005, Charlottesville END:VEVENT END:VCALENDAR

Certificate Program: How to get your educational manuscript accepted for publication – DAY 1

Tuesday, January 21, 2020, 9:00 AM — 4:00 PM
Morven Farm,
CME Credits: 6.00

Presented by: Lara Varpio, PhD, Professor, Department of Medicine, Associate Director of Research, Graduate Programs in Health Professions Education, F. Edward Hébert School of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD Description/Learning Objectives: In this 2-day workshop, participants will hone their writing skills to be more persuasive authors of medical education manuscripts—educational research manuscripts and manuscripts describing the scholarly evaluation of educational innovations. Participants will work on their own manuscript to identify principles that lay the foundation of an effective manuscript including basic principles of rhetoric and grammar. The emphasis in this workshop will be on practical application of these principles and techniques to participants’ own manuscript.  Pre-requisite:  Participants must come to the first class with a full draft of an educational manuscript that they are preparing for submission to a peer-reviewed journal. The draft should not be finalized, but all of the manuscript’s content should be drafted and ready for critical review.  On completion of this course, participants will be able to: describe some principles and techniques of rhetoric and grammar; articulate how the aforementioned principles and techniques can be applied to health professions education manuscripts; use the principles and techniques of rhetoric and grammar to analyze an educational manuscript; and apply the aforementioned principles and techniques to inform the production of their own educational manuscript. (6 CME credits per day) Limited to 20 participants.
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190823T213415 DTSTART:20200121T140000Z DTEND:20200121T210000Z UID:6318-1524109f740a6d17bb9ecefb80832855-1452660314@med.virginia.edu DESCRIPTION:Presented by: Lara Varpio, PhD, Professor, Department of Medicine, Associate Director of Research, Graduate Programs in Health Professions Education, F. Edward Hébert School of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-program-how-to-get-your-educational-manuscript-accepted-for-publication-day-1/ SUMMARY:Certificate Program: How to get your educational manuscript accepted for publication – DAY 1 LOCATION: Morven Farm END:VEVENT END:VCALENDAR

Certificate Program: How to get your educational manuscript accepted for publication – DAY 2

Wednesday, January 22, 2020, 9:00 AM — 4:00 PM
Morven Farm,
CME Credits: 6.00

Presented by Lara Varpio, PhD, Professor, Department of Medicine, Associate Director of Research, Graduate Programs in Health Professions Education, F. Edward Hébert School of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD Description/Learning Objectives: In this 2-day workshop, participants will hone their writing skills to be more persuasive authors of medical education manuscripts—educational research manuscripts and manuscripts describing the scholarly evaluation of educational innovations. Participants will work on their own manuscript to identify principles that lay the foundation of an effective manuscript including basic principles of rhetoric and grammar. The emphasis in this workshop will be on practical application of these principles and techniques to participants’ own manuscript.  Pre-requisite:  Participants must come to the first class with a full draft of an educational manuscript that they are preparing for submission to a peer-reviewed journal. The draft should not be finalized, but all of the manuscript’s content should be drafted and ready for critical review.  On completion of this course, participants will be able to: describe some principles and techniques of rhetoric and grammar; articulate how the aforementioned principles and techniques can be applied to health professions education manuscripts; use the principles and techniques of rhetoric and grammar to analyze an educational manuscript; and apply the aforementioned principles and techniques to inform the production of their own educational manuscript. (6 CME credits per day) Limited to 20 participants.
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190823T213415 DTSTART:20200122T140000Z DTEND:20200122T210000Z UID:6317-1c62ed8ebb450200d8036635befd8413-3382318152@med.virginia.edu DESCRIPTION:Presented by Lara Varpio, PhD, Professor, Department of Medicine, Associate Director of Research, Graduate Programs in Health Professions Education, F. Edward Hébert School of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/certificate-program-how-to-get-your-educational-manuscript-accepted-for-publication-day-2/ SUMMARY:Certificate Program: How to get your educational manuscript accepted for publication – DAY 2 LOCATION: Morven Farm END:VEVENT END:VCALENDAR

Journal Club

Wednesday, February 12, 2020, 12:00 PM — 1:00 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.00

Moderated by: Sarah M. Jones, MD, Assistant Professor of Neurology
Article: TBD (1 CME credit)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190823T213415 DTSTART:20200212T170000Z DTEND:20200212T180000Z UID:6300-3cdd6aa8b690d7f8ad69ea986eac6517-1011757980@med.virginia.edu DESCRIPTION:Moderated by: Sarah M. Jones, MD, Assistant Professor of Neurology URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-25/ SUMMARY:Journal Club LOCATION: MR5 Research Building, Classroom 1005, Charlottesville END:VEVENT END:VCALENDAR

Journal Club

Tuesday, March 10, 2020, 12:00 PM — 1:00 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.00

Moderated by: Rachel H. Kon, MD, Assistant Professor of Medicine, Director, Patient Student Partnership (PSP) Program
Article: TBD (1 CME credit)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190823T213415 DTSTART:20200310T170000Z DTEND:20200310T180000Z UID:6299-41154627cbbafbb75a9d226bf6275f62-2492733668@med.virginia.edu DESCRIPTION:Moderated by: Rachel H. Kon, MD, Assistant Professor of Medicine, Director, Patient Student Partnership (PSP) Program URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-24/ SUMMARY:Journal Club LOCATION: MR5 Research Building, Classroom 1005, Charlottesville END:VEVENT END:VCALENDAR

Journal Club

Wednesday, April 8, 2020, 12:00 PM — 1:00 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.00

Moderated by: Joanne Mendoza, MD, FAAP, Assistant Professor of Pediatrics
Article: TBD (1 CME credit)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190823T213415 DTSTART:20200408T160000Z DTEND:20200408T170000Z UID:6297-ab928b8b304bcf8a6a8c0df7a0f75c9c-1738640718@med.virginia.edu DESCRIPTION:Moderated by: Joanne Mendoza, MD, FAAP, Assistant Professor of Pediatrics URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-23/ SUMMARY:Journal Club LOCATION: MR5 Research Building, Classroom 1005, Charlottesville END:VEVENT END:VCALENDAR

Journal Club

Tuesday, May 5, 2020, 12:00 PM — 1:00 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.00

Moderated by: Jeffrey G. Jenkins, MD, Associate Professor of Physical Medicine and Rehabilitation, Residency Program Director, Department of Physical Medicine and Rehabilitation
Article: TBD (1 CME credit)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190823T213415 DTSTART:20200505T160000Z DTEND:20200505T170000Z UID:6296-c95b1f56fb7f5f0ddc7b6e58bd1bdede-344586714@med.virginia.edu DESCRIPTION:Moderated by: Jeffrey G. Jenkins, MD, Associate Professor of Physical Medicine and Rehabilitation, Residency Program Director, Department of Physical Medicine and Rehabilitation URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-22/ SUMMARY:Journal Club LOCATION: MR5 Research Building, Classroom 1005, Charlottesville END:VEVENT END:VCALENDAR

Journal Club

Wednesday, June 10, 2020, 12:00 PM — 1:00 PM
MR5 Research Building, Classroom 1005, Charlottesville
CME Credits: 1.00

Moderated by: TBD
Article: TBD (1 CME credit)
BEGIN:VCALENDAR PRODID:-//Google Inc//Google Calendar 70.9054//EN VERSION:2.0 BEGIN:VEVENT DTSTAMP:20190823T213415 DTSTART:20200610T160000Z DTEND:20200610T170000Z UID:6291-32cbcd29e63632d12863844175ca1c64-2939574042@med.virginia.edu DESCRIPTION:Moderated by: TBD URL;VALUE=URI:https://faculty.med.virginia.edu/facultyaffairs/cmecourse/journal-club-2/ SUMMARY:Journal Club LOCATION: MR5 Research Building, Classroom 1005, Charlottesville END:VEVENT END:VCALENDAR