7:30am - 8:00am | CHECK-IN
Check-in at the registration desk and continental breakfast provided.
8:00am - 9:00am | KEYNOTE
Am I Teaching Clinical Reasoning?
Presenter: Gurpreet Dhaliwal, MD, Professor, University of California, San Francisco
Clinical reasoning is a multi-faceted concept – but sometimes an unbounded one too. Every time a teacher speaks, they may be uttering something that helps a trainee reason better in the future. However, there is a difference between teaching methods where improved reasoning is a fortuitous byproduct and when it is the premeditated goal. This session focuses on the latter.
Education Goals for this Session:
- Name 4 steps in the clinical reasoning process.
- Know how to use, but not abuse, the concept of cognitive heuristics and biases.
- Create a diagnostic or treatment schema in real-time.
- Name an app where learners (teachers too) can go for clinical reasoning "practice".
9:00am - 9:15am | BREAK
9:15am - 10:30am | SESSION ONE
(Choose one workshop session)
"Yes, And...": Applying Lessons from Improvisation to Teaching
Presenters: Jessica Signoff MD, Lavjay Butani, MD MACM, Jennifer Plant, MD, MEd, Alexis Toney MD - University of California, Davis
Improvisation ("improv") is an acting technique grounded in rules about how to communicate with and react to others. Improv exercises facilitate attempts to understand what others are experiencing and promote the development of respect and empathy. It has been recognized that practicing improv can improve communication and interpersonal skills in scientists, including physicians. The rules of improv apply to teaching; improv exercises can be used to facilitate development of related competencies for both bedside and classroom teaching. This workshop will include participation in improvisation exercises, group discussions and debriefing activities, and strategies and resources to continue to utilize these skills.
Education Goals for this Session:
- Describe the characteristics of effective educator-learner communication and interpersonal interaction.
- Demonstrate the use of effective communication and interpersonal strategies through improvisation activities.
- Apply the rules of improvisation to teaching .
Tech Tools and Teaching Strategies for the Innovative Educator
Presenters: Kim Walker, PhD, MEd, Erfan Mojaddam, EdM - Stanford University
Do you have challenges keeping your learners engaged? Then come to this session! The EdTech team will uncover innovative strategies that can ignite active learning. We'll present examples of inventive projects in medical education, share support resources, and increase your confidence to transform your lecture, interactive lesson, or entire curriculum.
Education Goals for this Session:
- Increase awareness of EdTech support and resources for improving teaching and learning.
- Model use of educational technologies and interactive teaching strategies.
- Increase confidence to apply innovative strategies in the classroom.
- Improve lecture content through engaging visual design.
Mentoring to Promote Autonomy
Presenters: Sofie Kleppner, PhD and Robin Sugiura - Stanford University
Mentoring in academia often requires contradictory demands: you act as both supervisor (hire, fire, and performance manage), and mentor (wise guide); you want your trainees to develop independence, but you must ensure that funded research projects move forward; you hope that trainees will develop their own career path, but they leave when they are most valuable to your research group. How do we ensure that our obligations to trainees are met while also maintaining our own research and career goals? This session will use curriculum adapted from Entering Mentoring (Pfund et al.) to explore how to develop independence in trainees, provide a landscape in which independence can be evaluated, and develop tools that can be applied to our ongoing roles as mentors and mentees.
Education Goals for this Session:
- Define core elements of independence.
- Examine the multiple roles of a mentor as they relate to trainee autonomy.
- Develop methods to build mentee confidence, establish trust, and foster independence.
- Generate strategies to balance mentee and mentor needs and goals to support mutual success.
10:30am - 10:45am | BREAK
10:45am - 12:00pm | SESSION TWO
(Choose one workshop session)
Teaching Pedagogies for Medical Educators
Presenters: Carrie Rassbach, MD, Andre Kumar, MD, Julia Caton, MD - Stanford University
In this highly interactive workshop, participants will learn the various roles teachers can play in helping students learn, informed by foundational theories. Participants will have the opportunity to discuss in pairs and small groups, and will practice analyzing videotaped teaching segments to identify the various roles and techniques teachers play. The session will introduce a number of interactive teaching techniques that may be employed in medical education. This workshop is open to faculty and staff across health care disciplines who teach at a variety of levels.
Education Goals for this Session:
- Describe three roles medical teachers play to facilitate learning.
- Identify key theories underpinning evidence-based teaching.
- Analyze different teacher roles and techniques.
- Review effective teaching strategies to engage learners.
It’s About PRIME! Transforming Your Notes and Verbal Feedback Into an Effective Written Evaluation
Presenters: Kira Molas-Torreblanca, DO, DAAP - University of Southern California, Whitney Browning, MD - Vanderbilt University, Nita Srinivas, MD - Stanford University
This workshop will explore how to transform formative feedback into effective written summative assessments. Following a review of effective feedback techniques, participants will utlize several frameworks to aid in writing written evaluations. Using a summative assessment template, each participant will practice writing an succinct written summative assessment. Participants will exchange written assessments and provide feedback to each other on the effectiveness of the assessments from the perspective of a learner and a program director. A written summative assessment template and feedback resources will be provided to take back to home institutions to help standardize your feedback and evaluation process.
Education Goals for this Session:
- Define formative feedback and summative assessment.
- Demonstrate characteristics of effective and succinct summative assessments using a framework such as PRIME (+) and other tools.
- Create a succinct and effective summative assessment.
12:00pm - 1:00pm | LUNCH
Networking opportunity and lunch will be provided.
