Past Events 2012-2013
Medical Education Grand Rounds: From Assessment of Learning to Assessment for Learning: Time for a Paradigm shift?
Friday, September 14, 2012
Elaine Dannefer, Ph.D., Lerner College of Medicine, Case Western Reserve University
Most faculty agree with the goal of preparing reflective and self-regulated learners who recognize their own limitations and implement learning goals to improve performance. Too often, however, we have left students to their own devices to develop these practices. The traditional focus of assessment on objective evidence of learning encourages students to depend on others to judge their strengths and weaknesses, and fails to promote self-regulation. Promoting reflection and self-regulation, however, requires a significant shift in focus from assessment of learning to assessment for learning, which has critical implications for assessment practices. Current work suggests that we need to treat assessment as a systems problem rather than a methods problem. This session outlined the components to consider when designing an assessment system to promote reflection and self-regulation, explored the potential challenges faced by faculty and students, and reported on experiences in developing and implementing such a system.
How Does Learning Occur in Small Groups?
Monday, September 17, 2012 & Monday, September 24, 2012
Antoinette Peters, Ph.D., Harvard Medical School
Small group process tends to follow a predictable pattern in which participants move from lower to higher order cognitive tasks and move through phases of positive and negative social interaction. Understanding this process helps tutors and others who facilitate small group learning to manage their groups. In this workshop, faculty viewed a videotape of an HMS tutorial and characterized students’ behaviors, and then related those behaviors to what they know about adult learning. Together, the group constructed an understanding of how individuals learn communally.
PCC Faculty Development Meeting
September 19, 2012 & January 9, 2013
Symposium: Simulation in Medical Education: What Can You Really Teach? (click the title for more information)
Thursday, September 20, 2012
Introduction to Tutorial for Prospective Tutors
Thursday, September 27, 2012
This workshop was a small group informational session for faculty interested in the tutorial format in HMS courses. This session introduced the basis of tutorial based learning and presented strategies for success, specific to the Harvard Medical School use of that format. While providing a highlights presentation of information, this session also allowed opportunities for questions of interest or concern from the participants. References for how to become involved in tutoring at HMS were provided.
Medical Education Grand Rounds: ScholarLocker: A Novel Approach for "Crowd-sourcing" Medical Education on a National Scale
Friday, October 5, 2012
Kiran Agarwal-Harding, David Mou, and Jay Reidler, Scholar Locker
ScholarLocker is a free and private online academic network that allows medical students from all across the country to share study guides, useful websites, and other educational resources. In addition, students can share advice on topics ranging from the best anatomy resources, to studying for the boards, to what it takes to excel during the clinical year. Started by three students at Harvard Medical School, 90% of HMS students are registered users, and ScholarLocker is now available to students at over 45 US medical schools. This session explored the impact ScholarLocker has had, the challenges that have been faced, and the co-founders' future goals for revolutionizing medical education by increasing collaboration within the medical community.
Microtutoring I: Managing Problem Tutorials (the Quiet Student & the Domineering Student)
Monday, October 15, 2012
Antoinette Peters, Ph.D., Harvard Medical School
This workshop was offered as a follow up to the Academy’s mini-symposium on small group facilitation and Medical Education Day workshops on critical thinking. In the workshop, participants rotated roles, each having an opportunity to tutor a group problem or to be a student within the problem group. The group debriefed each scenario and collectively generated strategies to manage such groups effectively. Goals of this session included: practicing tutoring a group when a student is quiet or domineering, identifying strategies toimprove group dynamics, and serving as a peer coach to provide feedback to fellow tutors.
Microtutoring II: Managing Problem Tutorials (the Unprepared Group & the Unscientific Discussion)
Wednesday, October 17, 2012
Antoinette Peters, Ph.D., Harvard Medical School
This workshop was offered as a follow up to the Academy’s mini-symposium on small group facilitation and Medical Education Day workshops on critical thinking. In the workshop, participants rotated roles, each having an opportunity to tutor a group problem or to be a student within the problem group. The group debriefed each scenario and collectively generated strategies to manage such groups effectively. Goals of this session included: practicing tutoring a group when students are unprepared or brought off-topic, identifying strategies to improve group dynamics, and serving as a peer coach to provide feedback to fellow tutors.
Medical Education Day: Integrated teaching: Strategies for linking basic and clinical science from the classroom to the bedside
Tuesday, October 23, 2012
Symposium: Transforming Lectures: Strategies for Interactive Large Group Learning (click title for more information)
Wednesday, November 14, 2012
Medical Education Grand Rounds: Developing Healthcare and Medical Education Leaders
Friday, November 16, 2012
James K. Stoller, M.D., M.S., Education Institute of Cleveland Clinic
Because healthcare faces a number of challenges – access, cost, and quality – effective leadership is critically needed. Using an evidence and benchmark-based approach, this presentation reviewed the rationale for developing healthcare and medical education leaders, the competencies that effective healthcare leaders need (e.g., emotional intelligence, etc.), and experience with leadership development. Experience with leadership development from various non-healthcare sectors formed the basis for a discussion of experience with healthcare leadership development programs at the Cleveland Clinic.
Medical Education Grand Rounds: Academic Promotion for Teaching and Educational Leadership at HMS -- The Other New Pathway
Friday, December 7, 2012
Maureen T. Connelly, M.D., M.P.H., Harvard Medical School
In this session, participants learned about the criteria for and experience with faculty promotion at HMS using the teaching and educational leadership criteria. Lessons learned over recent years were shared regarding how educational contributions and scholarship have been assessed, the role of mentorship, and some national trends emerging for the academic advancement of teacher-clinicians. The session provided ample time for questions and discussion with the Dean for Faculty Affairs about how best to organize a promotion package of materials to be assessed under the teaching and educational leadership criteria at HMS.
PCC Faculty Development Meeting
January 9, 2013
Medical Education Grand Rounds: Setting Expectations for the Learner: You Only Have One Chance to Make a First Impression
Wednesday, January 9, 2013
Katharine Treadway, M.D., Richard Schwartzstein, M.D., David Roberts, M.D., and Joel Katz, M.D., Harvard Medical School
This session focused upon the important issue of expectation-setting with students and residents, particularly at turning points intheir careers (start of med school, first courses, first clerkships, transition to internship, etc.). Course, clerkship, and residency directors who have given particular attention to how they set expectations at the start of their respective programs (and ensure that these expectations are reinforced subsequently) shared best practices in an attempt to generalize lessons that should be widely applicable. The speakers challenged participants to think about how best to introduce learners to expectations not only around content mastery, but also around managing their time, managing their internal expectations and feelings, teamwork/personal advancement issues, self-assessment, self-directed learning, etc.
Introduction to Tutorial for Prospective Tutors
Thursday, January 10, 2013
This workshop was a small group informational session for faculty interested in the tutorial format in HMS courses. This session introduced the basis of tutorial based learning and presented strategies for success, specific to the Harvard Medical School use of that format. While providing a highlights presentation of information, this session also allowed opportunities for questions of interestor concern from the participants. References for how to become involved in tutoring at HMS were provided.
Inter-hospital Collaborative: Teaching communication skills to trainees: Two Approaches
Wednesday, January 16, 2013
VIEW: Video Recording
Using Web Portals and OpenNotes to Teach Residents How to Communicate Online with Their Patients
Bradley H. Crotty, M.D., M.P.H., F.A.C.P., Beth Israel Deaconess Medical Center
Dr. Crotty discussed the development and evaluation of a curriculum for teaching residents to collaborate with their primary care patients using a patient web portal. He presented data from the first year, and discuss future directions. In his discussion, Dr. Crotty also touched on the new web portal feature “OpenNotes,” where all health system patients can see their progress notes online, and the specific challenges and opportunities it brings for graduate medical education.
Shared Decision Making in Medication Prescriptions: Improving Communication Skills and Professionalism for Internal Medicine Residents
Leigh Simmons, M.D. and Karen R. Sepucha, Ph.D., Massachusetts General Hospital
Drs. Simmons and Sepucha discussed their project focused on training internal medicine residents on using a shared decision making process with patients in primary care practice. This project was designed to enhance shared decision making in the management of four target chronic conditions (diabetes, hypertension, depression, and hyperlipidemia). The project team has begun implementing and evaluating a skills workshop using a decision aid, the Choice Report, to enhance shared decision making delivery and documentation in the office visit.
Maximizing the Power of Teaching Observations: Tools, Techniques, and Training (click the title for more information)
Thursday, January 31, 2013
Medical Education Grand Rounds: Connect, then Lead
Friday, February 1, 2013
Amy Cuddy, Ph.D., Harvard Business School
This talk was part of our series on leadership. Research shows that we are all influenced, and influence others, through unconscious and implicit processes. People tend to spend too much energy focusing on the words they're saying—perfectly crafting the content of the message—when in many cases that matters much less than how it's being communicated. People often are more influenced by how they feel about you than by what you're saying. It's often not as much about the content of the message, as about how you're communicating it, and this is as true in medicine and medical education as in leadership generally. Many students believe that if they have a great idea, they should be able to magnetize people toward them because those people will recognize the "greatness" of that idea—that they'll get on board because the idea is so good. But it doesn't work that way—you have to go meet people where they are and then all move together. You have to connect with them before you can lead them.
Residents as Teachers: Training the Next Generation of Medical Educators
Thursday, February 14, 2013
Inter-hospital Collaborative: Educational Strategies for Changing Behavior of Clinicians
Wednesday, February 27, 2013
VIEW: Video Recording
Transition to Adult Care Conference: a Cross-Institutional Education Collaborative
Kitty O'Hare, M.D., Boston Children's Hospital
There is a lack of transition medicine curricula across the spectrum of medical education. The Transition to Adult Care Conference was implemented to: improve awareness of the need for more effective transitions to adult care for youth with chronic disease; provide updates on medical education guidelines that impact transition medicine; expose participants to transition training programs, clinical initiatives and research at other institutions.
A Web-Based Cervical Cancer Screening Program
Sheida Sharifi, M.D., and Anne d'Avenas, M.D., Mt. Auburn Hospital
New cervical cytology screening guidelines issued by the American College of Obstetrics and Gynecology (ACOG) are now based on age and individual risk. Annual screening is not recommended for low risk women; however compliance with these new guidelines has been lowamong practitioners. Unnecessary screening leads to painful and expensive procedures, can cause anxiety and increase the risk of cervical stenosis and preterm births without preventing more cervical cancers. We sought to assess baseline adherence to the ACOG screening guidelines at our institution and to assess the impact of a web-based educational program on changing clinicians’ adherence to guidelines.
Medical Education Grand Rounds: Building a Competency Based Curriculum: Pedagogy and Assessment
Friday, March 1, 2013
Lawrence G. Smith, M.D., Hofstra North Shore-LIJ School of Medicine
This presentation reviewed the process engaged in by the Hofstra North Shore-LIJ School of Medicine in the initial phases of planning and then curricula and assessment design for the roll-out of the curriculum; and established core principles that guided, and continue to guide, the implementation, evolution and continuous improvement of the curricula process. Special emphasis was paid to the tight synergy between curricula goals and objectives and the assessment process all based on a competency frame work.
Inter-hospital Collaborative: Curricular Innovations: Challenges, Successes, and Future Goals
Wednesday, March 20, 2013
VIEW: Video Recording
The Psychiatry Curriculum in the Cambridge Integrated Clerkship: Innovation and Flexibility within a Longitudinal Integrated Clerkship Model
Todd Griswold, M.D., and Christopher Bullock, M.D., Cambridge Health Alliance
In this presentation, Drs. Griswold and Bullock gave an overview of the CHA Psychiatry Curriculum in the HMS-Cambridge Integrated Clerkship (CIC), as well as some educational outcome data, with a focus on innovative aspects such as: the longitudinal integrated model, and clinical teaching by outpatient attending preceptors who have flexibility to be individually creative in their approach. With psychiatry as an example, the presenter sought to convey an understanding of some general strengths of a longitudinal integrated clerkship model and engaged the audience in a discussion about the inherent tension between ensuring some standardization of clinical curriculum while also encouraging flexibility and innovation in clinical teachers.
Not So Black and White: A Novel Cross-Cultural Medicine Curriculum
Rafael Campo, M.D., M.A., D.Litt., Beth Israel Deaconess Medical Center
Dr. Campo discussed the development of a new multi-media curriculum for addressing cross cultural medicine, in keeping with evolving ACGME competency requirements in this realm. In addition, he discussed tailoring and implementing this curriculum across various GME programs, and challenges relating to assessment of learners. The discussion also included a comparison of distinct teaching approaches (use of standard didactics, narrative materials, and on-line tools) to best achieve learning goals that transcend the conventionally biomedical and interrogate "the hidden curriculum."
Teaching and Learning with Concept Maps: A Window into the Learner’s Mind
Thursday, March 28, 2013
Richard Schwartzstein, M.D., and Jeremy Richards, M.D., M.S., Harvard Medical School
Concept maps are visual representations of knowledge that learners create to graphically depict their understanding of a set of mechanisms or concepts. Use of concept maps in teaching encounters offers educators an opportunity to share, discuss, and revise learners’ understanding of new or existing knowledge. As concept maps are a flexible educational tool, they can be used in a variety of educational settings, from small to large groups, and from formal to informal encounters. In this workshop, Drs. Schwartzstein and Richards reviewed the theory supporting the use of concept maps as pedagogic and assessment tools, and provided participants the skills to develop and use concept maps when teaching. Specifically, participants created concept maps regarding topics reflecting their clinical or experiential knowledge during the workshop. Additionally, participants developed strategies for using concept maps for teaching in formal and informal educational settings. Participants gained a greater understanding of how to use concept maps for assessment of learners’ knowledge and actual understanding of relevant topics and concepts. Finally, in this Workshop, Drs. Schwartzstein and Richards specifically described the literature supporting how concept maps may reflect, and be used to assess, learners' critical thinking skills.Participants’ knowledge and skills were assessed during the course of the session, as both facilitators observed and supported groupsin developing their own concept maps and during the large group’s discussion of the process of creating concept maps and plans for future implementation.
VIEW: Video Recording
VIEW: Powerpoint Presentation - under construction
VIEW: Powerpoint Presentation (printable version) - under construction
Developing Effective Tests
Wednesday, April 3, 2013
Graham McMahon, M.D., M.M.Sc., Harvard Medical School
Tests are a valuable source of information for both summative and formative evaluation. In this workshop Dr. McMahon and participants considered the development of instruments and the evaluation of multiple-choice tests, short-answer, and longer response items. Thegroup also considered open-book and team-based testing methods.
Medical Education Grand Rounds: Reimagining the Pre-clerkship Curriculum
Wednesday, April 10, 2013
Jules Dienstag, M.D., Harvard Medical School
No sooner had we completed our Medical Education Reform Initiative culminating in the 2006 New Integrated Curriculum than our faculty began to re-evaluate the way we teach introductory clinical skills and to reconsider our approach to classroom learning. Task forces on classroom learning and on teaching clinical skills recommended better ways to teach and learn and to address the mismatch between teachers and learners—the generational change in the way digital-native students engage and learn. Coinciding with the adoption by peer and new medical schools of novel approaches to pedagogy, Harvard University has placed a high priority on innovations in pedagogy by launching the Harvard Initiative on Learning and Teaching (HILT).
Surrounded by this level of curricular foment and innovation, Harvard Medical School saw the need to assess thoughtfully whether, through our existing curriculum and approach to teaching, we continue to offer the best education for our students. Focusing on the pre-clerkship curriculum, we have begun to ask what we should be teaching, when we should be teaching it, how we should teach it, who should teach it, where should we teach it, and how we should assess what our students are learning? Reflecting on our education goals, we have embarked on a mission to educate physicians who reason and think critically, to foster a culture of curiosity and scholarly inquiry, to renew the excitement of teaching and learning, and to re-imagine a curriculum that inspires students.
Critical Thinking Skill Development: How to Run an Effective Journal Club
Thursday, April 11, 2013
Richard Haspel, M.D., Ph.D., Harvard Medical School
Journal clubs can improve trainee critical thinking skills. They are also an opportunity to provide the tools for evidence-based assessment of the medical literature leading to better patient care. This session considered qualities of a successful journal club and Dr. Haspel described the process of developing a journal-club based curriculum in biostatistics and evidence-based medicine. Participants also participated in an actual journal club session focused on development of critical thinking skills in order to reinforce the important educational strategies needed to achieve goals for learners.
Inter-hospital Collaborative: Innovating with Teams: Enhancing Training and Communication
Wednesday, April 17, 2013
VIEW: Video Recording
The Effectiveness of Team-Training of Medical Students on Group Process and Function
Jeanette Muniz, Year IV Student, Harvard Medical School, Brigham and Women’s Hospital
Team based learning (TBL) is increasingly being recognized as a valuable pedagogic model and is being more widely implemented in medical education. TBL represents an important deviation from the traditional pedagogic model of lecture-based learning in shifting teaching objectives from simply the delivery of content to the application of knowledge, self-directed learning and critical-thinking. TBLpromotes peer teaching and feedback, communication, teamwork and interpersonal skills, which are all invaluable competencies for future health care professionals. Few students entering medical and dental school have experience with TBL. In this study we sought to evaluate whether introducing group reflective exercises in the first two weeks of medical and dental school would be more effective at enhancing teamwork and engaging students in TBL as compared to those groups without supplemental group reflective exercises.
Standard Communication Techniques From TeamSTEPPS - Boston Children’s Hospital
Theodore Sectish, M.D., Boston Children’s Hospital
In his presentation, Dr. Sectish outlined and described the work of TeamSTEPPS, an evidence-based teamwork system designed for health care professionals to improve communication and teamwork skills.
Annual Symposium on the Science of Learning: Motivation and Curiosity: Putting the Fun Back in Learning (click on the title for more information)
Monday, April 22, 2013
Inter-hospital Collaborative: GME Innovations: New Tools and Strategies to Enhance Learning and Teaching
Wednesday, May 1, 2013
VIEW: Video Recording
The Effectiveness of Portable Ultrasonography on the Diagnostic Skills of Medical Residents
Jason Ojeda, M.D., and Jamie Colbert, M.D., Brigham and Women’s Hospital
Studies have shown that internal medicine residents do not routinely possess necessary expertise in the physical exam. Recently, pocket-sized ultrasound devices have become available that can be used as point-of-care tools by practicing clinicians. We hypothesized that such devices could be utilized by resident physicians as tools to improve their physical diagnostic skills. As such, we set out to determine the diagnostic accuracy of residents using a pocket-sized ultrasound device compared with residents using physical exam techniques for a variety of physical findings. We also set out to determine the diagnostic accuracy of internal medicine residents using the standard physical exam as compared to a master clinician, evaluate the perceived utility of the physical exam versus ultrasound for various findings among medical residents, and determine the perceived ability of residents to integrate ultrasound examination into their daily patient care routines.
Resident-Fellow Teaching Interaction: Defining the Barriers
Eli Miloslavsky, M.D., Massachusetts General Hospital
Internal medicine subspecialty fellows can serve as a tremendous educational resource for medicine residents. However, the teaching interaction between medicine residents and subspecialty fellows on consulting services also faces substantial barriers. This talk described a study aimed at elucidating the barriers to an effective teaching interaction between medicine residents and subspecialty medicine fellows and report preliminary findings.
Medical Education Grand Rounds: A New Model for Peer-to-Peer Clinical Education: the Crimson Care Collaboratives
Friday, May 3, 2013
Jessica O'Brien, David Tian, and Jane Zhu, Year IV Students, Harvard Medical School
Some of the most important priorities for 21st century medical education are the most difficult to design and sustain: primary careexperiences that are longitudinal over time, experiential learning under supportive supervision, inter-professional collaboration, early exposure to patient interaction, and opportunities for trainees to learn teaching skills for the next generation. The Crimson Care Collaboratives are an innovative set of student-designed evening clinics offering a novel teaching and learning environment that includes all of the features listed above. Three fourth year students serving as curricular leaders described these clinics and discuss both the opportunities and challenges as increasing numbers of HMS students supplement their clinical education through participation in one of the Crimson Care Collaboratives.
Beginning Writers Workshop: from Results to Submittable Manuscript
Thursday, May 9, 2013
Julie R. Ingelfinger, M.D., and Stuart F. Quan, M.D., Harvard Medical School
Publication of original research is the “coin of the realm” at HMS and most universities. The number and quality of publications inprofessional journals is often the most scrutinized portion of the curriculum vita of a faculty member being considered for promotion. Productivity as demonstrated by publications is also important in evaluating the qualifications of investigators on grant applications. Furthermore, published work leads both to peer and public recognition. Unfortunately, many young faculty members have difficulty translating their research or educational program results into manuscripts that can be submitted and ultimately accepted for publicationin journals.
This workshop is aimed at fellows and faculty who are relatively new at writing papers for the professional literature. It will begin with the presumption that study or educational program results have been analyzed and need to be "written up" to create a coherent,submission-ready paper. Drs. Ingelfinger and Quan, two senior faculty writers who are also journal editors, discussed manuscript structure and format, provided "tips" on how they write each section of a manuscript, and answered questions from workshop participants about issues and problems inherent to the writing process.
Academy Annual Membership Meeting
Tuesday, June 4, 2013
Evidence-based Education and Reflections on Curriculum Reform Discussion
Wednesday, June 5, 2013
Thomas R. Viggiano, M.D., M.Ed, Mayo Clinic
In this moderator-faciliated discussion, Dr. Viggiano and participants reviewed the proposed changes to the HMS Pre-clinical Experience Curriculum. Dr. Viggiano reflected upon his own experience as a leader of curriculum reform at the Mayo Clinic’s School of Medicine, and offered topics for consideration for our process currently underway.
Medical Education Grand Rounds: Reflections of a Clinical Teacher
Friday, June 7, 2013
Frederick Lovejoy, M.D., Harvard Medical School
There are a number of "enduring dilemmas" in clinical teaching which will never go away but which continually change in form over time. How do we think about "education" versus "service?" How do we balance close supervision against growing clinical autonomy? How much of the formal curriculum should be required versus elective? In challenging participants to grapple with these perennial dilemmas in clinical education, Dr. Lovejoy provided advice to new junior faculty as well as advice to leaders of academic medicine about how we should create optimal environments for clinical educators and how clinical educators should navigate the waters of those environments.
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