Past Events 2013-2014

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Fall 2013

Spring 2014

FALL 2013

Medical Education Grand Rounds


HMS Preclerkship Curriculum Reform: The Faculty Development Agenda
Friday, Sept. 6, 2013 - 7:30-9:00 am
Randall W. King, M.D., Ph.D., Co-Chair, Content and Organization Subcommittee;Graham McMahon, M.D., M.M.Sc., Co-Chair, Milestones/Assessment Subcommittee;Fidencio Saldana, M.D., Co-Chair, Clinical Skills Subcommittee;Richard M. Schwartzstein, M.D., Co-Chair, Pedagogy Subcommittee

As HMS embarks on a major curriculum reform for the entering class of 2015, four subcommittees have been charged to develop broad guidelines for content and organization, milestones and assessment, clinical skills, and pedagogy. As we opened an academic year of Medical Education Grand Rounds focused on topics related to the needs of the new curriculum, this session presented a group discussion of the areas in which HMS will need to focus faculty development. Each presenter briefly summarizes the current plans for that area of the new curriculum, and each asked participants to brainstorm about faculty development programs that should be instituted over the coming months and years in order to ensure successful outcomes.

What Students Bring to the Table: How Student Background Impacts Learning Video Recording
Video Recording
Wednesday, Oct. 2, 2013 - 4:00-5:30 pm
Lori Breslow, Ph.D., Director of MIT Teaching and Learning Lab

The individual characteristics that students bring to their educational experiences have long been known to influence their learning. These factors can range from their socio-economic background to their sense of self-confidence to their preference for how they master difficult concepts or skills.Using research in the field as a jumping off point, this talk described a study comparing HST medical school student with the engineering Ph.D. students. It also briefly touched on what we discovered about the influence of student background when courses go worldwide based on an analysis of the first MOOC MIT developed for edX.

Curriculum Reform in U.S. Medical Schools: Lessons Learned about the Ingredients for Success or Failure Video Recording
Friday, Nov. 8, 2013 - 7:30-9:00 am
Lindsey C. Henson, M.D., Ph.D., Vice Dean for Medical Education and Student Affairs, Charles E. Schmidt College of Medicine at Florida Atlantic University

In this interactive talk, Dr. Henson discussed lessons learned from a number of case studies of medical schools that have attempted major curriculum reforms with varying degrees of success or failure. Cases were drawn both from the literature and from Dr. Henson's experience as medical education dean at several schools engaged in curriculum reform over the course of her career. Dr. Henson encouraged participants to consider how these lessons can help HMS with its current curriculum reform efforts.

Lessons Learned from Seven Years of an Integrated Ultrasound Curriculum Video Recording
Friday, Dec. 6, 2013 - 7:30-9:00 am
Richard A.Hoppmann, M.D., Dean, University of South Carolina School of Medicine

University of South Carolina School of Medicine has been an innovator in integrating ultrasound across all four years of the medical school curriculum -- into both the basic and clinical sciences. DeanHoppmannpresented lessons learned from seven years of experience in the use of this educational technology. Particular focus was given to the roles of e-learning, ultrasound simulation, a student-image review portal, and ultrasound OSCEs. Also included was a competency-based model of ultrasound education.

Faculty Development Workshops

Introduction to Tutorial for Prospective Tutors
Tuesday, Sept. 24, 2013 - 4:00-5:30 pm
Samuel W. Kennedy, Ph.D., Lecturer on Cell Biology

This is 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 present 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.

The Road to Scholarship: MedEdPORTAL for Publishing in Medical Education
Thursday, Nov. 21, 2013 - 4:00-5:30 pm
Grace Huang, M.D., and Kerri Palamara-McGrath, M.D.

Articles in paper-based journals are no longer the only route for clinician educators to publish. The Association of American Medical Colleges (AAMC) created MedEdPORTAL ( as a publication vehicle for educational materials, including curricula, assessment tools, or teaching cases. Like journal articles, MedEdPORTAL publications are peer reviewed, are associated with citations that can be inserted into CVs and other manuscripts, and are available for download. In this workshop, participants heard more about how MedEdPORTAL can support the promotion process by peer reviewing and disseminating scholarly works that are already part of their routine teaching activities.

Teaching and Learning with Concept Maps: A Window into the Learner's Mind
Wednesday, Dec. 4, 2013 - 4:15-5:45 pm
Richard M. Schwartzstein, M.D., and Jeremy B. Richards, M.D., M.A.

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, we 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, upon completion of this Workshop, participants were able to create concept maps regarding topics reflecting their clinical or experiential knowledge. Additionally, participants developed strategies for using concept maps for teaching in formal and informal educational settings. Participants gained a better understanding how to use concept maps for assessment of learners' knowledge and actual understanding of relevant topics and concepts. Finally, in this Workshop, the facilitators 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 facilitators observe and support groups in developing their own concept maps and during the large group's discussion of the process of creating concept maps and plans for future implementation.

Tools for Keeping up with Medical Literature in Your Field Video Recording
Thursday, Dec. 12, 2013 - 4:00-5:30 pm
Michael Parker, M.D., and David H. Roberts, M.D.

This session provided medical educators with skills to learn how to more efficiently keep up with the medical literature in their field. Through utilizing the tools presented in this workshop, participants could see how these tools could help maximize their searches, and keep up to date more easily. Participants brought their mobile devices or laptop and presenters assisted in setting up a new workflow for them by the end of the session.

Major Events and Symposia

Academy Membership Meeting
Tuesday, Oct. 22, 2013 - 11:00-11:50 am **ONLY OPEN TO ACADEMY MEMBERS**

Medical Education Day
Tuesday, Oct. 22, 2013 - 12:00-6:15 pm
Chairs: Randall W. King, M.D., Ph.D., and Alberto Puig, M.D., Ph.D.
Complete Schedule of Events for Medical Education Day
Video Recordings: Introduction and Keynote, Q&A with Salman Khan, M.B.A.

HMS Academy Interest Group Symposium - Cross Cultural Care

A Framework for Cross Cultural Education
Thursday, Nov. 14, 2013 - 2:00-5:00 pm
Chairs: Lidia Schapira, M.D., and Alexander Green, M.D., M.P.H. Complete Schedule of Events and Description Video Recordings: Introduction, Plenary


Medical Education Grand Rounds

A Pathway to Culture Change in Medical Schools
Wednesday, February 5, 2014 – 4:00-5:30 pm

Linda Pololi, MB.BS. Senior Scientist and Director, National Initiative on Gender, Culture and Leadership in Medicine, Brandeis University

The National Initiative on Gender, Culture and Leadership in Medicine, known as C - Change (for culture change) is dedicated to improving the culture of academic medicine through research and action. C - Change aims to promote an inclusive, humanistic, relational and energizing working environment for all medical school faculty and physicians in training, at the same time increasing the diversity of leadership in academic medicine. In this interactive session, participants will discuss some of the national qualitative and quantitative data generated by C - Change.

Improving Physician Education by Understanding How People Learn
Video Recording & Presentation Slides (pdf)
Friday, March 7, 2014 – 7:30-9:00 am
Keith H. Baker, M.D., Ph.D., Vice Chair for Education and Anesthesia Residency Program Director, Department of Anesthesia, Critical Care and Pain Medicine, Massachusetts General Hospital

This session reviewed key experimental evidence on how people learn and what leads to better and worse learning in adults. This evidence-based approach to improving our learning naturally leads to opportunities for better teaching. This evidence likely applies to medical students too.Discussion of the material helped to enhance our understanding of how this evidence can be used in the effort to reform the curriculum at HMS.

Students as Teachers: Creating Opportunities for Senior Medical Students to Teach Junior Medical Students in Courses and Clerkships Video Recording
Wednesday, April 9, 2014 – 4:00-5:30 pm
David Furfaro, Jeffrey Cohen, Kimberly Kopecky, Kent Garber, and Michael Lester, HMS IV

An increasing number of courses and clerkships have created opportunities for senior medical students to get extra training and become involved in teaching junior peers while still in school. This moves the "resident as teacher" paradigm downstream, and presents many advantages for both the students who are teaching and the students who are learning. In this session, fourth year students who have been involved in course and clerkship teaching at HMS shared their experiences and advice about how to incorporate these opportunities into more of the curriculum.

Team-based learning: Re-thinking the Concept of Small Group Instruction Video Recording
Friday, May 2, 2014 – 7:30-9:00 am
Richard M. Schwartzstein, M.D., Director of the Academy, Harvard Medical School;Jeremy B. Richards, M.D., M.A., Assistant Professor of Medicine, Beth Israel Deaconess Medical Center Amy M. Sullivan, Ed.D., Associate Director of Education Research, the Academy, Harvard Medical School

Medical educators who have sought new methods of active learning for students have turned to Team-based learning (TBL) as an alternative to Problem-based Learning (PBL). In this session the logic and methods of TBL were reviewed, and outcomes data were presented based on modifications of the TBL model used in the Human Physiology course at HMS.

Inter-hospital Collaborative

Teaching Value-added Care - Massachusetts General Hospital and Beth Israel Deaconess Medical Center
Video Recording
Wednesday, January 15, 2014 – 4:15-5:30 pm

Clinicians and hospital systems are under significant pressure to deliver optimal care in competitive markets with new emphasis on not only successful outcomes, but also benchmarks of quality, safety and cost. Value-added care is a broad term which encompasses these concepts and the teaching of value-added care has become important in academic medical centers across the country. This IHC session focused on early innovations in the teaching of value-added care and seeks to provide a forum for discussion of the opportunities and challenges in this vital curricular area.

MGH Presentation:Teaching Value : Practical Strategies for Resident Engagement
Ryan Thompson, M.D., M.P.H., Instructor of Medicine, Harvard Medical School

Training the rising generation of providers to focus on value as part of their clinical reasoning has become a national imperative. Given the limitation of work-hour restrictions, and other educational priorities, practical and creative strategies are needed to make this education optimal. We reviewed the literature on best practices for teaching value to residents, and review a new "value curriculum" designed primarily by MGH internal medicine residents that is multifaceted and features broad resident engagement.

BIDMC Presentation:Value-added Care: A Pathology Perspective
Richard Haspel, M.D., Ph.D., Assistant Professor of Pathology, Harvard Medical School

There is significant evidence of inappropriate test and blood product ordering by physicians. Pathologists, the directors of hospital clinical laboratories, have the expertise to assist clinicians in decision-making related to diagnostic testing. This presentation described a pilot project "embedding" a pathology resident during rounds in the coronary care unit (CCU). The results suggest an important role for the pathologist and inter-professional teams in providing value-added patient care.

Transitions in Residency Training - Boston Children's Hospital and Mount Auburn Hospital Video Recording
Wednesday, February 26, 2014 - 4:15- 5:30 PM

The goal of the session in large part was to describe research projects that examined residency training transitions, which will elucidate the importance of training for effective transitions in patient care both during and after residency.

BCH Presentation:Patient Outcomes after Graduation of Resident Primary Care Physicians
Holly Gooding, MD, MSc, Instructor in Pediatrics, Boston Children's Hospital, and Sonja Solomon, MD, Chief Resident in Internal Medicine, Brigham and Women's Hospital

When residents graduate, their primary care patients are at risk for fragmentation of care, and may be at increased risk of adverse health outcomes and acute care utilization. We described a research project examining outcomes following resident graduation from a general internal medicine primary care clinic, as well as quality improvement efforts designed to improve care during this transition.

MAH Presentation:Impact of Handoff Training in Postgraduate Medical Curriculum
Saira Samani, M.D., Clinical Fellow in Medicine, Mt. Auburn Hospital

The tightening of duty hour restrictions in GME training programs has led to increased patient care handoffs and a need for them to be of high quality. A research project undertaken amongst the internal medicine residents at Mount Auburn Hospital was described, as well as the impact of the intervention introduced, on the quality of "end-of- day shift" patient care handoff.

Harnessing the Power of the Arts in Teaching Medicine - Beth Israel Deaconess Medical Center and Cambridge Health Alliance (Joint Presentation) Video Recording
Wednesday, March 12, 2014 – 4:15-5:30 pm
Amy N. Ship, M.D., Assistant Professor of Medicine, BIDMC, and Elizabeth Gaufberg, M.D., M.P.H., Associate Professor of Medicine, Cambridge Health Alliance

This inter-hospital collaborative, Arts&Humanities @HMS, offers the HMS community a way to explore how teaching the personal aspects of illness and the healing power of the arts can significantly contribute to patient, student, and provider learning alike. During this session, we discussed how creative forms such as poetry, artwork, music, and personal narratives can be integrated into a curriculum to promote compassionate care, personal insight, and professional support and growth.

Integrating Technology and Learning: Two Approaches - Boston Children's Hospital and Brigham and Women's Hospital
Video Recording
Wed., Apr. 16, 2014 - 4:15-5:30 pm

This session provided an overview of pedagogic methods to engage learners in constructive and formative experiences online, and share lessons learned in the implementation of educational technology

BCH PresentationOPENPediatrics
Traci Wolbrink, M.D., M.P.H., Instructor in Anesthesia, Boston Children's Hospital

This presentation described the development and beta release of OPENPediatrics.

BWH Presentation Learning Critical Thinking with Interactive Medical Cases
Anand Vaidya, MD, and Graham McMahon, MD, MMSc, Brigham and Women's Hospital

This presentation provided an overview of the rationale, development and utilization of interactive medical cases, an e-learning partnership between BWH and NEJM

The Use of Electronic Media in Medical Education - Massachusetts General Hospital and Brigham and Women's Hospital
Wed., May 14, 2014 - 4:15-5:30 pm

The session will introduce participants to different modes of medical education that employ electronic media, web-based education for dissemination, assessment and implementation.

MGH Presentation:The Use of Social Media in Medical Education and Curricular Design
T. Bernard Kinane, MB BCh, BAO, Associate Professor of Pediatrics, Massachusetts General Hospital

This session will demonstrate how social media can be used in the medical school curriculum.

BWH Presentation:Developing and Implementing a Medical MOOC
James Ware, PhD, Graham McMahon, MD, MMSc, Brigham and Women's Hospital

This session will provide participants with an overview of the experience of and lessons learned from developing, launching, and running a massively open online course (MOOC).

Faculty Development Workshops

Introduction to Tutorial for Prospective Tutors
Monday, Feb. 10, 2014 - 4:00-5:30 pm
Samuel W. Kennedy, Ph.D., Lecturer on Cell Biology

This is 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 present 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.

An Approach to Evaluation and Feedback Designed to Improve Performance Presentation Slides (pdf)
Thursday, March 6, 2014 – 4:00-5:30 pm
Keith H. Baker, M.D., Ph.D., Vice Chair for Education and Anesthesia Residency Program Director, Department of Anesthesia, Critical Care and Pain Medicine, Massachusetts General Hospital

The presentation covered the background of "goal orientation" which makes feedback either a threat or something that is valued. Also covered were barriers to delivering feedback and of accepting feedback, as well as some strategies that help in the process of giving and receiving feedback. The talk was evidence based and used studies to back up each point.

Writing for Scholarship Series - Workshop I: From Results to Manuscript
Thursday, May 8, 2014 – 4:00-5:30 pm
Moderator: Subha Ramani MD, Lecturer on Medicine, Brigham and Women's Hospital Presenters:Stuart F. Quan, M.D., Gerald E. McGinnis Professor of Sleep Medicine Division of Sleep Medicine, Harvard Medical School, and Julie Rich Ingelfinger, M.D., Professor of Pediatrics, Massachusetts General Hospital

During this session, Drs. Quan and Ingelfinger will review the process of preparing a manuscript for publication, and will guide participants in developing approaches to writing an original manuscript in the field of medical education. The presenters will demonstrate and outline how to write specific sections of a paper (abstract, introduction, methods, results, discussion, references, tables and figures), and will show participants how to develop the ancillary parts of a paper and determine their applicability to their work (i.e. online supplementary appendices, animations and videos). 

Writing for Scholarship Series - Workshop II: The Journal Review Process and How to Respond to Reviews
Thursday, May 8, 2014 – 4:00-5:30 pm
Moderator: Terry R. Bard, D.D., Rabbi and Clinical Instructor of Psychiatry, Harvard Medical School
Presenters:Jonathan F. Borus, M.D., Stanley Cobb Distinguished Professor of Psychiatry, Massachusetts General Hospital, and Michele Burns, M.D., M.P.H., Assistant Professor of Pediatrics, Boston Children's Hospital

During this session, Drs. Borus and Burns will demystify the journal review process and discuss how to respond to requests for revision or rejection decisions. The presenters will describe the pre-review and submission processes, explain the intent of the review process, and outline ways to respond to reviews that will enhance your chance of having a paper accepted for publication.

Major Events and Symposia

HMS Academy Interest Group Symposium – Hidden Curriculum

Confronting the Hidden Curriculum: Leading Culture Change in Academic Medicine
Thursday, January 30, 2014 - 4:00-6:00 pm
Chairs:Edward Hundert, M.D., Karen Wood, M.D., and Jennifer Kesselheim, M.D.

Complete Schedule of Events and Description Recordings: Podcast (coming soon)

Academy Membership Meeting Presentation Slides (.ppt)
Friday, April 4, 2014 - 8:00-8:50 am

HMS Academy Annual Symposium on the Science of Learning
Attention, Memory and Emotion: What Science is Teaching Us About How to Maximize Learning Video Recording
Friday, April 4, 2014 - 9:00 am-12:00 pm
Chair: Edward Hundert, M.D.
Complete Schedule of Events and Description