8:30 – 10:00 am
 

PLENARY SESSION

Presentation of Dean’s Teaching Awards and Dean's Award for Excellence in Medical Student Research Mentorship
Robert Golden MD – Dean, UW School of Medicine and Public Health

KEYNOTE: Strategies for Effective Learning - Recommendations from Cognitive Science
Cynthia Nebel, PhD, Department of Leadership, Policy and Organizations at Vanderbilt University

10:00 – 10:15 am

BREAK

10:15 – 11:15 am
 

WORKSHOPS and ORAL PRESENTATIONS

Implementation of Learning Strategies: Retrieval and Spaced Practice, Cynthia Nebel, PhD

In this hands-on workshop, we will experience the powerful effects of retrieval and spaced practice through demonstrations and in-depth discussion. Participants will learn about when and how to use the strategies and will leave with a plan of action allowing for immediate implantation.

Objectives:

• Describe the two key strategies (retrieval practice; and spaced practice - sometimes called distributed practice)
• Describe how the strategies can be implemented
• Develop a plan for application of these strategies in their own teaching

Navigating the Winding Two-lane Highway: Tips to Improve the Giving and Receiving of Trainee Feedback, Jason Stephenson, MD; Jonathan Swanson, MD

After a brief period of written reflection, participants will use the small group format to discuss their individual strengths, weaknesses, and apprehensions with regard to providing feedback to trainees. Dr. Swanson will lead a brief didactic session during which he will explain best practices of feedback delivery. Participants will review case vignettes presented in both written and recorded format. In small groups, each participant will identify and discuss areas for improvement in the feedback delivery of vignette characters. Small group discussions will be followed by a large group debrief. After a brief period of written reflection, participants will use the small group format to discuss their individual strengths, weaknesses, and apprehensions in the gathering of feedback from trainees. Dr. Stephenson will lead a brief didactic session in which he will explain best practices in the solicitation of feedback. Participants will review case vignettes presented in both written and recorded format. In small groups, each participant will identify and discuss areas for improvement in the feedback solicitation of vignette characters. Small group discussions will be followed by a large group debrief.

Objectives:

• Use personal reflection to identify individual areas of strength and relative weakness in providing and receiving feedback
• List the common shared principles in providing feedback to, and gathering feedback from, trainees
• Use case vignettes to identify common pitfalls when giving and receiving feedback

Integrating Effective Teaching Strategies into the Clinical Environment, Susan Wenker, PT, PhD; Julia Lubsen, MD

Teaching and learning are ineffective without student-centered objectives and goals. This session will discuss creative and thoughtful ways to engage students in clinical teaching interventions. Instructors will facilitate discussions to identify strategies to determine students' readiness to learn, develop student-centered objectives and assessment methods that align with learning interventions. Session instructors will present multiple examples demonstrating how clinical educators can integrate evidence-based, student-centered teaching strategies into clinical teaching environments. Active learning strategies will include self-reflection, pair-and-share in small groups, and other tools such as large sticky-notes and white boards to explore clinical teaching.

Objectives:

• Identify clinical teaching strategies
• Apply clinical teaching strategies to match learners' needs
• Reflect on current and future clinical teaching strategies

Future of Medical Education and Implications for Faculty Development, Deborah Simpson, PhD; Jacob Bidwell, MD; Theresa Frederick; Kjersti Knox, MD; Mark Robinson, DO; Tricia La Fratta, MBA

The future of medicine is now. Current first year medical students will be transitioning to residency training in 2023 and begin completing training in 2026. As medical educators, we seek to prepare physicians who are ready for independent, unsupervised practice in the later part of this decade. What will that future look like? How will the roles and responsibilities of medical educators in the 2nd decade of the 21st Century? What can we do now to begin preparing our faculty to support these role transitions? This session will review recent work outlining the roles of physicians and medical educators. Then in small, facilitated discussion groups, participants will explore what we as faculty can be doing today to upskill our growth as educators while retaining our core values and identify as teachers and learners with brief report outs.

Objectives:

• Describe the physician and medical educator's job roles, based on hard trends in education and medicine
• Reframe these job roles to support identity and values as medical educators
• Identify two practical and feasible faculty development strategies to support faculty transitions to these medical educator job roles

ORAL PRESENTATION SESSION #1: Teaching and Learning Innovations, Moderator: Will Aughenbaugh, MD

Personal Sustainability Practice - Integrating Practical Wellness Content into the Preclinical Curriculum of Medical School, Katie Yang, MS

Empowering Physicians as Allies and Agitators - Experiences with a Longitudinal Social Justice Curriculum for Pediatric Residents, Emily Ruedinger, MD

Advocacy Training in UW-Madison's Pediatric Residency Program, Megan Yanny, MD

A Remote Radiology Summer Research Mentoring Program for Medical Students, Andrew Ross, MD, MPH

ORAL PRESENTATION SESSION #2: Teaching and Learning Innovations, Moderator: Jamie Hess, MD

Patient Safety Assignment Evaluation Using an Entrustable Professional Activity Rubric, Marcus Chacon, MD

Integration of the Senior Medical Student Ophthalmology Clerkship and the Ambulatory Acting Internship, Jennifer Larson, MD

Across the Mediverse - Innovations in Inter-specialty Case-based Learning, Alexis Eastman, MD

Emergency Medical Services Elective for Senior Medical Students, Emily Fleming, MD

11:15 – 11:45 am

BREAK

11:45 am – 12:30 pm

ROUNDTABLE DISCUSSIONS - An Opportunity to Network and Collaborate with Colleagues

12:30 – 1:00 pm

BREAK

1:00 – 2:00 pm
 

WORKSHOPS and ORAL PRESENTATIONS

What is the "Right" Way? Challenges and Strategies in Teaching Skills for Critical Conversations with Patients, Sara Johnson, MD; Jessica Baker, MD

The importance of healthcare professionals' abilities to communicate with patients and their families effectively and with empathy, particularly in difficult conversations is crucial and gaining more national attention at all levels of medical education. Medical training programs continue to develop curricula to impart these important skills, however, teaching communication is challenging due to the inherent complexity and unique factors for each learner, teacher, and clinical scenario. Communication curricula based on best practices include cultivating an effective learning environment, elements of deliberate practice, and high-level feedback. In this workshop, after a brief review of the above, we will inspect example curricula and strategies to overcome these challenges based on our experiences in teaching communication to a variety of learners at both UGME, GME, and faculty levels.

The teaching strategies of this session will be virtual and consist of 1) discussions on challenges and teaching skills to navigate them; 2) role-play as learners and teachers in communication education scenarios; 3) brief didactic portions on background, example stories, current literature, and additional resources; and 4) reflection on opportunities and plans for implementing skills in future teaching.

Objectives:

• Describe challenges in teaching the skills needed for critical conversations with patients and families
• Discuss strategies to overcome common challenges in teaching communication skills
• Participate in communication learning activity to reflect on communication learner role
• Practice observation of and feedback on communication skills in a demonstration
• Devise further steps and resources in order to grow skills in teaching communication to healthcare learners

Cutting Edge Approaches to Career Development and Academic Promotion, Marcia Slattery, MD; Barbara Anderson, MS; Julie Martinelli

Faculty will explore using a continuing education on-line platform [UW Interprofessional Continuing Education Partnership (ICEP)] as a mechanism for professional career development and academic promotion. Participants will learn how ICEP can be used to 1) deepen knowledge base; 2) network and collaborate with colleagues, and 3) model how to develop and conduct professional presentations using an array of live and on-line platforms, and 4) disseminate expert knowledge in areas of excellence to targeted local, regional, national, and international audiences.

Objectives:

• Describe how a continuing education program supports faculty development and promotion
• Demonstrate use of existing multi-dimensional, up-to-date continuing education resources to deepen medical knowledge and develop individual niches of expertise
• Learn how to develop interprofessional presentations to disseminate expert knowledge in areas of excellence using multi-faceted live and on-line platforms to target local, regional, national and international audiences
• Develop a practical plan to promote your work through accredited continuing education

CBL 101: How to Create and Facilitate Effective Case-based Learning Experiences, Beth Altschafl, PhD; Amy Stickford Becker, MA

Case-based learning (CBL) is a staple of health professions education at the UW School of Medicine and Public Health. Engaging students in problem solving around a case provides an opportunity to apply knowledge and supports long-term transfer and retention of learning. This interactive workshop provides an opportunity to explore case-based learning in the curriculum. Attendees will participate in a "hot pepper" case-based activity from a learner perspective (don't worry - no hot pepper expertise or taste-testing is required). During the session, participants will explore best practices for designing and facilitating case-based learning and brainstorm ways to incorporate effective CBL into their own teaching.

Objectives:

• Design a case-based learning activity that follows best practices
• Examine curriculum and modify activities to incorporate features of case-based learning
• Effectively facilitate a case-based learning session
• Evaluate a case-based learning session to identify opportunities for improvement

ORAL PRESENTATION SESSION #3: Education Research

Association Between Internal Medicine Residency Applicant Characteristics and Performance on ACGME Milestones During Intern Year, Blair Golden, MD, MS

Exploring the Characteristics of Students Intending to Work in Medically Underserved Areas, Jeff Hartman, PT, DPT, MPH

Interprofessional Career Trends Post International Clinical Education in Belize, Julia Schlosser, BS, SPT

Understanding Medical Students' Experiences, Interests, and Confidence in Teaching - A University of Wisconsin School of Medicine and Public Health Analysis, Leah Cha, BA; Mallory Jasicki, MPH; Lydia Buzzard, BS

ORAL PRESENTATION SESSION #4: Teaching and Learning Innovations, Moderator: Elaine Pelley, MD

The Suspension Bridge Model to Balance Content Volume, Learning Efficiency, and Cognitive Load, Jason Stephenson, MD

Can You Escape? Designing and Evaluating a Medical Student Surgical Escape Room, Dawn Elfenbein, MD, MPH, FACS

Development and Evaluation of an Online, Interprofessional Ethics Course to Deliver Continuing Medical Education, Susan Wenker, PT, PhD; Jeanne Duncan, PT, DPT

Just 10 Questions Can Evaluate Your Interprofessional Clinical Learning Environment, Tricia La Fratta, MBA

2:30 – 3:30pm

PHASE 2 & 3 MEETING