- PATTY BOYLE
- MARK SAHBA
- CHRISTOPHER MICHAELS
This educational series covers a variety of inpatient, outpatient, and consultative medicine topics pertinent to General Internal Medicine. Our conference meets on Wednesday AMs (except not the 1st Wed of the month) during the academic school year. Most conference attendees are GIM physicians, nurse practitioners, and physician assistants, but nurses, pharmacists, psychologists, resident physicians, fellows, medical students, nursing students, PA students may also attend.
There are several available formats for our conference presenters to choose from:
- Journal Club (60 Min). This is the discussion/review of a scholarly article.
- Special or Controversial topic (60 min). The presenter provides a discussion of evidence from the literature related to a special topic or a controversial topic (eg ERT and Breast cancer risk, whether to use PSA to screen for prostate cancer).
- Research Faculty State of the Art (60 min). GIM research faculty present their research to GIM clinicians and educators who may “reality test” the information. Researchers are encouraged to make presentations “user friendly” for non-researchers and to teach and explain research methods whenever possible.
- State of the Art Topic (30 or 60 min). This is a review of important developments and “State of the Art” in Primary Care. This may or may not be controversial. Presentations are primarily related to clinical topics and include a scholarly review of the literature.
- Clinical Case Presentations: Ward or Clinic (30 min). The case presentation should present the case and a scholarly review of the literature, with time allotted for brief discussion following the presentation.
- Care Collaboration Conference (60 min). This involves a specialty physician reviewing actual eConsult cases with extensive discussion of the answers. The purpose of this conference type is to disseminate the answers to important or common questions that specialists receive from primary care physicians
- Jeopardy/Quiz Bowl (60 min). This is intended to be a fun way to review the pathophysiology, clinical presentation, diagnosis, or treatment of various timely state of the art or special topics."
MD/DO, RN, APRN, Physician Assistants, Pharmacists, Psychologists, and Students.
|Kristin Lewicki, MD, Chair||Chris Michaels, Coordinator||Patty Boyle||Mark Sahba|
|Sarah Holum, NP||Angela Morgan, PA-C||Elizabeth Trowbridge, MD|
|In support of improving patient care, the University of Wisconsin–Madison ICEP is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.|
Credit Designation Statements
American Medical Association (AMA)
The University of Wisconsin–Madison ICEP designates this live activity for a maximum of 1 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
American Nurses Credentialing Center (ANCC)
The University of Wisconsin–Madison ICEP designates this live activity for a maximum of 1.0 ANCC contact hour.
ANCC pharmacotherapeutic contact hours will be calculated and awarded as appropriate per session to meet the needs of advanced practice nurses.
AAPA Category 1 CME credit
The University of Wisconsin–Madison ICEP has been authorized by the American Academy of PAs (AAPA) to award AAPA Category 1 CME credit for activities planned in accordance with AAPA CME Criteria. This activity is designated for 1 AAPA Category 1 CME credits. PAs should only claim credit commensurate with the extent of their participation.
Continuing Education Units
The University of Wisconsin–Madison ICEP, as a member of the University Professional & Continuing Education Association (UPCEA), authorizes this program for 0.1 continuing education units (CEUs) or 1 hour.
POLICY ON FACULTY AND SPONSOR DISCLOSURE
It is the policy of the University of Wisconsin–Madison Interprofessional Continuing Education Partnership (ICEP) to identify, mitigate and disclose all relevant financial relationships with ineligible companies* held by the speakers/presenters, authors, planners, and other persons who may influence content of this accredited continuing education (CE). In addition, speakers, presenters and authors must disclose any planned discussion of unlabeled/unapproved uses of drugs or devices during their presentation. For this accredited continuing education activity, all relevant financial relationships have been mitigated and detailed disclosures are listed below.
* Ineligible companies are those whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients. The ACCME does not consider providers of clinical service directly to patients to be commercial interests.
Detailed disclosures will be available prior to the start of the activity.
Disclosures for Planning Committee - January 1, 2023 – February 28, 2023
Disclosures for Planning Committee
Patient Care and Procedural Skills
Practice-Based Learning and Improvement
Interpersonal and Communication Skills
Provide Patient/Person-Centered Care
Employ Evidence-Based Practice
Apply Quality Improvement
CENTER FOR THE ADVANCEMENT OF PHARMACY EDUCATION (CAPE)
INTERPROFESSIONAL EDUCATION COLLABORATIVE COMPETENCIES
Teams and Teamwork
DIVERSITY, EQUITY, AND INCLUSION COMPETENCIES
Engage in Self-Reflection
Additional Activity Goals
|JAC 18||JAC 19||JAC 20|
IP — Competence
As a result of participation in this educational series, members of the healthcare team will be able to:
- Improve their practice of core ambulatory care medicine
- Discuss advances in inpatient, outpatient, and consultative medicine pertinent to General Internal Medicine
- Practice evidence-based medicine with members of the healthcare team
- Evaluate new and ongoing research studies in primary care and methodology used in these studies
- Apply interprofessional communication skills and engage in self-reflection regarding the impact of bias, class, and power on the clinical encounter