Medical Education Day 2022

Madison, WI US
May 19, 2022

OVERVIEW

We are excited to announce that the annual Medical Education Day will be returning in 2022. This event is free and open to all UWSMPH faculty and staff, and will feature professional development opportunities, engaging workshops and oral presentation sessions that highlight education initiatives and innovations. THE PROGRAM FORMAT IS LIVE, IN-PERSON. There is not a virtual option for the program.

TARGET AUDIENCE

This activity is intended for state-wide faculty and staff who teach in undergraduate medical education. Attendees also include clinical faculty who teach residents and fellows, in addition to physicians, physician assistants, physical therapists, faculty from population health sciences and genetic counseling, and other interested health care professionals.

OBJECTIVES

Upon completion of this activity, participants will be able to:

  • Utilize effective teaching and learning best practices
  • Network with colleagues who teach at UWSMPH and across the state of Wisconsin
  • Discuss current and planned UWSMPH initiatives, programs and innovations

ELEMENTS OF COMPETENCE

This continuing education (CE) activity has been designed to change learner competence and focuses on the American Board of Medical Specialties areas of practice-based learning and improvement, and interpersonal and communication skills, in addition to the interprofessional competency of communication.

TO REGISTER

Click the BEGIN button. From the Course Progress bar, complete the Workshop Registration step.

 

 

Course summary
Available credit: 
  • 3.00 AAPA Category 1 CME
  • 3.00 AMA PRA Category 1 Credit
  • 3.00 University of Wisconsin–Madison Continuing Education Hours
    • 3.00 Approved for AMA PRA Category 1 Credit™
Registration opens: 
04/13/2022
Course expires: 
06/30/2022
Event starts: 
05/19/2022 - 8:45am CDT
Event ends: 
05/19/2022 - 3:30pm CDT
Cost:
$0.00
Rating: 
0

Medical Education Day 2022

May 19, 2022

AGENDA

AM 
8:30-8:45Breakfast and Registration
8:45-10:15PLENARY SESSION, Room: 1335 Health Sciences Learning Center (HSLC)
 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 Address: Making Intention Impactful to Promote Inclusive Excellence,  Ana Núñez MD, FACP, Professor of General Internal Medicine and Vice Dean for Diversity, Equity and Inclusion, University of Minnesota
10:15-10:30Break and Transition
10:30-11:30SMALL GROUP SESSION WORKSHOPS (please choose one)
 

A) Best Practices for Student Course Evaluations of Clinical Content Taught in the Classroom Setting, Evan Nelson, DPT, PhD; Jeff Hartman, PT, DPT, MPH; Susan Wenker, PT, PhD, MS
Room: 3110B HSLC

Evidence suggests end-of-course student evaluations of teaching may reflect student bias, inaccurately assess teaching effectiveness, and rarely measure the quality of students' interactions with the instructor(s), course content, and peers. There is a risk of making inaccurate curricula, teaching, or personnel decisions when end-of-course student evaluations are inappropriately emphasized. The purpose of this session is to present best practices to solicit meaningful input from students and describe how to integrate readily available data about academic performance, student evaluations, clinical education performance, and graduate outcomes to create multi-modal assessments. Case examples will present data from University of Wisconsin courses in clinical medicine, ethics, and psychosocial aspects of healthcare that implemented alternative and multi-modal assessments to enhance evaluations of teaching and learning. 

Objectives:

  • Articulate strategies and best practices for designing assessments that will provide useful student feedback
  • Describe how to align learning objective(s) with the student feedback mechanism(s) and timing
  • Identify alternative strategies to assess teaching and learning
 

B) Borrowed Shoes and Perspectives, Anne Stahr, MS; Nancy Raymond, MD; Sarah Jung, PhD
Room:  3110C HSLC

Often the expression "walk a mile in someone's shoes" is used in society to remind us that people have their own experiences and live unique lives. This statement challenges us to avoid making judgements from our perspective and to use empathy and compassion by considering another person's lived experience. The content of this workshop plays upon the idea of borrowed shoes or perspective taking (seeing through their eyes) as first steps toward empathy, compassion and ultimately mobilizing character in medicine. Engaging empathy is seen as one way of creating more inclusive environments and increasing diversity. To help mobilize character in learners, colleagues, care seekers and ourselves we need to do the self-work in contemplating our identity salience in dominant and subordinate groups within different environments. Simply knowing about and believing empathy is malleable can lead to more effort to feel empathy in challenging situations. This session provides an opportunity to: practice perspective taking, engage empathy to act with compassion and character; discuss barriers to perspective taking and empathy; and view tools to use with self and learners.

Objectives:

  • Map personal identity salience (identify aspects of individual identity) in dominant and subordinate groups
  • Describe empathy, perspective taking and compassion
  • Describe steps in empathy and perspective taking in self and learners
  • Discuss barriers to perspective taking and engaging empathy (homophily, time, life pressure, etc.)
  • Explore a tool to engage empathy and perspective taking (identity wheel, case, EMPATHY, message box, Johari windows, etc.)
 

C) Community Centered Curriculum: How Partnership Building Shapes the Process, Worldview and Content of New Curriculum, Stephen Bagwell, MA; Maxfield Flynn, MD, PhD; Melissa Metoxen, MS; Parvathy Pillai, MD, MPH
Room:  3110A HSLC

This workshop will highlight the planning, presentation and assessment of a community-led panel discussing food sovereignty within the Food Fasting and Fitness block of the ForWard curriculum. This curricular event was designed to center community voices and give space for Indigenous knowledge. The process led by SMPH faculty and staff identified curricular gaps and constructed learning objectives that were key for framing the conversation in a way that profoundly differed from previous discussions of nutrition. This session will outline the process that identified the curricular opportunity, the relationships that developed the new curriculum, the considerations taken in framing pre-work, presentation style, the dissonances with the traditional material and the development of assessment material. All aspects of this will be discussed with an eye to portability to other curriculum.

Objectives:

  • Describe in detail one practical example of community-UWSMPH partnership resulting in new community driven, de-colonizing curricular content
  • Explain how building partnerships, listening and creating trust are uniquely important when working with tribal communities
  • Support community voices, values and ways of knowing through processes and structures within the UWSMPH curriculum
  • Counsel students navigating conflicting value-structures occurring as a result of inclusive curriculum
  • Apply the lessons learned for partnership, curriculum generation, and assessment of material that is in epistemic tension with normative medical school content
 

D) Preparing Learners, Faculty and Staff to Stand Up to Microaggressions, Deborah Simpson, PhD; Kjersti Knox, MD; Terry Frederick, BA; Tricia La Fratta, MBA; Melissa Lemke, MA; Jacob Bidwell, MD
Room:  3110D HSLC

Medical students, residents, faculty and staff experience belittling comments, inquiries into their racial/ethnic origins and/or credential/ability, and other forms of microaggressions on a regular basis. Over time, the recipients of these aggressions experience anxiety, depression, an erosion in relationships, decreased productivity, and increased cognitive (and emotional) load, which interferes with learning and performance. Given this pain, it is often difficult and counterproductive for the recipient to speak up in their own defense. Thus it is imperative that those who have witnessed the microaggression stand up and respond, driven by respect for the source and sincere curiosity regarding the behavior. Yet most students, residents, and/or faculty don't know what to do/or say in the moment of microaggressions - mistreatment. This workshop will illustrate how Robert Livingston's PRESS Model is being used to prepare learners and faculty to approach and stand up to microaggressions with the mindset that this is a continuous quality improvement approach and we will evolve as we learn and grow.

Objectives:

  • Summarize the PRESS model
  • Use scripts from a commonly used microaggression model in a role play scenario
  • Create a safe place to practice approaching and standing up to microaggressions
 

E) Misrepresentations of Race in Medical Education Propagate Physician Bias, Maha A. Mohamed, MD; Andrea Schnell, MD
Room:  2272 HSLC

Race is not a meaningful scientific construct in the absence of context. Research shows that the misuse of race in medical school curricula propagates physicians' bias. Medical schools have the responsibility of producing scientifically sound doctors who are equipped to address racism as an epidemic and a social construct that propagates healthcare disparities. This workshop will explore misrepresentations of race in medical education and identify educational methods to address race and racism.

Objectives:

  • Distinguish between race, ethnicity, ancestry, and genetics
  • Identify and call out misrepresentations of race in medical education and explain how it propagates physician bias
  • Imagine anti-racism educational methods to discuss and address race and racism in medical education
11:30-12:15POSTER SESSIONS, Room 2288, 2284, and 2280 HSLC
PM 
12:15-12:45Lunch, Atrium - HSLC
12:45-1:45SMALL GROUP SESSION WORKSHOPS (please choose one)
 

A) Best Practices for Interview Day:  How to Get Useful Data to Aid in Applicant Assessment, Aaron Kraut, MD; Benjamin Schnapp, MD, MEd; William Burns, MD; Tad Schmitt, MD; Sarah Fallon
Room:  2288 HSLC

Interviews offer a critical opportunity to assess non-cognitive attributes of applicants for undergraduate and graduate medical training, and often require a significant investment of time and energy on the part of interviewers. Despite their perceived importance in applicant selection, candidate interviews are commonly plagued by several pitfalls which limit their ultimate utility. In this interactive workshop, we will identify and analyze several of these pitfalls and arm attendees with a toolkit of best practices for tackling next year's interview season.

Objectives:

  • Describe traditional interview day practices that lead to poor quality applicant data
  • Highlight evidence-based practices that can increase reliability of data obtained during interview days
  • Discuss specific challenges associated with the interview process
  • Share worksheets and templates developed for residency interview days that can be customized for individual program use
 B) Identifying Community-Based Roles for UWSMPH Trained Physicians, Parvathy Pillai, MD, MPH; Amina Maamouri
Room:  2280 HSLC

Entrustable Professional Activities (EPAs) are increasingly being recognized as a valuable concept in medical education, given that they help ground competencies and milestones. Furthermore, some have also recognized the value in identifying discrete tasks that contribute to one's professional identity formation. Over the past decade, there has been growing recognition of the need for physicians to work beyond the traditional health care settings, and for medical education to promote the training of physicians who are skilled at also improving population health. With the ForWard Curriculum, knowledge, skills, and attitudes associated with successful community-engagement have been incorporated into multiple SMPH graduation competencies for all learners. However, challenges continue to exist with curriculum development and assessment around community engagement, often related to the broad nature of the competencies. Identifying specific community-based EPAs can better support the development of most relevant curriculum and assessment. This workshop will bring together interested participants to discuss shared curricular goals for community-based learning across the ForWard curriculum and identify common discrete community-based tasks that could be considered important for all UWSMPH MD graduates.


Objectives:

  • Provide background in entrustable professional activities (EPAs) and distinguish them from competencies
  • Share curricular goals for community-based learning across the ForWard curriculum
  • Identify common discrete community-based tasks that could be considered important for all UWSMPH MD graduates
 

C) Inclusive Curriculum Transformation:  Integrating Tribal Health Education to Enhance the Student Experience, Danielle Yancey, MS; Melissa Metoxen, MS
Room:  2284 HSLC

According to the AAMC, only 11% of the over 150 U.S. medical schools nationally provide American Indian health curriculum. Until recently the curriculum on tribal communities, one of Wisconsin's largest historically marginalized populations, was limited and not reflective of the state's demographics. The Native American Center for Health Professions (NACHP) has created an array of opportunities for learners within SMPH to engage and learn from tribal communities. Years of partnership building, community visits, and a shared desire to educate future health care professionals has resulted in tribal clinic rotations, research opportunities for faculty and learners, and the creation of the school's first elective focused on tribal health, to name a few. Using a land-based perspective, the presenters will use this framework to introduce the importance of American Indian/Alaska Native (AI/AN) health and its relationship to place, the environment and practice.

Objectives:

  • Provide an overview of the national landscape of American Indian health curriculum
  • Discuss why such curriculum and learning opportunities are important
  • Look ahead to the future of AI health training and education at SMPH
 

D) Recognizing and Managing Microaggressions in the Clinical Learning Environment, Lisa Steinkamp, PT, PhD, MBA; Susan Wenker, PT, PhD, MS; Jeanne Duncan, PT
Room:  2276 HSLC

Health professions have been historically homogeneous. To increase greater representation in these professions, more students from diverse backgrounds are entering health professions programs. Differences can include, but are not limited to, race, ethnicity, nationality, religion, gender identification, sexual orientation, age, disability, and appearance. Patient-centered care, professionalism, and effective communication skills are emphasized and assessed in educational programs, but what happens when students experience racism, discrimination, or microaggressions from patients, staff, peers, or instructors while on clinical rotations? During this session, presenters will discuss findings from a recent study involving physical therapy students and practitioners. Presenters will share how participants defined racism, microaggression, and discrimination; the types of behaviors they experienced or observed; and how these situations were managed. Attendees will learn about their own positionality and intersectionality; how to identify microaggressions in the clinical environment; and how to manage derogatory behaviors using a UW Health tool. Our goal is to provide skills to create positive inclusive learning environments for not only health professions students but for clinical environments as a whole.

Objectives:

  • Reflect on individual positionality and intersectionality
  • Define and recognize microaggressions
  • Discuss the impact/implications of microaggressions on student learning and work environment
  • Appreciate inclusive teaching strategies in the clinic
  • Apply inclusivity strategies and tools to manage microaggressions in the clinical environment through the use of case studies and role-playing
 

E) Using Data to Chart the Waters of Medical Student Career Advising, Brian Nunez; Pam Ryan, MD
Room:  2272 HSLC

This workshop will review national and local changes in the UME to GME landscape, including Step 1/2, program signaling, geographic preferences, and upcoming UW cumulative comparative performance changes. Workshop participants will be introduced to Charting Outcomes in the Match using scenario-based learning.

Objectives:

  • Apply Charting Outcomes in the Match measures when assessing specialty/program feasibility for individual students
  • Use best practices in summarizing a student's competitiveness compared to past matched applicants in a specialty of interest 
2:00-3:30PHASES 2&3 MEETING
Room:  3110A HSLC

 

UW Health Sciences Learning Center (HSLC)
750 Highland Avenue
Madison, WI 53705
United States

Planning Committee

Shobhina Chheda, MD, MPH

Kenny MacMillan, BM

Michelle Ostmoe

Nancy Raymond, MD

Christie Seibert, MD

Anne Stahr, MS

Amy Stickford Becker, MS

Elizabeth Tuschen, MBA

Susan Wenker, PT, PhD, MS

Faculty

Keynote Presenter

Ana Núñez, MD, FACP, Professor of General Internal Medicine and Vice Dean for Diversity, Equity and Inclusion, University of Minnesota

University of Wisconsin School of Medicine and Public Health

Stephen Bagwell, MA

Jacob Bidwell, MD

William Burns, MD

Jeanne Duncan, PT

Sarah Fallon

Maxfield Flynn, MD, PhD

Terry Frederick, BA

Jeff Hartman, PT, DPT, MPH

Sarah Jung, PhD

Aaron Kraut, MD

Tricia La Fratta, MBA

Melissa Lemke, MA

Kjersti Knox, MD

Amina Maamouri

Melissa Metoxen, MS

Maha A. Mohamed, MD

Evan Nelson, DPT, PhD

Brian Nunez

Parvathy Pillai, MD, MPH

Nancy Raymond, MD

Pam Ryan, MD

Tad Schmitt, MD

Benjamin Schnapp, MD, MEd

Andrea Schnell, MD

Deborah Simpson, PhD

Anne Stahr, MS

Lisa Steinkamp, PT, PhD, MBA

Susan Wenker, PT, PhD, MS

Danielle Yancey, MS

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, committee members, 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(s). 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 services directly to patients to be ineligible companies.

NAMEROLE(S)FINANCIAL RELATIONSHIPS DISCLOSUREDISCUSSION OF UNLABELED/UNAPPROVED USES OF DRUGS/DEVICES IN PRESENTATION?
Stephen Bagwell, MAPresenterNo relevant relationships with ineligible companies to discloseNo
Jacob Bidwell, MDPresenterNo relevant relationships with ineligible companies to discloseNo
William Burns, MDPresenterNo relevant relationships with ineligible companies to discloseNo
Shobhina Chheda, MDCommittee MemberNo relevant relationships with ineligible companies to discloseNo
Jeanne Duncan, PTPresenterNo relevant relationships with ineligible companies to discloseNo
Sarah FallonPresenterNo relevant relationships with ineligible companies to discloseNo
Maxfield Flynn, MD, PhDPresenterNo relevant relationships with ineligible companies to discloseNo
Terry Frederick, BAPresenterNo relevant relationships with ineligible companies to discloseNo
Jeff Hartman, PT, DPTPresenterNo relevant relationships with ineligible companies to discloseNo
Sarah Jung, PhDPresenterNo relevant relationships with ineligible companies to discloseNo
Aaron Kraut, MDPresenterNo relevant relationships with ineligible companies to discloseNo
Tricia La Fratta, MBAPresenterNo relevant relationships with ineligible companies to discloseNo
Melissa Lemke, MAPresenterNo relevant relationships with ineligible companies to discloseNo
Kjersti Knox, MDPresenterNo relevant relationships with ineligible companies to discloseNo
Amina MaamouriPresenterNo relevant relationships with ineligible companies to discloseNo
Kenny MacMillan, BMCommittee MemberNo relevant relationships with ineligible companies to discloseNo
Cathy MeansPlannerNo relevant relationships with ineligible companies to discloseNo
Melissa Metoxen, MSPresenterNo relevant relationships with ineligible companies to discloseNo
Maha Mohamed, MDPresenterNo relevant relationships with ineligible companies to discloseNo
Evan Nelson, DPT, PhDPresenterNo relevant relationships with ineligible companies to discloseNo
Ana Núñez, MD, FACPPresenterBristol-Myers Squibb (Contractor)No
Brian NunezPresenterNo relevant relationships with ineligible companies to discloseNo
Michelle OstmoeCommittee MemberNo relevant relationships with ineligible companies to discloseNo
Parvathy Pillai, MD, MPHPresenterNo relevant relationships with ineligible companies to discloseNo
Nancy Raymond, MDCommittee Member, PresenterNo relevant relationships with ineligible companies to discloseNo
Pam Ryan, MDPresenterNo relevant relationships with ineligible companies to discloseNo
Tad Schmitt, MDPresenterNo relevant relationships with ineligible companies to discloseNo
Benjamin Schnapp, MDPresenterNo relevant relationships with ineligible companies to discloseNo
Andrea Schnell, MDPresenterNo relevant relationships with ineligible companies to discloseNo
Christie Seibert, MDCommittee MemberNo relevant relationships with ineligible companies to discloseNo
Deborah Simpson, PhDPresenterNo relevant relationships with ineligible companies to discloseNo
Anne Stahr, MSCommittee Member, PresenterNo relevant relationships with ineligible companies to discloseNo
Lisa Steinkamp, PT, PhDPresenterNo relevant relationships with ineligible companies to discloseNo
Amy Stickford Becker, MSCommittee MemberNo relevant relationships with ineligible companies to discloseNo
Elizabeth Tuschen, MBACommittee MemberNo relevant relationships with ineligible companies to discloseNo
Susan Wenker, PT, PhDCommittee Member, PresenterNo relevant relationships with ineligible companies to discloseNo
Danielle Yancey, MSPresenter  

 

Discloser List CME Internal Report

 

ACCREDITATION STATEMENT

Jointly Accredited Provider Logo

In support of improving patient care, the University of Wisconsin–Madison Interprofessional Continuing Education Partnership (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 3 AMA PRA Category 1 CreditsTM. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

American Academy of Physician Assistants (AAPA)

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 3 AAPA Category 1 CME credits. PAs should only claim credit commensurate with the extent of their participation.

Continuing Education Units (CEUs)

The University of Wisconsin–Madison ICEP, as a member of the University Professional & Continuing Education Association (UPCEA), authorizes this program for .3 continuing education units (CEUs) or 3 hours.

Available Credit

  • 3.00 AAPA Category 1 CME
  • 3.00 AMA PRA Category 1 Credit
  • 3.00 University of Wisconsin–Madison Continuing Education Hours
    • 3.00 Approved for AMA PRA Category 1 Credit™

Cost:
$0.00
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To Register

Click the BEGIN button. From the Course Progress bar, complete the Workshop Registration step.

Accessibility

The University of Wisconsin provides equal opportunities in employment and programming, including Title IX requirements. The University of Wisconsin fully complies with the legal requirements of the ADA and the rules and regulations thereof. If any participant in this educational activity is in need of accommodations, please notify us at help@icep.wisc.edu

Program Changes

Emergency situations occasionally occur and may necessitate topic or speaker changes. The University of Wisconsin School of Medicine and Public Health and the University of Wisconsin–Madison ICEP reserve the right to alter or substitute a topic or speaker without prior notification.

Questions About Registration

Email help@icep.wisc.edu.

For Further Information

For conference information please contact Elizabeth Tuschen at eatuschen@wisc.edu or Cathy Means at cathy.means@wisc.edu