Keynote Address: Why Didn't I Get Honors on This Rotation: Equity and Transparency in Medical Education Assessment, Holly Humphrey, MD, MACP, President of the Josiah Macy Jr. Foundation

Objectives:

• Examine the impact of bias and discrimination in the assessment of learners in medicine
• Examine the alignment between competency-based assessment, and equity and inclusion
• Present recommendations to promote fairness in medical education assessment
• Present specific action items and strategies to advance equity in frontline assessment activities in medical education

A) Cultivating New Connections to Champion Creativity and Catalyze Interprofessional and Interdisciplinary Curriculum Development: Discover, Dream, and Design, Beth Altschafl, PhD; Kathy Stewart, MD; Elizabeth Petty, MD
Room: HSLC Classroom

This workshop will utilize an engaging, collaborative, hands-on brainstorming activity to help identify innovative opportunities to promote integrative and interprofessional learning activities for learners across UWSMPH teaching sites including classrooms, clinics, and communities. Participants will share their interests and expertise with others and discover the interests and expertise of others through guided conversations. Through talking to others from different professional backgrounds and with different areas of discipline expertise and/or different perspectives, participants will be asked to dream up new collaborative learning activities that would create new engaging educational opportunities across disciplines and professions. Participants will then be asked to identify possible design approaches and strategies. This quick-moving workshop will be modeled on a successful interactive activity platform that provides opportunities for all participants to have multiple interactions with different faculty and staff. In the large group, participants will discuss/share the exciting opportunities they identified and will collectively rank priorities for consideration of further development. This session will provide an engaging opportunity to meet new people and think creatively and collaboratively about educational programming in a fun, low-stakes, supportive environment! Participants will be asked to bring their audacious ideas, bold creative energy, and openness to dreaming big to this workshop!

Objectives:

• Discover and articulate three shared curriculum goals and associated core learning objectives with others who have expertise across different disciplines and/or health care professions
• Collaboratively create and dream up three new possible integrated interdisciplinary and/or interprofessional learning activities
• Describe how you would design an integrated interdisciplinary or interprofessional learning activity and assess its outcomes
• Explain the strengths, opportunities, limitations and/or challenges that are anticipated in the development of the interdisciplinary and interprofessional educational activities that are discussed during this session

B) Improving Teamwork and Communication Among Healthcare Professionals, Amy Zelenski, PhD; Sarah Floden, MD
Room: HSLC Classroom

Medical education is about training future leaders. Effective leaders can communicate, listen, understand their role and the roles of colleagues and collaborate. Too often, health professional students have limited exposure to opportunities to work together and exercise the vital skills of communication and teamwork that are required of them in subsequent stages of training and career. Improvisation requires collaboration and cooperation which lends itself to teaching these skills. Improv for Health Professionals is an elective course we started in 2015 at the University of Wisconsin. Over the years, students who have participated have experienced increased abilities to work effectively in an interprofessional team among other benefits. Improv in medical education is an innovative approach because it features active learning, disruption of hierarchical structures, and creativity. A best practice in teaching is to allow students to learn by doing. Improv allows learners to experience effective communication and collaboration in a safe, low stakes environment where mistakes are opportunities and the support of the group is guaranteed. This workshop is for anyone who works with health professional students. We will use medical improv activities to interactively engage the participants in the work we do in class and debrief the activities to allow for reflection and application.

Objectives:

• Explain how medical improv can be used to teach interprofessional communication skills
• Apply several improv principles to any collaborative teaching session
• Use a “yes, and…” activity to set the stage for increased collaboration

C) The New Era of ERAS - Changes to the Residency Application for 2024, Sara Brask, MS; Mary Westergaard, MD
Room: HSLC Classroom

In 2021, the Association of American Medical Colleges (AAMC) launched the Supplemental Electronic Residency Application Service (ERAS) Application as a pilot in three specialties, which was expanded to sixteen specialties for the 2023 application. This year, the Supplemental ERAS Application questions will be incorporated into the main ERAS application and the supplemental application will no longer be necessary. If you are an SMPH faculty and staff finding yourself launched into the role of mentor/advisor for medical students interested in matching to a residency with no experience on how to advise students on the new ERAS Application components, this session is for you. This workshop will explore the resources available to advise students on the ERAS Application, review key elements highlighted, and discuss case scenarios to help guide future advising/mentorship.

Objectives:

• Explore the available data for advising students about the ERAS Application
• Discuss strategies for advising students on their past experiences: meaningful experiences and other impactful experiences
• Optimize advising for students on how to best utilize signaling and geographic preferences for their circumstances

D) 'One Thousand Words': How to Use Interactive Image-Based Content for Medical Education, Edward Lawrence, MD; Matthew Lee, MD; Tabassum Kennedy, MD; Michael Hartung, MD
Room: HSLC Classroom

This workshop will explore the optimal tools and techniques to incorporate image-based learning into live and asynchronous environments. Utilizing image-based content for medical education can allow for greater learner engagement and knowledge retention. Modern tools allow for this content to be incorporated into interactive learning sessions, including live in-person, virtual, and asynchronous experiences. The thoughtful use of image-based content can add significant value to learning throughout medical education beyond the specialty of radiology.

Objectives:

• Describe the tools available for image-based content development and delivery
• Evaluate the key steps and benefits/limitations for different tools and structures
• Appraise how these tools might be useful to a particular specialty or topic area in medical education
• Judge different methods regarding the learner experience

E) Pass the Pearls: Sharing Ideas to Improve Your Clinical Teaching, Jonathan Fliegel, MD
Room: HSLC Classroom

This goal of this workshop is to arm clinical educators with tools, techniques and resources that they can use in their clinical teaching today, based on medical educational literature, and the shared wisdom of workshop participants. It is relevant to any and all clinical teachers who wish to share and adopt methods to improve their teaching and learning. The intended audience is anyone who teaches and learns in any clinical setting, including faculty, fellows, residents and students. To actively engage participants, methods will include small group activities (pair-share, brainstorm), large-group debriefing, and collecting and sharing ideas with case studies and storytelling. The facilitator has been a clinical educator for over 30 years and has presented numerous workshops locally and at regional and national meetings. Workshop participants will leave with tried-and-true tips and resources to add to their own teaching toolkits, such as “Know your Peeps,” “Make the Implicit Explicit,” and “Mind the Gap” to name a few.

Objectives:

• Identify and analyze challenges when teaching learners in your clinical setting
• Develop and evaluate solutions that address these teaching challenges
• Create and share a toolbox of tips and resources for teaching in clinical settings

F) The Smart CBL - A Virtual Platform to Improve Student Engagement, Clinical Reasoning, and Real-Time Assessment, Vinaya Bhatia MD; Courtney Morgan, MD
Room: HSLC Classroom

During the COVID-19 pandemic, didactic sessions for the surgical procedural care block (SPC) were transitioned to online Zoom-based sessions in 2020. Most of the sessions were designed as a case based learning (CBL) platform, to allow students to participate and apply clinical reasoning skills. However, this proved challenging in a virtual platform, as a similar style of education required the use of multiple breakout rooms and an increased number of facilitators. We therefore designed a pilot template for a virtual “Smart OSCE,” a novel, interactive template in Top Hat that can be deployed over Zoom with a single facilitator. As many rotations have been introducing virtual educational sessions, this session will bear relevance to clinical educators who use case-based learning in the course of clinical rotations.

Objectives:

• Communicate the importance of consistent delivery of material across subspecialties within blocks to allow students to learn in a systematic fashion
• Showcase capabilities within Top Hat to increase learner engagement
• Provide examples of streamlined pre-work to enhance preparation
• Demonstrate effectiveness and reproducibility of a redesigned curriculum on learned engagement

A) Befriending Uncertainty: Narrative Medicine as a Tool for Developing Comfort With the Unknown, Elizabeth Fleming, MD; Magnolia Larson, DO
Room: HSLC Classroom

This workshop is to introduce the concepts of narrative medicine and uncertainty as they relate to clinical practice and medical education. The practice of medicine is rarely straightforward. This session will give participants the opportunity to explore their perspectives on uncertainty using narrative medicine methods. Developing uncertainty tolerance is increasingly recognized as an essential competency in medical training. Reflective learning, which is fostered by narrative medicine, has been shown to have a predominantly positive influence on the perception of uncertainty. Participants will leave the session with skills that they can use to develop their own uncertainty tolerance and foster further discussion around best practices for developing uncertainty tolerance among medical trainees as well as practicing clinicians in their professional development.

Objectives:

• Describe the principles of narrative medicine including close reading, attentive listening, reflective writing, and the importance of developing narrative competence
• Define how the experience of uncertainty and developing uncertainty tolerance impacts the identity formation of medical trainees and the professional development of practicing physicians
• Practice using narrative medicine methods and creative expression practices to foster comfort with uncertainty and provide a specific example of curriculum that supports medical trainees in developing uncertainty tolerance

B) Best Practices for Hybrid Teaching, Theresa Pesavento, PhD; Amy Stickford Becker, MA
Room: HSLC Classroom

The COVID-19 pandemic forced educators to quickly adapt to online teaching. While many learning activities have returned to in-person instruction, there remains a purpose and place for flexible, online teaching. Defined as an integration of face-to-face and online interaction in a synchronous session, hybrid teaching offers unique challenges to engage learners and achieve intended outcomes. Through case-based activities, this workshop will explore best practices and provide tools to design and implement effective hybrid teaching. We will begin with a brief introduction followed by a first case to get participants thinking about design, student engagement, physical space, technology and adaptations. We will then apply this example to an instructional strategies best practices framework. Participants will conclude by using the framework to design their own hybrid session. Join us for this fun and interactive workshop designed to help health professions educators at any level improve their hybrid teaching.

Objectives:

• Consider best practices for effective hybrid teaching environments, particularly in facilitating discussions with both remote and in-person learners
• Develop actionable examples of how to implement hybrid instructional strategies
• Design a hybrid learning experience that can be implemented in your teaching context…or leave with tools to do so

C) Development of the UW-Madison Center for Interprofessional Practice and Education Healthy Aging Initiative (UW CIPE-HAI) to Create Interprofessional Education Experiences, Susan Wenker, PT, PhD, MS, FNAP; Hossein Khalili, BScN, MScN, PhD, FNAP; Kathleen O. Smith, BA; Kaitlyn Hawley, BS
Room: HSLC Classroom

Interprofessional care is different from multidisciplinary care, interdisciplinary care, and transdisciplinary care. Therefore, the ways in which students learn with, from and about other professions must be integrated and collaborative. This session will use the topic of dementia as a means to demonstrate modes of interprofessional learning as a way to facilitate collaborative care in the clinical environment. Interprofessional learning experiences are housed within the UW CIPE-HAI. The HAI currently consists of the Advanced Dementia Interprofessional Clinical Simulation (ADICS) and the Telehealth Interprofessional Dementia Caregiving Badge (TIDCB) Initiative. The overall goals of the ADICS 6-hour Mini-Course include helping students to improve their interprofessional team-based care competencies (IPEC, 2016), to promote a client/patient-centered approach, and to apply professional knowledge. The course includes a series of four units (two online units and two simulation units). The TIDCB goal is to implement an Interprofessional Practice Learning Badge Initiative to educate health profession students to learn and work collaboratively with people living with dementia and their caregivers. TIDCB is a 12-hour experience, over a semester, in which student teams from across professions interact with dementia care specialists, caregivers of people living with dementia, and representatives from Aging and Disability Resource Centers to create a resource packet as a capstone project for the caregiver. The evaluation of the UW CIPE-HAI has shown that students’ knowledge, skills, and perspectives towards interprofessional dementia care are significantly improving.

Objectives:

• Identify components of an interprofessional education offering 
• Increase awareness around content in attendee’s own areas of practice that can be taught via an interprofessional lens
• Collaborate on strategies to advance interprofessional practice and education at SMPH and across the state 
• Share evaluation techniques to assess content knowledge and interprofessional skills

D) Medical Education Research and Program Evaluation: How to Get Started, Amy Zelenski, PhD; Jessica Tischendorf, MD, MS
Room: HSLC Classroom

What is the difference between research and program evaluation? What in the world is a conceptual framework? How can I make sure my students are learning what I want them to learn? If you have ever asked yourself one (or more) of these questions, this workshop is for you! We have seen some common barriers to engaging in medical education research and scholarship after working with residents, fellows, and faculty on medical education projects for the past 8 years. During this workshop, we will address a few of those barriers and provide a roadmap for continuing to build skills in this area. We will ground our session in Glassick's criteria for scholarship: clear goals, adequate preparation, appropriate methods, significant results, effective presentation, and reflective critique. Using worksheets and small group discussions, we will delve more deeply into: 1) defining a research or program evaluation question and 2) choosing appropriate and feasible methods to study this question. This workshop will give you a roadmap for engaging in this work and we hope you will make connections with others who are on that path.

Objectives:

• Contrast education research from other forms of educational scholarship
• Apply a framework of systematic inquiry to designing an educational research project
• Explain the importance of using conceptual frameworks
• Identify funders of education research and venues where education research is routinely presented and published

E) When's the Last Time You Had a Challenging Situation as an Educator/Teacher? Using a Difficult Educational Case Format for Professional/Faculty Development, Deborah Simpson, PhD; Kjersti Knox, MD; Theresa Frederick, BA; Anne Getzin, MD
Room: HSLC Classroom

Clinical teaching requires a unique knowledge and skill set - from competency-based assessment to digital technologies and teaching interprofessional teams. The LCME and ACGME accreditation standards expect that faculty are provided with the opportunities for professional development in education. These expectations have been further defined with the publication of the DE&I Competencies for UME-GME-CME (AAMC) and the Clinician Educator Milestone Project (ACME, ACCME, AAMC, AACOM). Yet barriers to participation in professional education development have been frequently enumerated from lack of time especially if preparation is required, incentives, and isolation/lack of support for one’s identity as an educator.

 Objectives:

• Analyze a difficult educator case from at least two perspectives (teacher, learner, coordinator, evidence from learning sciences)
• Evaluate the utility and feasibility of implementing a difficult education case conference in their setting
• Value the opportunity as medical educators to make public challenging education situation and learn from colleagues contributing to a sense of belonging