Course Schedule

A more detailed schedule can be found in the course syllabus.

Monday, February 26, 2018

7:45am - 8:30am - Registration and Continental Breakfast

8:30 - 9:30 - Opening Plenary: Educating Physicians of the 21st Century
Catherine Lucey, MD

9:30 - 10:30 - Integrating Learners into Complex Delivery Systems
Niraj Sehgal, MD, MPH

10:30-10:45 - Break

10:45 - 11:45 - Promoting Diversity in Academic Medicine: The Unique Role of Medical Educators
Elena Fuentes-Afflick, MD, MPH

12:00 - 1:00pm - Lunch and Learn ("Meet the Professor")

1:00 - 2:45 - Concurrent Small-Group Workshops

2:45 - 3:00 - Break

3:00 - 4:45 - Concurrent Small-Group Workshops

5:00 - 7:00pm Welcome Reception

Tuesday, February 27, 2018

7:45am - 8:30am - Continental Breakfast

8:30 - 9:30 - Workplace Learning and the Clinical Learning Environment: From Theory to Innovative Practice
Robert B. Baron, MD, MS
Bridget C. O'Brien, PhD

9:30 - 10:30 - Competencies, Milestones, and EPA’s: How Can They Help Both Assessment and Learning
Karen Hauer, MD, PhD

10:30-10:45 - Break

10:45 - 11:45 - Concurrent Show and Tell Mini Sessions

12:00pm - 1:00pm - Lunch and Learn (Hot Topic Discussions)

1:00 - 2:45 - Concurrent Small-Group Workshops

2:45 - 3:00 - Break

3:00 - 4:45 - Concurrent Small-Group Workshops

4:45pm - Adjourn

Wednesday, February 28, 2018

7:45am - 8:30am - Continental Breakfast

8:30 - 10:15 - Concurrent Small-Group Workshops

10:15 - 10:30 - Break

10:30 - 12:15pm - Concurrent Small-Group Workshops

12:15 -1:15 - Lunch and Reflection

1:15 - 2:15 - Educational Scholarship, Where We Need to Go and How to Start
Patricia O’Sullivan, EdD

2:15 - 3:15 - From Interprofessional Education to Interprofessional Collaboration: Meaningful IPE in the Workplace
Cynthia Chiarappa, MBA, FACHE
Ralph Gonzales, MD
Josette Rivera, MD

3:15 - 3:30 - Closing Remarks
Catherine Lucey, MD

3:30 - Adjourn

Small-Group Workshop Descriptions

Each attendee has been pre-assigned to workshops. Please check your email or ask onsite staff to find your workshop schedule.

Leading Change in Medical Education
Have you ever felt dragged along in the wake of change? Have you ever had an opinion about how leaders could have implemented a change better? Leading change is one of the most important and difficult components of any innovation. Participants will be introduced to the concepts of change leadership and why a deliberate approach to leading change is worth the effort it requires.
Kevin H. Souza, MS
Brian S. Schwartz, MD

Program Evaluation: Tricks and Tips to Develop a Comprehensive Evaluation Plan
In this workshop, you will be oriented to program evaluation and learn how to develop an evaluation plan for your curricular programs. We will discuss basic terms and concepts related to program evaluation and practice the steps in developing an evaluation plan. 
Arianne Teherani, PhD

Fostering Education, Community, and Innovation Through an Academy of Medical Educators
Curricular innovation and educational scholarship have become essential for excellence in medical education, particularly in a climate where medical education must rapidly evolve to meet the health care needs of society.  There is a need for skilled education faculty and resources to enable transformative and effective curricular innovation and rigorous education scholarship.  This workshop will explore barriers and opportunities for supporting educators, community, curricular innovation and scholarship through an Academy of Medical Educators.
Ann Poncelet, MD

Innovative Health Professions Curriculum Design
In this workshop, participants will first explore frameworks for the design and review of health professions curricula. These frameworks will incorporate principles of adult learning, consideration of professionalism, and managing potential “hidden curricula.” Secondly, participants will work in small groups to apply the framework ideas to a specific curriculum project.
John Davis, PhD, MD
Susan Masters, PhD

Making the Invisible Visible: Teaching Clinical Reasoning Skills
This interactive workshop will introduce a framework for teaching clinical reasoning, with an emphasis on the diagnostic process. Participants will have the opportunity to practice applying this framework using a series of learner cases ranging from undergraduate, medical student learners to graduate, resident learners, and will leave the session with a concrete approach for analyzing and providing feedback on learners' reasoning skills.
Denise Connor, MD
Jeff Kohlwes MD, MPH

Entrustable Professional Activities: a Framework to Guide Learning and Assessment across the Continuum of Medical Education
This workshop aims to demonstrate how Entrustable Professional Activities (EPAs) can serve as an assessment framework to guide learning and to inform competency decisions. Using real assessment data, participants will practice interpreting the data to generate specific learning plans and make EPA-based competency decisions. Participants will leave the workshop with an EPA tool kit that includes sample assessment forms, learning plans and strategies for implementation across the UME/GME continuum. 
Daniel C. West, MD
Michele E. Long, MD
Duncan M. Henry, MD

Coaching for Competency Across the Curriculum
Coaching is increasingly recognized as a powerful approach to to provide professional development and support for learners in medical education. This workshop focuses on the use of positive psychology coaching in medical education. Participants will learn to apply this approach to guide learners in reviewing performance information and creating learning plans, and practice discussing feedback to learners within a coaching relationship.
Karen Hauer, MD, PhD
Descartes Li, MD
Larissa Thomas, MD, MPH

Can I Really Say That? Feedback and Privilege
Feedback is a fundamental tool of effective teaching and requires skill that, though easily learned, takes a lifetime to master. Giving and receiving feedback across racial, ethnic, gender, LGBT identity and other power differences adds complexity to this process. Faculty competence in fostering a positive learning climate for all remains aspirational due to differences in privilege and powerful social constructs that can be extremely difficult to name and disrupt. Participants will learn to recognize and begin to overcome personal obstacles, including implicit bias and stereotype threat, and  practice advanced skills in giving and receiving feedback across differences using their own challenging cases.
Denise L. Davis, MD
Calvin Chou, MD, PhD

Bringing your Exam Questions to Bloom: Writing Effective Open-ended Questions to Test Higher-level Thinking
This practical, hands-on workshop aims to provide participants with guiding principles for the use of open-ended exam questions and opportunity to practice applying those principles in construction of items and rubrics. The workshop contains examples from the UCSF  School of Medicine Bridges Curriculum which adopted open-ended questions for all summative exams in the foundational sciences. 
Marieke Kruidering, PhD
Sandrijn van Schaik, MD, PhD

The “Virtual Doctor’s Bag” – Using #SocialMedia to Advance Your Academic and Educational Missions
This session will help busy faculty members identify opportunities to use social media applications as tools for teaching activities, collaborative lifelong learning, and professional development. Social media luddites, proficient users, and everyone between will find value in this session; attendees will take away either new skills in basic use of social media or an individualized detailed plan to begin incorporating a social media tool to achieve a teaching or curricular goal.  
M. Chris Decker, MD
Marty Muntz, MD, FACP

Character, Competence and Caring in Medicine: How Do We Measure Up?
Medical education has made significant progress in moving from subjective evaluations of learners to objective measures of competence.  Assessing other domains such as character and caring remains challenging but is more important than ever.  Participants in this workshop will review the current state of assessment in these areas (for both learners and teachers) and work together to develop practical, usable tools for their own learning environment.
Alexandra Harrington, MD
Michael Lund, MD
Ryan Spellecy, PhD

Creating a Road Map for Educational Scholarship
Producing educational scholarship is a challenge for many faculty despite personal enthusiasm and desire.  This workshop will allow individuals to explore their own habit and strategies to find the ones that help bring a project to completion.  With that background, we will explore the use of conceptual frameworks to focus one’s research.  Each participant will generate an individualized road map that addresses personal needs and habits to guide completion of a project.
Patricia O’Sullivan, EdD

My Data are Words, Not Numbers?  An introduction to Qualitative Research in Health Professions Education
This interactive workshop will describe the purpose and appropriate use of qualitative research in health professions education, provide examples of high caliber qualitative research, and introduce some key concepts and methods commonly used in qualitative research in health professions education.
Rosalind de Lisser, NP
Bridget C. O’Brien, PhD