This discussion will address how faculty can collaborate on research projects to avoid redundancy and survey fatigue, to leverage resources, and to ensure that research projects align with program goals and values.
This session may be of interest to all faculty and students.
In this session, participants will identify how to create an exceptional learning environment in the face of disrespect. Faculty will be able to practice their own responses to harassment and identify existing resources.
This session may be of interest all faculty and students, as well as, Clerkship and Directors.
This workshop is for domain experts who would like training on using Canvas, Box, and Tools for curriculum evaluation. NOTE TO ATTENDEES: Please bring a laptop.
In this workshop, participants will learn about Appreciative Inquiry as a methodology and hear about current efforts to improve the learning environment in the clerkship years through a positive approach.
This session may be of interest to faculty and students, as well as, Vice Chairs.
This will be the first meeting of a Community of Practice to discuss educational issues, identify theories of action, and disseminate scholarship. No need to commit to the CoP long-term; anyone is welcome to come to this first meeting.
This session may be of interest to all faculty and students.
Systems Thinking is a holistic method by which problems are analyzed as part of a whole and solutions take into considerations all possible downstream consequences. In this workshop, participants will discuss how this method could be applied to coaching medical students.
This session may be of interest to all faculty and students.
This workshop will outline how students and faculty have incorporated value-driven healthcare principles into the pre-clinical curriculum by including Choosing Wisely recommendations in Case-based Learning.
This session may be of interest to all Course Directors.
This will be the first meeting of a Community of Practice to explore how we can address issues of equity and inclusion at the curricular level using AAMC's TACCT Resource Guide and other tools.
This session is for anyone who is interested in equity, social justice, and curriculum reform.
This workshop is designed to help faculty gain confidence in using innovative teaching methods and to provide concrete tools on incorporating active learning into existing teaching.
This session may be of interest to Course Directors and Clerkship Directors.
The Students as Teachers (SaT) core pathway was developed this year for students interested in medical education or careers as clinician educators. In this workshop, we will discuss the pathway and explore how the role of student educator can enhance overall learning experience.
This session may be of interest to Phase 1/2 course directors, domain experts.
This discussion will address how faculty needs can be met when problems arise. How can we be responsive to student concerns while simultaneously providing faculty with the support they need?
This session may be of interest to all faculty and students.
In this workshop, participants will learn about the distinction between educational research and scholarship, and will be provided with tools and frameworks to complete an individual development plan to achieve success as a medical educator.
This session may be of interest to all faculty and students, as well as Vice Chairs.
Backwards Design means beginning with the end in mind, In this session, participants will explore venues for publishing and plan how to turn existing classroom innovations into educational scholarship.
This session may be of interest to all faculty and students.
Clinical reasoning is a complex cognitive process. Diagnosing and remediating clinical reasoning difficulties in learners requires faculty to have an understanding of the cognitive theory behind clinical reasoning, familiarity with terminology, and a framework to identify different domains of struggle in their learners. This interactive workshop includes a small didactic component preceding case-based learning during which small groups practice diagnosing different domains of clinical reasoning difficulties and recommending strategies to remediate these deficiencies. In follow-up to the session, we hope that participants will deliver this workshop to their own faculty and residents to improve clinical reasoning instruction across the curriculum.
This session may be of interest to Clerkship Directors and CMC core faculty.
