All WWAMI Academic Retreat for Education – AWARE Retreat
June 4, 2012 Workshop Descriptions
WorkPresenter
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Location
A. Peter Eveland W2:
Scott Freeman
W2:
Jennifer Knight
W2:
George Novan
W3:
Suzanne Allen
W1:
Workshop Title and Description
Accommodation & Disability: Meeting Our
Responsibilities to Medical Students
This workshop will teach participants how to
plan and prepare to accommodate medical
students with various disabilities.
Active Learning in Large-Enrollment
Courses
This session focuses on how to conduct
lecture-free class sessions with classes of
100-700 students. Topics include using
clickers, pencil-and-paper tutorials or case
studies, and random-call or Socratic
questioning. The emphasis will be on logistical
tips and tricks that help these approaches
work in a large-class setting.
Clicker Questions That Are Worthwhile:
Designing & Using Questions to Maximize
Their Value in the Classroom
Clickers are a simple technology to implement,
but they can be used well or badly. In this
workshop we will review the different ways in
which clicker questions can be used, and
establish guidelines for writing and using
clicker questions effectively. Participant will be
encouraged to design new clicker questions,
and are encouraged to bring materials from a
current course to use as the basis for these
questions.
Clinical Reasoning: Unleashing the
Sherlock Holmes in Our Students from the
Start
Medical students are puzzle solvers – it’s in
their genes. Solving the puzzle can begin on
day one of medical school. The emphasis of
clinical reasoning practice should be more on
the self-reflections on how answers were
chosen rather than whether they are correct.
This workshop will cover the techniques you
can use to assist clinical reasoning in the preclinical years and beyond. It will involve
observing and practicing the techniques in
small groups.
Competencies Across the Continuum
This workshop will discuss the six ACGME
competencies and how they can be utilized
across the educational continuum.
Workshop Objective
At the completion of the workshop
participants will:
1. Participants will learn what types of
disabilities are being accommodated.
2. Participants will learn how to plan and
prepare for students needing accommodation.
3. Participants will learn what to do if
something goes wrong.
1. Introduce the rationale behind active
learning (constructivist) approach: “Ask, don’t
tell.”
2. Analyze the laundry list of techniques for
active learning in the large-class setting: what
they are and how to make them work.
3. Discuss criteria for choosing particular
techniques for different content areas, course
goals, and student populations.
1. Identify what kinds of clicker questions
achieve what kinds of goals.
2. Evaluate sample questions
3. Practice writing questions
1. Recall three reasons to start practicing
clinical reasoning early in training.
2. Name the best source of material to use for
clinical reasoning exercises.
3. Recall a simple, 4-step approach to thinking
through a medical puzzle.
1. Participants will learn the six ACGME
competencies.
2. Participants will be able to describe how to
write goals and objectives for curriculum in
competency based language.
3. Participants will be able to give examples of
Doug Schaad
W1:
A. Peter Eveland W3:
Craig Scott
Abe DeSantis
W3:
David Acosta
W1:
Mark Wicks
Doug Schaad
W2:
W3:
CQI in the Educational Enterprise: Data
Sources, Process and Implementation
The intent of this workshop is provide
participants with a comprehensive view of the
methodologies used by the UWSoM in
continuous quality improvement. Data will be
presented for each aspect of the educational
enterprise from first year through initial
postgraduate experiences.
FERPA 101: What You Need to Know
This workshop will teach participants about the
Federal Education Rights and Privacy Act
(FERPA) and its application to access,
transmission, and housing of student
academic records.
Generalizable Principles of Team-based
Learning
This workshop will be an exploration of the
principles of team-based learning (TBL) in
medical education and of how some of these
principles can be incorporated into other
approaches for promoting more active learning
in medical education.
The Impact of Images Used in Lectures:
From Stereotype to Inclusion
As students, we probably can all recount a
time when we were in class and found
ourselves staring at an image in disbelief used
in a lecture by our faculty that provoked
uneasiness, embarrassment, vulnerability,
discomfort – even anger. What was the
teacher’s intent for showing such an image? In
academic medicine where humanism,
professionalism, and respect for human life
and dignity are taught, one would presume
that this would have no place in the classroom.
Yet, medical students complain year after year
that some faculty continue to use images that
promote stereotypes of certain racial/ethnic
and gender identity groups. Participants in this
session will examine case examples,
rediscover and appreciate the significant
impact that stereotypical images can have on
learners, and then discuss how to develop
lecture presentations with a cultural
consciousness, and ultimately bring more
inclusiveness to the images used in their
classes.
Medical Student Career Advising
What kind of physician do I want to be? This
question precedes admission to medical
competencies across the undergraduate,
graduate and continuing medical education
continuum.
1. Know the elements of Continuous Quality
Improvement processes within the UWSoM
Curriculum.
2. Retain Point of Contacts for CQI activities
within the curriculum.
3. Provide recent data reflecting the current
state of the curriculum and student
assessment.
1. Participants will learn a basic understanding
of the central components of FERPA.
2. Participants will understand basic rights of
access to educational records.
1. Describe the fundamental principles of adult
learning inherent in team-based learning (TBL).
2. Discuss the pros and con to TBL as a
substitute for lecturing.
3. Consider how some of the principles of TBL
could be incorporated into other approaches
for promoting more active learning.
1. Recognize images that can be interpreted
as promoting stereotypes.
2. Describe the impacts that these types of
images can generate in learners.
3. Describe the criteria that make a lecture
presentation culturally sensitive and inclusive.
1. Identify the comprehensive career advising
plan for all four years of UWSOM.
2. Recognize and refer students to specific
school and continues through the residency
application process. We will present an
overview of career advising for each cohort
year. Specific data about UWSOM students’
career decision tracking, board exam
performance, and the Match or unmatched
process will be provided. How are you
involved in student advising? What gaps do
you see in our guidance for students? What do
you find encouraging about UWSOM students
and their career decisions?
Mindful MedEd: Minimizing Stress
Student stress is both pervasive in and an
unavoidable component of Medical Education.
Recognizing that it is important to keep stress
to a minimum and that there are ways to help
students learn how to manage it can make
students more able to cope with the multitude
of stressor with which they all must deal. This
workshop will review the research on the
extent and role of stress in medical education,
present how students can learn how to
manage it, and provide some experiences with
techniques that are taught in our Mind-Body
Skills Course.
One Minute Preceptor
Interactive workshop designed to practice
tools for efficient clinical teaching including the
“One-minute Preceptor” model.
Craig Scott
Christine Adams
Frank Vincenzi
W1:
Linda Vorvick
Amee Naidu
W1:
W3:
Doug Paauw
Jenny Wright
Genevieve
Pagalilauan
W2:
Ongoing Feedback Throughout a Clerkship
This workshop will cover how to give effective
feedback during clerkships, day to day, midclerkship and final feedback. Several tools will
be shared.
James Cheek
W2:
W3:
Preparing Our Students for USMLE
This workshop will focus on current integrated
strategies and programs for assisting UWSOM
medical students to successfully and actively
prepare for the USMLE.
Jan Carline
Matthew
Cunningham
W2:
Selecting, Administering & Interpreting
National Board Constructed Exams
Using subject or customized examinations
developed by the National Board of Medical
Examiners can insure that a high quality and
challenging examination can be used in
medical school courses and clerkships. This
workshop will focus on the nature of these
examination services, requirements for
obtaining and implementing these tests, and
resources across WWAMI for career advising.
3. Increase personal capacity for effective
career mentoring or advising, dependent on
role within UWSOM
1. Discuss the literature on the extent and
consequences of stress in medical education.
2. Describe approaches for minimizing student
stress.
3. Experience a sample of the methods that
students (and faculty) can use to better cope
with stress.
1. Recognize the opportunities and
challenges of teaching in a clinical setting.
2. Discuss models for efficient clinical teaching
including the “One-minute Preceptor” model.
3. Employ the “One-minute Preceptor” model
as one tool for improving clinical teaching.
1. Strategies for giving immediate formative
feedback daily.
2. Tools for giving effective mid-clerkship
feedback.
3. Giving final summative feedback to students
in a transparent and productive manner.
1. To increase awareness ofcurrent and future
strategies for increasing student success on
the USMLE.
2. To demonstrate and discuss academic
interventions based on current best practices
and research.
3. To allow participants to share ideas and
strategies for future strategies for USMLE
preparation.
1. Describe the advantages of using NBME
prepared tests, process for ordering test
materials, and planning for test
implementation.
2. Plan for facilities needed for the
examination, proctoring the examination, and
returning test materials for scoring
3. Interpret test scores and test analyses
provided by the NBME.
Lauren
Henrickson
Rick Arnold
W1:
W3:
Lynne Robins
W1:
W2:
Michael
Campion
Jason Reep
W1:
W3:
Scott Freeman
W1:
David Acosta
Janice Sabin
W3:
the interpretation of results both for student
performance and evaluating the outcomes of
the course.
Service Learning: Exploring Models for
Community Engagement in Medical
Education
Service learning is defined as a structured
learning experience that combines community
service with preparation and reflection.
Workshop attendees will learn strategies for
developing service learning projects, including
an exploration of models for integrating service
activities into courses, facilitating successful
and meaningful reflection activities for service
projects and helpful tips for identifying and
engaging community partners. This
presentation is appropriate for both preclinical
and clinical faculty.
Teaching and Learning Methods: An
Interactive Workshop
This interactive workshop is designed to
expand participants' repertoire of teaching
strategies/instructional methods and their
ability to match teaching formats to learning
objectives. The session, “Madness to
Methods” is based on materials published by
educators at the Medical College of Wisconsin
and a popular family card game.
Technologies to Support Active Learning In
and Out of the Classroom
This session will provide a hands-on
demonstration of two technology-enabled
methods that add depth and context to
teaching while engaging learners. By using
Tegrity, a cloud-based content capture
system, faculty can pre-record video modules
to deliver content outside of the classroom
while reserving class time for higher-order
application of concepts. In the classroom,
annotation of PowerPoint slides using an iPad
or touch screen can introduce an element of
spontaneity and responsiveness that recalls
the days of the chalk talk.
Treating the Content Coverage Syndrome:
Preparing Students for Active Learning in
Large Classes
This session focuses on techniques to create
bandwidth for active learning in contentintensive courses. Topics include reading
quizzes, just-in-time teaching, and flipped
classrooms.
Unconscious (Implicit) Bias: Does It Impact
the Way We Teach and Develop
Curriculum?
1. Understand the definition and role of service
learning for meeting community needs and
creating engaging learning opportunities for
students.
2. Develop strategies for integrating service
learning opportunities into academic courses.
3. Explore models for building campuscommunity partnerships to meet the needs of
underserved communities and facilitate
learning opportunities for students.
1. Describe multiple teaching
strategies/instructional methods.
2. Select methods/strategies matched to
achieve participants’ educational objectives.
3. Assess the feasibility of piloting a new
teaching strategy/instructional method in
participants’ own settings.
1. Identify the steps in creating a video module
using Tegrity.
2. Develop a chalk-talk using digital annotation
tools in the classroom
1. Establish criteria for trimming and focusing
content coverage.
2. Review Bloom’s taxonomy and the role of
content mastery in higher-level thinking.
3. Introduce techniques for transferring
content coverage from the professor to the
student, creating time for active learning and
higher-level thinking during class sessions.
1. Explore one tool that may help enhance the
participant’s awareness of their own implicit
biases.
Jennifer Knight
W1:
Victoria Gardner
W2:
Joanne EstacioDeckard
W2:
W3:
Studies on unconscious (implicit) bias have
demonstrated that this implicit attitude, defined
as a preference for a social group that is both
unconscious and automatic, is ubiquitous in
society and informed by an individual’s
experiences and perceptions of others. Recent
work has shown that implicit biases also exist
in physicians, faculty, residents and medical
students. It can have a significant impact on
communication, decision-making, and
perceptions and beliefs about others. Does
unconscious bias also impact the way we
teach? Does it impact the way we develop
curriculum? This session will introduce the
participants to the Implicit Association Test,
case examples that have resulted from implicit
bias, and the research that has been done on
unconscious bias in medical education.
Participants will learn how to explore their own
personal unconscious biases, and be
introduced to approaches that may help
teachers be conscious and aware of how their
biases may play out in how they teach and
develop curriculum.
What Do You Want Them to Learn?
Aligning Learning Goals & Assessments
Students don’t always learn what we intend to
teach them. This problem can arise because
faculty do not communicate their goals clearly
to their students, and/or because their
assessments are not aligned well with their
goals. In this workshop, participants will
practice writing meaningful learning goals and
designing aligned assessments. You are
encouraged to bring materials from a course
you are currently teaching.
What Would You Do? Cultural Bumps and
Their Impact on the Learning Environment
“What just happened?” “Did I just hear you
say…?” are questions that can put an
unexpected chill on the learning environment.
As an instructional leader, what would you do?
In this workshop, we will learn what “cultural
bumps” and microaggressions are, derive
examples from personal experience, identify
their impact on the learning environment and
learn some effective strategies that may help
when that teachable moment arises.
When Stress Becomes Crisis: Recognizing
Warning Signs
Stressed about recognizing students in
distress? A 2008 study of over 2, 200 medical
students found that 25.1% of surveyed
students had considered suicide, while 11.2%
2. Describe the effect of our explicit bias
versus our implicit bias.
3. Identify how unconscious bias may affect
our decision-making in developing curriculum
and how we present information to the learner.
1. Compare different kinds of learning goals,
and their value
2. Communicate your learning goals for a
particular topic, using Bloom’s taxonomy to
check for cognitive level.
3. Write and evaluate assessments that are
aligned with your goals.
1. To understand what cultural bumps and
microaggressions are and how they affect the
learning environment.
2. To identify potential strategies that
instructors could use to diffuse a situation and
to restore safety in the learning environment
3. To learn and practice strategies through
role play and small group discussion
1. Recognize signs and symptoms of stress in
medical students.
2. Identify warning signs associated with
medical students in crisis.
3. Develop skills to effectively address the
immediate needs of students in crisis, and be
able to articulate a plan to manage follow-up
Carol Teitz
W2:
had considered suicide in the previous year.
Through a combination of didactic and
experiential small group exercises, workshop
attendees will learn how stress can escalate
into a crisis, learn to recognize the warning
signs and risk factors associated with crisis
situations and develop the skills to effectively
intervene with students in distress.
Writing Letters of Recommendation for
Medical School
This workshop will provide opportunity to
review good and not so good letters and
discuss what is and isn’t helpful in writing
letters of recommendation for students
applying to medical school.
with the student.
1. Describe contents of an ideal letter of
recommendation.
2. Strategize about what to do when asked to
write for a less than stellar applicant.
3. Recognize how readers react to comments
in letters of recommendation.