Best Practices in Medical Education Day:
Critical Thinking in Medical Education
May 7, 2015
University Recreation and Wellness Center
University of Minnesota
Opening Keynote
Thinking Critically in Medical Education
Stephen Brookfield, PhD, John Ireland Endowed Chair, University of St. Thomas
Stephen is currently the John Ireland Endowed Chair at the University of St. Thomas in Minneapolis-St. Paul. Since
beginning his teaching career in 1970 he has worked in England, Canada, Australia and the United States, teaching in
a variety of adult educational, community educational and college settings. He has written and edited seventeen
books on adult learning, teaching, leadership, critical theory, and critical thinking, six of which have won the World
Award for Literature in Adult Education (in 1986, 1989, 1996, 2005, 2011 and 2012). . His work has been translated
into German, Finnish, Korean, Japanese, Polish, Farsi and Chinese and he has been awarded three honorary Doctor
of Letters degrees.
In this keynote speech Stephen Brookfield will explore how critical thinking is at the heart of clinical practice. He
will review what research says are the ways students best learn to think critically and the ways faculty can model
this process for students. Two specific techniques will be demonstrated - Today’s Meet and the Critical Incident
Questionnaire.
Objectives: Following this activity, participants will be better able to
• Implement ’Today’s Meet’ as a back channel of communication in medical classrooms.
• Describe the ways critical thinking is evident in clinical decision making.
• Implement at least two modeling strategies to demonstrate critical thinking.
Closing Keynote
Students as Colleagues, not Blank Slates: Using Principles of Learning and Identity to our Advantage
Robin Wright, PhD, Senior Associate Dean, University of Minnesota
Robin Wright, PhD, is Senior Associate Dean for Undergraduate Initiatives in the College of Biological Sciences, Head
of Department of Biology Teaching and Learning, and Professor in the Department of Genetics, Cell Biology and
Development at the University of Minnesota. Prior to focusing exclusively on undergraduate education, her lab used
genetic, cell biological, ecological, and evolutionary approaches to explore cold adaptation. Her laboratory was well
known as a great place for undergraduates to pursue research. Over the past 21 years, she has mentored nearly 100
undergraduate researchers. Prof. Wright has experience teaching both large and small classes, including freshman
seminars, large introductory biology courses, and skill-oriented courses for honors students. She helped to develop
and co-teaches the Nature of Life program and has been a leader in development of Foundations of Biology, an
innovative, team-based introductory biology course for biological sciences majors. She leads HHMI- and NSFsupported initiatives to deliver discovery-based research experience for the thousands of majors and non-majors who take biology
classes in the College of Biological Sciences. Prof. Wright has served on the Education Committee of the American Society for Cell Biology
and was as chair of the Education Committee for the Genetics Society of America. In addition, she was a senior editor of the Journal, Life
Science Education and is the founding Editor-in-Chief of a new biology curriculum journal called CourseSource. She is a member of the
Executive Committee for the HHMI/National Academies of Science's Summer Institute on Biology Education and has been named as a
National Academies Biology Education Mentor for the past 12 years. She was elected as a fellow of the American Association for the
Advancement of Science in 2012 and was recognized by the Genetics Society of America with the Elizabeth Jones Award for Excellence in
Undergraduate Education in 2013.
Not so long ago, knowledge was hidden away in books to which only few people had easy access. So, our
students really needed us to tell them a lot of things. Now, essentially all human knowledge is available 24/7,
365 via a web-connected device. What do we offer students in the aftermath of this cataclysmic change in the
student-teacher equation? In this presentation, we'll explore together how moving from a "deliverer of content"
mode to a role model and professional coach can make teaching more rewarding and more effective.
Objectives: Following this activity, participants will be better able to
• Explain how to activate and leverage students' professional identities to improve their learning.
• Describe how students can be partners in developing new courses or improving existing ones.
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Workshop Descriptions
Workshop I
Implementing Quality Improvement in Your Own Work
David Satin, MD, Family Medicine
David Satin, MD, is an assistant professor in the Department of Family Medicine and Community Health, compliance officer and risk
management leader in the Department of Family Medicine and Community Health, Essentials of Clinical Medicine course co-director, and
a faculty advisor for roughly 100 medical students from first to fourth year.
Our Medical School has recently embarked on a mission to substantially improve and expand our Quality
Improvement and Patient Safety (QI/PS) curriculum. A significant aspect of this transformation is to embed
quality improvement into the fabric of our institution, to move our culture towards one of continuous quality
improvement. To that end, this workshop aims to provide participants with the opportunity to quickly learn and
apply the most commonly used tool in QI/PS, namely the PDSA cycle. PDSA (Plan, Do, Study, Act) cycles have
been successfully employed in manufacturing, clinical, and educational arenas to quickly achieve specific
measurable goals. Participants will be presented with a 10 minute didactic followed by instructions for selecting
and planning their own PDSA cycle within their course, lecture, small group session, and even clinical teaching.
Participants will then present their ideas to the group for feedback. Each participant will leave the session with a
specific action plan for improvement. Making our own quality improvement efforts visible to students is perhaps
the best way to demonstrate a commitment to culture change.
Objectives: Following this activity, participants will be better able to
• Describe PDSA cycles, including how to craft a specific, measurable, aim statement.
• Build an aim statement and plan directed at their chosen area for improvement.
• Explain how their personal quality improvement effort contributes directly or indirectly to the overall
health of Minnesotans.
Developing Teamwork Competencies for Medical Students
Craig Roth, MD, Medicine
Craig S. Roth, MD is a Clinician Educator and Co-Chief, Section of General Medicine, Minneapolis VA Healthcare System. Professor of
Medicine, University of Minnesota Medical School. Practices general internal medicine and geriatrics. Special interest and expertise in
physician patient communication, student remediation, clinical skills assessment, patient-centered medical home teams, and health
disparities.
Timothy Kummer, RN (MS2)
Timothy Kummer is an RN and second year medical student at the University of Minnesota.
Explain the value of, and rationale for, increasing teamwork training for medical students. Summarize new
teamwork graduation competencies being considered. List new teaching methods for developing student
teamwork skills and/or knowledge. Plan how and where new teamwork competencies could fit into existing
courses in the medical school curriculum. Discuss what additional resources are needed to make curricular
changes to increase teamwork training for medical students. Describe a method for assessing medical student
teamwork competencies. Choose a faculty development activity that could help with teaching student
teamwork competencies. Identify resources for teaching teamwork to medical students.
Objectives: Following this activity, participants will be better able to
• Identify new teamwork graduation competencies and learning objectives being considered for our
medical students
• List new teaching methods to develop student teamwork competencies
• Plan how and where new teamwork competency training could fit into existing courses in the medical
school curriculum
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Community Preceptor Recruitment and Development
Darin Brink, MD, Family Medicine
Darin Brink is an Associate Professor in the Department of Family Medicine and Community Health at the University of Minnesota and
faculty at the St. Joseph Family Medicine Residency in St. Paul, MN. He is a fellow of the American Academy of Family Physicians and a
member of the Christian Medical and Dental Association. He is a graduate of the University of South Dakota School of Medicine and the
University of Nebraska Medical Center.
Kathleen Brooks, MD, RPAP
Kathy Brooks, MD, MBA, MPA, directs the University of Minnesota Medical School Rural Physician Associate Program and the MetroPAP
program. She is an Associate Professor in the department of Family Medicine and Community Health. She is a Foundations of Critical
Thinking facilitator for first year medical students, teaches in small and large group settings in the RPAP program, and precepts family
medicine residents at Broadway Family Medicine Residency Clinic. She regularly teaches at the Harvard Macy Program for Educators and
consults nationally with medical schools implementing longitudinal integrated clerkship programs.
In medical school the majority of family medicine education occurs in non-academic settings by volunteer
preceptors. With pressure from administration to see more patients, Medicare regulations on student
documentation, complexities of EMR, and the ever-expanding numbers and types of learners in clinical settings
it becomes increasingly hard to recruit and to retain enthusiastic family medicine preceptors. And what if a
community preceptor is not working out?
Objectives: Following this activity, participants will be better able to
• Identify trends in benefits and payments to community preceptors.
• Differentiate various goals of site visits to community preceptors.
• Discuss collaboration between community and academic center when addressing challenging learners.
Workshop II
Advanced Survey Writing: Understanding Design & the Psychology of Survey Response to Write
Better Surveys
Melissa Chapman Haynes, PhD, Minnesota Evaluation Studies Institute (MESI)
Melissa Chapman Haynes, Ph.D., is the Coordinator for the Minnesota Evaluation Studies Institute and Director of the Program Evaluation
Certificate at the University of Minnesota. She has been conducting program evaluation and research for over ten years, mainly in
educational and public health settings. Melissa brings experience from serving as Associate Director of the Center for Evaluation and
Assessment at The University of Iowa, a Senior Evaluator at the firm Professional Data Analysts, and as an independent consultant. She
has experience working at a non-profit organization, as an instructor for undergraduate and graduate students at small and large postsecondary institutions, as a grant writer, and as a trainer for non-evaluators who are asked to conduct evaluation. She also contributed to
the development and review of the most recent Program Evaluation Standards. She obtained a doctorate in Psychological and
Quantitative Foundations, with an emphasis in Evaluation, from The University of Iowa.
This interactive session will focus on understanding aspects of survey quality, particularly those related to survey
design and current understandings of individual response processes while completing survey items. These
aspects of survey quality will be presented, with a particular focus on understanding the response burden
various types of survey items put on respondents. We will then work through revising examples of problematic
survey items. Individuals will have an increased understanding of the psychology of survey response, and will
learn specific approaches to utilize in their own survey writing.
Objectives: Following this activity, participants will be better able to
• Describe principles of survey design
• Explain the psychology of survey response
• Identify problematic survey items
Looking Under the Hood When the Car Breaks Down - Teaching About Medical Decision Making by
Studying Diagnostic Error
Andrew Olson, MD, Medicine and Pediatrics
Andrew Olson is an Assistant Professor in the Departments of Medicine and Pediatrics at the University of Minnesota, where he practices
Hospital Medicine and Pediatrics. He is a Core Faculty Member in the Medicine Residency Program and Course Director for the University
of Minnesota Medical School’s Advanced Physcial Diagnosis Course. He has a special interest in medical decision making research and
how evolving tools, including point-of-care ultrasonography, can be incorporated into the physical examination.
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Benji Mathews, MD, Medicine
Benji K. Mathews, MD is an Assistant Professor in the Department of Medicine at the University of Minnesota Medical School and a Core
Faculty with the Internal Medicine Residency Program. At Regions Hospital, Dr. Mathews is a Course Director for Essentials in Clinical
Medicine, as well as Co-Director of both Clinical Ultrasound and Quality/Safety Education. He graduated from the Institute of Technology
at the University of Minnesota, did his residency at the University of Minnesota and Chief Residency at Regions Hospital. As an academic
hospitalist, Dr. Mathews has research interests including quality improvement and patient safety education, curriculum development,
heuristics/cognitive biases, point-of-care ultrasonography, and other innovative projects. He has a passion for global health, rooted in his
commitment to reducing health care disparities both locally and globally. He has completed the global health course at the University of
Minnesota. When not working, he enjoys spending his spare time with family, traveling, serving in community activities, and participating
in a variety of sports.
Emily Borman-Shoap, MD, Pediatrics
Dr. Borman-Shoap is the pediatric residency program director at the University of Minnesota. She completed her medical degree at
Washington University in St. Louis and her residency training at the University of Minnesota. Her clinical focus is in general pediatrics,
with a special interest in caring for children with complex healthcare needs. Her academic focus is on medical education, specifically
medical student and resident education. She is actively involved in mentorship and advising, as well as educational innovation across the
continuum of medical education.
Maren Olson, MD, MPH, Pediatrics
Maren Olson, MD, MPH serves as an Associate Program Director for the University of Minnesota Pediatric Residency. She is also a
pediatric hospitalist and an Associate Director of Medical Education at Children’s Hospitals and Clinics of Minnesota. Her interests include
educating residents and students around diagnostic error, mentoring, and improving medical education in the inpatient pediatric setting.
Medical decision-making is a skill fundamental to all physicians and teaching about the diagnostic process is a
cornerstone of medical education. However, most learning about medical decision-making and the diagnostic
process occurs through students’ and residents’ observation of their clinical mentors rather than through
explicit curricular activities. Although generally effective, this tacit approach to teaching about diagnostic
decision-making often does not give learners opportunities to discuss the processes used in making medical
decisions or the situations when these processes lead to error. This workshop will demonstrate and give
opportunities to practice analyzing cases of diagnostic error from attendee’s own practices. In addition,
attendees will have the opportunity to practice giving feedback about medical decision making and error
(including cognitive bias leading to error) that is constructive and non-judgmental. Lastly, incorporation of
curricula in diagnostic error into undergraduate and graduate medical education programs will be presented and
attendees given the chance to discuss potential barriers to implementing such curricula in their educational
settings.
Objectives: Following this activity, participants will be better able to
• Lead discussions about medical decision making and diagnostic error with learners that are safe,
accurate, non-judgmental and likely to lead to safer care.
• Identify and discuss the most common cognitive biases that lead to diagnostic errors.
• Identify and discuss some common system factors that contribute to diagnostic error.
A Flipped Classroom Workshop on Classroom Flipping for beginner level ‘want-to-be’, ‘ought-to-be’
and ‘can-I-be’ Year 1 and 2 Faculty Flippers
Anne Minenko, MD, Medicine
Anne Minenko, MD is Associate Professor of Medicine, Director of Rheumatology Fellowship and Year 2 HHD5 Medical School course at
the University of Minnesota.
This ‘Workshop on Classroom Flipping’ has been created with the Year 1 and 2 classroom-comfortable, contentcentric novice Faculty Flipper in mind. It is an actual Flipped Classroom, with i) An on-line, pre-workshop
component for independent study, which includes an assessment; and, ii) An on-site, 90 minute workshop, its
centerpiece being a ‘Flopped Classroom’ recognition interactivity. Additional on-line resources, such as a case
study, a list of technologies and a library of frameworks relevant to CF* and this Workshop will be provided.
Finally, the on-line element will electronically explore faculty learning needs and workshop delivery preferences
on the broad topic of Classroom Flipping. The overarching purpose of this Workshop is to help ‘want-to-be’,
‘ought-to-be’ and ‘can-I-be’ Faculty Flippers overcome design and delivery Classroom Flipping challenges.
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Objectives: Following this activity, participants will be better able to
• Describe the primary educational purpose of the Flipped Classroom strategy.
• Provide the operational definition common to Flipped Classrooms, including its basic elements.
• Name the general categories and identify own challenges to Flipped Classroom design/delivery.
Workshop III
Biology of Learning: Practical Application to Teaching Practices
Robin Wright, PhD, Senior Associate Dean, College of Biological Sciences
Robin Wright, PhD, is Senior Associate Dean for Undergraduate Initiatives in the College of Biological Sciences, Head of Department of
Biology Teaching and Learning, and Professor in the Department of Genetics, Cell Biology and Development at the University of
Minnesota.
Practical ways to apply the biology of learning to teaching practices will be presented in this workshop, with an
emphasis on leveraging the neuroscience and psychology of learning. Participants will have time to work on
their own teaching issue(s) and develop a rubric to evaluate how well future activities take advantage of "how
people learn."
Objectives: Following this activity, participants will be better able to
• Describe the practical implications of the biology of learning (i.e. how people learn).
• Analyze the alignment of different teaching strategies with "how people learn".
• Develop (or revise) a classroom activity to better align with "how people learn".
Mentor: Roles, Challenges, and Skills Development
Jacob Prunuske, MD, MSPH, Family Medicine and Community Health Duluth
Dr. Prunuske earned his bachelor and medical degrees at the University of Wisconsin. He completed his Family Medicine residency and
Master of Science in Public Health at the University of Utah. He served as faculty at the University of Utah and University of Wisconsin
prior to joining the University of Minnesota Medical School Duluth in 2011, where he is the clinical course director for two preclinical
courses, directs a global health elective and serves as a faculty advisor for the Medical Students for Public Health Advocacy student
group. Dr. Prunuske is board certified by the American Board of Family Medicine and his clinical practice is at the Lake Superior
Community Heath Center. He currently serves as cochair of the Society of Teachers of Family Medicine Group on Public Health and
Primary Care Integration and as an associate editor for the AAMC MedEdPORTAL Publications Public Health Collection.
Robin Michaels, PhD, Associate Professor & Associate Dean of Admissions & Student Affairs
Dr. Michaels received her B.A. in Biology from the University of Colorado in Boulder, then went on to do her doctoral work in Anatomy at
the University of Minnesota Medical School in the Twin Cities and postdoctoral studies in Molecular Biophysics at Washington University
in St. Louis. Prior to 2013, she was an Associate Professor of Cellular and Developmental Biology and Assistant Dean of Pre-Clinical
Curriculum at the University of Colorado School of Medicine. She now serves as the Associate Dean of Admissions and Student Affairs at
the University of Minnesota Medical School Duluth.
Jennifer Pearson, MD, Family Medicine and Community Health Duluth
Jennifer Pearson, MD is an Assistant Professor in the Department of Family Medicine and Community Health at the University of
Minnesota Medical School Duluth. She is course director for the Healer’s Art course on the U of M - Duluth campus and clinical course
director for the Hormone and Reproductive Medicine Course, both for second-year medical students. She teaches within many courses
throughout the medical school curriculum and also serves as a faculty advisor and learning community mentor for students throughout
their four years. Prior to becoming faculty, she had two full spectrum family medicine practices with obstetrics in McFarland, Wisconsin,
and Hermantown, Minnesota.
Ruth Westra, DO, MPH, Family Medicine and Community Health Duluth
Dr. Ruth Westra, Associate Professor, is the Chair of the Department of Family Medicine and Community Health Duluth. She directs the
Introduction to Rural Family Medicine Course, Obstetrical Longitudinal and Rural Academy of Leadership elective courses for first and
second year medical students. She serves as faculty on the Rural Physician Associate Program and the faculty advisor to the student-run
HOPE Clinic, a student run free clinic with faculty supervision at the CHUM center in Duluth, Minnesota. She practices at the Gateway
Clinic in Moose Lake, Minnesota. Before joining the Duluth campus in 2001, she worked in practiced in family medicine in Mt. Clemens,
Michigan and as the medical clinic coordinator at the Iron Mountain VA Medical Center in Iron Mountain, Michigan, and at Twin Ports VA
Outpatient Clinic in Superior, Wisconsin.
Effective mentoring is a key element for student success in medical school. There is wide variability in existing
structure and function of mentoring programs across medical schools. Mentoring skills are not traditionally
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taught as part of MD/DO or PhD training programs and few medical school faculty have received structured
mentoring training. New mentors often have doubts about their role and face challenges balancing mentorship
tasks with other professional responsibilities. Mentoring is especially valuable for students who belong to groups
that are underrepresented in medicine. In addition to benefiting students, mentoring programs can be beneficial
for faculty mentors and institutions. Serving as a mentor can stimulate faculty interest in teaching and
contribute to improved relationships with students. Participants in this session will discuss experiences in
mentoring medical students, explore challenges to effective mentoring, and develop skills for engaging in
productive mentor-mentee relationships through facilitated large and small group discussion, role-play, and
reflective activities. Participants will gain skills to implement, enhance, and evaluate mentoring programs at
their home institutions.
Objectives: Following this activity, participants will be better able to
• Identify and address challenges to effective mentoring.
• Provide comprehensive mentoring appropriate for each student's educational stage.
• Evaluate the effectiveness of formal and informal mentor programs for both students and faculty.
A Quality Improvement Approach to a Residency Curriculum Change: A Data-Driven Plan for
Improving Duty Hour Violations
Brian Muthyala, MD, MPH, Internal Medicine
Dr. Brian Muthyala is an Assistant Professor at the University of Minnesota Medical School. He is an Internal Medicine and Pediatric
Hospitalist and works in both undergraduate and graduate medical education and has a position in the Department of Global Pediatrics.
His academic interests are in medical student and resident coaching and mentoring, quality improvement, as well as in point of care
ultrasound.
Michael Rhodes, MD, Internal Medicine and Pediatrics
Dr. Michael T. Rhodes, M.D. is an Assistant Professor in the Departments of Medicine and Pediatrics at the University of Minnesota. He is
a graduate of the University of Minnesota Medical School and completed his residency training at the University of Minnesota in
Pediatrics and Internal Medicine. His clinical interest is the inpatient care of adults and children, along with a focus on medical education.
Dr. Rhodes also is certified in Clinical Tropical Medicine and Travelers’ Health awarded by the American Society of Tropical Medicine and
Hygiene. He is the site coordinator for the UMN collaboration with the Selina Hospital and Arusha Lutheran Medical Center. He travels to
Arusha Tanzania regularly to work with medical trainees and integration of bedside diagnostics in resource poor settings.
Meghan Rothenberger, MD, Internal Medicine and Pediatrics
Meghan Rothenberger is an Assistant Professor in the Division of Infectious Diseases and Associate Program Director of the Internal
Medicine Residency Program at the University of Minnesota. Her clinical practice is focused on the care of patients with HIV. She is also
the Medical Director of the Youth and AIDS Projects (YAP), a program that provides support to HIV infected adolescents and young adults
living with HIV in the Twin Cities.
Residency programs have struggled to adjust their teaching curriculum within the new restrictions on resident
duty hours. This has drastically changed the way residents are trained and has forced residency programs to
adjust their curriculum to fit within these new rules. This workshop will explore how at the University of
Minnesota Internal Medicine Residency Program, a validated process improvement model was used to
understand how and why duty hour violations were occurring. By applying validated methods of brainstorming
pioneered and effectively used in the quality improvement literature, a potential solution was created. In
addition, we will describe how through the use of a Process-Do-Study-Act (PDSA) cycle a solution was proposed
and monitored to better understand how to solve this problem. Participants will participate in validated
brainstorming sessions, create process improvement maps and ultimately go through a PDSA Cycle so that they
can then use these techniques to create data-driven changes to their educational curriculum.
Objectives: Following this activity, participants will be better able to
• Explain the Institute for Healthcare Improvement’s model for process improvement.
• Create a simulated educational initiative in a residency program, using this process improvement
method.
• Describe one approach to solving the Duty Hours problems on an inpatient teaching service at the
University of Minnesota using these techniques.
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Workshop IV
The Power of Interdisciplinary and Interprofessional Collaboration in an Academic Institution
Mumtaz (Taj) Mustafa, MD, Internal Medicine
Mumtaz Mustapha is an Assistant Professor in the Departments of Internal Medicine and Pediatrics at the University of Minnesota and
the Associate Program Director of the Med-Peds Residency Program at the University of Minnesota. She is a Faculty Advisor for the
University of Minnesota Medical School, and the Team Leader of the Minnesota Primary Care Transformation Collaborative. She is a
member of the ACP and a Fellow of the AAP. She is a graduate of Stanford University and University of California San Francisco School of
Medicine.
Emily Borman Shoap, MD, Pediatrics
Dr. Borman-Shoap is the pediatric residency program director at the University of Minnesota. She completed her medical degree at
Washington University in St. Louis and her residency training at the University of Minnesota. Her clinical focus is in general pediatrics,
with a special interest in caring for children with complex healthcare needs. Her academic focus is on medical education, specifically
medical student and resident education. She is actively involved in mentorship and advising, as well as educational innovation across the
continuum of medical education.
Keri Hager, PharmD, College of Pharmacy
Keri Hager is a pharmacist and clinical faculty at the University of Minnesota College of Pharmacy on the Duluth campus. Dr. Hager is the
Director of the University of Minnesota Duluth Medication Therapy Management Clinic, and her teaching spans the first through the
fourth year of the Pharm.D. professional program. Her research interests include: the impact of interprofessional collaborative practice
and education on patient health outcomes, satisfaction, and cost of care; development of students into pharmacist practitioners; and the
impact of pharmaceutical care (comprehensive medication management) on clinical, humanistic, and financial outcomes for patients.
Heather A. Thompson Buum, MD, Internal Medicine
Dr. Heather Thompson Buum is an Assistant Professor in the Department of General Internal Medicine at the University of Minnesota.
She has been on the faculty for over 10 years and regularly teaches both medical students and internal medicine residents in her clinical
practice. She is also the course director for a second year medical school course, Human Health and Disease--Gastroenterology and
Hematology, as well as a small group facilitator for Essentials of Clinical Medicine. She has presented multiple lectures to Internal
Medicine residents and faculty, including the Resident as Teacher Program, the Core Conference series, the Department of Medicine
Grand Rounds, and the Internal Medicine Update Fall CME course.
Mary Dierich, PhD, RN, GNP, School of Nursing
Mary Dierich, PhD, RN, GNP, is a clinical-track associate professor and specialty coordinator of the school’s Adult Health/Gerontological
Nurse Practitioner program. She is a member of the Adult and Gerontological Health Cooperative Unit. Since 2001, Dierich has served as
a teaching specialist in the School of Nursing, and now teaches adult/geriatrics DNP courses. Her doctoral research focused on high-risk
medication regimens and medication related predictors of hospital readmission in elderly home care clients. Dierich received her PhD
from the University of Minnesota School of Nursing, during which time she was a John A. Hartford Foundation Predoctoral Scholar. In
addition to the master's in nursing (SoN, 1993), she earned a masters degree in Health Services Research, Policy, and Administration from
U of M School of Public Health in 2005. As part of her faculty role, she plans to maintain a part-time clinical practice as a geriatric nurse
practitioner with HealthPartners.
In practice, health professionals work in interprofessional and interdisciplinary teams, yet post-graduate training
is mostly done in silos. Additionally, our nation needs more primary care physicians who are competent in caring
for patients within a Patient Centered Medical Home (PCMH), which is a high functioning interprofessional and
interdisciplinary team. To address the inadequate number of primary care physicians and their variable ability to
practice in PCMHs, the Boards for the three primary care disciplines took the bold initiative of joining forces in
sponsoring the Patient Centered Faculty Development Initiative (PCFDI), a Health Services Research Agency
(HSRA) grant aimed at strengthening primary care. The University of Minnesota was one of four collaboratives
awarded the PCFDI grant. Our charge was to launch an interdisciplinary faculty development and resident
curriculum around the PCMH, and to transform our resident teaching clinics into robust PCMHs. Our
collaborative went beyond the PCFDI mission by including our interprofessional colleagues in pharmacy and
nursing, forming the Minnesota Primary Care Transformation Collaborative. Our panel will present lessons
learned on the power of interprofessional and interdisciplinary collaboration in advocating for change through
describing the work we are doing. We welcome our audience to share their experiences.
Objectives: Following this activity, participants will be better able to
• Describe the interdisciplinary and interprofessional work being done in primary care education.
• Describe the necessary infrastructure supports to facilitate interprofessional and interdisciplinary
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•
educational endeavors.
Describe a process to building an infrastructure to facilitate interprofessional and interdisciplinary
education.
Public Health and Health Policy Workgroup
David Power, MD, MPH, Family Medicine and Community Health
Dr David Power is a Professor of Family Medicine, a practicing clinician, director of the Family Medicine Clerkship and was selected as
leader of the Public Health and Health Policy workgroup convened by University of Minnesota Medical School, 2014-15. Further
information is available at: http://www.familymedicine.umn.edu/bio/familymed/david-power
Tyler Winkelman, MD, Internal Medicine & Pediatrics
Tyler Winkelman, MD is a fourth year Internal Medicine & Pediatrics resident at the University of Minnesota. He is interested in state and
national health care policy, social determinants of health, health policy educaiton, and physician engagement. He has published
statewide and national surveys of medical students' views toward the Affordable Care Act and other health care policy issues. His findings
motivated him to develop and implement the Health Policy Series for first year medical students at the University of Minnesota Medical
School. He will be a Robert Wood Johnson Clinical Scholar at the University of Michigan starting in July 2015.
Peter Meyers (MS4)
Peter Meyers, MPH, is a fourth-year medical student at the University of Minnesota. For the past year, Peter has been working as a
Clinical Innovation Fellow for Primary Care Progress, an advocacy organization based in Boston, MA. The position has allowed him to
connect with innovative individuals, organizations, and institutions across the country to share their ideas for improving primary care
delivery in the US. Peter is excited to begin his family medicine residency with the United Family Medicine Residency Program in St. Paul,
MN.
In this session, a faculty member, a resident and a medical student will share on brief selected educational
innovations recommended by the Public Health and Health Policy workgroup as useful strategies to improve the
medical school curriculum in the areas of Public Health and Health Policy. Participants will engage in discussion
of a brief video vignette and respond to presentations on student knowledge of health policy and interest in
increased training in public health.
Objectives: Following this activity, participants will be better able to
• Recognize the need to increase medical school curriculum on public health topics and policy
• Discuss solutions to disparities in health care access
• Consider how best to teach students about health policy
Research and Evidence Supporting Use of Rubrics in Medical Education & Rubric Creation
Mark Hilliard, MA, Office of Medical Education
Graduated Concordia College, Moorhead, MM B.A. Biology, Chemistry and M.A. from St Thomas University, Academic Technology and
Adult Education. Mark worked in K-12 education programs in Wadena, Minneapolis, and Spring Lake Park public schools where he
designed and taught a wide variety of science courses in biology, life science, chemistry, ethology (animal behavior), microbiology and
advanced placement biology. After obtaining his M.A. in academic technology he served as district wide technology coordinator for
Spring Lake Park Schools. He also worked in private industry developing computer training programs and before coming to the medical
school he worked for several years at a state-wide educational consortium (cmERDC) where he was instrumental in initiating a K-12
program that allowed K-12 schools to begin using the Moodle LMS to provide blended instruction courses to over 45 school districts. His
current activities at the medical school include developing new interactive instructional technologies such as audience response systems,
lectures online, improve web conferencing capabilities, as well as supporting and developing flipped instruction and rubric based
assessment and teaching. He is also developing web-based delivery tools for faculty and staff to deliver online standardized patient cases
and web based simulations that utilize multimedia image and sound files and hopes to include new support for 3D radiological DICOM
files such as X-ray, PET, CT and ultrasound viewers.
Rubrics are an unique and powerful tool in helping medical educators develop higher order thinking skills and
professional competencies. As the medical students progress through their years of instruction the types and
sophistication of skills increasing require the simultaneous application not only of the application of knowledge
but also of higher order thinking skills such as problem analysis, synthesis of tools and evaluation of the available
options as well as technical skills. Traditional MC examinations, and insufficiently detailed Likert-style ratings
tools do not provide consistent, reliable evaluations of complex competencies when compared to properly
developed rubrics. This session will cover the basics of rubric application and construction, options for modifying
criteria and finally will review a published research study done in the Journal of Graduate Medical Ed. that
compared the use of Rubrics to traditionally used evaluation tools, and offers data supporting the reliability of
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rubrics to accurately and consistently evaluate complex higher order skills. The session will also provide a
"hands-on" practice experience where attendees will take on the challenge of making a rubric "from scratch"
that could be used to evaluate a challenging professional skill.
Objectives: Following this activity, participants will be better able to
• Define and contrast efficacy of rubrics from other Likert-style evaluation tools.
• Describe methods to design and modify the rubrics to effectively weight critical criteria.
• Review published study of rubrics in JGME and data in provides supporting reliability of rubrics.
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