The 2014 AAMC
Medical Education Meeting
November 6 – 7, 2014
Chicago, IL
Learn
Serve
Lead
Continuing Medical Education credits
provided by University of California,
San Diego School of Medicine.
Association of
American Medical Colleges
Tuesday, November 4, 2014
Section II
Edelweiss II–43rd Floor
Faculty:
Judy Shea, Ph.D.
Perelman School of Medicine at the University of
Pennsylvania
12:00 p.m.–7:30 p.m.
SACME Meeting
Please note this meeting is not part of the 2014 Medical
Education Meeting, November 6-7, 2014. There is a
separate registration fee and requirements, separate
housing and separate information related to CME. Please
contact the SACME office (info@sacme.org or 205-9787990) directly if you have any questions. http://www.sacme.
org/page-1859502
1:00 p.m.– 4:00 p.m.
MERC Workshop
Scholarly Writing: Publishing Medical Education
Research (Additional Fee)
Section I
Edelweiss I–43rd Floor
Wednesday, November 5, 2014
Faculty:
Paul Wimmers, Ph.D.
David Geffen School of Medicine at UCLA
7:30 a.m.–5:30 p.m.
SACME Meeting
Please note this meeting is not part of the 2014 Medical
Education Meeting, November 6-7, 2014. There is a
separate registration fee and requirements, separate
housing and separate information related to CME. Please
contact the SACME office (info@sacme.org or 205-9787990) directly if you have any questions. http://www.sacme.
org/page-1859502
Section II
Edelweiss II–43rd Floor
Faculty:
Sonia Crandall, Ph.D., M.S.
Wake Forest University School of Medicine
Thursday, November 6, 2014
8:00 a.m.–7:00 p.m.
Registration and Information
Event Center Lobby
6:00 a.m.–6:30 p.m.
Registration and Information
Zurich Ballroom Foyer
9:00 a.m.–12:00 p.m.
MERC Workshop
7:00 a.m.–8:00 a.m.
Networking Breakfast
Zurich Ballroom Foyer
Measuring Educational Outcomes with Reliability and
Validity (Additional Fee)
Section I
Edelweiss I–43rd Floor
8:00 a.m.–9:00 a.m.
Opening Plenary Session (Live Streamed Session)
Zurich Ballroom
Faculty:
Ann Frye, Ph.D., M.Ed.
Medical Education and Evaluation Consultant,
Winston-Salem, NC
Darrell G. Kirch, M.D.
Association of American Medical Colleges
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Association of American Medical Colleges, 2014
9:00 a.m.–9:15 a.m.
Break
Martin Pusic, M.D.
New York University School of Medicine
Richard Hawkins, M.D.
American Medical Association
9:00 a.m.–6:30 p.m.
Fostering Connections Room
Currents
9:15 a.m.–10:45 a.m.
Emerging Solutions
Vevey I
The 2014 AAMC Medical Education Meeting invites to you
foster connections through communication, cooperation and
collaboration in our Fostering Connections Room. A new
space for a new meeting, the Fostering Connections Room
will be open to all throughout the conference and facilitate
small groups and teams to discuss, shape, and build ideas
generated during the meeting. The room will feature plenty
of flexible seating, paper, pens, and flip charts to foster your
creative designs and plans. The room can host multiple small
groups and is not designed for private reservations.
How Do We Teach Doctors to Lead? Designing
Leadership Curricula for Undergraduate Medical
Education through a Competency Model
The purpose of this session is to chart the trajectory of
leadership curricula in UME. We will discuss existing
curricula at two institutions, Duke University School of
Medicine and Uniformed Services University, and conduct
an interactive experience to aid in the development of a
competency-based medical leadership model. Through
a shared activity, we hope to illustrate how a medical
leadership model is made and explore how to integrate
these ideas into impactful leadership curricula for
medical students.
9:15 a.m.–10:45 a.m.
Emerging Solutions
Montreux
Students as Partners in the Assessment Process:
A Key Step in Developing Lifelong Learners and in
Facilitating Implementation of Competency-based
Education Frameworks
As assessment methods become more sophisticated
and their psychometric properties become clearer, it
will be increasingly important to place assessment data
directly into the hands of the persons who will need to
act in response to it: the learners and the faculty who
are advising them. Placing responsibility for assessment
into the hands of students will not only allow them to
develop the competencies needed for self-directed lifelong
learning, but also has the potential to enable more efficient
implementation of competency-based education programs,
since students are best placed to ensure timely and valid
assessment data collection. Understanding how learners
and faculty advisors interpret and utilize the data is essential
to ensuring timely and appropriate progression along
curricula; and to ensuring educators, learners and the public
that students have actually achieved proficiency in their
chosen fields.
Allison Webb
Duke University, School of Medicine
Colleen O’Connor Grochowski, Ph.D.
Duke University, School of Medicine
Lyndsey Elizabeth Kiss
Uniformed Services University
Nick Tsipis
Duke University, School of Medicine
9:15 a.m.–10:45 a.m.
Emerging Solutions
St. Gallen
Improving the UME to GME Transition: Identifying
the Gaps Between Expectations and Performance of
Entering Residents
The session will engage the audience in identification of
the Entrustable Professional Activities with the broadest
gap between what medical school curricula currently teach,
what program directors expect, and what interns are able
to do on day one of residency.
Bonnie Miller, M.D.
Vanderbilt University School of Medicine
George Mejicano, M.D., M.S.
Oregon Health & Science University
Beth Nelson, M.D.
Baylor College of Medicine
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Association of American Medical Colleges, 2014
Robert Englander, M.D.
Association of American Medical Colleges
to struggle to find effective means to work with trainees
who fail to meet standards, the vast majority of whom will
go on to practice medicine. The effort spent on remediation
is asymmetrical with residency program directors who
spend 80% of their time with 20% of their trainees.
This impacts all teachers and learners. Despite the cost,
the medical education community has not embraced a
programmatic approach to addressing struggling trainees,
even with emerging evidence-based guidance. In this
session, we briefly present exemplar remediation practices
in North America and discuss socio-cultural perspectives
on why the profession is slow to address remediation. As a
result, we plan to write a pair of commentaries addressing
remediation policy and best practice that is suitable for
submission to Academic Medicine.
Clair Touchie, M.D., FRCPC
Medical Council of Canada
Henry Sondheimer, M.D.
Association of American Medical Colleges
9:15 a.m.–10:45 a.m.
Emerging Solutions
Vevey III
Learning With, From and About: Topics and Session
Design for Large-scale Interprofessional Education
among Medical Students and Other Health
Professional Students
Interprofessional education is an accreditation requirement
for schools of medicine and other health professions,
leading many of us to seek interprofessional activities
that can be implemented on a large scale. We will discuss
lessons learned from the University of Washington’s new
Foundation of Interprofessional Practice series for students
from six health sciences schools, including optimizing
session design and choosing topics for learners from
multiple professions.
Adina Kalet, M.D., M.P.H.
New York University School of Medicine
Calvin Chou, MD, Ph.D., FAACH
University of California, San Francisco
Murial J Bebeau, Ph.D., FACD
University of Minnesota
Rachel H. Ellaway, Ph.D.
Northern Ontario School of Medicine
Jennifer Danielson, Pharm.D.
University of Washington School of Pharmacy
9:15 a.m.–10:45 a.m.
Emerging Solutions
Vevey II
Joyce Wipf, M.D.
VA Puget Sound Health Care System
Social Media in Medical Education: Policy,
Professionalism, and Social Learning
With the integration of social media in medical education
both challenges and opportunities have emerged. The
focus of the session is to facilitate discussion on how policy
and education can promote optimal use of social media in
medical education while engaging participants with best
practices and resources to implement at home institutions.
Karen McDonough, M.D.
University of Washington School of Medicine
Sarah Shannon, Ph.D., R.N.
University of Washington School of Medicine
9:15 a.m.–10:45 a.m.
Emerging Solutions
Vevey IV
Elissa Hall, M.A.
Mayo Clinic College of Medicine
Remediation in Medical Education: Moving from
“Bad Apple” Approach to Programmatic Coaching
for Learning
Remediation in medical education is the act of facilitating
a correction for trainees who start out on the journey
toward becoming a physician but move off course. As a
result of new rigor in assessment of clinical competence
and professionalism in medical training, educators are left
Gerald P. Wickham, M.A.
University of Illinois College of Medicine at Peoria
Heeyoung Han, Ph.D.
Southern Illinois University School of Medicine
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Association of American Medical Colleges, 2014
Learning to Recognize: A New, Online Tool for
Teaching and Assessing Clinical Pattern Recognition
We describe the development, implementation and results
of several new, online tools, Perceptual and Adaptive
Learning Modules (PALMs), designed to efficiently develop
mastery of clinical pattern interpretation. We developed
PALMs for 12-lead ECG interpretation, ultrasound
diagnosis, thoracic radiologic anatomy (x-ray and CT),
general pathology, and dermatology lesion feature
recognition and implemented them in both undergraduate
and graduate medical curricula. The PALMs induced large,
highly significant and long-lasting improvements in clinical
pattern recognition and interpretation.
Sara Krzyzaniak, M.D.
Department of Emergency Medicine, University of
Illinois at Peoria
Wei Wei Lee, M.D., M.P.H.
University of Chicago Pritzker School of Medicine
9:15 a.m.–10:45 a.m.
Emerging Solutions
Alpine I
Advanced Role-Play Techniques for Addressing
Communication-Skills-Training Challenges
This session will present advanced role-playing techniques
that enable communication-skills training to be more
deeply learner-centered and to be delivered in a manner
that makes more efficient use of resources. Participants will
strategize about the optimal design of experiential, skillsbased training in healthcare communication.
Carl D. Stevens, M.D.
David Geffen School of Medicine, UCLA
Sally Krasne, Ph.D.
David Geffen School of Medicine, UCLA
Flipping an Entire Medical School: Transforming the
Curriculum from Traditional to Engaged Learning
Just over one year ago, the UNC Medical School decided to
move (within approximately 18 months) to an entirely new
curriculum grounded completely in active, engaged, and
experiential learning. The issue at hand was how to quickly
mobilize an entire faculty of busy physicians to teach using
innovative educational principles. In this session, results
(very positive) of the process used and lessons learned will
be shared.
Timothy Gilligan, M.D.
Associate Professor of Medicine
Cleveland Clinic Taussig Cancer Institute
9:15 a.m.–10:45 a.m.
Innovation Oral Abstracts: Technology (Live
Streamed Session)
Edelweiss II–43rd Floor
Development and Implementation of a City-wide,
Simulation-based Milestone Assessment for PGY-2
EM Residents
The six Emergency Medicine Residency Programs in Chicago
collaborated to develop and successfully implement a
simulation-based milestones assessment for the PGY-2
Residents. All assessment tools included critical actions that
mapped directly to numerous anchors in 11 different EM
milestones, using exact milestone language. The design
allowed for residents to rotate among various stations
in which they led resuscitations of critically-ill patients
and demonstrated procedural skills, using high-fidelity
simulators. Over 80 residents participated and their testing
experiences were essentially identical across sites over the
two-day testing period. The assessments were completed
electronically and comparative performance data were
immediately available.
Julie Byerley, M.D., M.P.H.
University of North Carolina at Chapel Hill
Kurt Gilliland
University of North Carolina at Chapel Hill
Todd D. Zakrajsek
University of North Carolina at Chapel Hill
Innovate, Illuminate, Inspire: Harnessing the Social
Web to Promote Faculty Development in Medical
Education at VCU School of Medicine
Describes a communications framework and easy-to-use
web tools that both promote innovative teaching in medical
education and highlight the best practices of VCU School of
Medicine clinical and teaching faculty.
Kathy Kreutzer, M.Ed.
Virginia Commonwealth University
David Salzman, M.D., M.Ed.
Northwestern University
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Association of American Medical Colleges, 2014
Competency-Based, Multimodal Assessment of
Pediatric Otoscopy Skills: A Multi-Institutional, CrossSpecialty Study
Research abstract describing a curriculum for residents in
pediatric otoscopy. The study included a needs assessment,
institution of a standardized curriculum and assessment of
proficiency utilizing multi-modal validated tools. The study
occurred in two institutions and involved residents in two
medical specialties.
Kenneth Warren, M.A.
Virginia Commonwealth University
Development of an e-Learning Program in Safe
Space Training
Survey data has indicated that LGBT students experience
greater social isolation and stress, less social support,
and a poorer emotional climate than their heterosexual
counterparts. The development of an eLearning program in
Safe Space training will be presented to offer instructional
flexibility to medical schools in their institutional efforts to
build an inclusive LGBT climate within academic medicine.
Meg Keeley, M.D.
University of Virginia School of Medicine
Comparing Variance Explained by Three Types of Social
Categorization
This study compared the variance explained in Mini-CEX
ratings by three types of social categorization. Similar
proportions of total variance could be accounted for by
Two-Dimensional Clusters (R2=37%; range=21–57%),
Nominal Labels (33%; 14–55%), and Person Models
(31%; 9–57%); however, Two-Dimensional Clusters
accounted for significantly more unique variance because
Person Models and Nominal Labels were largely explaining
overlapping variance. Although Two-Dimensional Clusters
appear to be the most predictive of ratings, either Person
Models or Nominal Labels contributed significantly to
a regression model for 4 of the 7 videos by accounting
for variance distinct from that already explained by TwoDimensional Clusters.
Kristen L. Eckstrand, Ph.D.
Vanderbilt University School of Medicine
Kristine M. Diaz, Psy.D.
Oakland University William Beaumont School
of Medicine
Clinical Ultrasound Elective: Augmenting the
Physical Exam
Few formal curricula exist for teaching medical students
the ultrasound-augmented physical examination. At our
university, we currently do not have an integrated 4-year
curriculum, though many faculty members still desire
to teach interested students basic ultrasound skills to
enhance the physical examination. We created a 2-week
elective titled Clinical Ultrasound Elective: Augmenting the
Physical Exam to address the lack of universal ultrasound
education at our institution that is applicable to physicians
in generalist patient care.
Andrea Gingerich, N.D., M.M.Ed.
UBC Medicine-Northern Medical Program
Catherine Erickson, M.D.
Oregon Health and Science University
Cees van der Vleuten, Ph.D.
Maastricht University, Netherlands
Renee Dversdal, M.D.
Oregon Health and Science University
Glenn Regehr, Ph.D.
Centre for Health Education Scholarship, UBC
Kevin W. Eva, Ph.D.
Centre for Health Education Scholarship, UBC
9:15 a.m.–10:45 a.m.
RIME Oral Abstracts: Assessment in Clinical Settings
Edelweiss I–43rd Floor
DOCS (Direct Observation of Clinical Skills) Feedback
Scale: Validation
The Direct Observation of Clinical Skills Feedback Scale
(DOCS-FBS) was developed to rate the quality of feedback
in the workplace. The purposes of this study are 1) to
analyze the psychometric properties of the tool and
2) gather validity evidence.
Facilitator
Sebastian Uijtdehaage, Ph.D.
University of California, Los Angeles, David Geffen
School of Medicine
Samantha Halman, M.D., FRCPC
The University of Ottawa
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Association of American Medical Colleges, 2014
Institution of a Mini-CEX Requirement Across All ThirdYear Clerkships: Effect on Student Observation
Medical students must be observed performing clinical
skills such as physical examination. A systematic review
of direct observation tools showed the mini-CEX to have
the best validity and reliability. Our medicine clerkship has
required a modified mini-CEX for many years. We instituted
a new requirement that students in all third-year clerkships
document the completion of a prescribed number of miniCEX observations. We hypothesized that this new mandate
would increase student reporting of observation during a
physical examination.
Donna B. Jeffe, Ph.D.
Washington University School of Medicine
Dorothy A. Andriole, M.D.
Washington University School of Medicine
Heather D. Wathington, Ph.D.
University of Virginia, Curry School of Education
Robert H. Tai, M.A.
University of Virginia, Curry School of Education
Claire Mitchell, Ph.D.
Albion College
Carol A. Terregino, M.D.
Rutgers Robert Wood Johnson Medical School
The Persistence of the “Productivity Puzzle”:
Measuring Sex Differences in the Research Productivity
of Medical Students Before and After Implementation
of a Scholarly Concentration Program
The term productivity puzzle describes the known
phenomenon of scholarly productivity differences between
male and female researchers where females publish
less and are underrepresented in coveted first and last
author positions. Our study aim was to: analyze male and
female research productivity during medical school and
up to 5 years post-graduation, and compare research
productivity differences by sex based on participation in
a required Scholarly Concentration (SC) program at one
medical school.
The Relationship Between Faculty Ratings and Trainee
Performance in Procedural and Non-Procedural
Residency Programs
This study examines the relationship between trainee
ratings of clinical faculty and performance ratings of
trainees by faculty by residency program type (procedural
and non-procedural).
Jennifer Lapin, Ph.D.
Perelman School of Medicine at the University
of Pennsylvania
9:15 a.m.–10:45 a.m.
RIME Oral Abstracts: Diversity in Medicine
Alpine II
Alyssa Bogetz, M.S.W.
Stanford University
Sylvia Bereknyei, Dr.PH.
Stanford University
Facilitator
David Acosta, M.D.
University of California Davis Health System
Examining Gender-role Barriers for Women in
Biomedical Research and Medical Programs
Although recruitment of women entering medicine
and biomedical research is not an issue, their retention,
promotion, and advancement to leadership positions
are issues. Women in medicine face more career-related
barriers than men, and are more significantly affected by
life events such as childbirth and childrearing because of
their traditional roles of primary caregivers. We conducted
a qualitative study from 2011–2013 to examine how
gender-role barriers of childbearing and childrearing might
contribute to such a trend. In this abstract, we described
the Condition-Process-Outcome theoretical framework to
understand some of those barriers to success for female
students and professionals.
Supports and Barriers: Voices from Black Females
Across the Biomedical Research Pipeline
Women of color continue to be underrepresented in
faculty positions and other higher ranks. We conducted a
qualitative study from 2011-2013 to understand some of
the supports received and barriers encountered by Black
women faculty, postdoctoral researchers, or students who
graduated from/are in a Ph.D. program in biomedicalscience research. We present our preliminary findings in
this abstract.
Devasmita Chakraverty, Ph.D.
University of Nebraska-Lincoln
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Association of American Medical Colleges, 2014
Examining Barriers for Underrepresented Racial/
Ethnic Minorities in Biomedical Research and
Medical Programs
Hispanics and Blacks are the two largest minority groups
vastly underrepresented in medicine and biomedical
research in the United States, their numbers dwindling
across the medical school pipeline from applicants to
student enrollees, graduates, and faculty. Several barriers
impede the success of underrepresented minority (URM)
students and graduates in the field, some being more
generic while others being more specific to particular
groups. We conducted a qualitative study from 2011–
2013 to examine and compare the barriers reported by
Blacks and Hispanics using an individual-institutional
theoretical framework.
Devasmita Chakraverty, Ph.D.
University of Nebraska-Lincoln
Donna B. Jeffe, Ph.D.
Washington University School of Medicine
Dorothy A. Andriole, M.D.
Washington University School of Medicine
Heather D. Wathington, Ph.D.
University of Virginia, Curry School of Education
Robert H. Tai, M.A.
University of Virginia, Curry School of Education
Claire Mitchell, Ph.D.
Albion College
Devasmita Chakraverty, Ph.D.
University of Nebraska–Lincoln
Mentoring Barriers for Women in Medicine
and Biomedical Research: A Qualitative
Exploratory Analysis
Success in careers like academic medicine and biomedical
research often involves the development of effective
mentoring relationships. The lack of access to effective
mentoring for women in science during their doctoral and
postdoctoral training is a frequently discussed barrier to
success. Since women in medicine and biomedical research
face issues in their retention and career advancement, we
are specifically interested in exploring mentoring barriers
faced by women. We conducted a qualitative study
from 2011–2013 to understand such barriers related to
mentoring. In this abstract, we explored several sub-themes
of mentoring barriers reported by women, under the
broader umbrella of barriers.
Donna B. Jeffe, Ph.D.
Washington University School of Medicine
Dorothy A. Andriole, M.D.
Washington University School of Medicine
Heather D. Wathington, Ph.D.
University of Virginia, Curry School of Education
Robert H. Tai, M.A.
University of Virginia, Curry School of Education
Claire Mitchell, Ph.D.
Albion College
10:45 a.m.–11:00 a.m.
Break
Devasmita Chakraverty, Ph.D.
University of Nebraska-Lincoln
11:00 a.m.–1:00 p.m.
Poster Session and Luncheon
Lucerne Ballroom
Donna B. Jeffe, Ph.D.
Washington University School of Medicine
Dorothy A. Andriole, M.D.
Washington University School of Medicine
1:00 p.m.–1:15 p.m.
Break
Heather D. Wathington, Ph.D.
University of Virginia, Curry School of Education
1:15 p.m.–2:15 p.m.
Emerging Solutions
Vevey I
Robert H. Tai, M.A.
University of Virginia, Curry School of Education
Claire Mitchell, Ph.D.
Albion College
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Association of American Medical Colleges, 2014
Creating a Synergistic Health Care Learning System:
Joining Forces to Redesign Care and Enhance Teaching
and Learning
To prepare health professions learners for emerging
changes in care delivery and systems of care, educational
programs must be remodeled and train students to practice
in, and lead change, in increasingly complex clinical
environments. Rather than remain peripheral to the process,
learners can participate fully, serving as an intervention
force and partner in implementing changes that improve
the health of patients and of populations. In this interactive
session, participants will participate in rapid cycle design
to devise strategies to accelerate innovation in educational
programs and to create a learning organization in which
the education and clinical systems partner in implementing
solutions to emerging challenges.
Robert Shochet, M.D.
Johns Hopkins University School of Medicine 1:15 p.m.–2:15 p.m.
Emerging Solutions
Vevey III
Returns on the GME Investment: Perspectives on the
Costs & Benefits of Resident Education
Academic medical centers and teaching hospitals are
currently faced with important decisions regarding
allocation of resources to support graduate medical
education. This forum will consider how sponsoring
institutions are facing these decisions with particular
emphasis on assessing the indirect benefits of
residency training.
Catherine R. Lucey, M.D.
University of California, San Francisco, School
of Medicine
Donald Brady, M.D.
Vanderbilt University School of Medicine
Lisa Howley, Ph.D.
Carolinas Healthcare System
Liselotte N. Dyrbye, M.D.
Department of Medicine, Mayo Clinic
Catherine M. Kuhn, M.D.
Duke University Hospital
Maryellen E. Gusic, M.D.
Association of American Medical Colleges
Eric Runge, M.B.A.
Carolinas Healthcare System
Susan E. Skochelak M.D., M.P.H.
American Medical Association
1:15 p.m.–2:15 p.m.
Emerging Solutions
Vevey IV
1:15 p.m.–2:15 p.m.
Emerging Solutions
Vevey II
What Is the Impact of Scholarly Concentration
Programs on Learners and Faculty?
Developing a model for multi-institutional evaluations Over
the past decade, many U.S. medical schools developed
scholarly concentration programs (SCP) offering scholarly
inquiry alongside the core medical curriculum. Although
the individual programs vary greatly in structure, they have
two common objectives: to offer students the opportunity
to discover something new in an area of their choosing
and to encourage learners to incorporate scholarship in
the practice of medicine. A 2010 theme issue in Academic
Medicine outlined the state of programs and models for
evaluation at the time. A robust group of educators has
formed; Scholarly Concentration Collaborative in order to
support work across institutions. Despite this successful
group, much research remains focused on single institutions
limiting generalizability. In addition, longer term outcomes
may require pooled resources in order to achieve success.
Medical Education as a Process Management Problem:
Current Approaches and Disruptive Solutions
The aim of the session is to outline how process
management principles can apply to medical education and
to highlight the need to use these concepts in current and
future reform efforts. Gathering the current approaches
being utilized by the attendees will generate some best
practice concepts that may have wide applicability. More
importantly, capitalizing on the expertise and investment
of the group, new and potentially disruptive approaches
to the continuum of medical education addressing process
management will be explored.
Kevin Moynahan, M.D.
University of Arizona College of Medicine
Meg Keeley, M.D.
University of Virginia School of Medicine
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Association of American Medical Colleges, 2014
These issues were discussed at several regional Group on
Educational Affairs meetings. This proposal builds on that
work with a goal of developing a process for supporting
multi-institutional program evaluation efforts. Appropriate
attendees include those with Scholarly Concentration
programs as well as those with interest and expertise in
program evaluation and learner assessment.
Ann-Gel Palermo, M.P.H., Dr.PH.
Icahn School of Medicine at Mount Sinai
Laura Krinsky
Icahn School of Medicine at Mount Sinai
Marie Oliva Hennelly
Icahn School of Medicine at Mount Sinai
Jonathan M. Amiel, M.D.
Columbia University College of Physicians & Surgeons
Sharon G.E. Washington, M.P.H.
Icahn School of Medicine at Mount Sinai
Melissa Fischer, M.D., M.Sc.
University of Massachusetts School of Medicine
Third Year Medical Students as High-Value
Care Officers
Using Choosing Wisely as a guide, we created a High-Value
Care curriculum, decision-support tools, and healthcare
team role for internal medicine clerkship students. This
has resulted in improved faculty, resident, and student
awareness of Choosing Wisely and increased the likelihood
residents would discuss cost when making diagnostic
decisions. Students reported increased confidence that they
could play a role in controlling costs and changes in their
perception of physician responsibility for controlling costs.
Rachel Wolfson, M.D.
University of Chicago, Pritzker School of Medicine
1:15 p.m.–2:15 p.m.
Innovation Oral Abstracts: The Clinical Years
Alpine I & II
Narrative Medicine for Sub Interns
Weekly one-hour Narrative Medicine sessions were
introduced as a mandatory component of the four-week
medicine sub internship for fourth year medical students.
This course was designed to enhance students; capacity for
reflection and improve patient care through discussion and
broadened perspectives using tools of Narrative Medicine.
Bipin Thapa, M.D.
Medical College of Wisconsin
Jaren Thomas, M.D.
Medical College of Wisconsin
Susan Ball MD, M.P.H., M.S.
Weill Cornell Medical College
Martin Muntz, M.D.
Medical College of Wisconsin
Beyond Cultural Competency: A Course for Medical
Students on Race in Medicine & Health
It is essential that medical schools consider how to
best prepare students to be racially sensitive and aware
clinicians, yet despite the introduction of LCME cultural
competence standards, instruction on race is lacking in
undergraduate medical education. We describe a novel
educational intervention for medical students to critically
explore the construction and consequences of race and
racism on medical training, clinical and research practices,
and health outcomes.
What Do All Medical Students Need to Know About
Geriatric Mental Health
Medical educators/geriatric psychiatrists from five
institutions collaborated to develop core learning objectives
about geriatric mental health knowledge, skills and
attitudes that all medical students should demonstrate
by graduation. This presentation describes the needs
assessment, process of development, the learning objectives
and proposals for their implementation.
Mary Blazek, M.D.
University of Michigan School of Medicine
Alexander Gomez
Icahn School of Medicine at Mount Sinai
Dennis Popeo, M.D.
New York University School of Medicine
Andres Ramirez-Zamudio, M.P.H.
Icahn School of Medicine at Mount Sinai
Kirsten Wilkins, M.D.
Yale University School of Medicine
Ann Crawford-Roberts
Icahn School of Medicine at Mount Sinai
10
Association of American Medical Colleges, 2014
Using Standardized Applicants in the Training of
Admissions Committee Members
Using Standardized Applicants to train admissions
committee members is a time-efficient and cost-effective
way to share best practices.
Susan Lehmann, M.D.
The Johns Hopkins University School of Medicine
William Bogan Brooks, M.D.
University of South Alabama College of Medicine
Kathleen Franco, M.D., M.S.
Cleveland Clinic Lerner College of Medicine
1:15 p.m.–2:15 p.m.
Innovation Oral Abstracts: The Pipeline
Montreux
Physics of Medicine—An Integrative Active Learning
Curriculum for Undergraduate Pre-Medicine and PreHealth Students
This presentation focuses on the successful implementation
of an undergraduate Physics of Medicine Program designed
to enhance an integrative connection of physics with
biology, kinesiology, anatomy and physiology to promote
interdisciplinary science understanding as applied to
medicine. Physics of Medicine active-learning curriculum
modules, developed under a three-year 2012 NSF grant,
have been developed and disseminated in Fiber Optics in
Medicine and Pressure in the Human Body (Respiratory and
Cardiovascular Systems). A Nuclear Medicine Module is
currently under development.
MERIT: Supporting tomorrow’s Health Care
Leaders Today
Problem Statement: Nationally, only 4% of AfricanAmerican and 8% of Hispanic high school seniors are
proficient in science.1This lack of academic preparation
has contributed to a lack of diversity in the health care
workforce. Medical Education Resources Initiative for
Teens (MERIT) prepares high school students from lowincome communities to become leaders in the fight against
health care disparities. MERIT utilizes a holistic support
system throughout a 2.5-year curriculum, including weekly
Saturday sessions focused on academic enrichment,
summer internships to provide clinical and research
experiences, and longitudinal mentoring.
Nancy L. Donaldson, Ph.D.
Rockhurst University
Mark Wilcox
Johns Hopkins University School of Medicine
1:15 p.m.–3:30 p.m.
LCME Survey Prep Information Session
Zurich Ballroom
Tyler Mains
Johns Hopkins University School of Medicine
A discussion of best practices for an effective self-study
and independent student analysis for an LCME full survey
visit. Presentations by a medical education dean and recent
graduate who were both closely involved in their schools’
accreditation processes will be followed by questions
from the audience. This session complements the monthly
“Connecting with the Secretariat” call-in sessions and
annual Survey Prep Workshops. Open to all AAMC Medical
Education Meeting participants; especially beneficial for
schools with full survey visits taking place in the next
three years.
Chronic Illness Management in Teams of Urban
Multidisciplinary Scholars (CIMTUMS)
The Chronic Illness Management in Teams of Urban
Multidisciplinary Scholars (CIMTUMS) project aims to
address disparities in diabetes outcomes in an underserved
population by converging two priorities: Improve patient
health through self-management of chronic illness and
Interprofessional education.
Christine B. Groth, R.Ph., CDE
Aurora Health Care
Diane Ames, F.N.P.
Concordia University Wisconsin
LCME Secretariat
Barbara Barzansky, Ph.D., M.H.P.
American Medical Association
Helen Yu
University of Wisconsin School of Medicine
Dan Hunt, M.D., M.B.A.
Association of American Medical Colleges
John Brill, M.D., M.P.H.
Aurora Health Care
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Association of American Medical Colleges, 2014
Panelists
Erin Howell
UC Davis School of Medicine
Comprehensive Statewide Multi-Dimensional
Evaluation of Medical Student Wellness in the State
of Florida
This presentation describes results of a statewide survey
of 1,035 medical students across the nine allopathic and
osteopathic schools in Florida. Topics addressed include
general health, wellness, and risk behaviors, as well as
access and barriers to resources that promote coping and
adaptive functioning for medical students. Concerning
results are highlighted, with accompanying commentary/
suggestions from medical student respondents.
Laura O’Neill
UC Davis School of Medicine
Cynthia Irvine, M.Ed.
Stanford School of Medicine
1:15 p.m.–2:15 p.m.
RIME Oral Abstracts: Student Wellness and Empathy
(Live Streamed Session)
Edelweiss II–43rd Floor
John Curran, M.D.
University of South Florida Morsani College
of Medicine
Moderator
Jessica Fried
Geisel School of Medicine at Dartmouth
Lisa Merlo, Ph.D., M.P.E.
University of Florida College of Medicine
Penelope Ziegler, M.D.
Professionals Resource Network, Inc.
Medical Students’ Preferred Coping Strategies Predict
Academic Outcomes
Students’ preferred ways of handling stress appear to
be associated with their performance at medical school.
Measurement of non-cognitive skills of matriculants may
help identify students who are likely to need assistance
during medical school; these may be different students in
pre-clinical and clinical years.
Self-reported Empathy of Medical Students Predicts
Patient-Physician Communication Skills as Assessed by
Standardized/Simulated Patients
Student attitudes toward clinical empathy showed a small
predictive relationship with patient-physician interaction
skills and overall satisfaction as rated by SPs. The lack of
evidence for case-specificity indicates the relationship is not
limited to certain kinds of patients.
R. Brent Stansfield, Ph.D.
University of Michigan Medical School
Rajesh S. Mangrulkar, M.D.
University of Michigan Medical School
R. Brent Stansfield, Ph.D.
University of Michigan Medical School
Sally Santen, M.D., Ph.D.
University of Michigan Medical School
Win May, M.D., Ph.D.
Keck School of Medicine of USC
Medical Student’s Attitudes towards Clinical Empathy
Decline during Pre-Clerkship Training: Results of an
International Multi-School Longitudinal Cohort Study
Although prior studies reported a decline in JSPE-S scores
in the first clinical year, this study shows student attitudes
toward clinical empathy declined even prior to clerkship
years. However, the decline was not consistent among all
four subscales analyzed, and was influenced by school and
student gender and ethnicity and their interaction.
1:15 p.m.–2:15 p.m.
RIME Papers: Teachable Moments
Edelweiss I–43rd floor
Moderator
Monica Lypson, M.D., M.H.P.E.
University of Michigan Medial School
Discussant
Arianne Teherani, Ph.D.
University of California, San Francisco
Paul N. Lanken, M.D.
Perlman School of Medicine, University of Pennsylvania
Win May, M.D., Ph.D.
Keck School of Medicine of USC
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Association of American Medical Colleges, 2014
What’s Behind the Scenes? Exploring the
Unspoken Dimensions of Complex and Challenging
Surgical Situations
Physicians encounter challenging situations with growing
regularity in their practice, and in training settings, must
help learners understand such challenges. Context becomes
a fundamental construct when seeking to understand
what makes a situation challenging and how physicians
respond to it. However, the question of how physicians
perceive such context remain largely unknown. If the goal
is to train novices to deal with complexity, we require an
understanding of what complexity means for those in
charge of training. Our research approach relies on visual
methods. Forty snapshots were collected from a purposeful
sample of faculty surgeons through a combination of
interviews, observations and drawing sessions. The
analytical process involved 3 phases: aesthetic analysis of
each drawing-snapshot, a compare-and-contrast analysis of
multiple drawing-snapshots, and a team analysis conducted
in collaboration with participants.
models. Team behaviors relevant to patient- and learnercenteredness were also scored.
Jason M. Satterfield, Ph.D.
University of California, San Francisco
Sylvia Bereknyei, Dr.PH.
Stanford University
Joan F. Hilton, Sc.D., M.P.H.
University of California, San Francisco
Alyssa L. Bogetz, M.S.W.
University of California, San Francisco
Rebecca Blankenburg, M.D., M.P.H.
Stanford University
Sara M. Buckelew, M.D., M.P.H.
University of California, San Francisco
H. Carrie Chen, M.D., M.S.Ed.
University of California, San Francisco
Sayra M. Cristancho, Ph.D.
Western University
Bradley Monash, M.D.
University of California, San Francisco
Susan J. Bidinosti
Western University
Jacqueline S. Ramos
Stanford University
Lorelei A. Lingard, Ph.D.
Western University
Stephanie Rennke, M.D.
University of California, San Francisco
Richard J. Novick, M.D., M.Sc.
Western University
Clarence H. Braddock III, M.D., M.P.H.
University of California, Los Angeles
Michael C. Ott, M.D., M.Sc.
Western University
2:15 p.m.–2:30 p.m.
Break
Tom L. Forbes, M.D.
Western University
2:30 p.m.–3:30 p.m.
Accelerating Learning through Technology
Vevey I
Prevalence of Social and Behavioral Topics and Related
Educational Opportunities During Attending Rounds
Purpose: Despite the importance of social and behavioral
determinants of health, little is known about how often
these constructs are incorporated into inpatient care
and teaching. Methods: This cross-sectional study used
independent raters to observe 80 inpatient ward teams on
internal medicine (IM) and pediatric (Peds) services during
attending rounds at two academic hospitals over a fivemonth period. Patient-level primary outcomes prevalence
of SBS topic discussions and rate of positive responses
to discussions were captured using an observational tool
and summarized at the team level using hierarchical
Can You See How I Think? Google Glass, First-Person
Practitioners, and Interprofessional Education
This session highlights the use of wearable technology
as a solution designed to transcend the logistical barriers
surrounding interprofessional education through the First
Person Practitioner (FPP) approach, which combines the use
of wearable technology, think-aloud protocols, and casebased learning methodologies.
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Association of American Medical Colleges, 2014
Joan Monahan Watson, Ph.D.
College of Pharmacy, University of Georgia
other schools that benefit from the attention of national
media, is one emerging solution for a number of problems;
among them reducing student debt, making medical
education more efficient, and providing earlier clinical
experiences, as well as providing a new pathway toward
primary care. This session will provide perspectives and
conceptual viewpoints from three geographically diverse
medical schools. Outcomes and products will include at
least one manuscript, a list of needs and resources, and
a strategy to establish a consortium of medical schools
involved or interested in accelerated training.
John A. Galdo, Pharm.D., BCPS, CGP
University of Georgia College of Pharmacy
Georgia Regents University College of Dental Medicine
2:30 p.m.–3:30 p.m.
Emerging Solutions
Vevey II
Developing the Workforce to Improve Population
Health: Report from the ASTHO-Supported
Primary Care and Public Health Collaborative
Workforce Committee
Speakers representing health care and public health
will provide an overview of the purpose and work of
the national ASTHO-supported Primary Care and Public
Health Collaborative Workforce Committee. They will
give background on the need to create opportunities for
increased collaboration between primary care and public
health professionals and generate a discussion focused
on identifying opportunities, barriers, and solutions for
accomplishing these efforts through medical education.
Betsy G. Jones, M.A.
Texas Tech University Health Sciences Center
Doug Bower, M.D.
Medical College of Wisconsin
Jeffrey A. Morzinski, Ph.D., M.S.W.
Medical College of Wisconsin
Joan Bedinghaus, M.D.
Medical College of Wisconsin
Kimberly Peck, M.D.
Texas Tech University Health Sciences Center
Yumi Shitama Jarris, M.D.
Georgetown University School of Medicine
Leslie Patterson, Ph.D.
Medical College of Wisconsin
Denise Koo, M.D., M.P.H.
Centers for Disease Control and Prevention
Robert Pallay, M.D.
Mercer University School of MedicineSavannah Campus
Sharon Moffatt, R.N., M.S.
Association of State and Territorial Health Officials
Vaughan Lee, Ph.D.
Texas Tech University Health Sciences Center
Malika Fair, M.D., M.P.H.
Association of American Medical Colleges
2:30 p.m.–3:30 p.m.
Emerging Solutions
Vevey IV
2:30 p.m.–3:30 p.m.
Emerging Solutions
Montreux
The Educator’s Role in Shaping Safer Systems of Care
Despite more than a decade of intense efforts to improve
patient safety, the sobering truth is that health care
remains unacceptably risky. As a result, the safety field
is now shifting its focus from interventions targeting
individual types of errors to redesigning systems of care and
establishing a culture of patient safety in order to prevent
multiple interrelated harms. There is also a consensus that
patient safety is a core component of medical education,
and that training programs and clinical leadership should
collaborate to improve safety culture and integrate trainees
Medical Student to Resident in 3 years: Experiences
with an Emerging Solution and Disruptive Innovation
The topic of this session will be Accelerated Medical School
Training, i.e., 3-year curricular tracks. In an effort to address
shortages in the primary care workforce and to encourage
education innovation, our three geographically diverse
institutions are at various stages of implementing 3-year
medical school programs that culminate in the MD degree
and link students to family medicine residency programs.
The development of 3-year tracks, including at NYU and
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Association of American Medical Colleges, 2014
into institutional quality improvement efforts. In order
to maximize the potential of trainees to contribute to
improving patient safety, medical educators will need to
go beyond simply developing curricula in safety and quality
improvement. In this session, we will demonstrate how
medical students and residents can be meaningful partners
in developing a culture of safety and developing solutions
to system failures that compromise patient safety, using
examples from our own institutions. We will discuss the
institutional opportunities and challenges that educators
may encounter in attempting to bridge the traditional divide
between clinical leadership and educational programs,
and will provide attendees with practical approaches to
addressing these issues.
Ariana Witkin
Icahn School of Medicine at Mount Sinai
Cinthia De La Rosa, M.P.H.
Icahn School of Medicine at Mount Sinai
Molly Cherington
Icahn School of Medicine at Mount Sinai
Rainier Soriano
Icahn School of Medicine at Mount Sinai
Robert Zimboff
Icahn School of Medicine at Mount Sinai
Valerie Parkas
Icahn School of Medicine at Mount Sinai
Sumant Ranji, M.D.
University of California, San Francisco
Show Me Now or Show Me Later: A Grading
Algorithm for the Adult Learner
Educators frequently debate the relative merits of having
mandatory attendance policies versus allowing students
to choose to participate in those learning activities they
find most valuable. In-session quizzes and attendance
points are commonly utilized to incentivize attendance.
For the adult learner, where learning is more self-directed
and autonomous, providing alternatives for the learner
to determine how and when they will participate and
demonstrate knowledge gained is imperative. A grading
algorithm was developed to better align with these adult
learning theories.
Vineet Arora, M.D., M.P.P.
University of Chicago
Jeanne Farnan, M.D., M.H.P.E.
University of Chicago Pritzker School of Medicine
John Q. Young, M.D., M.P.P.
Hofstra North Shore-LIJ School of Medicine
2:30 p.m.–3:30 p.m.
Innovation Oral Abstracts: The Pre-Clinical Years
Alpine I & II
Educational Themes Learned by Pre-Clinical Medical
Students in a Longitudinal Patient Experience
It is an imperative that UME initiatives foster the
development of patient-centered physicians who
understand the complexities of chronic illness care. However
the educational models that most likely foster these
attributes, longitudinal patient care experiences embedded
into UME curricula, need to be systematically and rigorously
evaluated for their true impact on learners. Analysis of
online journals kept by first- and second-year medical
students at Icahn School of Medicine at Mount Sinai
during a longitudinal clinical experience (LCE) and results
of a follow-up survey conducted two years later, prior to
graduation, show that embedded exposure to patient care
during the pre-clinical years enhances student perception of
their own patient-centeredness and professional identity.
Elaine Pelley, M.D.
University of Wisconsin School of Medicine and
Public Health
Georgia Hinman, Ph.D.
University of Wisconsin School of Medicine and
Public Health
The American Medical Student Association (AMSA)
Academy: Meeting Unmet Needs in Medical Education
AMSA Academy is a training ground for physician leaders
that strives to empower students to effect change in
medicine. Combining didactic with experiential learning,
AMSA Academy courses take students through the core
competencies of leadership and project implementation,
while building on key principles of important topics
in medicine.
Anna Goldman, M.D.
Cambridge Health Alliance
Britani Kessler, D.O.
American Medical Student Association
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Association of American Medical Colleges, 2014
Jeffrey Koetje, M.Dm.
American Medical Student Association
Taylor R. McClellan
Duke University, School of Medicine
Rachel Glassford, M.P.H.
American Medical Student Association
Michael J. McNeil
Duke University, School of Medicine
Meng Meng Xu
Duke University, School of Medicine
The Medical I.B.I.S.: Investigation of Basic and
Integrative Science
The Medical I.B.I.S. is a medical student publication
providing opportunity for students to practice medical
journalism and editorship.
2:30 p.m.–3:30 p.m.
RIME Oral Abstracts: Faculty Career Development (Live
Streamed Session)
Edelweiss II–43rd Floor
Melissa Stone
University of Miami Miller School of Medicine
Moderator
Steven M. Block, M.B., B.Ch.
Wake Forest University School of Medicine
2:30 p.m.–3:30 p.m.
RIME Review Paper
Vevey III
Why Does Maintenance of Certification Have to Be So
Hard? A Grounded Theory Study
We sought to identify barriers and enabling factors
associated with MOC, and how MOC can be changed to
better accomplish its intended purposes. At present, MOC is
perceived by physicians as merely a hoop: an inefficient and
logistically difficult activity for learning or assessment, often
irrelevant to practice, and of little benefit to physicians,
patients, or society. To resolve these misalignments, we
propose a grounded theory model that invites increased
value to physicians, integration with clinical practice,
effectiveness and relevance of learning activities, coherence
across MOC tasks, and support from organizations.
Moderator
Daniel C. West, M.D.
University of California, San Francisco
Discussant
Anda Kuo
University of California, San Francisco
Taking the Lead: A First Step toward Understanding
Best Practices in Leadership Training in Undergraduate
Medical Education
Objective: To characterize leadership curricula for medical
students through a systematic review and recommend
future directions for leadership education. Methods:
The authors searched PubMED, Educational Resource
Information Center, Academic One File and Education Full
Text databases for English-language articles published since
1980 describing interventions and curricula used to teach
medical students leadership skills. Kirkpatricks and Best
Evidence Medical Education scales were used to assess the
effectiveness and quality of evidence for each intervention,
respectively. Leadership skills addressed within programs
were classified into the five competencies of the Medical
Leadership Competency Framework (MLCF). The authors
also characterized educational settings, curricular format,
and learner and instructor characteristics.
David A. Cook, M.D., M.H.P.E.
Mayo Clinic
Eric S. Holmboe, M.D.
Accreditation Council for Graduate Medical Education
Kristi J. Sorensen, M.S.Ed.
Mayo Clinic
John M. Wilkinson, M.D.
Mayo Clinic
Helping Physicians Maintain Health, Knowledge, &
Skills as they Age and Transition to Retirement
We present the findings of an exploratory study which
focused on the health, wellness, and educational needs of
age 55+ physicians in two Canadian provinces.
Allison M.B. Webb, M.A.T.
Duke University, School of Medicine
Nicholas E. Tsipis
Duke University, School of Medicine
Heather Stenerson, M.Sc.
University of Saskatchwan, Regina, SK, Canada
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Association of American Medical Colleges, 2014
Integrating Competencies: Exploring Complex
Problem Solving Through Case Formulation in
Developmental Pediatrics
To elaborate processes that underpin complex problem
solving in the daily work of clinicians by exploring case
formulation in developmental pediatrics, that is, a process
that allows the clinician to summarize a patients core
problems, to suggest how these problems relate to
one another and to provide a tentative explanation for
the patients presentation. The research team iteratively
developed a thematic structure which was applied to the
entire data set by one researcher. A detailed audit trail was
maintained throughout.
Lisa Fleet, M.A., B.Ed.
Memorial University, St. John’s, NL, Canada
Using a Single Group Project Approach to Faculty
Development Yields Educational Scholarship
and Sustainability
Educator focused faculty development (FD) programs
include a project requirement to enable participants to
apply their new knowledge/skills. However in today’s
resource-constrained environments, we must concurrently
address organization-wide educational needs and advance
participants as educational scholars. Our purpose was to
determine if using a single group project for FD is feasible
using scholar productivity and continued project utilization
as outcome measures.
Anne A. Kawamura, M.D.
University of Toronto
Deborah Simpson, Ph.D.
Aurora Health Care
Angela Orsino, M.D.
University of Toronto
Jeffrey Morzinski, Ph.D.
Medical College of Wisconsin
Maria Mylopoulos, Ph.D.
University of Toronto
Hospital for Sick Children
Karen Marcdante, M.D.
Medical College of Wisconsin
More Consensus Than Idiosyncrasy: Categorizing Social
Judgments to Examine Variability in Mini-CEX Ratings
Rater-based assessments are often disparaged for their lack
of inter-rater reliability. In the social judgment literature,
idiosyncratic rater impressions of a performer tend to
partition into a finite number of distinct subgroups. This
study investigated the proportion of variance in Mini-CEX
ratings that can be attributed to such; partitions of the
social impressions raters form about residents. Method:
Physicians were invited to review video-recorded patient
encounters for 7 residents, complete a Mini-CEX and
offer their impressions of the resident. Participants sorted
the impressions and the sorts were analyzed in a Latent
Partition Analysis (LPA). The best fitting set of partitions
for each resident was used as an independent variable in a
one-way ANOVA to determine the proportion of variance
explained in overall clinical competence ratings.
Linda Meurer, M.D., M.P.H.
Medical College of Wisconsin
The Most Valuable Features of Faculty Development
Workshops As Identified by Participants
In order to design effective faculty development, we must
identify elements of workshops that participants identify
as most valuable immediately following a workshop. This
information will allow for fine-tuning of offerings.
Patricia S. O’Sullivan, M.A.
University of California, San Francisco
David Irby, Ph.D.
University of California, San Francisco
2:30 p.m.–3:30 p.m.
RIME Papers: Lifting the Lid
Edelweiss I–43rd Floor
Andrea Gingerich, N.D., M.M.Ed.
UBC Medicine-Northern Medical Program
Facilitator
Lara Varpio, Ph.D.
Uniformed Services University for the Health Sciences
Cees van der Vleuten, Ph.D.
Maastricht University, Netherlands
Kevin W. Eva, Ph.D.
Centre for Health Education Scholarship, UBC
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Association of American Medical Colleges, 2014
Innovative Programs to Develop Future PhysicianLeaders for Urban Underserved Communities
Session highlights the creation and implementation of
three programs whose aim is to develop physician-leaders
to serve underserved urban communities. Each program
represents an intersection of important factors in medical
education, such as selection/admissions, advising, career
development, specialty selection and leadership and
professional development, as well as the curricular context
in which those factors interact.
Glenn Regehr, Ph.D.
Centre for Health Education Scholarship, UBC
3:30 p.m.–3:45 p.m.
Break
3:45 p.m.–5:15 p.m.
Emerging Solutions
Vevey II
Cynthia Haq, M.D.
University of Wisconsin
Building a Bridge to Somewhere: Opportunities,
Challenges and Best Practices in Accelerating
Student Transition from Undergraduate to Graduate
Medical Education
Many new medical educational models challenge the
traditional 2+2 framework, with some allowing variable
progression and early matriculation of students into GME
programs. This interactive session will engage participants
in the current controversies surrounding these proposed
models. Three curricula from the AMA Accelerating Change
in Medical Education consortium will be reviewed in detail,
including competency-based educational frameworks,
individualization of the UME curriculum, tracking and
documentation of student achievement, and shortened
paths to graduation leading to early matriculation into
residency. Pros and cons of these models will be debated,
with audience members reacting to perspectives presented
and offering their own. Regulatory challenges will be
discussed and cataloged. Sharing best practices and lessons
learned will give participants the tools to embark on these
innovations at their home institutions.
Gary Loy, M.D., M.P.H.
Rush Medical College
Joanna Michel, Ph.D.
University of Illinois
Jorge Girotti, Ph.D.
University of Illinois
Lawrence Hy Doyle, M.A.
University of California, Los Angeles
3:45 p.m.–5:15 p.m.
Emerging Solutions
Vevey IV
Is It Time to Redefine Our Technical Standards for
Undergraduate Medical Education?
This session will explore ways in which the concept of
technical standards for admission, retention, and graduation
of medical students should be updated to reflect the
multiple changes in the social, technological, educational,
and health care environments that have occurred over the
last twenty years. By doing so, medical schools will provide
more appropriate access to the profession for students
with disabilities.
Patrick Brunett, M.D.
Oregon Health & Science University School
of Medicine
Richard Hawkins, M.D., M.P.H.
American Medical Association
Tonya Fancher, M.D., M.P.H.
University of California, Davis, School of Medicine
Raymond Curry, M.D.
Northwestern University Feinberg School of Medicine
Tracy Bumsted, M.D., M.P.H.
Oregon Health & Science University School
of Medicine
Laura Kezar, M.D.
University of Alabama at Birmingham School
of Medicine
3:45 p.m.–5:15 p.m.
Emerging Solutions
Vevey III
Scott Warner
Franczek Radelet P.C., Chicago
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Association of American Medical Colleges, 2014
Philip Zazove, M.D.
University of Michigan Medical School
framework and contribute to evolving efforts to address
learner mistreatment and construct optimal learning
environments.
3:45 p.m.–5:15 p.m.
Emerging Solutions
Montreux
Brenessa Lindeman, M.D., MEHP
Johns Hopkins University School of Medicine
Donald Brady, M.D.
Vanderbilt University School of Medicine
Medical Improv: An Innovative Training Technique for
Communication & Professionalism Skills
Learn about and experience a promising new technique,
Medical Improv, for teaching the ACGME Milestones of
communication and professionalism. You will hear a brief
talk on the concept, its implementation at Feinberg School
of Medicine and other medical schools, and the existing
data on its usefulness. You will participate in two or three
representative Medical Improv training exercises. And then
there will be a group discussion on how to create similar
educational programs at your institutions, and how to
perform research to prove best practices.
William Bynum, M.D.
NCC Family Medicine Residency, Fort Belvoir, VA
3:45 p.m.–5:15 p.m.
Innovation Oral Abstracts: Interprofessional Education
Alpine I & II
Caring for the Homeless and Underserved: An Online,
Systems-Based, Interprofessional Curriculum
Many clinicians lack formal training regarding social
determinants of health, public healthcare systems, or special
interprofessional care needs of the medically underserved.
Medicine curricular milestones include awareness of
socioeconomic barriers impacting patient care, but a
national curriculum has not been formalized. Approach: We
developed a sharable, interprofessional online curriculum
regarding public healthcare systems and bio-psychosocial
care for the underserved.
Katie Watson, J.D.
Feinberg School of Medicine, Northwestern University
Belinda Fu, M.D.
First Hill
Richard Snyder, M.D.
Group Health Permanente Seattle, WA
Virginia Mason Hospital Seattle, WA
Brent C. Williams, M.D., M.P.H.
University of Michigan Medical School
Richard Cox
People Rocket
Stanford Graduate School of Business
Hasso Plattner Institute of Design
Davoren Chick, M.D.
University of Michigan Medical School
Heather Rye, LMSW
University of Michigan
3:45 p.m.–5:15 p.m.
Emerging Solutions
Edelweiss I–43rd Floor
Pamela Davis, M.D.
University of Michigan Medical School
Moving Beyond Learner Mistreatment in Medical
Education: Examining Influences on the Learning
Climate and Guidance for Potential Solutions
Learner mistreatment is among the most important issues
facing medical education today, but most current discussion
fails to adequately assess the diverse influences that
affect the overall learning climate at multiple levels across
institutions and professions. Using a conceptual framework
of potential influences on the learning climate developed
from an interactive seminar moderated by leaders from
the ORR, GRA, and GDI, session participants will work in
groups to define their experiences through the lens of this
Development of a Novel Interprofessional Case-based
Curriculum in Adolescent Health
The Boston Children’s Hospital Maternal and Child Health
Bureau (MCHB) funded Leadership Education in Adolescent
Health (LEAH) program aims to train a diverse, multidisciplinary work force to address the health needs of
adolescents and young adults. Post-graduate fellows in
medicine, nursing, social work, psychology, and nutrition
train together for one year in this unique interprofessional
environment. While there have been increasing calls in the
past decade for training of this nature, best practices for
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Association of American Medical Colleges, 2014
Early Clinical Experience, Interprofessional Education,
and Working in Teams
Medical education has been challenged with providing early
clinical experience, interprofessional education (IPE), and the
teaching of teamwork. Cooper Medical School of Rowan
University and the Philadelphia College of Pharmacy created
a 4-year interprofessional Ambulatory Clerkship within a
newly established free clinic. The clerkship is mandatory for
medical students; pharmacy students apply to participate.
Students work in teams of 6–7; teams include pharmacy
and medical students and first- and upper-year students.
All students rotate through all duties: scheduling, front
desk, rooming, H&Ps, dispensing medications, counseling,
checkout, etc. Team members support each other in
providing primary care to a panel of patients.
postgraduate interprofessional education have yet to be
defined. We report our experience creating and evaluating a
novel postgraduate case-based interprofessional curriculum
in adolescent health over the past two years.
Holly Gooding, M.D., M.Sc.
Harvard Medical School
Interprofessional Education: Comparing Curricular
Components For Early Exposure and Team Training
Learning to work effectively on interprofessional teams
has been identified as a critical component of medical
school education (LCME standard 19a) and has been clearly
identified as necessary for creating a collaborative health
care work force. How to teach these skills, and where
to place them in the curriculum, is an ongoing debate.
At CWRU, a team of interprofessional faculty have been
creating and assessing educational activities to build a
longitudinal curriculum (supported by the Josiah Macy
Jr. Foundation).
Anisha B. Grover, Pharm.D., BCACP
Philadelphia College of Pharmacy, University of
the Sciences
Anna Headly, M.D.
Cooper Medical School of Rowan University
Ellen Luebbers, M.D.
Case Western Reserve University/School of Medicine
Kathy Cole-Kelly, M.S., M.S.W.
CWRU School of Medicine
Gladys Dueñas, Pharm.D., BCACP
Philadelphia College of Pharmacy, University of
the Sciences
Kristin Victoroff, D.D.S., Ph.D.
CWRU School of Dental Medicine
Jenny Melli, M.D.
Cooper Medical School of Rowan University
Mary Dolansky, R.N., Ph.D.
CWRU Frances Payne Bolton School of Nursing
Melissa Rotz, Pharm.D., BCACP
Philadelphia College of Pharmacy, University of
the Sciences
Todd Fennimore, M.P.A., M.A.
CWRU School of Medicine
Let’s Simulate! Perspective Taking and Emotion
Handling Skill Building for Interprofessional Students
Conflict-management skills are critical for healthcare
professionals and researchers, but are not routinely or
formally taught. This abstract describes a simulationbased workshop in conflict handling skills offered to
an interprofessional group of health sciences students.
Students interacted with actors at simulation stations and
practiced perspective taking and emotion handling. They
highly valued realism, engagement and opportunities to
apply skills during the workshop.
A Curriculum for Multidisciplinary Pressure Ulcer
Education and Patient Care in a Spinal Cord
Injury Unit?
We describe an innovative multidisciplinary curriculum
for pressure ulcer education and patient care in a spinal
cord injury unit, focused on inpatient care. The curriculum
integrates didactic and bedside teaching in a pointof-care context. This model can be applied to other
multidisciplinary endeavors.
Devra Becker, M.D.
Louis Stokes Cleveland VA Medical Center/ Case
Western Reserve University Medical School
David Rainey, M.Ed.
University of Washington
Sara Kim, Ph.D.
University of Washington
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Association of American Medical Colleges, 2014
3:45 p.m.–5:15 p.m.
RIME Papers: Social Contract (Live Streamed Session)
Edelweiss II–43rd Floor
Steven J. Durning, M.D., Ph.D.
Uniformed Services University
Jennifer R. Kogan, M.D.
Perelman School of Medicine at the University of
Pennsylvania
Moderator
Maryellen E. Gusic, M.D.
Association of American Medical Colleges
Terri Blevins, M.A.
University of Colorado School of Medicine
Member, Association of American Medical Colleges
Careers in Medicine Advisory Committee
Discussant
Marsha Rappley, M.D.
Michigan State University College of Human Medicine
Calvin L. Chou, M.D., Ph.D.
University of California, San Francisco, and Veterans
Affairs Medical Center
Educational and Individual Factors Associated with
Intention to Practice in Underserved Areas
Sixteen thousand physicians are required immediately
to alleviate the shortage of doctors for patients living in
medically underserved areas. This study examined the
impact of educational experiences during medical school
on both positive changes and reaffirmation in students’
intention to practice in underserved areas. Multilevel logistic
regression analyses were conducted to determine the
factors associated with change in practice intentions.
Gretchen Diemer, M.D.
Thomas Jefferson University
Dana W. Dunne, M.D.
Yale University School of Medicine
Mark J. Fagan, M.D.
Alpert Medical School of Brown University
Christy K. Boscardin, Ph.D.
University of California, San Francisco
Paul J. Hartung, Ph.D.
Northeast Ohio Medical University
Doug Grbic, Ph.D.
Association of American Medical Colleges
Stephanie M. Kazantsev
University of Chicago Pritzker School of Medicine
Kevin Grumbach, M.D.
University of California, San Francisco
Hilit F. Mechaber, M.D.
University of Miami Miller School of Medicine
Patricia O’Sullivan, Ed.D.
University of California, San Francisco
Douglas S. Paauw, M.D.
University of Washington School of Medicine
Rathmann Family Foundation
Lifestyle Factors and Primary Care Specialty Selection:
A Comparison of Graduating Versus Matriculating
Medical Students in the 2012–2013 Academic Year
Medical students are increasingly choosing non-primary care
specialties. Perceptions of a specialty lifestyle may partially
explain specialty choice. This study compares how first-year
(MS1) vs. fourth-year students (MS4) ascribe importance to
lifestyle domains and specialty-selection characteristics and
compares their ratings to primary care (PC) interest. Using
logistic regression, results were compared to prior analyses
of MS1s who matriculated to the same 11 schools in 2012.
Jeffrey G. Wong, M.D.
Medical University of South Carolina,
Shalini T. Reddy, M.D.
University of Chicago Pritzker School of Medicine
Family Physician Preceptors’ Conceptualizations of
Health Advocacy: Implications for Medical Education
Despite its universal acceptance as an important
responsibility of physicians work, health advocacy remains
difficult to define, teach and assess. The aim of the
current study was to explore physicians’ conceptions of
health advocacy based on their experience with health
advocacy-related activities. Method: Eleven semi-structured
interviews with family physician preceptors were conducted
and analyzed, in the tradition of phenomenography.
Kimberly L. Clinite
University of Chicago Pritzker School of Medicine
Kent J. DeZee, M.D., M.P.H.
Uniformed Services University
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Association of American Medical Colleges, 2014
Friday, November 7, 2014
Maria M Hubinette, M.D., CCFP, M.M.Ed.
Faculty of Medicine, University of British Columbia
Rola Ajjawi, Ph.D.
University of Dundee,
6:30 a.m.–3:00 p.m.
Registration and Information
Zurich Ballroom Foyer
Shafik Dharamsi, Ph.D.
Faculty of Medicine, University of British Columbia,
7:00 a.m.–3:00 p.m.
Fostering Connections Room
Currents
3:45 p.m.–5:15 p.m.
Workshop
St. Gallen
7:00 a.m.–8:00 a.m.
Breakfast
Zurich Ballroom Foyer
Writing Competitive Conference Abstracts: Tips for
Beating the Odds
Three members of the selection committee for the 2014
AAMC Medical Education Meeting share their experience
and advice about writing competitive proposal abstracts.
7:00 a.m.–8:00 a.m.
CGEA Regional Breakfast Meeting (All Welcome)
Montreux
Boyd Richards, Ph.D.
Columbia University College of Physicians and Surgeons
7:00 a.m.–8:00 a.m.
NEGEA Regional Breakfast Meeting (All Welcome)
Vevey I
Jonathan Amiel, M.D.
Columbia University College of Physicians and Surgeons
Lara Varpio, Ph.D.
Uniformed Services University for the Health Sciences
7:00 a.m.–8:00 a.m.
SGEA Regional Breakfast Meeting (All Welcome)
Vevey II
5:15 p.m.–5:30 p.m.
Break
7:00 a.m.–8:00 a.m.
WGEA Regional Breakfast Meeting (All Welcome)
St. Gallen
5:30 p.m.–6:30 p.m.
Plenary Session (Live Streamed Session)
Zurich Ballroom
8:00 a.m.–8:15 a.m.
Break
Marsha Rappley, M.D.
Michigan State University College of Human Medicine
8:15 a.m.–9:45 a.m.
Emerging Solutions
Vevey I
6:30 p.m.–9:00 p.m.
Poster Session and Networking Reception
Lucerne Ballroom and Foyer
AAMC’s EPA # 1: Perform a History and Physical
Exam—What Are the Milestones for Transition
to Clerkships?
Recently, the EPA concept was applied by the AAMC to the
transition between medical school and residency, using it
as the conceptual framework of its recent set of proposed
guidelines for entering internship: Core Entrustable
Professional Activities for Entering Residency (CEPAER). The
EPA concept, however, has not been applied to another
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Association of American Medical Colleges, 2014
major threshold in medical training: the pre-clerkshipclerkship transition. The objective of this emerging solutions
session is to take a first step in applying the EPA concept to
the pre-clerkship-clerkship transition by creating a first draft
of milestones for AAMCs EPA #1, Perform a History and
Physical Exam and exploring how enstrustable applies to
these less advanced trainees.
Alan Dow, M.D., MSHA
Virginia Commonwealth University
Eve Colson, M.D., M.H.P.E.
Yale School of Medicine
Jennifer Myers, M.D.
Perelman School of Medicine University of
Pennsylvania
Dan Henry, M.D.
University of Connecticut School of Medicine
Kelly Dowhower Karpa, Ph.D., R.Ph.
Pennsylvania State University College of Medicine
Deepthiman Gowda, M.D.
Columbia University College of Physicians and Surgeons
Mayumi Willgerodt, Ph.D., M.S./M.P.H., R.N.
University of Washington–Bothell
Lynn Kosowicz, M.D.
University of Connecticut School of Medicine
Memoona Hasnain, M.D., M.H.P.E., Ph.D.
University of Ilinois at Chicago School of Medicine
Mary Jo Fink, M.D.
Columbia University, College of Physicians and Surgeons
Sandrijn van Schaik, M.D., Ph.D.
University of California San Francisco
Ronald Silvestri, M.D.
Harvard Medical School
Ted James, M.D., MCHM
University of Vermont College of Medicine
Benjamin Blatt, M.D.
George Washington University School of Medicine
Wrenetha Julion, Ph.D., M.P.H., R.N., FAAN
Rush University College of Nursing
8:15 a.m.–9:45 a.m.
Emerging Solutions
Vevey II
8:15 a.m.–9:45 a.m.
Emerging Solutions
Vevey III
Moving Icebergs: Practical Solutions for Successfully
Implementing Interprofessional Education (IPE) at
Your Institution
Interprofessional education (IPE) is gaining increasing
attention as a critically important approach to optimize the
preparation of the future healthcare workforce and to bridge
the gap between health professions education and practice
delivery. IPE is now an accreditation standard for some
health professional schools in the United States. However,
the process of implementing interprofessional curricula
faces challenges due to unaddressed and unrecognized
institutional and cultural barriers. Collectively, the workshop
leaders, listed below, have vast experience designing and
implementing IPE and will present lessons learned about
how to overcome these barriers. The goal of the session is
for participants to leave with clear strategies that they can
utilize to successfully implement a specific IPE experience.
During the workshop participants will be actively engaged
in analyzing the change process, building and leveraging a
coalition of interprofessional practitioners, and overcoming
the hidden barriers to successful IPE implementation.
NAVIGATOR: Advanced Academic Training—
Empowering Medical Students to Succeed Through
Medical Health Education
Presenters will introduce NAVIGATOR: Advanced Academic
Training, a comprehensive cognitive and noncognitive
program for achieving superior retention, progression,
and graduation rates, among medical and undergraduate
health education pipeline students. NAVIGATOR employs
the online diagnostic and prescriptive Personal Background
and Preparation Survey to proactively identify primarily
noncognitive social determinants and target individualized
interventions to ameliorate students noncognitive academic
retention risks. At two health science community colleges,
NAVIGATOR: Advanced Academic Training interventions
demonstrated relative risk reductions in nonadvancement
rates of 69.6% for underrepresented minority students,
63.3% for nonunderrepresented minority students,
and 67% overall, by helping students more effectively
cognitively process information for long-term retention and
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Association of American Medical Colleges, 2014
problem solving via a cognitive informatics retrieval regimen
supported by advanced information technologies.
Residency (Cooke, Irby, OBrien). Posited as one of four
goals for educating future physicians, professional
identity formation reflects a very complex process, or
series of processes, best understood by applying aspects
of overlapping domains: professionalism, psychosocial
identity development, and formation (Holden, et al, 2012).
Discussion of PIF in the medical education literature reveals
multiple perspectives on a complex and multifaceted
process. This presentation will offer three windows for
consideration of this process (What do we mean by PIF?
What are the implications for education? What are the
research questions?), and will set the stage for ongoing
exploration across the continuum of medical education
and training. Participants will read in advance of the
session, will engage in facilitated table discussions of key
questions, and will report back with recommendations for
future study, training, funding, and strategic priorities. The
Undergraduate Medical Education Section of the Group
on Educational Affairs will lead a partnership with other
interested GEA sections to begin drafting a White Paper
following this session.
Ronald Johnson, D.D.S.
UTHealth School of Dentistry, Department of
Pediatric Dentistry
Craig W. Johnson, Ph.D.
UTHealth School of Biomedical Informatics at Houston
Suvendra Vijayan, B.D.S., M.P.H.
UTHealth School of Biomedical Informatics at Houston
8:15 a.m.–9:45 a.m.
Emerging Solutions
Vevey IV
Post-baccalaureate Premedical Programs: An Emerging
Solution to Meet the Challenge of Developing a
Diverse Physician Workforce
The medical education community at large is faced with
the challenge of developing a physician workforce to
meet the health care needs of our increasingly diverse
U.S. population. As post-baccalaureate-premedical (PBP)
programs are among the emerging solutions to this
challenge, our discussion will address issues of design,
implementation and sustainability of PBP programs that
promote physician workforce diversity.
Mark Holden, M.D.
University of Texas Medical Branch-Galveston
Maxine Papadakis, M.D.
University of California, San Francisco, School
of Medicine
Pamela Schaff, M.D.
Keck School of Medicine of the University of Southern
California
Anthony R. Rodriguez, M.D.
Drexel University College of Medicine
Dorothy Andriole, M.D.
Washington University School of Medicine
Paul Haidet, M.D., M.P.H.
Penn State College of Medicine
Lauree Thomas, M.D.
University of Texas, Medical Branch
Thomas Inui, M.D.
Indiana University School of Medicine
Leon McDougle, M.D.
The Ohio State University, Wexner Medical Center
8:15 a.m.–9:45 a.m.
Innovation Oral Abstracts: Building Bridges
Alpine I & II
8:15 a.m.–9:45 a.m.
Emerging Solutions
St. Gallen
A Simulation Based Intervention to Address Learning
Climate among Core Primary Care Inpatient Faculty
and Residents
This abstract describes the development and
implementation of our multidisciplinary simulation based
curriculum to address learning climate for core inpatient
faculty and primary care residents.
Who Am I? Who Are we? Professional Identity
Formation in Medical Education and Training
Professional identity formation (PIF) has become the focus
of increased attention in medical education following
the Carnegie Foundations 2010 publication of Educating
Physicians: A Call for Reform of Medical School and
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Association of American Medical Colleges, 2014
Francis McBee Orzulak, M.D.
University of Illinois College of Medicine at Peoria
Gerald P. Wickham, M.A.
University of Illinois College of Medicine at Peoria
John Vozenilek, M.D.
University of Illinois College of Medicine at Peoria
Meenakshy Aiyer, M.D.
University of Illinois College of Medicine at Peoria
Kelvin Wynn, M.D.
University of Illinois College of Medicine at Peoria
Sara Krzyzaniak, M.D.
University of Illinois College of Medicine at Peoria
Meenakshy Aiyer, M.D.
University of Illinois College of Medicine at Peoria
Trina Croland, M.D.
University of Illinois College of Medicine at Peoria
Sara Rusch, M.D.
University of Illinois College of Medicine at Peoria
A Hybrid Approach to Create a School Culture of
Online Professionalism
The use of social media for medical and patient education
has been of great benefit for students, residents, physicians,
and patients. However, challenges have emerged mainly
related to the use of social media on clinical experiences
and confidentiality of patient information.
Trina Croland, M.D.
University of Illinois College of Medicine at Peoria
An Innovative Strategy for Transition to a CompetencyBased Curricular Framework and Assessment
We transitioned to a competency-based framework to
improve teaching and assessment by explicitly describing
the expected development of clinical competence. UME
and GME leaders collaborated together on the process.
We articulated the expected development of clinical
competence across the clinical years and assure preparation
for day one of residency.
Mary Ana, Cordero Diaz, M.D.
Tecnologico de Monterrey School of Medicine
Veteran-Centered Care Training Across the Continuum
of Medical Education
With nearly 2.6 million U.S. service members returning
from service in Iraq and Afghanistan over the past decade,
our health system will need to improve their ability to
provide care to this population. In response, we developed
several projects to expose health professional leaners to
the unique needs of military and veteran service members.
First, we developed a faculty development workshop for
practicing clinicians using an award-winning documentary
Where Soldiers Come From©. Secondly, we created two
standardized patient cases, at the graduate medical
education level, to provide training in the area of mental
health. Finally, we have received funding from the Arthur
P. Gold Foundation to develop an interactive eLearning
exercise using photo-elicitation and reflective writing
methodology that will heighten learner awareness and
stimulate critical thinking about the complexities of caring
for veterans.
Aimee Zaas, M.D., M.H.S.
Duke University Hospital
Colleen O. Grochowski, Ph.D.
Duke University School of Medicine
Deborah Engle, Ed.D., M.S.
Duke University School of Medicine
Kathryn Andolsek, M.D., M.P.H.
Duke University School of Medicine
An Innovative Intern Preparatory Course—Capstone
with Simulation as Core Pedagogy
We describe the successful implementation of an Intern
Preparatory Course for graduating fourth year medical
students with simulation based pedagogy allowing real
time observation and feedback of basic and advanced
clinical skills.
Monica L. Lypson, M.D.
University Michigan Medical School
Paula T. Ross, Ph.D.
University Michigan Medical School
Matthew Mischler, M.D.
University of Illinois College of Medicine at Peoria
Francis McBee Orzulak, M.D.
University of Illinois College of Medicine at Peoria
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Association of American Medical Colleges, 2014
Creating Physicians Prepared to Lead Healthcare
Transformation—The SLIM Curriculum
Medical school graduates are not prepared to lead quality
improvement initiatives, but the majority have a desire to
learn and utilize performance improvement (PI) skills in
healthcare. To teach medical students PI skills and involve
them in quality initiatives, Columbia and Bassett joined
forces to implement explicit training in Systems, Leadership,
Integration, and Management; the SLIM curriculum; and
its application in clinical PI projects. Policy changes like
the Affordable Care Act need an informed and skilled
workforce if they are to succeed in raising quality and
lowering cost, necessitating the spread of similar SLIM-like
curricula to all U.S. medical schools.
Larry Hurtubise, M.T.
Ohio University College of Osteopathic Medicine
John Davis, M.D., Ph.D.
The Ohio State University College of Medicine
Daniel Clinchot, M.D.
The Ohio State University College of Medicine
The Leadership Education and Development (LEAD)
Certificate Program: From Vision to Reality
Few leadership development programs are broadly available
to faculty who are new education leaders and those who
aspire to such roles. This presentation will describe the
Leadership Education and Development (LEAD) certificate
program, now affiliated with the AAMC as a national
program, and the results of initial implementation, nationwide expansion, and lessons learned that are contributing
to future developments for the near future. Implemented
now within all four GEA regions, the LEAD certificate
program will also include a new institution-based model for
the 2014–15 academic year.
Boyd Richards, Ph.D.
Columbia College of Physicians & Surgeons
Daphne Monie, Ph.D.
Columbia-Bassett Medical School Program
Dorene Balmer, Ph.D.
Texas Children’s Hospital, Baylor College of Medicine
Sheila W. Chauvin, Ph.D., M.Sc.
Louisiana State University Health Sciences Center–
New Orleans
Henry Weil, M.D.
Columbia-Bassett Medical School Program
Britta Thompson, Ph.D., M.S.
University of Oklahoma College of Medicine
8:15 a.m.–9:45 a.m.
Innovation Oral Abstracts: Continuing Professional
Development (Live Streamed Session)
Edelweiss II–43rd Floor
Recreating the Doctor’s Lounge: A Novel Synergy of
CPD, Needs Assessment, and Relationship Building
Reduction in hospital privileges has led to fragmentation
among family physicians, with reduced opportunities
for collegial interaction and informal learning. A novel
approach to continuing professional development (CPD)
addressed this issue, synergizing CPD, needs assessment,
and relationship building. Outcomes demonstrated value of
engaging practitioners in shaping their CPD programs and
importance of relationship building among a community of
practitioners.
Leveraging Online Faculty Development in Support of
Curricular Change: Faculty Development for Medical
Educators (FD4ME) in the Ohio State University (OSU)
College of Medicine and Beyond
Faculty development (FD) is essential in facilitating curricular
change since the teaching and learning methods (TLM) and
technology used are often new to the faculty. For clinical
faculty, FD via workshops and presentations is particularly
problematic. We present a robust online system to address
FD needs and hypothesize that this resource will be useful
to faculty beyond OSU COM.
Jennifer Barrows
University of British Columbia
John D Mahan, M.D.
Nerissa Tai, M.P.H.
University of British Columbia
The Ohio State University College of Medicine
Linda Mauger
The Ohio State University College of Medicine
Junior Faculty Core Curriculum to Enhance Faculty
Development
We developed and evaluated a concentrated, week-long
Junior Faculty Core Curriculum that provides basic skills and
Cynthia Ledford, M.D.
The Ohio State University College of Medicine
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Association of American Medical Colleges, 2014
knowledge and fosters interactions among junior and senior
faculty for career advancement.
Technologies (ICT) and the Keck School of Medicine (KSOM)
of the University of Southern California collaborated in the
development of an online virtual standardized patient (VSP)
authoring system. The VSP will be able to interact with
the learner to provide a history, respond to the learner’s
questions, and provide feedback. The VSP will understand
questions asked in normal clinical language.
Janine Shapiro, M.D.
University of Rochester School of Medicine
and Dentistry
Flipping the CPD Workshop: A Pilot
One challenge of continuing professional development
(CPD) activities is that participants bringvaried knowledge
and experience. Timeis spent teaching base knowledge,
reducing opportunity for participants to optimize time with
experts in applying clinical reasoning and discussion. In
this pilot, CPD workshops were flipped. Base knowledge
was taught online, in-person workshop focused on
clinical application. Results demonstrate feasibility of this
approach in CPD.
Thomas B. Talbot, M.D.
Keck School of Medicine of USC
Win May, M.D., Ph.D.
Keck School of Medicine of USC
10:00 a.m.–11:00 a.m.
Emerging Solutions
Montreux
Jennifer Barrows
University of British Columbia
Teaching Triangles: Collaborating with Peers, Offering
Constructive Feedback and Enhancing Teaching Skills
Faculty at Academic Medical Centers are often not formally
educated or prepared for their teaching role. Similarly,
residents, fellows, nurses, and many other healthcare
team members find themselves in a teaching role while
taking care of patients. While formal education programs
are optimal, there is often not the time, resources or
commitment available. Teaching Triangles includes
abbreviated core content on effective teaching techniques
and feedback methods. Teaching Triangles is intended to
utilize peer and self-observation to enhance ones teaching
skills. Given the importance of lifelong learning, Teaching
Triangles emphasizes the importance of self-evaluation
and identifying individual strengths and opportunities for
growth. The opportunity allows participants to observe
and learn from others teaching, as well as provide and
receive constructive feedback for enhancing individual
teaching skills.
Nerissa Tai, M.P.H.
University of British Columbia
Designing Mobile Applications for the Management
of Continuing Medical Education (CME): A Work
in Progress
An innovations abstract providing an approach to the
design and implementation process for mobile applications.
H. David Reines, M.D., FACS
Inova Health System
Jason Daiger
Attendee Interactive
Kenay Wright
Inova Health System
Alisa Nagler, J.D., M.A.
Duke University School of Medicine
9:45 a.m.–10:00 a.m.
Break
Courtney West, Ph.D.
Texas A&M Health Science Center
10:00 a.m.–11:00 a.m.
Accelerating Learning through Technology
St. Gallen
Lori Graham, Ph.D.
Texas A&M Health Science Center
USC Standard Patient: A Virtual Standardized Patient
Who Can Interact With the Learner
In this session, medical educators will be able to interact
with and author a Virtual Standarized Patient, who will be
able to interact with the learner. The Institute for Creative
Mariah Rudd
Duke University
27
Association of American Medical Colleges, 2014
10:00 a.m.–11:00 a.m.
Emerging Solutions
Vevey I
Melanie McCollum, Ph.D.
University of Virginia School of Medicine
10:00 a.m.–11:00 a.m.
Innovation Oral Abstracts: GME Assessment
Vevey III
The Flipped Classroom: Progress, Promise, and Pitfalls
In this session, we hope to address some of the challenges
with implementing the flipped classroom in preclinical
medical education, and begin a discussion about best
practices amongst educators currently involved in
development of innovative medical curricula utilizing the
flipped approach for active learning.
Development of Standardized Narrative
Cases Based on the ACGME Professionalism
Milestones—A “How to” Guide
This study demonstrates how to use specialty specific
milestones to develop standardized narrative cases
representing a spectrum of professional behaviors. The
process described can be applied to other competencies
and other specialties to create cases for rater training
to facilitate improved qualitative descriptions of
observed behavior.
Cheryl McNeil, M.D.
University of North Carolina at Chapel Hill School
of Medicine
J. Matthew Velkey, Ph.D.
Duke University School of Medicine
Aaron Knox, M.D.
University of British Columbia
Sarah Street, Ph.D.
University of North Carolina at Chapel Hill School
of Medicine
Ara Tekian, Ph.D., M.H.P.E.
University of Illinois at Chicago
Jennifer Carbrey, Ph.D.
Duke University School of Medicine
Sarah Williams, M.D.
Stanford School of Medicine
10:00 a.m.–11:00 a.m.
Emerging Solutions
Vevey II
Shalini Reddy, M.D.
University of Chicago
Yoon Soo Park, Ph.D.
University of Illinois at Chicago
What Motivates Learners to “Flip” Over the Flipped
Classroom? Exploring the Implications for Faculty and
Student Development
In this workshop we will explore the following questions:
What motivates learners to prepare in advance for
engaging actively in the learning challenges of class or
the clinics? What are the implications of this for faculty
development and curricular design? How can we best
support and encourage student development of skills for
lifelong learning, as required by accrediting and licensing
bodies across the spectrum of medical education (UME,
GME, CME)?
A Paging Curriculum for the Assessment of Medical
Knowledge, Professionalism, and Interpersonal and
Communication Milestones
A Milestone based paging curriculum was included in a
four-week elective to prepare fourth year medical students
for Level One competencies in Obstetrics and Gynecology.
The simulation gives students the opportunity to acquire
important knowledge and skills needed as interns.
Carrie Bell, M.D.
University of Michigan
Elizabeth Bradley, Ph.D.
University of Virginia School of Medicine
Helen Morgan, M.D.
University of Michigan
Esther Chen, M.D.
University of California at San Francisco School
of Medicine
Maya Hammoud, M.D.
University of Michigan
Mary Kate Worden, Ph.D.
University of Virginia School of Medicine
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Association of American Medical Colleges, 2014
Novel Use of Standardized Patient Video Case
Precepting in Residency Interviews
The development of a new approach to the recruitment
interview for Family Medicine Residency utilizing a video
standardized patient and precepting experience to better
determine the adequacy of the candidate skillset for success
in residency. This has shown improvement in the interview
process and outcome in resident selection.
The Effect of Differential Weighting of Academics,
Experiences and Core Competencies Measured by
Multiple Mini Interview (MMI) on Under-Represented
in Medicine (URIM) Admissions to Medical School
A retrospective study of three years of admissions data
on applicants screened for interview by academics and
experiences, and subsequently admitted to medical
school based exclusively on MMI scores, were analyzed by
ethnicity. Hypothetical weighting of academic, experience,
and MMI scores for final admissions decisions would have
modified the diversity of the accepted students.
Leanne Chrisman-Khawam, M.D., M.Ed.
Case Western Reserve University/MetroHealth Family
Medicine Residency
Carol A. Terregino, M.D.
Rutgers Robert Wood Johnson Medical School
Amy Zack, M.D., FAAFP
Case Western Reserve University/MetroHealth Family
Medicine Residency
Harold I. Reiter, M.D.
McMaster University
“What Milemarker Are We At?” Using Transitional
Year Milestones to Assess Graduating Medical Students
During a Capstone Course
Description of using Transitional Year Milestones during a
mandatory Capstone Course to assess graduating medical
student competency.
Meghan McConnell, Ph.D.
McMaster University
Predicting Medical School and Internship Success:
Does the Quality of the Research and Clinical
Experience Matter?
Selecting students for medical school admission remains
a high-stake decision for applicants, schools, and society.
Unfortunately, only a few applicant characteristics, such
as the medical college admission tests (MCAT) and prematriculation grade point average (GPA), have been used
regularly to predict performance in medical school and
subsequent clinical practice.This paper explores specific
aspects of self-reported clinical and research experience
and their relations to performance in medical school and
graduate medical education (GME), hypothesizing that
more experience will predict better performance.
Alison S. Clay, M.D.
Duke University School of Medicine
Kathryn Andolsek, M.D., M.P.H.
Duke University School of Medicine
Colleen O’Connor Grochowski, Ph.D.
Duke University Medical Center Deborah L. Engle, Ed.D., M.S.
Duke University School of Medicine
Saumil M. Chudgar, M.D., M.S.
Duke University School of Medicine
Aaron Saguil, M.D.
Uniformed Services University
10:00 a.m.–11:00 a.m.
RIME Oral Abstracts: Learner Trajectory (Live
Streamed Session)
Edelweiss II–43rd Floor
Anthony Artino Jr., Ph.D.
Uniformed Services University
Nathalie Paolino, D.O., M.P.H.
Madigan Army Medical Center
Moderator
Nagaraj Gabbur, M.D.
State University of New York–Downstate
Steven Durning, Ph.D., M.D., M.P.H.
Uniformed Services University
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Association of American Medical Colleges, 2014
Effectiveness of Targeted Educational Interventions for
International Medical Graduates During Residency: A
Systematic Review and Research Agenda
International medical graduates (IMGs) play a key role
in host countries’ health systems, diversify the medical
workforce, and facilitate the global dissemination of
medical knowledge and innovation. However, acculturation
to a foreign country can be uniquely and profoundly
difficult, making effective and tailored support for
IMGs essential. This study summarizes research on the
effectiveness of educational interventions for IMGs and
derives guidelines for future research.
10:00 a.m.–11:00 a.m.
RIME Oral Abstracts: Systems-Based Practice
Edelweiss I–43rd Floor
Moderator
Carol Thrush, Ed.D.
University of Arkansas for Medical Sciences
HIV Testing Data Demonstrates CPD Efficacy: Learning
that Promotes Practice Improvement
In general, continuing professional development (CPD) relies
on self-report to measure outcomes, leading to uncertainty
regarding efficacy of CPD in improving practice. In this
study, participants' individual practice data (HIV tests)
demonstrated that CPD workshops led to actual practice
improvement. Specific features of CPD that support practice
improvement were identified.
Alan Schwartz, Ph.D.
University of Illinois at Chicago
Amanda Osta, M.D.
University of Illinois at Chicago
Jennifer Barrows
University of British Columbia
Koffitse Atchon, M.D.
Rush University
Interprofessional Feedback between Nurses and
Physicians: In-group versus Out-group Bias
This research abstract describes the result of a study looking
at perceptions among nurses and physicians regarding
feedback they received from individuals within or outside of
their own profession.
Matthew Lineberry, Ph.D.
University of Illinois at Chicago
Michelle Barnes, M.D.
University of Illinois at Chicago
Vildan Tas, M.D.
University of Illinois at Chicago
David Irby, Ph.D.
University of California, San Francisco
Medical School Applicant Satisfaction with the
Multiple Mini-interview (MMI): The Impact of
Applicant Characteristics
An IRB-approved pre- and post-MMI questionnaire
assessed applicant impressions of their anticipated and
actual interview experience. Satisfaction differences were
compared for all applicants and by demographic subgroups.
Glenn Regehr, Ph.D.
Centre for Health Education Scholarship, UBC
Kevin W. Eva, Ph.D.
Centre for Health Education Scholarship, UBC
Patricia S. O’Sullivan, M.A.
University of California, San Francisco
Brian Mavis, Ph.D.
College of Human Medicine, Michigan State University
Sandrijn van Schaik, M.D., Ph.D.
University of California, San Francisco
Brian Ulrich, M.A.
College of Human Medicine, Michigan State University
A Longitudinal, Theory-informed Study of Medical
Students’ Learning about Health Systems
Immersion in the social setting of patient care is recognized
as essential for learning about professionalism; less is
known about the value of such immersion for learning
about health systems (HS). According to Bourdieu, social
settings [field] can be understood as spaces wherein social
agents (e.g. students with unique dispositions [habitus])
interact and vie for resources [capital] to increase their
Elizabeth Lyons, M.A.
College of Human Medicine, Michigan State University
Joel Maurer, M.D.
College of Human Medicine, Michigan State University
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Association of American Medical Colleges, 2014
influence. We used Bourdieu’s theory as an interpretative
lens to explore how medical students’ immersion in HS
helps them make sense of HS.
to a variety of demographic and personal variables in a
sample of entering medical students. Method: The authors
use data from the 2013 AAMC Matriculating Student
Questionnaire (MSQ). Data from 13,687 entering medical
students were analyzed to examine the psychometric
properties of the Tolerance for Ambiguity Scale (TFA). In
addition, the relationships of tolerance for ambiguity to sex,
age, perceived stress, and desire to work in an underserved
area were analyzed. Finally, the relationship of tolerance for
ambiguity to specialty preference was examined.
Boyd Richards, Ph.D.
Columbia College of Physicians & Surgeons
Dorene Balmer, Ph.D., R.D.
Texas Children’s Hospital, Baylor College of Medicine
Lara Varpio, Ph.D.
Uniformed Services University of Health Sciences
Chantal M.L.R. Brazeau, M.D.
Rutgers New Jersey Medical School
Henry Weil, M.D.
Bassett Medical Center
Tait Shanafelt, M.D.
Mayo Clinic
Standardizing the Communication Process in the
Emergency Department: The 5 C’s of Consultation
This study describes the evaluation of the 5 C’s of
Consultation standardized training model for consultations
in a novel learner population, medical students, in a real
world clinical setting, using various approaches to the
educational intervention. A prospective, randomized
controlled multi-site study was conducted at eight large,
academic, urban, tertiary-care medical centers in the U.S.
and Canada.
Steven J Durning, M.D., Ph.D.
Uniformed Services University of the Health Sciences
F. Stanford Massie, M.D.
University of Alabama School of Medicine,
Birmingham
Anne Eacker, M.D.
University of Washington School of Medicine
Alan Schwartz, Ph.D.
University of Illinois at Chicago
Christine Moutier, M.D.
American Foundation for Suicide Prevention
Kashyap Tadisina
University of Illinois at Chicago College of Medicine
Daniel V. Satele
Statistician, Department of Health Sciences Research
Mayo Clinic
Kenny V. Banh, M.D.
University of California, San Francisco
Jeff A. Sloan, Ph.D.
Mayo Clinic
Nicole Deiorio, M.D.
Oregon Health & Sciences University
Liselotte N. Dyrbye, M.D.
Mayo Clinic
10:00 a.m.–11:00 a.m.
RIME Papers: Cultivating Well-Being
Alpine I & II
Distress Among Matriculating Medical Students
Relative to the General Population
Existing information about the mental health of
matriculating medical students (MMS), relative to age
similar controls, is limited, dated and inconsistent. We
conducted a multi-site study of MMS and a probabilitybased sample of the general U.S. population to allow for
comparison. Method In 2012 all MMS at 6 U.S. medical
schools were invited to participate in a survey at the
time of orientation. Members of our team surveyed a
probability-based sample of U.S. individuals using the same
questions in 2011. Individuals from the population sample
who completed a 4-year college degree and matched
Facilitator
Michael Kavan, Ph.D.
Creighton University School of Medicine
Ambiguity Tolerance of Students Matriculating to U.S.
Medical Schools
First, to examine the psychometric adequacy of a tolerance
for ambiguity scale for use with medical students. Second,
to examine the relationship of tolerance for ambiguity
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Association of American Medical Colleges, 2014
within the appropriate age strata (30, 31–35, 36–40, 40)
were compared to the MMS. Surveys included validated
instruments to measure burnout, symptoms of depression,
and mental, emotional, physical, overall of quality of life
(QOL) as well as demographics.
M. Tyson Pillow, M.D., M.Sc.
Baylor College of Medicine
11:15 a.m.–12:15 p.m.
Emerging Solutions
Montreux
Chantal M.L.R. Brazeau, M.D.
Rutgers New Jersey Medical School
Using Reflective Writing to Facilitate Professional
Identity Formation
The tenets and constructs of competency-based education
(CBE) are increasingly shaping medical education practices.
However, CBE may also result in a loss of focus on the
developing physician as a whole, evidenced in a loss
of student ownership of the learning process, and a
fragmenting of student engagement. Many schools
have initiated use of reflective writing across the medical
school continuum as a strategy for maintaining a
longitudinal focus on the student as a whole person while
complementing the CBE focus on components of skills
acquisition. This workshop will present a brief summary
of the emergence, rationale, and benefits of CBE; a
review of difficulties presented to date by CBE, such as
fragmentation, to healthy professional identify formation,
and an explanation of how and why reflective writing is
being explored as a solution to these challenges.
Tait Shanafelt, M.D.
Mayo Clinic
Steven J. Durning, M.D., Ph.D.
Uniformed Services University of the Health Sciences
F. Stanford Massie, M.D.
University of Alabama School of Medicine
Anne Eacker, M.D.
University of Washington School of Medicine
Christine Moutier, M.D.
American Foundation for Suicide Prevention
Daniel V. Satele
Mayo Clinic
Jeff A. Sloan, Ph.D.
Mayo Clinic
Nadia Ismail, M.D.
Baylor College of Medicine
Liselotte N. Dyrbye, M.D.
Mayo Clinic
Hetty Cunningham, M.D.
Columbia University Medical Center
11:00 a.m.–11:15 a.m.
Break
Sandra Yingling, Ph.D.
NYU School of Medicine
11:15 a.m.–12:15 p.m.
Accelerating Learning through Technology
St. Gallen
Ann H. Cottingham, M.D.
Indiana University School of Medicine
11:15 a.m.–12:15 p.m.
Emerging Solutions
Vevey I
The iAttending: Bringing Chalk Talk to the
21st Century
Bedside rounds have changed little over the decades.
Mobile devices, such as tablets, offer unique ways to
recreate chalk talks on rounds and enhance excellent
teaching, not substitute for it. This workshop will
demonstrate strategies on utilizing the iPad to enhance
teaching on rounds and large group settings to increase
learner engagement and excitement.
The Role of Ultrasound in Medical Education
Ultrasound is emerging as both an effective teaching tool
as well as a valuable clinical tool that could fundamentally
change how we teach and practice medicine. However,
there remains significant questions on the role of ultrasound
in medical education that need thoughtful discussion and
input from expert educators. This session will present the
available evidence on ultrasound education and engage the
Anoop Agrawal, M.D.
Baylor College of Medicine
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Association of American Medical Colleges, 2014
audience in creating the most appropriate roadmap for the
future of ultrasound education.
Cheryl A. Dickson, M.D., M.P.H.
Western Michigan University Homer Stryker MD
Medical School
Richard Hoppmann, M.D.
University of South Carolina School of Medicine
Francis Achike, M.D., Ph.D., M.Sc.
Central Michigan University, College of Medicine
Steven Goldstein, M.D.
New York University School of Medicine
11:15 a.m.–12:15 p.m.
Innovation Oral Abstracts: The GME Years (Live
Streamed Session)
Edelweiss II–43rd Floor
Jeanette Mladenovic, M.D.
Oregon Health and Science University
Michael Blaivas, M.D.
University of South Carolina School of Medicine
Expanding the Role of Deliberate Practice in Surgical
Skill Training
It is currently accepted that deliberate practice plays a
central role in the acquisition of expertise in surgical
motor-skill domains. However, only lip service is paid to
the required element of high quality feedback during
practice. This is probably a pragmatic response to limited
training resources. A case in point is the Fundamentals of
Laparoscopy (FLS) training, which is now universally required
in surgical residencies and migrating down into medical
school skills electives. Depending solely on trainees to self
assess during practice misses opportunities for formative
feedback, a recognized element of deliberate practice.
In addition, basing training outcomes assessment on an
isolated post training performance misses contributions
of intermediate results to final assessment. We decided
that video capture of all practice with offline assessment
could improve this situation if it could be done feasibly.
We developed an automated video capture system with a
remote scalable scoring application that allowed capture
of tens of thousands of videos of all FLS practice and we
trained scorers to assess them.
11:15 a.m.–12:15 p.m.
Emerging Solutions
Vevey II
Use of the Doctoring Course to Assist Novice Learners
with Integration in the Preclinical Years–Experiences of
Three New Medical Schools
Traditionally preclinical medical students are taught
foundational concepts in a compartmentalized manner with
few opportunities for clinical learning. The recent report on
physician education by the Carnegie Foundation has called
on medical schools to foster integration rather than leave
it to medical students to connect, combine, and integrate
learning occurring in separate domains. We will describe
the approach taken by the doctoring courses of three
new medical schools and the processes they have used to
help students bring relevance to content taught in other
pre-clinical courses, build diagnostic reasoning skills, and
apply clinical skills to simulated and real-life settings. This
discussion forum will provide a venue for educators from
medical schools with traditional discipline based curricula
and more integrated organ based courses to exchange
ideas related to increasing curricular integration through
the use of the doctoring course. Small group discussion will
also focus on identifying barriers and strategies to overcome
those barriers.
David Edelman, M.D., M.S.H.P.Ed., FACS
Wayne State University
A Patient-Centric Pathway Approach to Surgery
Simulation Education
Description of the design and successful implementation of
a modular multimodal simulation curriculum for first-year
surgery residents. Three-day intensive modules feature novel
pathway & simulations that take a patient-centric approach
by recreating a continuum of surgical patient care with
consecutive preoperative, intraoperative, and postoperative
encounters with standardized patients. Residents’ clinical
performance can be evaluated by faculty in a realistic
clinical context.
Nelia Afonso, M.D.
Oakland University William Beaumont School
of Medicine
Barbara Joyce, Ph.D.
Oakland University William Beaumont School
of Medicine
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Association of American Medical Colleges, 2014
Evaluation of an Online 3D Interactive Module
for Neuroanatomy
Design and evaluation of an interactive 3D neuroanatomical
model for medical students.
Rajesh Aggarwal, M.B.B.S., M.A., Ph.D., FRCS
McGill University, Montreal, Canada
Structuring Reflective Practices for Pediatric Residents
Lessons learned towards achieving a structure for reflective
practices that is acceptable and meaningful for residents.
Lauren Allen, M.Sc.
University of Western Ontario
J. Lindsey Lane, B.M., B.Ch.
University of Colorado
Roy Eagleson, Ph.D.
University of Western Ontario
Janice Hanson, Ph.D., Ed.S.
University of Colorado
Sandrine de Ribaupierre, M.Sc., M.D.
University of Western Ontario
Meghan Treitz, M.D.
University of Colorado School of Medicine
An Experiential Curriculum Teaching Intimate Partner
Violence During Preclinical Years—Design and Assessment
Although widely recognized as an important component of
physician education, the depth of coverage of IPV (Intimate
Partner Violence) in medical schools has been inadequate
(Frank et al., 2006). We describe the implementation of a
longitudinal integrated curriculum to train medical students
to manage patients at risk for IPV. In addition, we used
Physician Readiness to Manage Intimate Partner Violence
Survey (PREMIS) to assess effectiveness of our program.
Using Handoffs with Standardized Colleagues to
Assess Residents’ Peer Communication Skills
Handoff milestones are difficult to assess without
direct observation, which is not always feasible. We
deployed Standardized Colleagues (SCs) to portray
physicians in encounters to assess residents’ handoff,
peer communication and feedback skills. We found
that residents need additional training and feedback to
promote good handoff skills, especially in challenging or
suboptimal situations.
Barbara Joyce, Ph.D.
Oakland University William Beaumont School
of Medicine
Ananya Gangopadhyaya, M.D.
University of Illinois at Chicago
Dawn Jung, M.D.
Oakland University William Beaumont School
of Medicine
Carol Kamin, M.S., M.A.
University of Illinois at Chicago
Maurice Kavanagh, M.Sc.
Oakland University William Beaumont School
of Medicine
Lynda Shadrake
University of Illinois at Chicago
Rachel Yudkowsky, M.D., M.H.P.E.
University of Illinois at Chicago
Nelia Afonso, M.D.
Oakland University William Beaumont School
of Medicine
Robert Kiser
University of Illinois at Chicago
Comparing the Effects of Self- and InstructorRegulated Learning on Skill Acquisition, Retention and
Trainees’ Learning Strategies
Study looking at how the presence versus absence of an
instructor affects trainees’ conceptions of learning (COL)
along with trainees’ acquisition and retention of cardiac
auscultation skills. We also sought to determine if trainees
are aware of COL and factors affecting COL and learning.
11:15 a.m.–12:15 p.m.
RIME Oral Abstracts: Impacts on Learning
Vevey IV
Moderator
Alisa Nagler, M.A.
Duke University Hospital
Gianni Lorello, M.D.
University of Toronto
34
Association of American Medical Colleges, 2014
Do Research Findings on Schema-based Instruction
Translate to the Classroom?
Participants received a traditional lecture or a schema based
lecture on cardiac auscultation in a real life classroom
setting to determine if schema-based instruction would
maintain its beneficial effects on diagnostic ability and
cognitive load observed in research conditions. Schemabased instruction was associated with increased diagnostic
ability and reduced cognitive load. Schema-based
instruction maintained its beneficial effects on diagnostic
ability and cognitive load when used in our real-world
classroom setting.
case specific, and justification scores had better item
discrimination than other note components.
Rachel Yudkowsky, M.D., M.H.P.E.
University of Illinois at Chicago College of Medicine
Yoon Soo Park, Ph.D.
University of Illinois at Chicago College of Medicine
Octavia Kincaid, M.D.
University of Illinois at Chicago College of Medicine
Asra Khan, M.D.
University of Illinois at Chicago College of Medicine
Sarah Blissett, M.D.
Western University
Abbas Hyderi, M.D., M.P.H.
University of Illinois at Chicago College of Medicine
Mark Goldszmidt, M.D., M.H.P.E.
Schulich School of Medicine and Dentistry, University
of Western Ontario
Ananya Gangopadhyaya, M.D.
University of Illinois at Chicago College of Medicine
Nimmi Rajagopal, M.D.
University of Illinois at Chicago College of Medicine
11:15 a.m.–12:15 p.m.
RIME Oral Abstracts: Potpourri
Alpine I & II
Georges Bordage, M.D., Ph.D.
University of Illinois at Chicago College of Medicine
Moderator
Hugh Stoddard M.Ed., Ph.D.
Emory University School of Medicine
The Stuff that Stays with You: Predominance of
Learning in Implicit Curricula
Published research has documented that much medical
student learning occurs outside the explicit/formal curricula.
However, the interplay of resident learning across the
explicit/formal curriculum, implicit/informal curriculum, and/
or extra-curriculum (outside of the residency program itself)
has not been explored to the same degree. The purpose
of this multi-site study was to investigate the impact of
learning across curricula, as it relates to residents’ learning
about important clinical topics defined by the Accreditation
Council for Graduate Medical Education’s new Clinical
Learning Environment Review (CLER) program.
Enhancement and Validation of an Arab
Surname Database
Development, enhancement, and validation of an
Arab surname database and algorithm to be used for
identification of persons of Arab and Chaldean ancestry
in registries and health databases that do not routinely
capture that information. This way as the Arab American
community continues to grow, we will be better equipped
to estimate the disease burden in this population group.
Ganj Beebani
Wayne State University, School of Medicine
Boyd Richards, Ph.D.
Columbia College of Physicians & Surgeons
Mai Sedki
Wayne State University, School of Medicine
Dorene Balmer, Ph.D., R.D.
Texas Children’s Hospital, Baylor College of Medicine
Characteristics and Implications of Diagnostic
Justification Scores Based on the New Patient Note
Format of the USMLE Step 2 CS Exam
Psychometric characteristics of diagnostic justification
scores in a local OSCE found that students struggled to
correctly justify their diagnoses, performance was highly
Samuel Quiah, M.S.W.
Columbia Univ. College of Physicians and Surgeons
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Association of American Medical Colleges, 2014
But This Is an Internal Medicine Patient! Potential
Influence of Context on Clinical Thinking
Clinical training for medical students is typically delivered
in discrete, discipline-specific clerkships. This may impact
how students are able to contextualize patient problems
in a broader context. We studied student performance on
a clinical skills assessment, demonstrating that over half of
the students missed an important gynecologicial diagnostic
possibility when assessing a patient with a primary
medical concern.
O-SCORE remains valid when the rater is blinded to the
PGY level of the trainee.
Matt MacEwan, M.D., M.B.A.
The Ottawa Hospital
Nancy Dudek, M.D., M.Sc.
University of Ottawa
Timothy J Wood, Ph.D.
The Ottawa Hospital
Karen Szauter, M.D.
Univ. of Texas Medical Branch
Wade T. Gofton, M.D., M.Sc.
University of Ottawa
Comparing Self-report Measures of Cognitive Load in
Simulation-based Procedural Skills Training
In this study, we examined relationships between commonly
used self-report measures of cognitive load to assess their
applicability for the design of simulation-based procedural
skills training. We found poor agreement between global
cognitive load measures, suggesting there may be limits
to the utility of retrospective self-report questionnaires for
measuring cognitive load in simulation contexts.
11:15 a.m.–12:15 p.m.
RIME Oral Abstracts: Preparing the Next Generation
through Simulation
Edelweiss I–43rd Floor
Moderator
Meghan McConnell, Ph.D.
McMaster University Faculty of Health Sciences
The Effect of Task Complexity and Context Similarity
on Performance and Cognitive Load of Novices During
Simulation-based Procedural Skills Training
Authentic simulations may improve learning by facilitating
integration of constituent skills and providing contextual
cues that increase transfer. However, higher authenticity can
increase task complexity and overload novices’ cognitive
resources. This study examined the effect of task complexity
on novices’ technical skills (TS), communication skills (CS)
and cognitive load (CL) during simulation-based procedural
skills training.
Laura Naismith, Ph.D.
University Health Network, Toronto
Comparing Dynamic vs. Static Multimedia as
Preparation for Complex Procedural Skills Learning
Educational multimedia helps trainees develop a mental
representation of complex procedures prior to hands-on
performance. One design feature requiring clarification is
whether to present information as static vs. dynamic—an
important distinction given the materials trainees typically
use to study. We compared the effect of dynamic vs.
static multimedia for preparing novice medical trainees to
perform a complex surgical procedural skill.
Faizal Haji, M.D., Ph.D.(c)
The Wilson Centre, University of Toronto
Aaron Knox, M.D.
University of British Columbia
Continued Validation of the O-SCORE (Ottawa Surgical
Competency Operating Room Evaluation): Use in the
Simulated Environment
The Ottawa Surgical Competency Operating Room
Evaluation (O-SCORE) is a 9-point surgical evaluation
tool designed to assess technical competence in surgical
trainees. The O-SCORE can identify the post-graduate year
(PGY) level of the trainee (junior or senior) based on how a
resident is scored while performing a procedure. A potential
validity issue with the development of the O-SCORE is that
the ratings may be biased by the inability to blind the rating
surgeon to the year of the trainee being rated. The purpose
of this study was to determine if the trainee ratings on the
Ara Tekian, Ph.D., M.H.P.E.
University of Illinois at Chicago
Matthew Lineberry, Ph.D.
University of Illinois at Chicago
Ryan Brydges, Ph.D.
University of Toronto
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Association of American Medical Colleges, 2014
11:15 a.m.–12:15 p.m.
RIME Papers: Flattening the World
Vevey III
effects of hospital accreditation on medical students in
Taiwan. Method: The authors conducted semi-structured
interviews with 34 clinical-year students at 11 different
medical schools in Taiwan. Using grounded theory, the
authors transcribed and analyzed the transcripts for
emergent themes.
Facilitator
Danette W. McKinley, Ph.D.
Foundation for the Advancement of International
Medical Education and Research
Ming-Jung Ho, M.D., D.Phil.
Vice Chair, School of Medicine
National Taiwan University College of Medicine
International Variation in Performance by Clinical
Discipline and Task on the USMLE Step 2 Clinical
Knowledge Exam
The purpose of this study was to investigate country-tocountry variation in performance across clinical science
disciplines and tasks for examinees taking USMLE Step 2 CK
during the 2008-2010 academic years. Method: A datafile
containing demographic characteristics and percent-correct
clinical discipline and physician task subscores for 88,500+
examinees taking Step 2CK for the first time during
2008–10 academic years was assembled for analysis. For
each examinee and subscore, differences between the
subscore and mean performance of examinees at U.S./
Canadian schools were calculated, and mean differences
by country of medical school were tabulated for analysis
of country-to-country variation in performance by clinical
discipline and physician task.
Heng-Hao Chang, M.D.
National Taiwan University College of Medicine
Yu-Ting Chiu
National Taiwan University College of Medicine
Jessie L. Norris, M.P.H.
National Taiwan University College of Medicine
12:15 p.m.–12:30 p.m.
Break
12:30 p.m.–1:45 p.m.
Networking Lunch
St. Gallen and Montreux
Kathleen Z. Holtzman
American Board of Medical Specialties
12:30 p.m.–1:45 p.m.
GEA UME Section Lunch (All Welcome)
Vevey II
David B. Swanson, Ph.D.
National Board of Medical Examiners
12:30 p.m.–1:45 p.m.
GEA GME Section Lunch (All Welcome)
Vevey III
Wenli Ouyang, M.S.
National Board of Medical Examiners
Gerard F. Dillon, Ph.D.
National Board of Medical Examiners
12:30 p.m.–1:45 p.m.
GEA CEI Section Lunch (All Welcome)
Vevey IV
John R. Boulet, Ph.D.
Foundation for Advancement of International Medical
Education and Research
12:30 p.m.–1:45 p.m.
GEA MESRE Section Lunch (All Welcome)
Vevey I
Effects of Hospital Accreditation on Medical Students:
A National Qualitative Study
Hospital accreditation has become a global trend for
improving the quality of healthcare services. In Taiwan,
nearly all hospitals are accredited. However, there is
currently a paucity of literature on the effects of hospital
accreditation on medical students and the universal
applicability of hospital accreditation as developed in the
West. The purpose of this study was to investigate the
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Association of American Medical Colleges, 2014
1:45 p.m.–2:00 p.m.
Break
2:00 p.m.–3:00 p.m.
Closing Plenary and Wrap-Up
Does Medical Education Work? Evidence, Context
and the Pursuit of Better Patient Care (Live
Streamed Session)
Zurich Ballroom
Dave A. Davis, M.D.
Association of American Medical Colleges
3:00 pm
Medical Education Meeting Adjourns
3:00 p.m.–4:00 p.m.
GEA Business Meeting (All Welcome)
Lucerne Ballroom
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Association of American Medical Colleges, 2014