Surfing the Curriculum by Flipping the Classroom
This round table will discuss how flipping the classroom can maximize
student-learning outcomes. Specifically, this curriculum design has been found to improve
knowledge procurement and learner satisfaction in the clinical experiences (Morgan 2014, Belfi
2015). The facilitator will discuss how the Ob/Gyn clerkship curriculum can be flipped to
maximize the medical student time spent with faculty educators. Attendees will discuss how
they can design a flipped lesson that incorporates activities for both in and out of the classroom
activities. Finally, participants will receive resources to help with flipping the classroom.
Faculty Development Seminar, 2019, Clerkship Director, Residency Director, Medical Knowledge, UME, Independent Study,
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Encouraging Educator Teaching and Evaluation through Waves of Incentives
Do you struggle to get your residents and faculty engaged in daily on-the-fly
clinical teaching tied to your learning objectives? Do you have a way to recognize teaching that
is happening every day? Is it challenging to get timely summative feedback to your students?
Do your grade returns lag because you are waiting on clinical evaluations to be completed?
Well struggle no more, this roundtable will share easy to adopt solutions for your clerkship!
Simple and inexpensive rewards can motivate your educators for the benefit of your students!
Faculty Development Seminar, 2019, Student, Resident, Faculty, Clerkship Director, Professionalism, UME, Assessment,
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Creating Sunshine for Learners
Many residency programs and medical schools are tasked with developing a
wellness program. Yet, the ACGME and LCME offers little guidance as to how to create such a
program. The objective of this round table is to demonstrate how to develop a unique wellness
program based in the strengths and weakness of the individual program using a Modified
Major discussion points:
1. To understand how to use the stakeholders in the process to create their own program with
2. Evaluate one program’s approach to wellness
3. Use a Modified Delphi process to systematically develop a wellness program
Faculty Development Seminar, 2019, Faculty, Clerkship Director, Clerkship Coordinator, Residency Coordinator, Professionalism, Interpersonal & Communication Skills, GME, UME,
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Bringing Students and Nurses Together
Do your students evaluate their clerkship poorly due to mistreatment (at
worst) or barely being tolerated (at best)? Do you wish your nursing colleagues enjoyed
working with students as you do? Do you want to share with students an appreciation for the
important role nurses play in patient care, and eventually, see the improvements in safety and
quality that happen when we work as an interdisciplinary team? In this round table,
participants will hear about the MMC-TUSM model, and together create a list of activities to
bring back to your own institutions.
Faculty Development Seminar, 2019, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Professionalism, Interpersonal & Communication Skills, UME, Quality & Safety, Team-Based Learning,
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\"Interprofessional Education: The how-to of implementing IPE to invigorate your educational teams and learning environment\"
Interprofessional Education is an important area in medical education. It is
vital that we, as medical educators, start implementing a collaborative interprofessional
approach; yet, many of us struggle as to how to do this in our institutions. This roundtable is
designed to discuss what IPE is and why it matters, identify obstacles to implementing IPE,
share ideas for IPE implementation and to provide a toolkit of resources to faculty and resident
educators to help facilitate that discussion and tools to facilitate the implementation of IPE.
General Ob-Gyn, Team-Based Learning, Quality & Safety, UME, GME, Interpersonal & Communication Skills, Systems-Based Practice & Improvement, Professionalism, Patient Care, Clerkship Director, Faculty, Resident, 2019, Faculty Development Seminar,
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Riding the Recommendation Wave: Writing Letters of Recommendation to get your Students to their Next Shore
LORs are an important part of an application for residency training. Many educators feel illequipped
to write letters of recommendation (LORs) and to determine details such as content
and tone. In the 2016 NRMP Program Directors Survey, 87% of Ob/Gyn program directors cited
LORs as a critical in selecting applicants. While a good LOR can be an asset, a bad LOR may limit
a student’s options. In this workshop facilitators will review the do’s and don’ts of letter writing
and introduce best practices from the literature.
• Large group discussion to identify participant’s challenges in writing LORs (10 minutes).
• Facilitators review the do’s and don’ts of letter writing and introduce best practices
from the literature for writing LORs that are honest and effective (15 minutes).
• Participants divide into small groups and review samples of good and bad LORs (15
• Small groups report to the large group and discuss how to improve the poor LOR (10
• In a large group, participants will share their experience writing LOR for students with
academic or personal issues (15 minutes).
• Facilitators provide a short summary of how to advise students to request LOR’s,
provide conclusions, and lessons learned (15 minutes).
Interactive Component: Participants will interact in both large and small groups as described in
Take Home Product: Participants will leave with a toolkit (provided digitally) with references and example LORs as well as a PDF of the presentation.
Key Words: letter of recommendation, assessment
Faculty Development Seminar, 2019, Faculty, Clerkship Director, Interpersonal & Communication Skills, UME,
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Maika’I Mana : Help your learners “Shine with Much Well-being and Spirit”
Objective/Background: Well-being and resilience in learners and faculty is
the subject of an interest and accountability crescendo over the last decade. We now have
clear data to show that for some physicians, the working environment has reached the limits of
personal accommodation with increasing reports of depression, burn-out and suicide. Leaders
in medical education are being called upon to teach and support well-being and resilience along
the training continuum.
Workshop Agenda: This workshop will begin with a 15-minute overview of evidence-based
contributors to a stressful working environment. Terminology like well-being, wellness,
resilience, depression and burn-out will be clarified. A review of what professional offerings
(including from the AAMC, IOM and LCME) are available to support learner well-being as well as
an exploration of what is known about well-being in our learners will be offered. We will
provide an overview of what some medical schools have introduced as well-being curricular
Interactive Component: We will spend 60 min (4 break-outs, each 15 min) using assessment
tools for well-being (Physician Wellness Inventory), resilience (Wagnild-Yound Resilience Scale),
stress (Penn State Worry Questionnaire) and burnout (Maslach Burnout Inventory) and explore
how each of these may be applied in UME and/or GME.
Take Home Product: The participants will take a copy of each survey home with them, along
with shared ideas as to how these may be applied to medical learners at their own institution.
Faculty Development Seminar, 2019, Clerkship Director, Interpersonal & Communication Skills, GME,
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Is that a mentor in the mirror? Helping faculty to see themselves as mentors and role models
We learn medicine from books, but we learn doctoring from our mentors and teachers. In this
session, participants will learn how to help faculty identify ways in which they role model every
day, and cultivate simple skills in mentorship to help them discover joy in their profession while
fostering interest and excellence in trainees. A UME/GME/CME longitudinal mentorship
framework will be introduced and explored.
Agenda (interactive components include large and small group activities noted below):
Introductions, outline of the session (5m)
Small Group activity: Who made you the doctor you are today? Share a positive and a negative
influence with your small group; large group debrief (15m)
Didactic: role models and professional identity formation (15 min)
Interactive group didactic: Role modeling and resilience - a self-reflection faculty development
exercise (10 min)
Small group activity: Share a positive and a negative mentoring experience with your small
group; large group debrief (15m)
Didactic: Mentoring across the educational continuum - a framework (10m)
Conclusion: questions and further directions (5m)
Take home product: Faculty self-reflection exercise; framework for building a cross-continuum
Keywords: mentorship, faculty development, professional identity formation
Faculty Development Seminar, 2019, Resident, Professionalism, GME, CME, UME,
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Growing the Next Generation of Professionals: Utilizing Obstetric Simulation in the Women\'s Health Course as a Foundation for Inter-Professional Education and Collaboration
Objective/background: Inter-professional teamwork and communication are
essential for optimal patient care. A collaborative and creative OBGYN inter-professional event
involving both Liberty University’s College of Osteopathic Medicine and School of Nursing has
been uniquely crafted and tested. During the second year women’s health course, medical
students engage in obstetrics simulation alongside nursing students. This interaction facilitates
a safe level of uncertainty in the learner concerning simulation, clinical scenarios, and
professionally interfacing. The facilitated panel discussion concluding the event incorporates
self-assessment and team debriefing. The goal is to encourage superb communication, to
address the development of a student’s emotional quotient, and to provide the early
foundation for healthy interactions with nurses.
1. (25 min) Review: event background, importance of medical simulation, effective
communication tools like TEAMSTEPPS, faculty and student learning objectives.
2. (10 min) Orient all learners to the patient (Lucina simulator), the “delivery room” and
the different team member roles. A subgroup of volunteers is given lanyards with assigned
3. (10 min) Run a delivery simulation with role playing volunteers.
4. (5 min) Observers complete a self-reflection handout.
5. (20 min) Panel discussion involving a facilitator, the volunteer learners, and our audience.
Our “Lucina patient voice” will also provide feedback to the volunteers on patient
Interactive Component: 3 - 5
Take Home Product: A toolkit including everything needed to reproduce the event: learning objectives, “roles” of learners, standardized simulation scenarios (2), observer reflection
handout, and questions to facilitate an effective panel discussion
Keywords: Inter-professional, simulation, collaboration
Faculty Development Seminar, 2019, Clerkship Director, Osteopathic Faculty, Patient Care, Medical Knowledge, Professionalism, Systems-Based Practice & Improvement, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, UME, Simulation, Team-Based Learning,
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Finding Tomorrow’s Sunshine: Developing the next generation of medical educators
Near-peer teaching (NPT) is commonly used in medical education for pre-clinical didactics, large
and small group sessions and clinical skills. Junior learners consistently report NPT contributes
to a supportive learning environment, better quality feedback and mentoring. Traditional NPT
programs assume natural teaching ability, and limit tutor involvement to direct teaching roles
with little instruction as educators via formal instruction in educational theory, teaching
techniques, or other aspects of pedagogy. Teaching experiences are usually short-term and may
not contribute to students’ development as educators.
Providing students with a longitudinal course in medical education may help to develop future
medical educators. Additionally, observed teaching experiences with a longitudinal preceptor
may help students to hone their teaching skills.
Participants will engage in exercises to develop longitudinal near-peer teaching programs for
their home institutions. We will explore opportunities and challenges from the perspective of
junior learners, near-peer tutors, and faculty. Participants will be able to identify and discuss
the needs of NPT’s for pedagogical development.
Icebreaker (5 min)
Share Best/Worst Peer teaching experiences
Review of Literature (7 min)
Activity 1: Design a NPT experience (12 min)
Participants will design a NPT for one of several types of learning scenarios: procedures, case based learning, ambulatory and clinical learning
Report out (7 min)
Activity 2: Curricula for NPT (12 min)
Participants will discuss what elements of education theory, curriculum development and other
aspects of medical education are most valuable to NPTs
Report out (5 min)
Activity 3: Pitfalls (12 min)
Participants will troubleshoot potential difficulties inexperienced teachers face and how to
prepare new teachers for difficult situations.
Report out (7 min)
Discussion of Toolbox Resources (10 min)
Small group discussions of challenges and opportunities of NPT.
Take home Product
Participants will receive a curriculum outline for a longitudinal medical education course
for their home institution.
Keywords: Near-peer teaching; longitudinal medical education; curriculum development;
Faculty Development Seminar, 2019, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Professionalism, Interpersonal & Communication Skills, UME, Independent Study, Team-Based Learning,
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Becoming the Big Kahuna for a Student Research Experience
Evidence of academic productivity through research is increasingly important for students
seeking an OB/GYN residency. Our workshop will provide participants with concrete ways to
implement effective medical student research experiences at their institutions.
Workshop Agenda, Including Interactive Component:
Introduction (5min): Recent trends of student research participation from the NRMP Charting
Outcomes for the Match will be presented and importance of medical student research in
preparation for residency and applications will be highlighted.
Interactive Session (5min): Small-group discussions will focus on “How to create a research
environment for students and make mentors accessible?” to encourage student participation in
Recap (10min): Group discussion concerning approaches to create a robust research
environment for students.
Interactive Session (10min): Small-group discussions will focus on “How to create an effective
research elective?” to elucidate critical elements of a rotation.
Recap (10min): Group discussion/presenters supplement with personal and institutional
examples to include rotation core components and student resources to conduct research.
Interactive Session (10min): Small-group discussions will focus on “How to evaluate the
students on research rotations?” to define evaluation metrics for students engaged in research
Conclusion (15min): Group discussion of proposed performance metrics. Summative approach
to an effective research elective will be generated and provided to participants to use at their
Take Home Product:
Participants will return home with an outline/toolkit (inclusive of examples rotational
templates, core components, performance metrics, and student resources for conduct of
research) developed during this interactive session to establish a formal student research
experience in OB/GYN.
Keywords: Research, Medical Student, Rotation
Faculty Development Seminar, 2019, Faculty, Medical Knowledge, UME, Team-Based Learning, Faculty Development Seminar, 2019, Faculty, Clerkship Director, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, Team-Based Learning,
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Avoiding the Rip Tides: Optimizing Residency Match for Students
Objectives/Background: It is critical to give students clear guidance on every
aspect of preparing for the Match. Students often get mixed messages from their various
mentors in the Deans office, the department or outside their institution. We have created a
uniform system to guide students to matching in the residency that is the best fit. We have
done this by working as a team at all levels of mentorship: Clerkship Director (Silka Patel),
Program Director (Betty Chou) and Student Affairs Office (Shari Lawson).
Workshop Agenda: We will review our Boot Camp to The MATCH and discuss the resources we
use to guide applicants. We will then discuss some of the common ‘problem scenarios’ we
encounter and how to address them as a team of mentors. Finally, we address protecting
boundaries between the residency program and the school of medicine while still working in
collaboration at the institutional level.
Interactive Component: Participants will work in small groups to strategize on addressing
several problem scenarios with institutional and national resources. Each small group will be
assigned a student scenario with profiles and asked to think of resources to help guide them in
providing mentorship to their student. The groups will share their ideas to create a repository
of resources for mentoring students.
Take Home Product: Each participant will be granted access to our student mentorship calendar
as well as the handouts/slides that we provide to guide students. We will also provide
strategies for addressing our problem scenarios and specific resources for each.
Faculty Development Seminar, 2019, Student, Clerkship Director, Residency Director, Interpersonal & Communication Skills, GME, UME,
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A Lava Flow of Basic Science Across the Medical School Curriculum
Background: Medical schools are transitioning to competency-based
curricula that emphasize an early introduction to clinical training. At the same time, basic
science remains critical to clinical medicine and, ideally, should be taught across the entire
medical education experience. Vertical integration between the basic sciences and clinical
medicine stimulates deeper learning and solidifies the understanding of fundamental
biomedical principles. Furthermore, studies show that students who learn basic science
explanations for clinical correlates have improved retention of information.
Agenda/Interactive component: In this interactive workshop, we will highlight innovative
curricula employed by three institutions to optimize medical education through the integration
of basic scientific knowledge into a longitudinal curriculum. We will demonstrate examples of
incorporation of clinical medicine into the traditional teaching of basic sciences with the use of
a “flipped classroom” model, and incorporation of the basic sciences into the clinical years
using basic science teaching scripts and innovative clerkship conferences. Participants will work
in small groups to brainstorm similar curricula that can be employed at their home institutions.
In a large group, participants will share ideas, opportunities, and barriers to implementation of
curricula, and the presenters will guide the discussion and provide tips for success.
Take home product: Participants will leave this conference with both print resources and a link
to online digital resources. These materials will provide the participant with the resources
needed to develop a curriculum which includes the longitudinal emphasis on basic science at
their home institutions.
Keywords: Basic Science, Longitudinal Curriculum, Curriculum Development
Faculty Development Seminar, 2019, Faculty, Clerkship Director, Osteopathic Faculty, Medical Knowledge, UME, Lecture, General Ob-Gyn,
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What were they thinking? Using critical thinking & cognitive bias awareness to improve patient care
Recent public attention on health disparities in maternal mortality and serious maternal morbidity, as
well as the revelation that most are preventable has made the role of education in learning from error a
priority. In Obstetrics, data supports that cognitive bias in obstetric care contributes to diagnostic error
and may result in severe patient harm. Morbidity and mortality rounds (M&M), a required educational
component, are underutilized as an educational framework for students and residents. M&M can be a
valuable opportunity to improve patient care through examining the relationship between clinical
reasoning and patient outcomes. Understanding critical thinking and the role of cognitive bias in
diagnostic error are integral components to the process of learning from mistakes. In this workshop
participants will walk through how critical thinking training can be applied to clinical scenarios in order
to integrate understanding how cognitive biases effect patient outcomes.
5 min: Introductions and icebreaker
10min: Background and introduction to critical thinking, metacognition & the twelve tips to eliminate
15min: In small groups learners will review clinical cases to identify decision points highlighting types of
cognitive bias & teaching points
15min: In large groups learners will review & discuss how these clinical frameworks can be adapted for
their learning environments
15min: Group discussion of role of formal error analysis in patient safety and prevention of diagnostic
10min Wrap up and take-home toolkit
participants will receive toolkit for teaching cognitive bias awareness.
Keywords: critical thinking; diagnostic error, patient safety
Faculty Development Seminar, 2019,
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There has been an accident on the Road to Hana! We need a functional team to help!
Background: Teamwork and communication among health professionals leads to improved patient
outcomes, reduction in errors, improved patient/family and staff satisfaction. Too often time is not
provided within individual training programs to develop the knowledge, skills and behaviors associated
with high performing teams. Over the course of this workshop, we will present a low cost table top
simulation that can be adapted to many situations.
Objectives: Our objectives for this session are to:
1. Discuss the increasing importance of teams in medicine
2. Perform a simulated team exercise
3. Detail characteristics of a high performing team
The 75 minute workshop will include:
• Introduction to high-performing teams and directions for the table top simulation (Large group,
• The large group will break into teams of 5-6 and each group will go through the team exercise as
o Simulation #1
o Debriefing #1
o Simulation #2
o Debriefing #2 (Small group, 50 minutes)
Small groups will brainstorm other applications of this simulation and report out to group.
(Small group, 10 minutes)
• Wrap-Up and questions (Large group, 5 minutes)
Take-home Product: Participants will leave with one example of a fun, low-cost table top simulation
that can be adapted to many different situations that involve teamwork including: assessing teamwork,
communication in teams, and selection of resident/medical student candidates with strong teamwork
Key Words: Teamwork, Simulation, Communication
Faculty Development Seminar, 2019, Resident, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Residency Director, Residency Coordinator, Systems-Based Practice & Improvement, Interpersonal & Communication Skills, GME, UME, Simulation, Team-Based Learning,
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TEACH: An interactive platform to promote clinical learning
As the body of medical knowledge rapidly expands, learners are met with increasing educational
challenges. Using adult learning theory, integrating clinical experiences with pre-existing knowledge and
promoting self-directed learning, we have created TEACH (Technological Education Application for
Clinical Heutagogy). TEACH draws from tools used to enhance learning: combining the note-taking
capabilities of Evernote, the storage capacity of Dropbox, the community of Facebook, and the
assessment capacity of test prep software. Early in one’s training, this online tool facilitates learning. As
trainees progress, it evolves into a teaching tool, growing with users along their educational journey.
In this workshop, participants will use a clinical case to create their version of TEACH in “real time” to
take back to their institutions. We will (1) demonstrate how to develop the platform, (2) have users
build their own page, and (3) give participants the tools to generate a TEACH in their institution.
Participants will: (1) Discuss concepts of adult learning theory and demonstrate the platform. [10
minutes] (2) Log in to Google Sites to build their TEACH. [5 minutes] (3) Watch example video of how to
develop the platform. [5 minutes] (4) Build their own site based on the clinical case. [30 minutes] (5)
Share examples created by the group. [15 minutes] (6) Review an example fully developed tool. [10
Take Home Product:
Workshop attendees will leave with their own TEACH, having built one in real time, allowing them to
implement it at their own institutions.
Technology, Interactive learning, Digital learning
Faculty Development Seminar, 2019, Resident, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Residency Director, Residency Coordinator, Medical Knowledge, Systems-Based Practice & Improvement, GME, CME, UME,
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Surfing the Swells of EMR and Documentation Training in the Third and Fourth Year
Objective/Background: Currently, there is little formal training for students regarding
the EMR. The third year OBGYN clerkship and the fourth year residency preparation course offer two
opportunities to expose and train students for EMR use and documentation. Students’ limited access to
EMRs in hospitals and outpatient settings has decreased their ability to practice documenting in and
interacting with the record. Deficiencies are being identified in Core Entrustable Professional Activities
(EPAs) for Entering Residency pertaining to medical records and documentation (EPAs 4 and 5). Mastery
of these EPAs is critical for communication, patient care, and billing. New guidelines from CMS will allow
students to begin interacting with the EMR in more direct and meaningful ways. Methods of instructing,
assessing and providing feedback on these two EPAs to reach entrustability will be discussed.
Workshop Agenda: In this interactive workshop, participants will review EPAs and how they relate to
the new CMS guidelines for medical student documentation. Interactive component: In small groups,
participants will 1) identify barriers to documenting in the EMR and possible strategies around them, 2)
develop lists of key documents and methods for assessment and feedback. Authors will present third
year training and residency preparatory training for students including teaching methods and feedback
templates and how to adapt these to their home institutions.
Take Home Product: Participants will leave with a developed toolkit on how to EMR and document
Keywords: EMR training, Entrustable Professional Activity, CMS guidelines
Faculty Development Seminar, 2019, Clerkship Director, Systems-Based Practice & Improvement, UME,
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Sharing the Tiki Torch: Inspiring Ourselves and the Next Generation of Academic Medical Educators
Objective/Background: Surgical subspecialties such as obstetrics and gynecology will
experience a shortage of up to 29,000 physicians by 2030. In order to maintain the quality of medical
education needed to train the next generation of physicians, institutions will need a concomitant
increase in academic medical educators.
How can we promote and foster a successful career in academic medical education? This interactive workshop will explore how to identify the next generation of medical educators in obstetrics and
gynecology (ObGyn), provide tips on initiating and advancing an academic career as well as identifying
and evaluating resources and opportunities to succeed. The five AAMC domains for advancement in
educational scholarship will be used as a framework.
1. Discuss the role and responsibilities of an academic medical educator
2. Identify resources available to initiating and advancing in an academic career
3. Discuss how medical education aligns with educational scholarship
Workshop Agenda (with interactive components) 75 minutes:
10 minutes Introduction/Objectives/Background
10 minutes Small Group/Report: What is an academic medical educator
5 minutes Presentation: Who are medical educators?
5 minutes Presentation: AAMC Domains of educational scholarship
10 minutes Small Group/Report: Challenges in domains?
10 minutes Small group/Report: Opportunities to overcome challenges?
10 minutes Small Group/Report: Opportunities for educational scholarship
10 minutes Presentation: Highlight of Solutions and Resources
5 minutes Wrap up/Questions
Take Home Product: Participants will leave with a tool kit on how to approach and overcome barriers to
each aspect of the AAMC domains for educational scholarship. Opportunities for dissemination of
scholarly work will be identified.
Faculty Development Seminar, 2019, Faculty, Clerkship Director, Osteopathic Faculty, Residency Director, Professionalism, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, GME, CME, UME, General Ob-Gyn,
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Reflecting on wipeouts: a M&M Healthcare matrix to teach health systems thinking
Morbidity and mortality (M&M) conferences are an opportunity to identify systems issues important in
patient care and to train our learners to analyze care using this lens. In 2016, to better teach health
systems analysis, our program adopted the Healthcare Matrix (Bingham, 2005) into our M&M
The Matrix asks the learner to assess the patient care (considering medical, patient, and health systems
factors), to determine whether care met the IOM Health Care Quality Domains (i.e. Safe, Timely,
Effective, Efficient, Equitable, Patient-Centered) and then to suggest improvements. This Matrix is an an
evidence-based educational intervention and represents a unique way to introduce learners to health
systems thinking while fulfilling APGO Medical Student Objective I.6 and allowing evaluation for the
ACGME Quality Improvement milestone.
Our objective is to teach attendees to use the Matrix and to share our experience since implementation.
We will present the Matrix and several demonstration cases and how the analysis generates
opportunities for institutional improvement <30 min>. Audience members will then be given an
opportunity to analyze two cases <30 min>. We will conclude with a review of our experience in both
learner education and evaluation <15 min>.
We have created two demonstration cases. We will ask the audience to work in groups to review these
and complete the matrix themselves to identify where systems issues might have occurred.
TAKE HOME PRODUCT
We will share the matrix both in print and as a Powerpoint for participants to incorporate into their
Health Systems Science, Systems-Based Practice, Practice-Based Learning and Improvement
Faculty Development Seminar, 2019, Clerkship Director, Systems-Based Practice & Improvement, GME, UME, Quality & Safety,
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Practical Tools to Promote Medical Students’ “Everyday Resilience”
Burnout is rising among medical students and physicians alike. While clinical experiences offer students
valuable learning opportunities, they also expose medical students to the challenges inherent to
engaging and caring for patients—humans who are suffering. Students need adaptive skills to cope with
these stressors, especially in the demanding and unpredictable environment of Ob/Gyn clerkships.
Developing resilience and coping skills can help increase students’ wellbeing and efficacy during times of
adversity and stress on Ob/Gyn and beyond.
This workshop introduces participants to the concept of “Everyday Resilience.” Participants will partake
in the training themselves and then learn to train their students. The workshop will be highly interactive
with hands-on application of two “resilience tools”, small and large group discussion, and time to reflect
on barriers and opportunities to fostering resilience in our students.
Participants will be able to:
• Define resilience and its role as a protective factor against burnout
• Apply two practical, easy-to-use tools to promote resilience
• Propose opportunities to promote resilience among students in Ob/Gyn
Workshop Agenda/Interactive component:
1. Large Group (15 min):
Define resilience, present burnout data, explain tools
2. Small group (40 minutes):
Participants discuss cases and apply two tools:
a. “Breaking Down Easy”
b. “My Resilience Practice”
3. Large group (15 min):
Discuss barriers and opportunities to foster resilience in Ob/Gyn clerkships at participants’ home
4. Wrap-up/Takeaways (5 min)
Two resilience tools (worksheets) for faculty to share with students
Keywords: resilience, burnout, wellness
Faculty Development Seminar, 2019, Student, Faculty, Clerkship Director, Professionalism, Practice-Based Learning & Improvement, GME, UME,
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