Text vs Email for a Question of the Day: Which do Today’s Medical Students Prefer?
Purpose: Compare completion rates and satisfaction of
question of the day(QOD) received via text vs email.
Background: Fast, hands on learning e-tools are a popular
effective technique with current generation of medical learners.
Methods: Twenty-eight questions of the day(QOD) developed
focusing on commonly missed NBME exam concepts. A prospective cohort study of
ob/gyn clerkship students conducted. Students self-selected to receive QOD by
text or email from 1/19-7/19. Students received QOD nightly on weekdays via
text or email, completion was optional.
Primary outcome was overall response rate(RR). Secondary outcomes include
RR/question and average weekly RR. Qualitative feedback regarding satisfaction,
time spent, and utility also obtained.
Results: Eighty-one medical students participated, 40 selecting
text and 41 email. In sum, 863 texts and 1269 emails sent during study
period. Overall text RR was significantly lower than
email(55.2%vs78.6%,p< 0.001). For no question was text RR greater than email
RR. Average RR did not vary by week(wk1: text 55% vs 83% email, wk6: text 64%
vs email 77%).
43/81(53%) students gave qualitative feedback, 28/41 from email cohort, and
15/40 text. 86% found the QOD helpful/very helpful(no difference by mode of
receipt). However, email recipients more likely to find it very
helpful(54%vs13%,p=0.02). 77% found the level of difficulty to be “just
right”,(no difference by mode of receipt). The QOD took all students less than
5 minutes. Nearly all(93%) students found the QOD worthwhile and 98% would
recommend to future students.
Discussions: Surprisingly, QOD completion rates were higher with
email than text, though satisfaction and perceived utility high in both
CREOG & APGO Annual Meeting, 2020, Student, Faculty, Clerkship Director, Medical Knowledge, Practice-Based Learning & Improvement, UME, Assessment, Independent Study, General Ob-Gyn,
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Resident Perceptions of Power-Based Violence and Impact of Bystander Intervention Training
Purpose: To evaluate resident perceptions of power-based
violence (PBV) and assess initial impact of bystander intervention (BI)
Background: Creating a safe, welcoming workplace is important in
medical education. PBV in the form of overt aggression, microaggression,
or bullying can threaten the educational community. BI training offers
residents a skill set to intervene to counteract PBV and foster a safer,
welcoming clinical environment for their teams.
Methods: Pre-training and post-training surveys
were completed by OB-Gyn residents at Vanderbilt prior to formal Green
Dots BI training. The survey assessed frequency of experienced or
witnessed PBV, sexism, and racism. Residents self-assessed their
ability to recognize overt versus subtle PBV, and whether they would intervene
in instances of PBV based on the role of the perpetrator. Residents
completing BI training were re-surveyed with the same instrument 3 months
later. Exempt IRB approval was obtained.
Results: 22 active residents were surveyed pre-training. 19
residents completed BI training and the post-training survey. Active
residents reported at least sometimes being the target of PBV (22.7%), sexism (45.5%),
or racism (9.0%). Even more residents reported at least sometimes
witnessing PBV (50.0%), sexism (59.1%), or racism (45.5%). Residents’
willingness to intervene varied by perpetrator: fellow resident (59.0%),
attending (18.2%), nursing staff (40.9%). 100% of active residents felt
obligated to foster a safe work environment free of PBV.
Among residents completing BI training,
the percentage reporting recognition of overt PBV increased
after training from 84.2% to 94.7% (p=0.29), and the percentage reporting
recognition of subtle PBV increased after training from 78.9% to 89.5% (p=0.37).
There was a modest increase after training in the percentage reporting they
would intervene for PBV perpetrated by a resident (52.6% to 57.9%, p=0.74) or
nursing staff (31.6% to 36.8%, p=0.73), but no change for faculty-perpetrated
Discussions: PBV is experienced and/or witnessed by residents not
infrequently. While residents are more likely to intervene for PBV
perpetrated by a fellow resident, they are less likely to intervene when
perpetrated by attendings or nursing staff. BI training appears to offer
modest improvements in recognition of PBV and willingness to intervene, but its
effect in this study was limited by sample size.
CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Clerkship Director, Residency Director, Professionalism, GME, UME, Team-Based Learning, Advocacy,
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Improving the Basic Science Curriculum by Integrating the Clinical Sciences
Purpose: To evaluate medical student perceptions on whether
curriculum innovations through the integration of clinical medicine with basic
science improves learning in the pre-clinical curriculum.
Background: Medical schools are transitioning to competency-based
curricula that emphasize an early introduction to clinical training. Students
who learn basic science explanations for clinical correlates have improved
retention. By integrating clinical sciences into the pre-clinical curriculum,
learning is optimized for students.
Methods: At the end of the Reproduction pre-clinical sequence
at the University of Michigan, students were asked to evaluate the overall
quality of the course, whether objectives were met, and whether the course was
well-organized, with a one-to-five level scale. These parameters were compared
for the sequence between 2018 and 2019, after curricula changes were
Results: For the Reproduction sequence in 2019, course
assessment parameters were improved in comparison to 2018 values. Overall,
students rated the quality of the course as “very good/excellent” (4.21 ±
0.91), compared to “fair/good” (2.88 ± 1.01). Students “strongly agreed/agreed”
that objectives for the course were met (4.44 ± 0.82) versus “agreed” (3.74 ±
0.88), and “agreed” that the course was well-organized (4.21 ± 1.07) compared
to “disagreed” (2.66 ± 1.19).
Discussions: The restructuring of the Reproduction sequence allowed
for purposeful integration of clinical medicine into the basic science
pre-clinical curriculum, resulting in improved quality of learning for
students. Recruiting clinical faculty for lectures, and implementing case-based
instruction with the APGO videos for supplementation, provided an effective and
efficient method of integrating clinical medicine content within the sequence.
CREOG & APGO Annual Meeting, 2020, Clerkship Director, Medical Knowledge, Practice-Based Learning & Improvement, UME, Lecture, Problem-Based Learning,
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Gender and Satisfaction with Mentorship In Medical School: A National Study
Purpose: Using the American Association of Medical Colleges
(AAMC) Graduation Questionnaire (GQ), we assess if males and females at all
U.S. medical schools report differing experiences with satisfaction with
faculty mentorship. Secondarily, we assess the role of men\'s and women\'s
scholarly projects and career plans as they relate to satisfaction with mentoring.
Background: Female physicians experience gender-based professional
differences, such as lower compensation, slower rates of promotion, and
decreased representation in leadership positions as compared to their male
colleagues. The way this gender-based professional inequity affects the
experience of medical student mentees has yet to be elucidated in the
Methods: Data were obtained from the AAMC GQ years
2016-2018. Student satisfaction with faculty mentoring was analyzed by
chi-squared and logistic regression.
Results: With an 82% response rate we analyzed data for 47,063
students; 51% were male and 49% female. When asked about satisfaction with
faculty mentoring, 81% of males verses 79% of females reported being
\"satisfied\" or \"very satisfied\" (p< 0.001). A higher
proportion of males reported faculty were helpful to students with academic
matters (60% versus 55%; p< 0.001) and with non-academic matters (58% versus
55%; p< 0.001) \"very often\" or \"always.\" Females were
less likely to be satisfied with faculty mentoring even after controlling for
participation in research with a faculty member and future research plans.
Discussions: This work serves as a needs assessment to encourage
individual medical schools to investigate their own gender-based cultures
regarding faculty representation and leadership to allow gender-equal
mentorship of all students.
CREOG & APGO Annual Meeting, 2020, Faculty, Clerkship Director, Residency Director, Professionalism, Interpersonal & Communication Skills, GME, CME, UME, Advocacy,
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Gaining Resident Buy-In: Three Year Follow Up of a Resident-Led Resident as Teacher Program
Purpose: To evaluate teaching culture in an OB/GYN residency
three years after the initiation of a Resident-Led Resident as Teacher (RLRT)
Background: In October 2016, a RLRT program was created to foster
the growth of clinician-educators by providing opportunities for direct instruction
of medical students, educational leadership and professional development.
Residents completing 25 hours of educational work are recognized as
Distinguished Resident Educators at graduation.
Methods: We reviewed end of clerkship evaluations of resident
teaching from July 2016 - June 2019. We also surveyed residents annually
regarding teaching skills and views of the RLRT program in October 2016-2018.
Chi-square and Kruskal-wallis testing were used for statistical analysis.
Results: For 2018-2019 academic year, 48% of medical students
strongly agreed that residents provided effective teaching compared to 30% in
2016-2017 (p< 0.01). Of 48 residents, 42 (88%), 34 (71%), and 30 (63%)
residents completed the survey in 2016, 2017, and 2018, respectively. In
2018, 93% of PGY1s and PGY2s intended to be recognized as Distinguished
Resident Educators, compared to 56% of PGY3s and PGY4s (p=0.02). Incoming
PGY1s in 2018 rated themselves higher on average in teaching skills than PGY1s
in 2016, specifically in making mini-lectures and guiding students to
evidenced-based medicine resources (p< 0.01). All of the PGY1s (100%)
in 2018 felt that the RLRT positively influenced their decision to join the
A RLRT program can strengthen the teaching culture by
increasing the effectiveness of resident teachers and aiding in recruitment of
residents interested in resident teaching.
CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Clerkship Director, Residency Director, Professionalism, Interpersonal & Communication Skills, GME, UME, Team-Based Learning,
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Evaluation Disparity and Implicit Bias in Medical Student Grading: Findings from Evaluator Focus Groups
Purpose: To perform a needs assessment of medical student
evaluators to uncover reasons for evaluation disparity in order to work towards
improving the quality, consistency, and accuracy of OB/GYN clerkship
Background: Accurate evaluation of medical student clinical
clerkship performance is challenging. Scale-based student ratings often do not
correlate to comments provided. Additionally, there can be a wide variance of
scores for the same student by different evaluators. Information regarding
differing grading systems is available, but there is a lack of guidance around
inter-rater reliability and implicit bias.
Methods: From May - July 2019, we performed three resident and
faculty focus groups. We began the session discussing evaluation form
reliability and current behaviorally anchored rating scales, same student
evaluation inconsistencies demonstrated between evaluators, accuracy, and
potential evaluator bias. Qualitative analysis utilizing two reviewers was used
to identify themes.
Results: Overall, participants expressed a need for more formal
student evaluation information and instruction. Other themes were requests for
education and information regarding the evaluation forms and student grading,
an admission of variation between ‘hard’ and ‘easy’ graders, and implicit bias
in student evaluation, particularly regarding perceived specialty choice.
Discussions: Evaluators felt a need to better understand how
evaluations contributed to student rotation grades and were interested in
improving the quality, consistency, and accuracy of evaluations. Time with
students directly influences the accuracy of objective evaluations. Implicit
bias around one’s own ‘grading scale’, and around student specialty selection,
can influence student evaluations.
CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Professionalism, Interpersonal & Communication Skills, UME, Assessment,
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Duty Hours and Medical Student Performance: Is There a Correlation?
Purpose: To describe the association between duty hours (DH)
and shelf exam score, and between DH and overall grade.
Background: Medical students are required to comply with the same
DH regulations as residents. However, variation exists between the total DH
worked due to diversity of clinical sites, surgical rotations, and student
engagement. The impact of DH on exam scores and clinical grade is poorly
Methods: Retrospective cohort study of students in OB/GYN
clerkship at a single academic center from 8/18-6/19. Weekly duty hours
tabulated and averages obtained. Students working more than 75%ile for DH
weekly (long hours) compared to those working less. Impact of long hours in
last two weeks of clerkship also examined. Outcomes of interest were high
overall grade ( >95%), high shelf score ( >90%), and low shelf score
(< 60%) adjusted for quartile of year. Simple statistics used to analyze data.
Results: The average weekly DH was 43.1hr/wk (SD 7.32hr). This
didn’t vary by gender. Students in the latter half of the year worked longer
(45.2 hrs/wk vs 41.9 hrs/wk, p=0.03). The 75%ile of weekly DH was 47.1 hrs.
Students working long hours were not more likely to have low shelf (21.7% vs
30.4%,p=0.6), high shelf (28.3% vs 28.6%,p >0.99), or high overall grade
(25% vs 28.9%,p >0.99). Long hours in the last 2 weeks of the clerkship was
not associated with high overall grade (33.3% vs 31.1%,p >0.99) or low shelf
(21.7% vs 34.2%,p=0.32). A trend toward high shelf scores was seen (41.3% vs
Discussions: Long duty hours, even late in the clerkship, were not
associated with high or low shelf scores, nor high overall grade.
CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Medical Knowledge, UME, Assessment, General Ob-Gyn,
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CREOGs Over Coffee—A Feasibility Study on Medical Education Podcast Creation and Social Media Outreach
Purpose: To describe the development and implementation of a
medical education podcast series for obstetrics and gynecology (Ob/Gyn)
resident learning and demonstrate feasibility, sustainability, and acceptance
of this series.
Background: Podcasts and other digital resources have become
popular among medical learners. Demand by learners for these types of resources
compared to traditional methods of learning may increase as we move further
into the digital age. Medical educators may wish to incorporate podcast
learning into their curriculum and disseminate their work to a larger audience.
Methods: Council on Resident Education in Obstetrics and
Gynecology (CREOG) educational guidelines were used to create a study podcast
for Ob/Gyn residents over 9 months. Feasibility markers include production of
weekly episodes and ability to offset costs. Sustainability markers included
download markers over time. Acceptance was measured by number of reviews on
Apple iTunes and followers on Twitter.
Results: 42 episodes were released from September 30, 2018-June
30, 2019 (39 weeks). Initial costs included $3150 startup and $29 monthly.
Online donations through Patreon amounted to $200/month, which covered 50% of
startup costs at 6 months and are projected to cover full costs by 1.5 years.
The podcast had 137,500 downloads as recorded through Podbean (39/month 9/2018,
increased to 25,000/month 6/2019). It obtained 609 followers on Twitter and 131
ratings on Apple iTunes, with an average of 5.0 stars.
Discussions: Medical education podcasts are a feasible way of
disseminating educational materials to learners. We also demonstrate sustainability
and acceptance of this platform.
CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Clerkship Director, Residency Director, Patient Care, Medical Knowledge, GME, UME, Lecture, Independent Study,
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Clerkship Directors’ Reports and Attitudes on Pelvic Exams Performed by Medical Students
Purpose: To examine current practices of obtaining consent for
pelvic exams performed by medical students as reported by OBGYN Clerkship
Background: Recently, ethical concerns regarding student
involvement in pelvic exams performed while a woman is under anesthesia have
been raised in the scientific, professional, and popular literature.
Methods: An online survey about the educational pelvic exam was
administered to OBGYN CDs as part of the APGO annual clerkship directors’
survey. CDs were asked if their institution had policies on the
performance of pelvic exams by students, if explicit consent was obtained, and
if patients, students, and providers were educated on the policy. These were
evaluated by descriptive statistics of self-reported policies. We also compared
the median values of the perceived importance of telling a patient about the
involvement of a medical student across seven different procedures.
Results: The survey was sent to 230 clerkship directors, 140
responses were returned, with a response rate of 61%. 57 CDs reported they
follow all 4 recommendations (40.7%) as published by APGO’s statement on pelvic
exams under anesthesia. 9 CDs did not believe the exam had to be related
to the procedure performed. Consent for pelvic exam was seen equivalent to
consent for rectal exam, intubation, and making the incision. Consent was
perceived less important to watch the procedure, suture the incision, and
Discussions: While many CDs report institutional policies on
students performing pelvic exams, it is clear that education is still needed to
ensure proper consent is obtained.
CREOG & APGO Annual Meeting, 2020, Student, Faculty, Clerkship Director, Clerkship Coordinator, Patient Care, Professionalism, Systems-Based Practice & Improvement, Interpersonal & Communication Skills, UME, Quality & Safety, General Ob-Gyn,
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Care Across the Life Cycle: Results of an Integrated Pediatric, Obstetrics and Gynecology, and Geriatric Medical Student Clerkship
Purpose: The authors explore medical knowledge attainment and
course evaluation data in Pediatrics and Obstetrics and Gynecology after the
implementation of a novel, three-phase undergraduate medical school education
curriculum called ForWard. In ForWard, the two clerkships were shortened from
six to four weeks and combined with geriatrics to form an integrated 12-week
Background: The traditional structure for clinical clerkships are
specialty specific rotations. Due to evolving needs of both patients and
learners, there has been interest in integrating the clinical fields during
delivery of undergraduate medical education. With any curricular change, it is
important to evaluate the learning outcomes.
Methods: Pediatric and Obstetrics and Gynecology NBME subject
exam scores were compared prior to (n=180) and after (n=162) the implementation
of the ForWard curriculum using an analysis of variance with covariate
(ANCOVA). Student satisfaction with the traditional and ForWard
curriculum were determined based on post-clerkship evaluation forms and
compared using unpaired t-tests.
Results: The unadjusted mean NBME Pediatrics and Obstetrics and
Gynecology subject examination scores were 77.1 and 80.0 in the traditional
curriculum and 76.9 and 79.3 in the ForWard curriculum (p=0.83) and (p=0.37).
The mean Pediatric and Obstetrics and Gynecology clerkship evaluation scores in
the traditional curriculum were 77.1 (SD 7.6) and 80.0 (SD 6.9) compared
to 76.9 (SD 7.9) (95%CI -1.84-1.47) and 79.3 (SD 7.7) (95%CI -2.26-0.85) in the
Despite shortened Pediatric and Obstetrics and Gynecology
clerkship experiences, performance on the NBME subject examinations in both
subjects was unchanged and student satisfaction was maintained.
CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Medical Knowledge, UME, Assessment, General Ob-Gyn,
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Can Less Be More in the OBG Clerkship?
Purpose: Determine how new “shift scheduling” for OBG clerkship
would affect student clinical experience and learning.
Background: Increasing numbers of learners and shortage of
clinical sites require innovative strategies to address demand. A potential
approach would be to assign students specific shifts with varied assignments
that cover the breadth of OBGYN over the course of a clerkship. Potential
barriers would be decreased ability for the student to meet required
encounters, decreased satisfaction, lack of engagement with the team and less
Methods: A 32 -question survey adapted from the validated
Dundee Ready Education Environment Measure (DREEM) was piloted and distributed
to 365 third- year medical students (classes of 2019 and 2020). Topics included
workload, opportunities to interact with patients, ability to complete required
clinical encounters, perception of belonging and being meaningful participants
in the clinical team, learning environment, study time, NBME exam preparation
Results: 180 surveys were completed (response rate 49.3%). 50.8
% were male and 49.2% were female. 93 (42.27%) were from the class of 2019 and
92 (63.4%) were from the class of 2020. Statistically significant improvement
was noted in NBME score, perception of workload and time to study. All
participants were satisfied with the quality of the clerkship, the learning
environment, were able to meet required encounters, and reported a good
clinical experience. Students perceived higher levels of engagement and belonging
with the shift schedule, though these did not reach statistical significance.
Discussions: Shift schedule allows accommodation of more students
in the clinical environment while maintaining clerkship quality and clinical
CREOG & APGO Annual Meeting, 2020, Student, Faculty, Clerkship Director, Medical Knowledge, UME,
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What’s in Your Blind Spot: An OB/GYN Medical Education Crisis?
Objective/Background: The contemporary undergraduate OB/GYN medical educator needs
to know how to deal successfully with unanticipated challenging educational
Workshop Agenda: Following an introduction (10
minutes) that includes the principles of crisis management and differentiates
crisis management from crisis leadership, three representative real-life
educational crises will be presented and discussed sequentially in small and
large groups (total 60 minutes): (1) A student missing in action during the
OB/GYN Clerkship; (2) “I am not going to let that ^%$#! medical student take
care of me;” and (3) A highly revered faculty member exhibits unprofessional
behavior. The workshop will conclude
with a summary of key points (5 minutes) to facilitate the take home product.
Interactive Component: Each educational crisis will
be discussed in small groups. The small
groups will report their proposed crisis management strategy. One of the
presenters will reveal the actual strategy used. Themes emerging from the small group
discussions and the proposed and actual crisis management strategies will be
discussed by all participants.
Take Home Product: Participants will take home
the fundamental knowledge and a customizable template of a Crisis Management
Manual to manage and lead during an OB/GYN medical education crisis.
UME, Clerkship Director, Faculty, 2020, Faculty Development Seminar,
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Visualizing Quality Challenges and Using Corrective Refraction to Focus Change
Objective/Background: Quality improvement (QI) initiatives drive change to streamline processes, minimize waste, and improve outcomes. Although QI efforts are commonly applied to medicine, we receive little formal training. Our workshop will address this knowledge gap by providing attendees with an infrastructure the use educate trainees and other providers about the core components of a QI initiative.
Workshop Agenda: We will provide an overview of QI improvement in industry with application to medicine (15 min). The remainder of the workshop will be a “hands-on” group effort to address an identified quality issue. Small group discussions will focus on an “Sticky Note” affinity sort identifying factors/barriers associated with the quality issue (10 min). The group will share ideas and collaborate to create a cause-effect fishbone diagram and process flow map for the identified quality issue (20 min). Each small group will then independently identify a proposed process improvement and define core process, outcome, and balancing measures to measure through a plan do study act (PDSA) cycle (15 min). The workshop will conclude with a discussion of each groups plan and proposed measures (15 min)
- “Sticky Note” Affinity Sort Brainstorming
- Cause-Effect Brainstorming/Creation of Fishbone Diagram
- Process Flow Map Brainstorming
- Process Improvement Approach/Outcome Assessment Brainstorming
- Discussion of Proposed QI Approach and Measures
Take Home Product: Attendees will return to their institutions with a framework and “tool kit” to use to approach QI initiatives and to train medical students and residents.
Quality & Safety, UME, GME, Systems-Based Practice & Improvement, Residency Coordinator, Residency Director, Clerkship Director, Faculty, Resident, 2020, Faculty Development Seminar,
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Turning The Lens Inward: Using Strengths Identification To Improve Team Work, Performance, And Patient Care
Objective: Strengths work is a positive psychology approach that turns the notion of problem-based living upside down, using identification of what is going RIGHT to improve individual and team performance, as well as career longevity and job retention.
• Introduction to strengths work and literature supporting its use (5 minutes)
• Individual completion of an established strengths assessment (15 minutes)
• Group discussion and formation of large screen matrix of different strengths and how they contribute to our professional roles (15 minutes)
• Dyad analysis of individual strengths as they support current roles and responsibilities (10 minutes)
• Overview of free access, commercial and educational resources to bring strengths analysis to learners and colleagues (5 minutes)
• Table discussion of specific methods of bringing strengths work to home institutions (10 minutes)
• Large group compilation of ideas for take-home work (10 minutes)
• Wrap up (5 minutes)
Interactive component: Attendees will work individually, as dyads, as tables, and as large groups to identify and analyze their individual strengths, determine effective means of applying their strengths to their current roles, and determine realistic ways to bring strengths work to their own environs.
Take-home product: Participants will leave with a formal assessment of personal strengths, new means of applying strengths to daily work, and a specific plan to introduce strengths work at home institutions.
UME, Systems-Based Practice & Improvement, Clerkship Coordinator, Clerkship Director, Faculty, 2020, Faculty Development Seminar,
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Teaching Cultural Humility To Medical Students By Building Cross-Cultural Patient Education Tools
Workshop Text: Cultural humility and cross cultural communication are
essential skills for medical students who will be called upon to translate
medically complex concepts and treatment plans to patients from diverse
backgrounds. This skill set, however, is
not often taught effectively during medical school. This workshop will demonstrate a method for teaching cultural humility to
medical students. Through the process of
designing and testing a cross cultural patient education model, the student
explores essential features and pitfalls of cross cultural education. Workshop
participants will design an abbreviated patient education tool based on a case
based scenario and engage in group discussion about the challenges involved.
Presenters will share a project that was used in three languages from
sub-Saharan Africa and another in Vermont and will discuss challenges from
their field work. An evaluation rubric will be provided.
define cultural humility and discuss best practices in cross cultural
Group Activity (10 mins) Using 1-2-4-all
format, discuss pitfalls of cross cultural communication demonstrated in an
excerpt from The Spirit Catches You and You Fall Down.
Breakout Activity/ Interactive component (30
mins) Small groups of participants will design a patient education tool for a
specific patient population based on a real life scenario.
Group Activity (15
mins) Discuss the process of designing a cross-cultural patient education tool
with respect to cultural humility.
Wrap up (5 mins)
rubric , Resource
guide with annotated bibliography
Faculty Development Seminar, 2020, Faculty, Clerkship Director, Patient Care, Professionalism, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, GME, UME, Global Health, Advocacy,
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SERIOUS PLAY® Intermediate Level: Collaborative Play Using LEGO® Elements to Build a Dynamic Team
Objective/Background: LEGO® SERIOUS PLAY® (LSP) methodology deepens the reflection process. This tool encourages the culture of participation by flattening the hierarchy through narrative play. By creating the shared identity of a team through cooperative play, involved participants have a shared understanding of their team dynamics. Intermediate level of facilitation techniques will build upon last year’s and this year’s introductory concepts with new techniques that involve creating a shared team identity and role play in a landscape format using an individual’s narrative in a collaborative play environment.
Workshop Agenda: The workshop will re-introduce the concept of LSP, as needed. Simultaneously, the participants will have hands-on experience with the process itself. This workshop will expand upon the basic concepts of LSP by using the LEGO building challenges to create the team identity. Nota bene: Attendance of the SERIOUS PLAY® Introductory Level is not required but recommended. Certain basic concepts will be reviewed but its absence will not take away from this expanded experience.
Interactive Component: Participants will partake in the actual process of LSP, learning and experiencing first-hand how cooperative play encourages teambuilding and leadership development.
Take Home Product: Participants will receive a toolkit that will include an open-source manual to the LSP methodology via a hyperlink, an illustrated example of a teambuilding workshop design, and a handout with additional resources.
Quality & Safety, UME, GME, Interpersonal & Communication Skills, Professionalism, Residency Director, Clerkship Director, Faculty, Resident, Student, 2020, Faculty Development Seminar,
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Serious Escape Room Game For Undergraduate Student Groups
Objective/Background: This workshop will demonstrate a serious escape
room game that engages teams of students in a complex clinical situation,
promotes problem solving and development of clinical skills. Escape room is a
live-action team-based game that stems from the point-and-click genre of adventure
computer games. In the escape room, a team of players is locked in a physical
room where they are presented to a captivating story and a challenging task. By
interacting with the environment, discovering hidden clues and solving puzzles
and riddles, the team must find a key to escape the room. For small group
teaching, the escape room is implemented in a real clinical environment with
appropriate medical props and puzzles. The gameplay is observed with a CCTV
camera, and feedback is given to the team during a debriefing session. Students
report that the game stimulates critical thinking and fosters teamwork.
Workshop Agenda: This workshop will give a short introduction to
serious games in clinical teaching and the theory and design of escape room games.
The design of the game will be presented. Integration of the game in the
curriculum, practical issues of implementation, and gameplay experiences will
Interactive Component: A version of the game will be available on-site for
participants to play or observe. Participants will also discuss opportunities
and barriers of integrating the game in own teaching.
Take-home Product: Participants will receive useful tips and resources,
including a guidebook, for implementing the game.
Faculty Development Seminar, 2020, Faculty, Medical Knowledge, Interpersonal & Communication Skills, UME, Virtual Patient, Simulation,
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Seeing Eye to Eye: Maximize your Mentorship Relationships with Millennial Learners
Background: Mentorship is defined as “a dynamic, reciprocal relationship between an advanced-career incumbent (mentor) and a beginner (mentee) aimed at promoting the career development of both.” It can be a vital and key component of our roles in medical education, and there are proven benefits to both the mentor and the mentee when a positive relationship is created. Many of the learners entering medicine today were born between 1980-2000, and have been coined the Millennial Generation. The goal of this interactive workshop is to discuss generational traits of Millennials, with considerations of gender, diversity and inclusion in the context of optimizing mentorship relationships.
• Introduction and Background: Brief introduction to principles of Mentorship and Inclusion, Generational Diversity and Traits of Millennial Learners. 15 minutes
• Small Group Case-Discussions and Large Group Report Out: Participants will discuss four mentorship cases in small groups. These cases will highlight generational differences including tensions between Purpose versus Process, Flat versus Hierarchical Infrastructures, and Scheduled versus PRN meetings. Groups will report their strategies for approaching these scenarios and tensions. 30 minutes
• Strategies for Success: We will review myths, realities and millennial mentorship best practices. We will include technological tips and tricks including the use of social media and shareable online meeting templates that can help to facilitate positive momentum and outputs from the mentorship relationship. 20 minutes
• Concluding Remarks: 10 minutes
Interactive Component: Small group discussion and sharing of best practices
Take Home Product: Shareable online meeting templates
UME, GME, Interpersonal & Communication Skills, Clerkship Coordinator, Clerkship Director, Faculty, Resident, Student, 2020, Faculty Development Seminar,
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On The Lookout: Use Of Debriefing With Clerkship Students To Aid In Wellness And Resiliency
Objective/Background: The Obstetrics and Gynecology rotation may expose students to their first experiences with serious medical conditions and traumatic events. These events shape students’ perspectives, and if left unaddressed, could potentially contribute to the development of burnout over time. Debriefing serves as a tool to allow students to discuss shared experiences and build resiliency, especially with topics often considered routine amongst practicing physicians.
• The workshop will begin with large group discussion of clinical issues that place students at risk for developing emotional fatigue (10 min).
• Workshop facilitators will then introduce debriefing concepts and tools. Facilitators will model the method of debriefing employed at their institution, and shared experiences and development of coping skills will be discussed by participants (20 min).
• Participants will be given examples of clinical scenarios that may require debriefing, divide into small groups, and will practice the debriefing model using the tools (20 min).
• Participants will share their experiences with each scenario as a large group (10 min).
• Finally, the group will brainstorm, discussing innovative ways to integrate debriefing into their clerkships (15 min).
Interactive Component: Participants will be given clinical scenarios that allow them to practice debriefing from the facilitator and student perspectives.
Take Home Product: Participants will be provided a toolkit for implementing debriefing at their home institutions. It will include a detailed description of common methods of debriefing, a guide for implementation in the clerkship, and literary resources. Group brainstorming ideas will also be documented and shared.
Team-Based Learning, Problem-Based Learning, Independent Study, Assessment, UME, GME, Practice-Based Learning & Improvement, Interpersonal & Communication Skills, Professionalism, Residency Coordinator, Residency Director, Osteopathic Faculty, Clerkship Coordinator, Clerkship Director, Faculty, Resident, 2020, Faculty Development Seminar,
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No Blurry Lines: Creating A Clear Vision For LCME Accreditation Visits
Objective: The LCME accreditation process can be overwhelming. Early, thorough preparation is the key to a successful outcome. This workshop will describe tools and strategies for preparing your clerkship and avoiding common pitfalls. We will specifically discuss methods of improving communication and ensuring equivalent experiences in multi-site programs.
• Review of LCME preparation guidelines (5 min)
• Overview of identified LCME standard-related vulnerabilities (5 min)
• Individual identification of vulnerabilities using our checklist (15 min)
• Table discussion of vulnerabilities and shared experiences (15 min)
• Large group discussion of approaches to meet identified needs (20 min)
• Behavioral strategies to manage the visit (5 min)
• Suggestions for high yield talking points (5 min)
• Wrap up (5 min)
Interactive component: Using our checklist, small groups will identify potential vulnerabilities as they relate to pertinent LCME Standards. Participants will then share ideas and generate common themes in gap analysis. Individuals will have an opportunity to test their own knowledge of LCME standards and answer sample questions.
Take-home product: An outline of LCME accreditation visit needs and potential solutions will be provided and augmented by participants. Participants will also receive a summary high yield LCME talking points document from a recent successful visit.
UME, Systems-Based Practice & Improvement, Clerkship Coordinator, Clerkship Director, 2020, Faculty Development Seminar,
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