“Becoming an Innovative Pathology Educator”
Thursday, January 25, 2018
Tips and Tricks for Successfully Publishing Scholarly Work in an International Journal on Medical Education
Julie Hewett, CMP, CAE & Peter GM de Jong, PhD
In publishing scholarly work it is important to choose the right strategy in submitting the work to the most appropriate journal. The workshop will give the attendees an overview of several journals for Medical Education and the characteristics of different manuscript types, more insight in the editorial processes of a journal and several concrete strategies to increase the chances of acceptance of their work. The workshop is intended for those with no or little experience in submitting manuscripts to international medical education journals.
At the end of the workshop the participants will have a better understanding of scientific publishing in medical education and the way in how a manuscript should be submitted.
GRIPE Photo Review
Amy Lin, MD
- Identify key components of a well-composed image.
- Recognize and correct problems with sample images.
GRIPE Question Bank Review
Geoffrey Talmon, MD
- Identify key components of a well-written multiple choice question.
- Recognize and correct problems with sample questions.
Friday, January 26, 2018
Tales of Transformation: Reforming the UME Curriculum at Vanderbilt
Bonnie M. Miller, MD
This session will review the rationale for the major curricular revisions that are occurring at many US medical schools, and will outline the strategies undertaken at Vanderbilt University School of Medicine to address the drivers for change. The session will also present lessons learned from implementing major program reforms and will provide early outcomes information.
As a result of attending this session, learners will be able to:
- Describe the major drivers for curricular change in medical education.
- Discuss strategies that might be used in addressing these drivers, including changes in teaching approaches and changes in curricular structures.
- Discuss challenges that can be encountered in undertaking major change projects, how they can be anticipated and how they might be addressed.
- Consider how these lessons could be applied at participants’ home institutions.
Friday, January 26, 2018
Creating an Educator’s Portfolio for Academic Success
Raga Ramachandran, MD
In keeping with this year’s theme on innovative teaching, this professional development workshop will help you document your scholarly achievements and creative work via an Educator’s Portfolio (EP). This is a working session in which you will use your portable electronic device (laptop or tablet) to begin drafting your own EP, which is distinct from a traditional academic CV. Please bring electronic copies of your most recent teaching evaluations (numerical ratings) to get started.
A thorough and efficiently packaged EP is a valuable document that, in conjunction with a traditional CV, can strengthen your file for academic advancement and for application to your Academy of Educators, if applicable at your institution. The EP also can be used when advocating for a promotion or applying for a new position, during an annual performance review, when meeting with your career mentor, or when applying for a teaching award.
After participation in this workshop, you will be able to:
- Identify the rationale for creating an EP.
- Contrast the EP with a traditional academic CV.
- Name the sections of a typical EP and the contents expected for each section.
- Recognize elements and language of a strong EP.
- Continue drafting your own EP for future use.
Personalized Learning and Unified Synthesis (PLUS): A teaching activity to facilitate self-directed and lifelong learning
Amy Lin, MD & Abbas Hyderi, MD, MPH
Self-directed and lifelong learning is an important competency for future physicians. Currently, students have few, sporadic planned educational activities in the preclerkship curriculum to practice and develop these skills prior to entering clerkships. We developed the Personalized Learning and Unified Synthesis (PLUS) activity to facilitate self-directed and lifelong learning. PLUS approach: at the end of a learning activity, each team identifies a learning need or gap and formulates a question; performs a literature search; identifies and analyzes one or more sources with regard to strengths and weaknesses; and synthesizes the information to answer the question. One member of the team posts the team response to the discussion board on the course Blackboard site, and within 1-2 weeks, faculty provide feedback to the team about their information seeking and critical appraisal skills.The purpose of this workshop is to expose participants to a specific learning activity that can facilitate self-directed and lifelong learning skills.
Session objectives: By the end of this workshop, participants will be able to:
- Describe Personalized Learning and Unified Synthesis (PLUS) as a specific activity that can incorporated into any learning activity to further augment self-directed and lifelong learning skills
- Practice applying PLUS by generating self-directed learning worksheets associated with this activity
Resident Scholar Presentation
Saturday, January 27, 2018
Personalized Training in Pathology
Aadil Ahmed, MD
Saturday, January 27, 2018
Teaching modalities should be identified that are more effective in attaining the goal of educating students to truly apply what they learn in the practical clinical setting and also in encouraging them to develop appropriate habits for lifelong learning. Methods for inclusion of laboratory medicine principles during all stages of the medical student curriculum during all 4 years are critical to reap the benefits of integrated curricula, as is instruction in the use of electronic resources. An in-depth knowledge of laboratory medicine principles is vital to all practicing physicians.
- Understand how most current medical school curricula result in poor consumers of clinical laboratory information as well as bored consumers
- Learn heuristic approaches that can better optimize learning in laboratory medicine that might improve clinical care outcomes for non-pathologists
- Explore innovative approaches to also prepare medical students destined to become “pathologist 2.0”
Saturday, January 27, 2018
Innovative Uses for the Amazon Echo Show in Pathology Education
Earl Brown, MD
This workshop will be a hands-on demonstration and discussion about using the Amazon Echo Show in Pathology Education. The Echo Show, which has a tactile 7-inch LCD screen, is a hands-free voice-activated device (VAD) that can respond in intelligent ways to voice input or commands. This workshop will discuss VAD’s in general, how they function, and how they are controlled. We will also compare the Amazon Echo product line to other popular VAD’s, namely the Google Home and the Apple HomePod. This workshop will demonstrate how to control the Amazon Echo Show through the use of skills, which are software programs written to interact with Alexa in an intelligent fashion. We will also discuss the advantages and problems associated with using the Echo Show in Pathology Education.
Our discussion about the innovative uses for the Echo Show in Pathology Education will include using the Echo Show to:
- interact with students in a conversational manner to ask and answer questions during self-directed learning,
- capture student responses to free text (open-ended) questions to improve question development,
- tutor students to fill knowledge gaps and correct misconceptions, and
- participate in problem-based small group learning sessions.
By the end of the workshop, participants will be able to:
- discuss the different types of voice-activated devices, how they function, and how they are controlled,
- discuss how VAD’s can be used in innovative ways to enhance the teaching of Pathology to medical students and residents,
- compare the Amazon Echo Show to other voice-activated devices, and
- discuss the advantages and problems associated with using the Amazon Echo Show in Pathology Education.
Developing and Implementing a Laboratory Medicine Curriculum in the Clinical Years
James Huang, MD, Britany Rayborn, BS, & Yvonne Posey, MD
Recent studies suggest that teaching of laboratory medicine is inadequate in U.S. medical schools. Oakland University William Beaumont School of Medicine (OUWB) is one of a handful of medical schools that offer a formal mandatory clerkship in laboratory medicine. At OUWB, laboratory medicine is taught by pathologists and clinical laboratory scientists in a required clinical clerkship, named diagnostic medicine (DM). The design, implementation, evaluation, and outcome will be discussed in detail in this workshop.
Briefly, this clerkship has combined laboratory medicine and radiology in the clinical context of a case- oriented diagnostic workup, focusing on fundamental and critical diagnostic issues. The total time allocated for laboratory medicine includes one day (DM-1) at the end of the second year before students enter clinical clerkships and one week (DM-2) integrated into a two-week rotation that includes radiology throughout the fourth year.
In DM-1, pathologists and clinical laboratory scientists teach various topics in small groups including the laboratory formulary, send-out testing, searching test directory, critical values and stats, laboratory turn-around-times, chemistry panels, reference intervals, pre-analytical and analytical variables, and using microbiology and anatomic pathology laboratories. In addition, students are divided into groups with concurrent lab tours and small group activities in the classrooms. Students tour the stat lab, blood bank, point-of-care testing service, specimen receiving/processing areas, client services, and the laboratories of anatomic pathology, chemistry, microbiology and hematology. The roles of pathologists, laboratory technologists and administrative assistants are also introduced.
In DM-2, every month small groups of students spend half a day over two-weeks in laboratory medicine. Each day, both radiology and pathology departments organize various interactive learning activities centered on the same clinical theme. These clinical themes include a pregnant patient with shortness of breath, hypotensive patient, cough and lung mass, diarrhea and flank pain, palpitations, anemia, lymphadenopathy, transfusion medicine, coagulation, breast mass, joint pain, unconscious patient, and abdominal pain and mass. The learning activities in laboratory medicine are centered on entrustable professional activities.