Teaching Academy Newsletter

Announcements

Medical Education Grand Rounds are on The Commons!

Did you miss one of our Medical Education Grand Rounds? Can’t make it in person on Fridays? We record each session and post to the Teaching Academy Common site. You can find videos here: https://commons.med.uvm.edu/groups/ta/Videos/Forms/Thumbnails.aspx

And don’t forget about our next session on November 30 with Andrew Hale, MD, Larner College of Medicine and Daniel Ricotta, MD, Beth Israel Deaconess Medical Center. They will present on “Effective Body Language Techniques for the Medical Educator.” You can find details here: http://www.med.uvm.edu/teachingacademy/mededgrandrounds

Faculty Development Video Series for Medical Educators

The Teaching Academy is proud to announce the Faculty Development Video Series for Medical Educators. Improve your teaching with this series of short videos on essential topics for medical educators. This resource features Teaching Academy members and was directed by Laurie Leclair, MD while she served as a Faculty Associate of the Teaching Academy last year.

The videos are free and open for anyone to view. CME credit is also available. For more details about the video series and how to obtain CME credit, visit http://www.med.uvm.edu/teachingacademy/resources/devleopment.

Save the Dates: Winter 2019 IAMSE Webcast Audio Seminar Series


The 2019 winter series of the IAMSE webinar program will focus on the role of the learning environment in health science education. Join us on Thursdays in January at 12pm.

January 10 - Overview & introduction of the Learning Environment - Larry Gruppen, PhD

January 17 - The Learning Environment: An International Perspective - Sean Tackett, MD, MPH

January 24 - The Learning Environment During Residency - John Co, MD

January 31 - Learning Environment Panel featuring discussions from Osteopathic, Nursing and PA perspectives - Luke Mortensen, PhD, Cindy Anderson, PhD and Karen Hills, MS, PA-C

February 7 - System and Case Studies - Dan Harrington, MD

 

The Harvard Macy Institute’s A Systems Approach to Assessment in Health Professions Education Course

Applications are now being accepted - Deadline to apply: November 16, 2018

The Harvard Macy Institute’s A Systems Approach to Assessment in Health Professions Education is designed to encourage participants to apply systems thinking in designing assessment programs to support the continuous quality improvement of students/trainees, faculty, and curricula at their academic health science institutions. During this intensive 6-day program, educators and administrators from diverse health science disciplines will be introduced to key concepts from system theory, best practices in educational assessment, and mini-workshops focused on specific assessment approaches. Learn more and apply by clicking here

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Save the Dates:

2019 Mud Season Education Retreat

Friday, March 29, 2019, 8:00 am-5:00 pm, Doubletree by Hilton

A day-long education retreat featuring workshops, networking, and keynote speakers. This event is open to all faculty. Details and registration will be announced this winter!

AAMC Medical Education Research Certificate (MERC) Workshops

Friday, April 12, 2019

“Formulating Research Questions and Designing Studies” & “Measuring Educational Outcomes with Reliability and Validity”

Details and registration will be announced this winter! Registration priority for Teaching Academy members

New Publications to Note

Tracking Medical Students and Graduates from Hometown to Practice using Geographic Information Systems, 2011-2017

Kochhar K, Fancher LM, Brokaw JJ, Wilson JS, Nalin PM. Tracking Medical Students and Graduates from Hometown to Practice using Geographic Information Systems, 2011-2017. Journal of Regional Medical Campuses. 2018 Jun 29;1(3).   DOI: https://doi.org/10.24926/jrmc.v1i3.1136

Relationships Matter: Enhancing Trainee Development with a (Simple) Clerkship Curriculum Reform

Dorsey JK, Beason A, Verhulst SJ. Relationships Matter: Enhancing Trainee Development with a (Simple) Clerkship Curriculum Reform. Teaching and Learning in Medicine. 15 Oct 2018. pp 1-11. DOI: 10.1080/10401334.2018.1479264

Become an Effective Resident Teacher and Team Leader in 10 Tried-and-True Steps

Hunter N, Smith C, Reynolds E. Become an Effective Resident Teacher and Team Leader in 10 Tried-and-True Steps. Journal of Graduate Medical Education, Vol. 10, No. 5: 488-490.   http://www.jgme.org/doi/10.4300/JGME-D-17-00937.1?ai=x1&ui=5p1d&af=T

Learning How to Build Illness Scripts

Gavinski K, Covin Y,  Longo P. Learning How to Build Illness Scripts.Academic Medicine: 16 Oct 2018 - Volume Publish Ahead of Print - Issue - p  doi: 10.1097/ACM.0000000000002493

The Correlation of Stress in Residency With Future Stress and Burnout:  A 10-Year Prospective Cohort Study

Raimo J, LaVine S, Spielmann K, Akerman M, Friedman K, Katona K, Chaudhry S. The Correlation of Stress in Residency With Future Stress and Burnout:  A 10-Year Prospective Cohort Study. Journal of Graduate Medical Education, Vol. 10, No. 5: 524-531. http://www.jgme.org/doi/10.4300/JGME-D-18-00273.1?ai=x1&ui=5p1d&af=T

Promoting medical student self‐awareness through a challenging patient workshop

Steinauer J, Baron M, Freedman L, Perrucci A, Dehlendorf C, Cipriano S. Promoting medical student self‐awareness through a challenging patient workshop. Medical Education. 02 Oct 2018. https://doi.org/10.1111/medu.13701

Resident and attending physician perceptions of direct observation in internal medicine: a qualitative study

Gauthier S, Melvin L, Mylopoulos M, Abdullah N. Resident and attending physician perceptions of direct observation in internal medicine: a qualitative study. Medical Education. 01 Oct 2018.  https://doi.org/10.1111/medu.13680

Indigenous Health Curriculum and Health Professional Learners: A Systematic Review

Francis-Cracknell A, Murray M, Palermo C, Atkinson P, Gilby R, Adams K. Indigenous Health Curriculum and Health Professional Learners: A Systematic Review. Medical Teacher. 09 Oct 2018. Pages: 1-7 | DOI: 10.1080/0142159X.2018.1497785

 

Questions about The Teaching Academy?
Please contact: teaching.academy@med.uvm.edu


Regional/National Call for Proposals

AAMC 2019 Medical Education Calls for Submissions


2019 Northeast Group on Educational Affairs Spring Meeting (NEGEA)
April 4-6, 2019 in Philadelphia, PA
2019 GEA Regional Spring Meetings Call for Submissions Deadline to apply: November 12, 2018 at 11:59 pm EST.

Learn Serve Lead 2019: The AAMC Annual Meeting
November 8-12, 2019 in Phoenix, Ariz.
2019 Call for Medical Education Submissions Deadline to apply: December 10, 2018 at 11:59 pm EST.
Including: Research in Medical Education (RIME) papers, Session proposals, and Highlights abstracts.

IAMSE 2019 Call for Poster and Oral Abstracts

The International Association of Medical Science Educators (IAMSE) is pleased to announce the call for abstracts for Oral and Poster presentations for the 23rd Annual IAMSE Conference to be held at the Hotel Roanoke in Roanoke, VA, USA from June 8-11, 2019. The IAMSE meeting offers opportunities for faculty development and networking, bringing together medical sciences and medical education across the continuum of healthcare education. Please click here to submit your abstract today. Submission deadline is December 1, 2018.

Teaching Academy in the News

Part of the Community: Impacting Rural Health

October 26, 2018 by Erin Post

Jennifer Boccia ’20 during her family medicine clerkship at Mad River Medical Center in Waitsfield, Vt.

When Harshal Athalye ’20 began a pediatrics rotation at North Country Hospital in Newport, Vt., in the upper reaches of Vermont’s Northeast Kingdom, he was worried the rural location would make him feel isolated, or that he wouldn’t see the diversity of patients he might in a more urban setting.

The two weeks he spent in Newport during his third-year pediatrics clerkship changed his mind. Working alongside Alexandra Bannach, M.D., a clinical assistant professor of pediatrics, he found a complex caseload that required not only clinical skill, but an ability to build relationships with families over time. 

“It was an amazing experience to see her work,” says Athalye. “She has such a calm, optimistic, healing personality. Many of the patients we saw had a troubled history, and Dr. Bannach knew the idiosyncrasies of each patient.”

Athalye is not alone: William Raszka, M.D., professor of pediatrics and director of the pediatrics clerkship, says students who spend time in a rural location often walk away with a newfound appreciation for the complexities and rewards of rural practice. During the seven-week pediatrics clerkship, most students have the opportunity to practice in rural settings across Vermont, as well as in northern New York and Connecticut.

“Physicians in rural environments provide home visits; they staff high school football games and school clinics; sometimes they go to hospitals for deliveries as there may not be a hospitalist service,” he says. “They learn how a physician is incorporated into the community.”

Primary care physicians equipped to practice in rural locations are in dire need across the country. According to the Centers for Disease Control, there’s a “striking gap” in health between rural and urban Americans. The causes are complex, but socioeconomic conditions and access to healthcare play a role. Rural Americans have higher rates of cigarette smoking, high blood pressure, and obesity, according to the CDC. They also have higher rates of poverty, and are less likely to have health insurance. All of this translates into patients who are more at risk for death from preventable causes as compared to their urban counterparts.

The family medicine clerkship at the Larner College of Medicine is designed to introduce students to these health disparities and prepare them to address unmet needs, says Candace Fraser, M.D., associate professor of family medicine and family medicine clerkship director. More than 50 preceptors across Vermont, northern New York, Connecticut, New Hampshire, Massachusetts, and Maine ensure students experience what it’s like to practice at a rural site without quick access to a tertiary care setting. No matter what specialty a student chooses, they benefit from this experience. But for some, it’s the beginning of a career they previously hadn’t considered.

“We have students say ‘I had no idea how important the family doctors are to the community and the extent of the care they provide,’” says Martha Seagrave, PA-C, associate professor of family medicine and director of medical student education programs. “If you don’t experience rural medicine, you wouldn’t necessarily seek it out.”

During the six-week family medicine clerkship, along with caring for all age groups and diverse medical conditions, students complete a community health project focused on a range of topics that address a community need. Past topics have included access to dental care, transportation issues, food insecurity, and drug addiction. This work gets them thinking about how they can have an impact if they choose rural primary care.

“If we’re going to influence population health, we need to have physicians in these locations,” says John King, M.D., professor and vice chair of family medicine.

For Jennifer Boccia ’20, the call of rural medicine is strong. After completing her family medicine clerkship at Mad River Medical Center in Waitsfield, Vt., just down the road from where she lives in Moretown, she’s confident that practice in a rural community is right for her.

“The people I see in the office are neighbors, they work in or own the local businesses that I frequent, they are the relatives of people I know well,” she says. “It’s a very profound feeling to be trusted with the health and well-being of so many people in such a tight-knit community.” 

November 2018

Medical Education Grand Rounds

Andre Rosen speaking to groupGroups look at art objects

The Teaching Academy welcomed Andrea Rosen, Curator at the Fleming Museum on October 26 for "Museums and Medicine: The Power of Observation."

Through exercises in observation of objects and artworks, Ms. Rosen shared the crossovers between museum-based learning and medical education.

Upcoming Events

Writer's Workshop

Thursday, November 8; 8:00 - 9:00 AM; Larner Learning Commons, Teaching Academy Resource Room 130F
Bring scholarly work on education topics in any stage of development – manuscripts, conference proposals, research proposals, etc. Email teaching.academy@med.uvm.edu for details.

Research Consultation Drop-In Hours

Friday, November 9, 9:00 – 11:00 AM; Larner Learning Commons, Teaching Academy Resource Room 130F
The Teaching Academy hosts drop-in hours for research consultation, with Alison Howe, MS, Director of Education Program Outcome Analysis, and Leigh Ann Holterman, PhD, Director of Curricular Evaluation and Assessment. Drop in hours occur the second Friday of the month from 9 – 11 am, and the fourth Tuesday of the month from 1 – 3 pm. First come, first served.

Research Consultation Drop-In Hours

Tuesday, November 27, 1:00 – 3:00 PM; Larner Learning Commons, Teaching Academy Resource Room 130F
The Teaching Academy hosts drop-in hours for research consultation, with Alison Howe, MS, Director of Education Program Outcome Analysis, and Leigh Ann Holterman, PhD, Director of Curricular Evaluation and Assessment. Drop in hours occur the second Friday of the month from 9 – 11 am, and the fourth Tuesday of the month from 1 – 3 pm. First come, first served.

Teaching Academy Book Club

Thursday, November 29, 5:30 - 7:30 PM
The Teaching Academy Book Club will be reading Memoirs of a Woman Doctor by Nawal El Saadawi. Join us for a discussion and dinner. RSVP to Amanda.Broder@med.uvm.edu. Participation limited to Teaching Academy Members.

Medical Education Grand Rounds

Friday, November 30; 12:00 - 1:00 PM; Med Ed 300 
"Effective Body language Techniques for the Medical Educator"
Andrew Hale, MD, Larner College of Medicine & Daniel Ricotta, MD, Beth Israel Deaconess Medical Center
RSVP by 11/26 to Teaching.Academy@med.uvm.edu