MORNING SMALL GROUPS 10:30 11:45AM Academic Technologies in the ForWard Curriculum Kristin L. Simon, MSE, Manager, Educational Technology Blaire Bundy, MA-LIS, Sr. Learning Technology Consultant, DoIT Academic Technology Melissa Smiley, MSE/Ed.S., Educational Technology Consultant, Instructional Design Christopher Hanson, Sr. Instructional Technology Consultant Sana Waheed, MD, Assistant Professor, Assistant Block Leader - Body in Balance Beth Altschafl, PhD, Lecturer, Block Leader - Body in Balance Tabby Kennedy, MD, Associate Professor, Department Block Leader - Acute Care This session will focus on showcasing the new academic technologies being used in the ForWard curriculum. The session will focus on the Enduring Learning Objects (ELOs) that are being created by faculty to deliver content online for use both in and outside the classroom. The session will feature exemplars and insights from the authors that created these learning materials. Other technologies that will be highlighted are WordPress, which serves as our repository for the ELOs and iseek, a targeted search engine for students, instructors, and staff to search content within the curriculum, including the ELOs. The session will also explain how the repository has been extended to gather statements on how the students are interacting with the ELOs using a Learning Records Store called Learning Locker. 1. Describe and review the variety of technologies being used in the new curriculum 2. Discuss the process and best practices for creating Enduring Learning Objects (ELOs) 3. Examine exemplar ELOs 4. Discuss resources available at the School of Medicine and Public Health through the Educational Technology group Developing Character within the Clinical Learning Environment for Students in Health Care Professions Elizabeth Petty, MD, Senior Associate Dean, Academic Affairs Jose Franco, MD, Professor, Medical College of Wisconsin Nancy C. Raymond, MD, Visiting Professor, Associate Dean for Faculty Affairs and Development As educators in health professions, we often recognize certain character traits in others and ourselves that promote or diminish professional behaviors and optimize the learning environment within interprofessional clinical settings and classrooms. Despite this, we often focus on teaching professional behaviors or reducing unprofessional behaviors without addressing the important underlying core foundation of character development as relevant to professional behavior. In this session, we will actively engage participants in addressing several questions, including: What are the character traits that are important for health care professionals to possess? Do they vary among different specialties or professions? How is character developed among health care professionals? What kinds of experiences shape character development, positively and negatively, in the clinical learning environment? As educators, how can we promote character development that optimizes the learning
environment for all learners? During this session, which is based on a session delivered at the 2017 AAMC Annual meeting by the presenters, we will use a variety of interactive and immersive hands-on learning activities to engage participants in considering character development as a means to enhance professional behavior and reduce student mistreatment. Participants will also have an opportunity to briefly learn more about engaging with the Kern Foundation MedEd Next national collaboration network of seven schools of medicine (including the SMPH and the MCW) across the country on other projects related to optimizing the learning environment and promoting inclusivity and equity for all. 1. Describe character traits that are important for developing professional behaviors in health care providers 2. Identify ways to build those positive character traits while teaching in the clinical learning environment, 3. Illustrate ways to address actions and behaviors that negatively impact development of those character traits in clinical training 4. Develop a plan for incorporating inclusive character building skills within the clinical learning environment Focusing ForWard: Applying the UWSMPH health equity lens to the classroom Parvathy Pillai, MD, MPH, Assistant Professor, Department of Population Health Sciences Stephen Bagwell, MA, Manager, Community Based Education Experiences Molly Sygulla, M3, WARM The workshop will delimit through the use of pre-built cases, attendee examples and discussion, the conceptual area to which the health equity lens applies. Participants will discuss relevant health equity cases to connect often vague, difficult concepts of equity to practical in-the-class solutions. The session will be relevant to instructors, course designers, and curriculum managers across the state-wide campus. : 1. Recognize key elements essential to Health Equity 2. Distinguish between Health Disparity and Health Equity model 3. Apply the UWSMPH Health Equity Lens to classroom situations 4. Evaluate classroom scenarios using the UWSMPH Health Equity Lens Question & Answer Session with Dr. Pedro J. Greer Pedro J. Greer Jr., MD, Professor; Founding chair of the Department of Humanities, Health, and Society; and Associate Dean of College of Community Engagement at Florida International University Herbert Wertheim College of Medicine Join our keynote speaker for a more personal conversation. Dr. Greer will answer your questions and facilitate a discussion focused on the themes that emerge from his keynote address.
Unconscious Bias in Academic Medicine Brian E. Gittens, EdD, SPHR, SHRM-SCP, Associate Dean, Human Resources, Equity and Inclusion This session is an introduction to the concept of unconscious bias that combines fundamental psychological approaches with classical diversity approaches. 1. Examine their own background and identities, so that they can interact more authentically with colleagues, patients and the community. 2. Explore how the brain functions, so that they can recognize unconscious bias as a natural function of the human mind. 3. Expose patterns of unconscious bias so that they can navigate their impact on their decision-making processes. 4. Identify organizational leverage points so that they can mitigate the impact of unconscious bias in interactions, processes and structures. 5. Get an introduction to strategies and tools that can create transformational systemic change
AFTERNOON SMALL GROUPS 12:45 2:00PM Creating Engaging Interactive Online Learning Materials for Health Science Education Meghan Cotter PhD, Lecturer, Department of Academic Affairs Elise Davis PhD, Lecturer, Department of Academic Affairs Karen Krabbenhoft PhD, Sr. Lecturer, Department of Academic Affairs Sarah Traynor PhD, Assoc. Lecturer, Department of Academic Affairs As educational content moves away from paper and onto screens, instructors have the opportunity to create engaging online content. Books, manuals, and static learning tools can now be enhanced with quizzing, interactive content, and dynamic multimedia images to allow for meaningful integrative experiences through active learning. We will share best practices for creation, maintenance and iteration of online learning materials based on our experiences with medical, physician assistant, occupational therapy and physical therapy students. We will showcase proven tools (Articulate Storyline, H5P, Pressbooks) for creating learner-centered content, and help attendees start using these powerful tools to improve the interactivity of existing content. Attendees are encouraged to bring a laptop to begin applying these tools to their own content. 1. Describe best practices in creation of online content to use in health science education. 2. Identify existing static instructional materials to convert into interactive online content. 3. Examine tools for creation of engaging online learning materials. 4. Apply these tools to transform an aspect of your content. Dealing With Your Difficult Learners- How to Make the Most of a Frustrating Situation Aaron Kraut, MD, Assistant Professor, Department of Emergency Medicine Mary Westergaard, MD, Associate Professor, Department of Emergency Medicine We've all had them - that learner that is struggling. Perhaps they aren t interested in your specialty? Maybe there are underlying interpersonal skills issues? Nothing is more frustrating for you as the educator or for them as the learner. This session will discuss how to untangle the difficult learner and reorient your encounter for success, including a systematic approach to diagnose the individual problem with your learner as well as targeted strategies to deploy with the various types of challenging learners. The second half of the session will confront participants with multiple realistic case scenarios involving difficult learners in small groups, and allow them to practice the skills and strategies discussed in the first half to create successful learning outcomes. 1. Describe multiple etiologies for the problem learner who may manifest difficult behavior in the clinical environment. 2. Demonstrate a systematic approach to diagnosing learner challenges. 3. Apply targeted educational strategies to addressing specific learner issues.
Moving from Teaching about Community Health to Working with the Community for Health Parvathy Pillai, MD, MPH, Assistant Professor, Department of Population Health Sciences Debra Siegenthaler, RN, MSN, Community Engagement Coordinator Stephen Bagwell, MA, Manager, Community Based Education Experiences The session will provide an overview of the key principles of community engagement and ask participants to consider how these are applied (or could be applied) within their learning activities/blocks. This will be done through an inventory exercise, small group discussions, and large group brainstorming activity. Leaders will provide examples from multiple SMPH programs and across the state. This session is relevant to all SMPH programs faculty/staff, including members of the statewide campus. 1. Describe and apply the key principles of community engagement towards medical education 2. Recognize the importance of community as educators 3. Consider the motivations, benefits and challenges of community-engaged learning for both SMPH and the community Teaching Inclusively Elizabeth Petty, MD, Senior Associate Dean, Academic Affairs Nancy C. Raymond, MD, Visiting Professor, Associate Dean for Faculty Affairs and Development Don Gillian-Daniel, PhD, Associate Director, Delta Program in Research, Teaching & Learning, Collaborative for Advancing Learning & Teaching Megan Schmid, MA, Associate Director for Madison Teaching and Learning Excellence Anne Stahr, MS, Director of Faculty Development Programming As educators, we strive to create diverse, equitable and inclusive learning environments in clinical and classroom settings, because of the positive impacts on our students learning. Often we do this without any training in how to effectively do so. In addition, sometimes we observe inequitable situations occurring between students, between instructors and students, and between colleagues, and don t say anything for fear of not saying the right thing, or of making the situation worse. During this session, attendees will engage in hands-on and experiential activities including: individual reflection of clinical educational setting and identity; small group discussions mapping identity salience and issues of privilege and marginalization and their impacts on learning; reflection and group discussion of inclusive teaching strategies. : 1. Reflect on individual and student identity and the impact identity has on the learning environment 2. Discuss ways to proactively design the learning environment to be more inclusive whether it be in the clinic or classroom 3. Develop a plan for incorporating one or more ideas raised during the session into teaching practice
The Interactive Learning Center: New space for New Ways of Teaching Kristin L. Simon, MSE, Manager, Educational Technology Amy Stickford Becker, MA, Director of Case Based Learning, Phase I Curriculum Manager Come explore the Interactive Learning Center in the new 3rd floor space! The learning center has complete flexibility to bring your content alive. The center can be utilized as one large classroom to hold about 240 learners or can be divided into 4 smaller spaces. This workshop will highlight the new technology and tools you can implement into your current lectures such as team based learning, peer teaching, and clicker questions. Transform from passive teaching to interactive learning in this new learning space! 1. Discover the possibilities of improving student learning in the Interactive Learning Center 2. Identify technologies to support interactive learning 3. Implement interactive learning strategies into the teaching of health professional students SUPPLEMENTARY SMALL GROUP 1:00 3:00PM Debriefing Difficult Pediatric Experiences Janet Serwint, MD, Professor of Pediatrics; Director, Pediatric Residency Program; Vice Chair of Pediatric Education Johns Hopkins University School of Medicine This session will focus on the importance of reflecting and debriefing challenging experiences with pediatric patients. It is designed for pediatric faculty and others who work with pediatric patients. This session will focus on common scenarios that may arise in the care of pediatric patients. Participants will learn about effective strategies for communicating with learners about these scenarios. 1. Describe common challenges associated with debriefing 2. Practice debriefing a difficult scenario with a learner, using an established framework 3. Identify additional resources to facilitate debriefing in practice