Stanford Health Professions Education and Scholarship
(Formerly known as the Clinical Teaching Seminar Series)
Application for Honors Scholars AY23 is closed
See Below for Seminar Schedule
WHAT is Stanford Health Professions Education and Scholarship? The Stanford Health Professions Education and Scholarship (formerly known as CTSS) is a year-long faculty development program in medical education, designed to introduce clinical educators to fundamental concepts in education. The seminars are high-yield, relevant, and interactive, providing practical tips for bedside teaching, curriculum development, and education research. This Program is a joint collaboration between multiple departments at the School of Medicine, administered by the Evaluation and Instructional Development Department.
It is structured with monthly seminars, usually on the first Wednesday of the month. Seminars are on topics of curriculum development and research methods in medical education. The Stanford Health Professions Education and Scholarship Program is an interprofessional and interdisciplinary community of educators that draws upon collegiality and mentorship to create, deploy, and evaluate your teaching/education project. This works best if you have a project to anchor your work through the seminars.
WHAT is the Honors Scholars Certificate Program? This is our medical education certificate program. Those who apply detail a project to work on and attend 7 seminars in one year (or 10 in two years). These scholars present their projects at either the annual conference or at the last session in June. They will be asked to discuss projects in small groups. More information and guidelines.
WHO Can Attend the Seminars? All are welcome to attend/audit our seminar series: faculty, fellows, residents, students, and staff with an interest in medical education. This is an interdisciplinary medical education community for those in and around Stanford to support scholarship and curricula relating to the clinical environment. Those affiliated with Stanford are welcome.
Stanford Health Professions Education and Scholarship Program Leadership: Becky Blankenburg (Peds), Kiran Brar (SOM), Marianne Chen(Anesth), James Korndorffer (Surg), Adam Hain (SOM), James Lau (Surg), Sylvia Bereknyei Merrell (Surg), Lars Osterberg (IM, TMA), Stefanie Sebok-Syer (EM), Malathi Srinivasan, (PCPH), Pedro Tanaka (Anesth), Sarah Williams (EM)
All sessions begin at 5:15pm via Zoom.
All are welcome to attend (even if not enrolled in the program)
September 7, 2022
- Describe Kern’s 6-Step Approach to Medical Education Curriculum Development
- Apply Kern’s 6-Step Approach to Creating a Novel Curriculum
October 5, 2022
Survey Methods: How to Get High Quality Data
This session is designed to help people execute effective surveys by empathizing with survey respondents, writing clear questions, and identifying common patterns in problematic survey responses. It will cover these topics: 1) Should I do a survey? 2) How should I design & deliver my survey? 3) What questions should I ask? and 4) How do I start analyzing my data?
- List key factors in survey design that help achieve high-quality responses and a high response rate.
- Identify common mistakes in question writing that undermine data quality.
November 2, 2022
Planning and Implementing Your Educational Innovation: Planning the IRB and Your Quantitative Methods
- Consider ethical considerations around establishing trust in medical education and protection of our learners.
- Consider types of outcomes you can measure and your analytic techniques based on your study design
- Determine which ethics review category is appropriate for your Institutional Review Board submission, based on your intervention and measured outcomes
December 7, 2022
Qualitative Methods: How to Analyze Open-Ended Survey Questions
We often gather qualitative data in our surveys, and then wonder "how can I systematically analyze these questions"? In this session, we will explore analytic approaches to qualitative survey data, consider how to themes and/or counts will answer your research questions, and discuss how to apply to your research study. Bring your surveys and medical education ideas as we delve into how to address qualitative survey questions!
By the end of this session, you will be able to:
- Discuss preliminary analytic considerations
- Describe common analytic approaches to qualitative analysis
- Compare and contrast content and thematic analysis approaches for survey questions
- Practice doing content or thematic analysis
Sylvia Bereknyei Merrell, DrPH, MS
Research Scholar, Office of Child Health Equity, Department of Pediatrics, and Director, Medical Education Scholarly Concentration
January 11, 2022
Stories From the Hospital- Lessons Learned
Presenters will present qualitative research findings from interviews with physicians and hospital administrators and present interpretations of the findings
- Become aware of current challenges in communication in health care
- Identify areas for improved communication
February 1, 2023
Expertise and Feedback
Experts have highly efficient bodies of automated knowledge. There is a strong tendency to rely on automated knowledge, even when it might be better to learn and adapt. What can we do to help?
By the end of this session, you will be able to:
- Define qualities of expertise.
- Recognize risks of expertise.
- Distinguish two types of feedback and how to use them.
March 1, 2023
Best Practices in Competency-Based Assessment
We will cover the key components of competency-based medical education and assessment using EPAs and a programmatic approach.
- Describe the core components of competency-based medical education.
- Define entrustable professional activities.
- Consider ways to implement best practices in programmatic assessment within your own context.
Marianne Chen, MD
In this session, we will define feedback and describe its role in the educational alliance between teacher and learner. There will be an opportunity to practice using evidence-based feedback frameworks. We will also discuss strategies for feedback challenges.
- Define feedback and discuss its importance in the clinical learning environment.
- Describe evidence-based feedback frameworks.
- Discuss strategies for challenging feedback.
April 5, 2023
Dissemination Strategies in Medical Educaton
The session will be interactive to address questions commonly asked about dissemination. They include: How do academics successfully disseminate their products? How do you choose the right platform to disseminate educational scholarship? How come some are very successful and others are not? What resources are needed? How do you determine authorship?
By the end of this session participants will be able to:
- Reflect on their own interests and behaviors to plan for dissemination.
- Explain how to plan for dissemination, make choices and optimize for success.
Patricia O'Sullivan, EdD
Professor, Medicine and Surgery, University of California San Francisco
Efficient Bedside Teaching | Sarah R. Williams MD, MHPE, FACEP
8th Annual Stanford Innovations in Medical Education Conference
Honors Scholars Presentations (not presented at SIMEC VII)
Honors Certificate in Medical Education Oversight Committee:
Rebecca Blankenburg, MD, MPH, Sylvia Bereknyei-Merrell DrPH, MS, Kiran Brar, MS, Marianne Chen, MD, Adam Hain, DET, MAEd, James Korndorffer, MD, MHPE, FACS, Lars Osterberg, MD MPH, Stefanie Sebok-Syer, PhD, Malathi Srinivasan, MD, FACP, Pedro Tanaka, MD, PhD, Sarah Williams MD, MHPE
If you are have any questions, please email Claire Medina (email@example.com)