Stanford Health Professions Education and Scholarship

(Formerly known as the Clinical Teaching Scholars Seminar Program)

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)


Tentative Schedule

All sessions begin at 5:15pm via Zoom.

All are welcome to attend (even if not enrolled in the program)


September 7, 2022

Curriculum Development

In this session, participants will learn how to develop a well-designed, impactful curriculum. Using a combination of interactive large groups and small groups, participants will learn the 6 steps of Kern's Curriculum Development through applying it to the development of their own curriculum. This session works best when participants come with an idea of a curriculum they would like to develop -- but please come even if you don't have an idea for developing a curriculum.
Learning Objectives:
  • Describe Kern’s 6-Step Approach to Medical Education Curriculum Development
  • Apply Kern’s 6-Step Approach to Creating a Novel Curriculum


Seminar Recording

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?
Learning Objectives:

  • 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

Your educational innovation is going to change the field, and inspire your learners to be their best... but, can you measure their success, implement your program ethically, and share your lessons with others? In this seminar, we will review core principles in ethically conducted educational research -- including navigating IRB protocols -- and core principles in measuring your educational outcomes. Bring your educational innovations, since the workshop will ask you to share your ideas in breakout groups.
 
Learning Objectives
  • 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!

Learning Objectives:
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 

 

Presented by:
Sylvia Bereknyei Merrell, DrPH, MS
Research Scholar, Office of Child Health Equity, Department of Pediatrics, and Director, Medical Education Scholarly Concentration

Register Here

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

Learning Objectives

  • Become aware of current challenges in communication in health care
  • Identify areas for improved communication
 
Registration currently not open
 

February 1, 2023

Teaching Methods to Promote Transfer | Dan Schwartz, PhD

More information coming soon.

March 1, 2023

Best Practices in Competency-Based Assessment

Holly Caretta-Weyer, MD, MHPE
We will cover the key components of competency-based medical education and assessment using EPAs and a programmatic approach.
Learning Objectives
  1. Describe the core components of competency-based medical education. 
  2. Define entrustable professional activities. 
  3. Consider ways to implement best practices in programmatic assessment within your own context.
Feedback in Medical Education
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.
Learning Objectives
  1. Define feedback and discuss its importance in the clinical learning environment.
  2. Describe evidence-based feedback frameworks.
  3. Discuss strategies for challenging feedback.
Registration currently not open

4/5/23

Dissemination Strategies in Medical Education Research | Patricia O'Sullivan EdD

5/3/23

Efficient Bedside Teaching | Sarah R. Williams MD, MHPE, FACEP

5/13/23

8th Annual Stanford Innovations in Medical Education Conference

6/7/23

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 (cemedina@stanford.edu)