Registration will be infront of Berg Hall with complimentary breakfast and coffee.

Welcome and introductions for CTSS

The Relationship Between the Learning Environment and Trainee Well-Being
During this session, Dr. Dyrbye will discuss the prevalence, drivers, and consequences of professional burnout, focusing on medical students and residents. She will propose a variety of evidence-informed strategies for how organizations can mitigate the risk of burnout.

Lotte Dyrbye, MD, MHPE
Chief Wellness Officer and Senior Associate Dean of Faculty, Department of Medicine, General Internal Medicine, University of Colorado School of Medicine

Scaling Up Coaching: Democratizing Quality Coaching in Medical Education
Research shows that coaching leads to increased individual growth, enhanced skills and performance, improved motivation, and support of diversity and inclusion. Organized medicine now proposes integrating coaching into medical education. However, most medical educators lack formal coaching training and experience. This workshop aims to bridge these gaps using a mix of short didactics, facilitated discussions, and opportunities for real-time practice that will enable participants to immediately apply these skills in their day-to-day work with trainees and colleagues.

Sarah Williams, MD, MHPE, ACC
Clinical Professor, Executive Director of the Coaching Office: Advancing Coaching in Healthcare and Medical Education, Department of Emergency Medicine
Rania Sanford, EdD, ACC
Director, Faculty Professional Development – Executive Coach, Office of Academic Affairs

An Innovative Vascular and Endovascular Surgery Simulation Module Using 3-Dimensional (3D) Printed Models
This workshop will include a summary of the two-phase novel vascular and endovascular surgical curriculum that was introduced during the third-year medical student clerkship over the last academic year. This will include smaller group demonstrations of curricular components including the 3D models of common vascular pathology in addition to open and endovascular skills. The workshop will also include a presentation of key findings from data collection.

LaDonna Kearse, MD
Surgical Education Fellow, Department of Surgery
Rachel Jensen, MD
Surgical Education Fellow, Department of Surgery
Thomas Pham, MD
Clinical Associate Professor

Learning Culture, by Design: Fostering Reflective Practitioners
Whether you’re aware of it or not, your classroom has a culture (hopefully not a bacterial one!). How does the broader culture of medicine impact the culture of your classroom? And, how can you design a culture that is proven to foster learning? In this session, you’ll learn tools to design a healthy learning culture and foster reflective practitioners.

Meenu Singh, MA Ed
Learning Experience Designer, d. school
Adam Hain, DET, MA Ed
Associate Director for Instructional Development, Office of Medical Edcuation

Reimagining Teaching & Mentoring in Medical Education: Student-Centered Perspectives on Social Justice Learning
The ongoing COVID-19 pandemic and social movement for racial justice has highlighted the prevalent health disparities that require reassessment and rebuilding of medical education to meet the needs of marginalized communities. We conducted a qualitative study involving interviews with current Stanford medical students to analyze their perspectives on learning social justice in medicine with critical implications for current teaching and mentoring practices. Through this workshop, we will integrate brief didactic content to disseminate key findings on students’ perspectives on social justice learning; experiential activities for participants to examine their own positionality as educators and mentors; and small group discussions for participants to reflect on their current practices and ideate opportunities for transformative impact.

Amanda Chen, BA
Research Assistant, Department of Medicine, Primary Care and Population Health
Candice Kim, MD, PhD in Education Candidate
Graduate School of Education, School of Medicine
Lars Osterberg, MD, MPH
Professor of Medicine (Teaching), Director of Educators for CARE, Co-Faculty director of the Teaching and Mentoring Academy, Stanford School of Medicine

Teaching Pediatric Residents a Communication Framework for Delivering Difficult News
Medical trainees are expected to be able to deliver difficult news of various scales to patients and their families on a regular basis - so we created an innovative and self-sustaining curriculum to teach them a framework for the tough conversations. In this workshop, you will learn the modified-SPIKES framework, a framework for delivering difficult news to pediatric patients and their families. It will consist of an interactive didactic and exemplar video, followed by small group discussions and practice.

Jennifer Sedler, MD
Pediatrics Resident, Postdoctoral Medical Fellow, Department of General Pediatrics

Go Back, But Don’t Go Backwards.
Return to the classroom without relapsing to bad habits. Instead, capitalize on a narrow window of opportunity--during which students (and administrators) are unusually receptive to change and innovation--to build a more effective, more inclusive, and more equitable classroom experience. Using small group discussion, we will explore lessons from hybrid instruction models and how they can point the way toward dynamic discussion forums, a broader range of active learning strategies, constructive community-building, and richer, more informative assessment.

Jay Phelan, PhD
Instructor/Academic Administrator, Life Sciences Core Education
UCLA

Presentation of CTSS works in progress and scholarship:

Anna Pendrey, MD | Geriatrics Curriculum in O’Connor Family Medicine Residency Program Stanford University

Anna Pendrey, MD | Chiropractic Curriculum Geriatrics Fellowship Program Stanford University

Valentina Chakr, MD | Satisfaction with Flipped Classroom and Case-based Learning for Medical Students

Individual lunches will be served. Due to health and safety, lunch is to be eaten outdoors. 

Laying a Foundation for Health Equity and Social Justice in MedEd
In this session, we will explore the formal process of integrating health equity dialogue and content into undergraduate medical education. We will discuss the challenges encountered by the Social Justice and Health Equity Curriculum Thread Committee, the successes uncovered along the way, and offer best practices for implementing curricular reform.

Italo M. Brown, MD, MPH
Clinical Assistant Professor, Emergency Medicine, Clinical Instructor in Social Emergency Medicine
Stanford Hospital 

Teaching Anti-Racism in Healthcare: 5-Minute Moment for Racial Justice
Structural racism affects the way we evaluate, diagnosis, and treat patients and their medical conditions and directly contributes to healthcare inequities. In this workshop, large group lecture will bill used to describe examples of structural racism affecting everyday medical decision-making. Participants will then break up into small groups to discuss challenges and successes of navigating this topic and these conversations in the clinical learning environment. Workshop facilitators will introduce and demonstrate a novel teaching framework, the 5-Minute Moment for Racial Justice, as an innovation to teach anti-racism at the bedside.

Samantha Wang, MD, MHS
Clinical Assistant Professor, Department of Medicine, Hospital Medicine
Kevin Chi, MD
Clinical Assistant Professor, Department of Pediatrics

MED ED 101: The Educator's Toolbox
This workshop will explore the answers to three important questions in medical education: How do I find training opportunities? Where should I publish my scholarship? And, how will I thrive? The workshop will include a mixture of lightning didactics and small group team challenges. Participants will leave with a toolbox of resources and shared wisdom from their peers.

Michael Gisondi, MD
Associate Professor and Vice Chair for Education, Department of Emergency Medicine

Mentoring and Emotional Intelligence
Emotional Intelligence (EI) has been popularized as a core skill in leadership. In recent years, its relevance to the quality of mentoring started to gain attention. This workshop will introduce participants to the key dimensions of EI that influence mentoring and key studies in this area. The participants will have the opportunity to engage with each other in a discussion of their experiences on this topic and conceptualize how they may want to go about improving the quality of their mentoring experiences (as mentors or mentees) going forward.

Rania Sanford, EdD, ACC
Director, Faculty Professional Development, Office of Academic Affairs, Dean's Office

Presentation of CTSS works in progress and scholarship:

Thomas Dieringer, MD | Developing a Rotational Curriculum for Immunocompromised Infectious Diseases

Zahra Ghazi-Askar, MD | A point of Care Ultrasound Curriculum for Pediatric Residents

Rachel Jensen, MD | Impact of Learning Preference Measurements Using the VARK Questionnaire Combined with a Targeted Review of Available Study Resources on Perceptions of Self-Efficacy and ABSITE Scores

Reception, Presentation of CTSS Honor Scholars, and TMA Distinguished Member Recognition 

Reimagining Procedural Competency and Prevention of Skill Decay Using Virtual Reality and Mastery Learning
Kristen Ng, MD
Emergency Medicine

Elective Healing: Medical Humanities Electives in an Emergency Medicine Residency
Lauren Klingman, MD
Resident in Emergency Medicine

The Stanford Airway Review Curriculum: Using Video Review to Enhance the Learning Practice of Emergency Airway Management
Carl Preiksaitis
Resident Physician in Emergency Medicine
Rana Kabeer
Resident Physician in Emergency Medicine

Co-Designing CME: Presence 5 for Racial Justice National Virtual Community Advisory Board
Cati Brown-Johnson, PhD
Research Scientist, Primary Care and Population Health
Taylor Hollis, BA
Community Advisory Board Director, Primary Care and Population Health

Improving Intercultural Competencies Utilizing the Intercultural Development Inventory
Tian Yi Zhang, MD, PhD
Medicine/Hematology

Internal Medicine Resident Training in Difficult Diagnosis: A Novel Diagnostic Second Opinion Clinic Experience
Stefano Testa, MD
Resident in Medicine

Motivations of Healthcare Workers Enrolled in Massive Online Open Courses for Just-in-Time Training During a Public Health Emergency
Jenny Jones, MBBS
Fellow

Pediatrics Residents and Fundamentals of Genetic Testing: Self-Perceived Knowledge and Confidence
Ryan Gates
Resident Physician in Pediatrics

Perceptions of Teaching Pelvic Exams Under Anesthesia
Erica P. Cahill, MD
Clinical Assistant Professor, Department of Obstetrics and Gynecology
Abbie Hageman, MD
Resident Physician, Department of Obstetrics and Gynecology
Rachel Chan Seay MD
Clinical Associate Professor, Department of Obstetrics and Gynecology

Leveraging Procedural Skills Training to Drive Pre-Medical Student Interest in Family Medicine
Al Gourrier
Chief Emeritus of the Stanford COMET Medical Scribe Fellowship, Division of Primary Care and Population Health
Valerie Teng, MD
Clinical Assistant Professor, Executive Director, Stanford COMET Medical Scribe Fellowship
Division of Primary Care and Population Health
Stanford School of Medicine
Tamara Montacute, MD, MPH
Clinical Assistant Professor, Stanford School of Medicine

PEDS 220: empowering students to combat COVID-19 through just-in-time learning
Rishi Mediratta, MD, MSc, MA
Pediatrics
Jack J. Scala, BS candidate
Department of Chemistry, Stanford University
Emma Rashes, MS
Biology, Stanford University
Nathaniel J. Braun
Research Manager/Analyst Division of Primary Care and Population Health, Stanford School of Medicine
Kiarash Shamardani, PhD Candidate
Cancer Biology Program, Stanford School of Medicine