6th Annual Medical and Bioscience Education Day / SIMEC VIII

Teaching to be Inclusive of All Students (Seating Limited)

Students now bring more diverse learning styles, cultural origins, and points of view. This workshop will employ lecture examples to illustrate my efforts to meet student needs. Polls and small groups will help spark class-wide discussions.
Learning objectives:
1. To teach while honoring today's era of diversity and inclusion.
2. To form an alliance with our students by recognizing their needs.

Presented by:
Gilbert Chu MD, PhD
Professor of Medicine and Biochemistry
Stanford University

Addressing maladaptive perfectionism by normalizing struggle and failure in medical culture

This workshop will begin with a didactic introducing the topic of maladaptive perfectionism, its association with emotional distress, as well as possible interventions, focusing on the context of undergraduate medical education. Afterwards, attendees will break out into small groups to brainstorm potential interventions. The session will conclude with coming back into a large group to share ideas (i.e. interventions, opportunities, barriers).
Learning Objectives:
1. Identify characteristics of maladaptive perfectionism and common associated negative emotional states.
2. Brainstorm potential interventions to counter maladaptive perfectionism and its effects in undergraduate medical education.

Presented by:
Jacqueline Tai-Edmonds MD
Clinical Associate Professor of Medicine, Ambulatory Medicine Clerkship director, Practice of Medicine associate course director, Educator for CARE

Finding Comfort in Discomfort: Embracing Vulnerability in Difficult Conversations about Privilege and Disparity

Privilege and disparity are important topics that need to be discussed in healthcare, workplaces, and communities at large, though there is often little preparation in equipping students, trainees, physicians, and staff in setting the stage for such vulnerable discussions. In this workshop, attendees will have the opportunity to embrace vulnerability while having difficult conversations about privilege and disparity in a setting that is sensitive and receptive in order to create a meaningful and powerful experience. We aim to use the diversity amongst the participants and facilitators to help identify, overcome, and embrace biases to foster a positive learning climate as we become more empathetic clinicians and better colleagues.

Learning Objectives:
1. Recognize the unique privileges and disparities that are faced by individuals with different identities and varied backgrounds.
2. Adapt a framework to hold difficult conversations in a vulnerable yet sensitive and open manner.
3. Identify opportunities to play a proactive role in recognizing and discussing privileges and disparities.

Presented by:
Yvonne Lee, MD
Resident Physician in Pediatrics, PGY-2 Lucile Packard Children's Hospital | Stanford University School of Medicine
Kleshie Baisie, MD
Resident Physician in Pediatrics, PGY-3 Lucile Packard Children's Hospital | Stanford University School of Medicine
Allyson Spence, MD, PhD
Clinical Assistant Professor, Medicine - Oncology Stanford University School of Medicine
Al'ai Alvarez, MD
Clinical Associate Professor, Emergency Medicine Stanford University School of Medicine
Takudzwa Shumba, MD, MPH
Clinical Assistant Professor, Family Medicine Stanford University School of Medicine

Identifying Educational Competencies for Artificial Intelligence in Radiology

Scott Adams, MD, PhD
Cardiovascular Imaging Fellow

The FAIL CT Study: Facilitating Adaptive Expertise in Learning Computed Tomography, a Multicenter Randomized Controlled Trial

Leonardo Aliaga, MD
Clinical Instructor, Medical Education Fellow, Department of Emergency Medicine

Evaluating the Efficacy of a Bladder Health Education Program Using an Implementation Science Framework

Jacky Chu, BS
Medical Student, Stanford University School of Medicine
Kathleen M. Kan, MD
Clinical Assistant Professor, Department of Urology, Stanford University School of Medicine
Aditi Sharma, DrPH
Basic Life Research Scientist, Department of Pediatrics, Stanford University School of Medicine

Promoting Equity Through a Health Disparities Journal Club on the Surgical Clerkship

Rachel Jensen, MD
Surgical Education Fellow, Department of Surgery, Goodman Surgical Education Center
Ananya Anand, MD
Department of Surgery
Cara Liebert, MD
Department of Surgery James R. Korndorffer Jr., MD MHPE, Department of Surgery

Personalized Career and professional development in Endocrinology Post Fellowship

Abubakr Mohamed, MD, MMS, MSc
PGY-5, Endocrinology Fellow

Prevalence of clinician-educator tracks in radiology residency programs across the United States.

Mohamed S. Muneer, MD
Radiology Resident, PGY-2 (R1) Department of Radiology Stanford Medicine
Rowa A. Mohamed, MD
Faculty of Medicine, University of Khartoum, Khartoum, Sudan.
Payam Massaband, MD
Department of Radiology, Stanford University School of Medicine, Stanford, CA, USA.
Margaret C. Lin, MD
Department of Radiology, Stanford University School of Medicine, Stanford, CA, USA.

Needs assessment for language equity curriculum for internal medicine residents

Caitlin Parmer-Chow, MD
Internal Medicine PGY3
Johanna Parker, MA
Lead Interpreter for Education and Training, Department of Interpretation and Translation Services, Stanford Health Care
Samantha Wang, MD
MHS Clinical Assistant Professor, Department of Medicine, Stanford Health Care

Empowering Pre-Health Learners and Amplifying Patient Wishes Through Advance Care Planning

Anil Prasad
COMET scribe
Carolyn Chen
COMET scribe
Audrey Li
COMET scribe
Swathi Nair Kavitha Sukesh
COMET scribe
Silvia Tee, MD
Meera Sheffrin, MD
VJ Periyakoil, MD

Luck of the draw: building a reciprocal exchange program for LMIC students to address challenges in global health equity

Takudzwa Shumba, MD, MPH
Clinical Assistant Professor, Stanford Family Medicine
Division of Primary Care and Population Health

Evaluating pediatric resident curricula for diagnosing and managing Attention-Deficit/Hyperactivity Disorder (ADHD)

Elizabeth Barrington, MD
Clinical Fellow, Pediatrics, Division of Developmental-Behavioral Pediatrics, Stanford
Lynne Huffman MD
Professor, Pediatrics, Division of Developmental-Behavioral Pediatrics, Stanfor
Irene Loe MD
Assistant Professor, Pediatrics, Division of Developmental-Behavioral Pediatrics, Stanford
Lauren Hubner MD MPH
Associate Professor, Pediatrics, Division of Developmental-Behavioral Pediatrics, Stanford

Channeling Intrinsic Motivation: A Board Review Education Bundle for Pediatric Cardiology Fellows

Desireé Conrad, MD
Pediatric Cardiology Chief Fellow Division of Pediatric Cardiology Lucile Packard Children's Hospital, Stanford University
Minnie Dasgupta, MD
Pediatric Cardiology Chief Fellow Division of Pediatric Cardiology Lucile Packard Children's Hospital, Stanford University
Becky Blankenburg, MD, MPH
Clinical Professor, Pediatric Hospital Medicine
Stanford School of Medicine

Individualized Learning Plans and Formal Goal Setting in Medical Education: a Scoping Review

Grant L. Lin, MD, PhD
Resident Physician, Child Neurology
Aditya Narayan, BS
Medical Student, Stanford University School of Medicine
Tai M. Lockspeiser, MD, MHPE
Associate Professor, Pediatrics, University of Colorado School of Medicine
Su-Ting Li, MD, MPH
Professor, Pediatrics, University of California-Davis School of Medicine
Lynne C. Huffman, MD
Professor, Pediatrics, Stanford University School of Medicine

Pediatric Elective to Improve Preclinical Student Comfort and Interest in Pediatrics

Kajal Maran, BS
Medical Student, Stanford School of Medicine
Stephanie Squires, MD
Pediatric Hospital Medicine Fellow, Pediatric Hospital Medicine, Stanford School of Medicine
Kim Hoang, MD
Clinical Assistant Professor, Pediatric Hospital Medicine, Stanford School of Medicine

Development of a Mastery Learning Checklist for Pregnancy Disclosure and Options Counseling in the Emergency Department

Carl Preiksaitis, MD
Clinical Instructor Department of Emergency Medicine

Building a Curriculum on Socially Responsible Medicine

The curriculum for Reflections and Contextual Medicine (RCM) is designed to provide structured time independent of clinical clerkship duties, to promote both reflection on and reinforcement for learning in the clinical environment to encourage students to hone their own voice, refine their passion, and to build knowledge and skills for socially responsible medicine. The development of the curriculum was a collaborative effort across departments, curriculum theme leads, students, and administration.
Learning Objectives:
1. Understand the framework for development of a comprehensive curriculum spanning multiple thematic areas.
2. Describe an approach to integrating objectives and content on socially responsible medicine. 
3. Explain the importance of involving key stakeholders that represent the diversity of expertise on this topic (including faculty, students, medical education staff, deans, etc.) 
4. Discuss successes, challenges and barriers in establishing curriculum.

Presented by:
Bahij Austin
Assistant Dean for Curricular Affairs
Office of Medical Education
Tracy Rydel, MD
Assistant Dean for Clerkship Education, Clinical Assistant Professor, Anesthesiology, Perioperative and Pain Medicine
Adjoa Boateng-Evans, MD, MPH
Course Director, Reflections and Contextual Medicine, Clinical Assistant Professor, Anesthesiology, Perioperative and Pain Medicine
Mary Devega
Assistant Director for Clerkship Education

A Tale of Three Learning Communities: Experience Across the Continuum

This interactive panel will provide educators with the opportunity to both learn how different institutions are approaching Learning Community (LC) development and contribute to the dialogue. Panelists include faculty from three institutions that are involved in LCs at various stages developmentally. Panelists will speak briefly about their LC goals, structure, curriculum delivery and outcomes. Panelists will provide insight into best practices, challenges, and impact. In addition, panelists will describe what aspects of LCs have helped at their institutions from the perspectives of students, faculty, and staff.

Learning Objectives:
1. Identify distinct LC models at different stages
2. Discuss promising practices and challenges

Presented by:
Pree Basaviah, MD
Clinical Professor of Medicine, Assistant Dean - Advising, Director of Educators for CARE
John Kugler, MD
Associate Professor of Medicine Director, Educators for CARE Director, Medicine Clerkship

Humanistic Mentoring

Key principles to humanistic mentoring will be provided. We will apply these to challenges to mentoring in small group discussion. Then groups will share how they would approach the mentoring challenges.

Learning Objectives:
1. Know the principles of humanistic mentoring.
2. Apply humanistic mentoring to mentoring challenges.

Presented by:
Lars Osterberg, MD, MPH
Professor of Medicine, Co-Faculty director of the Teaching and Mentoring Academy
Christine Schirmer, EdD
Director of the Teaching and Mentoring Academy
 

From great resignation to great retention: trends and opportunities in the medical education staff workforce

Retention of medical education staff has emerged as an increasing challenge during the COVID-19 pandemic. The phenomenon across multiple professions known as “The Great Resignation” has resulted in a remarkable number of people leaving positions to seek new opportunities for growth as well as “work (that) will fit around our personal lives rather than our personal lives fitting around work” (Smith, 2022). In order to address this phenomenon in medical education, a survey was developed to assess what incentivizes staff to stay, and what motivates them to leave.

Learning Objectives:
1. Become familiar with new research data pertaining to medical education staff retention and professional development.

Presented by:
Brian Herman, MPA
Associate Director for Educational Standards, Office of Medical Education, Stanford School of Medicine
Daniel Bernstein, MD
Associate Dean for Curriculum and Scholarship, Stanford School of Medicine Pauline Becker, MA
Strategy & Operations Director at EdTech in the department of Technology & Digital Solutions (TDS), Stanford School of Medicine Michael Campion, M.Ed., Director of Academic and Learning Technology, University of Washington School of Medicine Sara Clemons, M.Ed.
Manager, Foundations 2 and Career Launch, University of California San Francisco School of Medicine
Teggin Summers, Ph.D
Assistant Dean and Director of Educational Technology, Stanford School of Medicine
Carol Taras
Administrative Coordinator, Office of Medical Education, Stanford School of Medicine
Cynthia Irvine, M.Ed.
Associate Dean, Office of Medical Education, Stanford School of Medicine

Integration of Social Justice and Health Equity Thread within Stanford MD Curriculum

We aimed to integrate newly developed Social Justice and Health Equity (SJ&HE) thread objectives, aligned with AAMC DEI Competencies and our Stanford MD program competencies within the existing MD curriculum.

Learning Objectives:

1. Able to describe the current state of the Stanford SJ&HE curriculum.

Presented by:
Adam Hain, DET, MAEd
Associate Director of Instructional Development; Office of Medical Education
Kiran Brar, MS
Director of Evaluation and Instructional Development 
Italo Brown MD, MPH
Assistant Professor, Dept. of Emergency Medicine Social Justice & Health Equity Curriculum Thread Lead
Mohamed Sow, MD
Assistant Director of Curriculum Management; Office of Medical Education 

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.

Learning objective:

1. Able to describe an approach for integrating reflection into their teaching practice.

Presented by:
Adam Hain, DET, MAEd
Associate Director of Instructional Development; Office of Medical Education
Sharon Chen, MD
Clinical Professor of Pediatrics, Infectious Diseases
Meenu Singh
Hasso Plattner Institute of Design (d.school)