Registration: LKSC First Floor

Expanding Stanford's Footprint: The Role of e-Learning to Scale Global Health and Education

Charles Prober, MD, Professor of Pediatrics, Microbiology & Immunology; Founding Executive Director, Stanford Center for Health Education; Senior Associate Vice Provost for Health Education

The explosion of educational technology coupled with advancements in learning theory and practice has opened the door for Stanford's knowledge to be shared beyond the walls of our institution. In this talk, Dr. Prober will review the need, approach, design, and reach of programs and initiatives supported by the Stanford Center for Health Education. It is the Stanford Center for Health Education's goal to extend access to the excellent work of Stanford's faculty, researchers, staff, and students to communities around the world.

Making Groups Work in Class: Diane Lam, Associate Director, Faculty and Lecturer Programs, Vice Provost for Teaching & Learning * Threads: Instruction, Equity & Inclusion

Decades of educational research have shown that small group work during class can support learning and the development of collaborative skills. However, group work can easily fail if not implemented thoughtfully. In this interactive workshop, participants will work together in small groups to experience four different models of group work and discuss considerations for multiple factors that can impact learning when students are asked to work in groups, including issues of diversity, equity, and inclusion.

Participants in this session will be able to:

• describe and implement four different models of group work. 
• apply findings from educational research studies on structuring group work to your own classes.

Unpacking the Mysteries of Mentorship: Bonnie Halpern-Felsher, Professor (Research) of Pediatrics (Adolescent Medicine) and, by courtesy, of Health Research and Policy (Epidemiology) * Threads: Mentoring, Research

In this interactive lecture, attendees will learn the essentials of having a successful mentor relationship. Attendees will discuss their own working styles in the mentor-mentee relationship, and will be provided with concrete steps needed to make the mentoring relationship work for both mentors and mentees.

Participants in this session will:

• be able to strengthen the 1:1 interaction during all phases of the mentoring relationship 
• be able to identify their own working and mentoring styles that can be applied to the mentoring relationship 
• be able to identify characteristics of a good mentor and mentee 
• learn concrete ways to launch and maintain good mentoring

Creating Gender-Inclusive Academic Environments: Inge Hansen, Director, Weiland Health Initiative and Assistant Director of Outreach, Equity and Inclusion at Stanford * Threads: Mentoring, Instruction, Equity & Inclusion

Many educators are interested in fostering environments that affirm trans and non-binary individuals, but may not know where to begin, especially with a culture that changes so rapidly. In this interactive workshop, we will discuss core concepts related to identities across the gender spectrum, review relevant language and terminology, and explore specific options for inclusive classrooms and pedagogy. Case examples will be used as a means of preparing for a variety of possible scenarios.

Participants in this session will:

• be able to use and apply current language and concepts related to gender diversity in academic settings 
• be aware of, and prepared to make use of, campus resources related to gender inclusivity

How Do You Know They Know?  Daniel Schwartz, Dean, Graduate School of Education and the Nomellini-Olivier Professor of Educational Technology and Marily Oppezzo, Instructor, Medicine--Stanford Prevention Research Center * Thread: Instruction

"I only have time for multiple choice, and that's what Step 1 is anyway!" This session will cover different modes of assessments that branch beyond multiple choice, and show you how to use assessment for more than just evaluating fact retention. The session will also discuss how getting a more precise rationale for your assessment can help you improve your measurement tools. Come refine, brainstorm, and workshop some new ways of measuring what you care about.

Participants in this session will:

1. identify two new ways to use assessments (and increase their desire to try one in their own teaching)
2. refine their assessment goals
3. gain confidence in designing a new measure or assessment type

CTSS Plenary Session: More details coming in April

Enhance Teaching and Learning with EdTech Resources: EdTech Team * Thread: Instruction

Use tools to enhance your lectures, build online courses, or find innovative ways to engage your students. The EdTech team has the resources and expertise to help progress your teaching to the next level. This workshop will give you an overview of EdTech’s services and how you can partner with us to meet your teaching and learning goals.

Participants in this session will be able to:

• describe several ways in which teaching can be enhanced by the use of educational technology. 
• take immediate steps towards integrating new interactive learning ideas into their teaching.

Having Culturally Sensitive Mentoring Conversations: Steve Lee, Assistant Dean of Diversity and Inclusion, School of Humanities and Sciences * Threads: Mentoring, Equity & Inclusion

Although high quality mentoring is an important predictor of persistence for researchers pursuing careers in STEM fields and can influence the confidence of historically underrepresented trainees’ ability to successfully conduct research, mentors typically do not receive significant training on how to optimize their mentoring relationships. In this interactive workshop for faculty mentors, we will engage in group discussions around a case study addressing cultural diversity and inclusion and will encourage mentors to share how they might approach the case study and share how they have worked to build trust. Furthermore, stories from student mentees from historically underrepresented backgrounds will be shared to learn from their perspectives. These materials and framework have been developed by the National Research Mentoring Network, and some of its further work will be summarized.

Participants in this session will:

• learn new approaches from each other as they work through mentoring challenges, reflect upon their mentoring experiences, and refine their individual approaches to mentoring. 
• learn concrete tools and strategies mentors can incorporate into their practice and extrapolate to their own context. 
• gain confidence in proactively working with students from diverse backgrounds.

8 "MicroTweaks" to Improve Your Teaching: Jay Phelan, Academic Administrator, UCLA Life Sciences Core Education * Threads: Instruction, Equity & Inclusion

Many recommendations for improving teaching are valid and important, but may be prohibitively challenging for instructors. In this lecture, I describe eight teaching techniques-"tweaks"- that are more easily implemented, as well as evidence for their value increasing student engagement and learning.

Participants in this session will be able to:

• explain and evaluate research evidence relating to easy-to-implement instructional strategies with positive impacts on student outcomes. 
• incorporate one or more new valid and useful techniques in the learning environments they create which will help increase student engagement, motivation, and learning.

Presentations of CTSS Scholarship: More details coming in April

How to Speak Up Without Freaking Out: Matt Abrahams, Lecturer, Graduate School of Business and Founder, Bold Echo Communications

Audiences crave authentic, bold communication; however, many presenters are uneasy speaking in public -- be it teaching, speaking in meetings or presenting research findings. Learn proven concepts to help increase confidence, sharpen messages, and improve your connection with your audience.  You will leave this keynote with several techniques for developing and delivering clear, confident, and compelling presentations that will make you and your communication "audience ready."

Creating Online Modules for Small Group Simulation: A Flipped Classroom Approach to Teaching Peter Poullos, Clinical Associate Professor, Radiology and Medicine, Gastroenterology & Hepatology * Thread: Instruction

This will be an interactive lecture explaining how to create interactive online learning modules to prepare students for a flipped classroom small group simulation activity. I will showcase how to design these modules for maximum effectiveness, as well as how to script and conduct role-playing activities. Bring your laptop or iPad to play with the modules firsthand and actually perform part of the role-play activity.

Participants in this session will:

• understand how to design professional-quality interactive online modules to teach important concepts. 
• understand how to script and conduct problem-based small group simulation activities.

Healthy Professional Boundaries  Christophe Gimmler, Clinical Assistant Professor of Medicine, Primary Care and Population Health, VA Palo Alto Health Care System; Lars Osterberg, Associate Professor (Teaching) of Medicine, Primary Care and Population Health * Threads: Mentoring, Instruction

This session will integrate didactic teaching, dyadic work, and large group discussion and reflection to: 1) Describe the functions & properties of healthy interpersonal boundaries 2) Introduce a conceptual continuum of boundaries from loose/porous to rigid/fixed 3) Support the identification of personal boundary style and associated advantages/disadvantages 4) Offer a framework for consciously establishing appropriate personal boundaries Challenging relevant real life scenarios will be utilized to support participants in identifying and communicating boundaries in their own individual style.

Participants in this session will:

• understand and identify their own boundary style within a spectrum.
• feel comfortable with approaches for setting boundaries in professional life.

Navigating Emotion in the Clinical Encounter: Cultural and Gender Differences in Emotion Expression and Patient Populations with Impaired Affect  Rachel Schwartz, VA Advanced Fellow in Health Services Research & Development / Postdoctoral Fellow, Stanford Center for Health Policy and Center for Primary Care and Outcomes Research * Threads: Instruction, Equity & Inclusion

This workshop, developed thanks to a Teaching and Mentoring Academy Innovation Grant, provides clinicians with a framework and set of tools with which to navigate emotional communication in the clinical encounter. The session will begin with background on differences in emotion expression and clinical expectations according to culture and gender, and then focus on communication strategies for patient populations with affective impairment, using a case study of Parkinson's disease. The workshop will include an experiential activity to practice employing the communication framework provided, and will conclude with a group discussion about challenges and effective strategies for communicating with diverse patient populations.

Learning objectives:

• To provide clinicians and medical educators with evidence-based training in cultural and gender differences in emotion expression and associated clinical expectations. 
• To provide tools for effective clinical communication for patient populations with impaired affective expression.

CTSS Participant Research Presentations:

Teaching the Teacher: Debriefing in Simulation Sherry Kim, Fellow, Critical
Care, Anesthesia

Highlighting Musculoskeletal Medical Education: Gaps and Strategies for Improvement
Sara Raiser, Fellow, Sports, Physical Medicine and Rehabilitation

Neuromuscular Monitoring e-Learning Module for Stanford Anesthesia Residents
Christiane Klinkhardt, Visiting Postdoctoral Scholar, Anesthesia

Development of Distal Radius Fracture Mastery Learning Class and Simulator
William Dixon, Fellow, Emergency Medicine

Curriculum Development for Neurology Residents During an Epilepsy Division Rotation
Yi Li, Fellow, Neurology

ReCAP: Patient Evaluation of Resident Communication
Haley Manella, Resident, Emergency Medicine

Asynchronous Learning on Residency Well-Being
Al’ai Alvarez, Clinical Assistant Professor, Emergency Medicine

Patient-Informed Resident Communication Curriculum
Al’ai Alvarez, Clinical Assistant Professor, Emergency Medicine

Delivering Bad News: A Virtual Reality Assessment
Marcos Mills, Fellow, Pediatric Cardiology

Clinician Communication Training in Relational Empathy: Effects on Patient Connection
Nicholas Karayannis, Fellow, Anesthesia--Pain Medicine

Poster Session:

HumMed: Making the Invisible Visible by Measuring Humanism in Medical Students
Sumit Bhargava, Clinical Associate Professor, Pediatrics-–Pulmonary Medicine and Renate Fruchter, Director of PBL Lab, Civil and Environmental Engineering

Assessing Outcomes Measures for a Social Emergency Medicine Education Podcast
Erin Duquette, Fellow, Social Emergency Medicine and Population Health

An Evaluation of Capacity and Gaps in Critical Care in Rwanda
Sara Strowd, Fellow, Anesthesia

Development of a Vascular Anesthesia Teaching Curriculum
Elizabeth Koch, Clinical Instructor, Anesthesia

Improving Ability for Learners to Hear the Patient in a Primary Care Outpatient Setting
Sonia Gaur, Clinical Assistant Professor, Psychiatry

Practical Pain Management: Where are Medical Students in their Clerkship Year?
Anuj Aggarwal, Clinical Instructor, Anesthesia-–Pain Medicine

Reflective Writing for Anesthesia Residents
Quynh Dierickx, Clinical Instructor, Anesthesia—Pain Medicine

Educational Module Orientation for NextGen (EMR) Use at Gardner Packard Children’s Health Center
Brandon Seminatore, Resident, Pediatrics

Systematic Review of Genetic Counseling Supervision
Carly Siskind, Clinical Associate Professor and Senior Genetics Counselor, Stanford Health Care

Disability Health in Medical Education: Development, Implementation, and Evaluation of a Novel Curriculum at Stanford University School of Medicine
Richie Sapp, MD Student