September 09 Sep 09
08:00 AM - 01:00 PM
Friday Fri
Li Ka Shing Center

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10th Annual Med Ed Forum: Innovations in Medical & Biosciences Education

In-Person at Li Ka Shing Center

The Stanford Office of Pediatric Education is pleased to invite the biosciences and medical education community to the 10th Annual Med Ed Forum - Innovations in Medical & Biosciences Education.

Event Registration

Registration (Closed)

Join us in-person on Friday, September 9, 2022 from 8:00am to 1:00pm at Li Ka Shing Center (Berg Hall). This event is open to faculty, fellows, residents, postdoctoral scholars, students, and staff.

Registration is free and deadline to register is Friday, September 2.

Registration is now closed.


Location: Berg Hall Conference Center, Li Ka Shing Center

08:00am - 08:05am - Welcome Remarks

08:05am - 09:00am - Keynote: The Harms of Medical Education (And What to do About Them. Benjamin R. Kinnear, MD, MEd (Cincinnati Children's Hospital Medical Center)
The public trusts Medical Education to not only train the next generation of physicians, but also to be stewards for physicians in training. Despite our best efforts, medical education continues to perpetuate harms that impact our learners and patients. Some are harms of omission (e.g. lack of a beneficial experience) while others are harms of commission (e.g. actions that directly impact learners). This session is intended to bring those harms into focus and consider mitigation strategies in our ever-present attempts to improve medical education.

Zoom will be available for the Keynote/Grand Rounds session only. Webinar ID 966 6784 3468 (Password: 766577), Zoom Link

09:00am - 09:15am - Break

09:15am - 10:30am - Session 1 Workshops

  • Workshop 1: Like a Fly in the Buttermilk? How to Foster Cross-Cultural and Racial Connections in Mentoring Relationships. Gabrielle Pina, DO, Janice Tsai, MD, Chad Vercio, MD (Loma Linda School of Medicine)
    Underrepresented in Medicine (URiM) is defined as those racial and ethnic populations that are underrepresented in the medical profession relative to their number in the general population. URiM individuals face distinct challenges prior to and during their medical education and training. They also experience imposter syndrome to a higher degree than their colleagues which can affect their professional identity formation throughout their training. While pipeline programs are working on improving the racial divide long term, how can we effectively mentor and propagate growth in our learners despite having cultural differences? How can we develop a safe space for our mentees in which they feel seen, heard, and understood beneath the veneer of a prototypical type A personality? By utilizing our own personal narrative stories rooted in similar painful experiences, we can start to dismantle the barriers that halt vulnerability and growth. We will you teach you how.
  • Workshop 2: Learning Culture, by Design: Fostering Reflective Practitioners. Meenu Singh, MSEd (Stanford, Adam Hain, DET, MAEd (Stanford School of Medicine)
    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.

10:30am - 10:45am - Break

10:45am - 12:00pm - Session 2 Workshops

  • Workshop 3: Harnessing Coaching to Promote Growth Mindset.  Kim Hoang, MD (Stanford School of Medicine), Alice Walz, MD (Medical University of South Carolina), Taryn Hill, MD (Hopkins All Children’s Florida), Matt Thomas, MD (Hopkins All Children’s Florida), Marisela Aguilera, MD, Lakshmee Malladee, MD, Betsy Bailey, MD, Kathleen Boyd, MD, Kevin Chi, MD, Debbie Sakai, MD, Carrie Rassbach, MD, Becky Blankenburg, MD, MPH (Stanford School of Medicine)
    The Coalition for Physician Accountability’s Undergraduate Medical Education-Graduate Medical Education Review Committee recommended that coaching “should begin in UME and continue during GME, focused on professional identity formation and moving from a performance to a growth mindset for effective lifelong learning as a physician.” In this interactive workshop, participants will develop skills for coaching trainees in longitudinal and episodic coaching formats. Participants will explore the pros and cons of different types of coaching programs, and will hear from directors of longitudinal GME coaching programs.  Participants will leave the workshop with a coaching plan and toolkit.
  • Workshop 4: Maximizing Retention Through Evidence-Based Learning. Benjamin R. Kinnear, MD, MEd (Cincinnati Children's Hospital Medical Center)
    Medical learners are faced with an enormous amount of information to learn. Unfortunately, many learners are never taught strategies to maximize retention of information. While forgetting is natural, and part of the learning process, the goal is for long-term retention of information that can be used in novel situations and for clinical reasoning. In this session, we will review evidence-based strategies from Cognitive Psychology that can help maximize retention of information. Attendees will be asked to reflect on their own deliberate approach to learning, and how the strategies discussed could be integrated into their teaching and curriculum design.

12:00pm - 1:00pm - Lunch & Networking