13th Annual Med Ed Forum: Innovations in Medical & Biosciences Education

Professional Identity Formation as Immigration
Lara Varpio, PhD - Professor, Department of Pediatrics, University of Pennsylvania, Perelman School of Medicine, Co-Director of Research in Medical Education, The Children's Hospital of Philadelphia

Description:
Just as immigrants from various countries travel great distances in hopes of calling a new country home, our medical learners also undertake great journeys. For some, their trips might involve geographic treks; however, all will undertake great private journeys across any number of terrains in the name of professional identity formation. In this session, we’ll consider professional identity formation as a form of immigration. Through this framing, we will consider the deeply personal—and sometimes painful—work that is involved in taking on the responsibilities of the white coat.

Education Goals:
After attending this presentation, participants will be able to:

1. Understand professional identity formation (PIF) as a personal and social process
2. Describe the reasons why, for many, PIF is a transformative process that begins well before matriculation
3. Recognize the dangers of PIF that have been reported in the literature
4. Describe how recognizing PIF as subjectification can help address the dangers of the PIF immigration journey

Lessons from Hogwarts School of Faculty Development: What Can We Learn from Different Teaching Styles Than Our Own?
Shoshana (Suzanne) Friedman, MD - Associate Professor, Pediatrics, Columbia University
Adin Nelson, MD, MHPE - Assistant Professor, Pediatrics - Hospital Medicine, Weill Cornell Medicine
Helen Wang, MD - Associate Professor, General Pediatrics, University of California, San Diego

Description: Education at Hogwarts runs the gamut from the ghost Professor Binns droning on to somnolent students to the imposter Professor Moody using exciting but illegal curses. Education for pediatric trainees spans a similar range: from interns coaching students on pre-rounding and oral presentations to consultants explaining physiology. Like the faculty at Hogwarts though, many people teaching medical trainees have little to no formal training in education; they simply teach however comes naturally. In this workshop, we will explore Grasha and Riechman’s framework of teaching styles with the goal of recognizing and improving on our natural teaching styles.

In this workshop, we will use examples from the world of Harry Potter to explore our own teaching styles and practice other teaching styles that do not come as naturally to us. We will use video clips from the Harry Potter movies to illustrate the five teaching styles described by Grasha and Riechman and discuss the strengths and weaknesses of each. Participants will then break into groups - first divided by which teaching style they identify with, then mixed by natural teaching style - to discuss how different teaching styles could be best applied to a variety of learners and teaching scenarios. Participants will conclude by applying this framework to their own teaching and assembling a toolkit to apply these skills at their own institutions.

**Harry Potter novices and experts are all welcome; no prior knowledge required to participate and learn!**

Education Goals:

1. Identify their natural teaching style based on Grasha and Riechman’s framework
2. Compare and contrast the 5 teaching styles described in Grasha and Riechman’s framework
3. Incorporate elements from each of the 5 teaching styles to meet particular learner needs or situations

One Size Doesn't Fit All: Considerations for How to Coach on Professionalism and Professional Identity Formation

Lahia Yemane, MD - Clinical Professor, General Pediatrics, Associate Program Director, Pediatrics Residency Program, Co-Director, LEAD (Leadership Education in Advancing Diversity) Program, Assistant Dean, Diversity in GME, Office of Diversity in Medical Education

Education Goals:

• Define professionalism, professional identity formation (PIF), intersectionality
• Discuss the tension that can arise with these constructs, particularly for those underrepresented in medicine
• Apply some practical strategies to coaching conversations on these issues

Hotel/Lodging

Sheraton Palo Alto Hotel
625 El Camino Real
Palo Alto, CA 94301

Mention "Stanford University" for eligible discount for a standard room. 

ACCREDITATION

In support of improving patient care, Stanford Medicine is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

CREDIT DESIGNATION

Stanford Medicine designates this live activity for a maximum of 3.5 AMA PRA Category 1 CreditsTM. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

American Board of Pediatrics MOC Credit

Successful completion of this CME activity, which includes participation in the evaluation component, enables the learner to earn up to 3.5 MOC points in the American Board of Pediatrics’ (ABP) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit learner completion information to ACCME for the purpose of granting ABP MOC credit.

MOC Participation Threshold

Learner writes a reflective statement and makes a commitment to change or maintain an element of practice. Validity of all written statements will be assessed prior to awarding credit.

FACULTY DISCLOSURE

Stanford Medicine adheres to the Standards for Integrity and Independence in Accredited Continuing Education.

The content of this activity is not related to products or the business lines of an ACCME-defined ineligible company. Hence, there are no relevant financial relationships with an ACCME-defined ineligible company for anyone who was in control of the content of this activity.

COMMERCIAL SUPPORT ACKNOWLEDGEMENT

This CME activity received no commercial support.

CULTURAL AND LINGUISTIC COMPETENCY

The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area for the purpose of complying with California Assembly Bill 1195. Moreover, the Stanford University School of Medicine Multicultural Health Portal contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws. You are encouraged to visit the Multicultural Health Portal: https://laneguides.stanford.edu/multicultural-health/welcome

COURSE EVALUATION & CME TRANSCRIPT

Credit will be awarded within 5 business days following the activity. You will receive an email notification with the Activity ID. To access your transcript, log in to your CE account at https://med.stanford.edu/cme.html, click the tile labeled Claim Credit and enter the Activity ID. Upon attesting to the number of hours of participation in the educational activity, you can download a printable certificate for your records.
*This event will not require text attendance.

First Time Sign-In: If you have not signed into our website before, you will need to complete a 1-time password setup. To gain access to your account, click Sign In on the homepage, and use the Forgot Your Password link to create your password. Creating a new user profile with a different email is highly discouraged. This action will create a duplicate profile in our system and will not be linked to the evaluation.

For Activity-Related Questions, please contact

Holly Meyer
Compliance Coordinator
P: (650) 721-4182
E: hollykm@stanford.edu

For General Questions (i.e. transcripts, credits, etc.), please call or send us an email at
Stanford Center for Continuing Medical Education
1520 Page Mill Road • Palo Alto, CA 94304
Telephone: 650-497-8554
Email: StanfordCME@stanford.edu