Faculty Development to Support

a New Curriculum

Christine M. Peterson MD Casey B. White PhD

University of Virginia School of Medicine

Next Generation Curriculum

• Deeper integration of basic sciences into clinical medicine

• Emphasis on clinical performance

• Use of best teaching practices to foster effective student engagement in learning

Teaching methods that actively engage students • New • Uncomfortable (for many faculty)

Office of Medical Education Research and Instructional Support

and Academy of Distinguished Educators

1. “Excellence in Teaching” Certificate Program

2. Medical Education Journal Club

3. Medical Education Grand Rounds

4. One on one consultation

Excellence in Teaching Certificate Program Monthly interactive workshops focused on teaching and learning skills

2012-2013 • Team-Based Learning • Writing Multiple Choice Questions That Assess Learning Objectives at Higher

Cognitive Levels (3 times) • Giving Effective Feedback: Key to Learning • Getting Started: Developing and Implementing Effective Interprofessional

Education • Searching the Medical Education Literature (hands-on) • Simulation in Medical Education • Setting Expectations for Learners: Writing Good Learning Objectives • Conducting Research in Medical Education • Learning Portfolios and Reflection in Medical Education • Clinical Teaching “On the Fly”: A Microskills Framework • Effective Mentoring Relationships • Maximizing Small Group Teaching and Asking Effective Questions

Excellence in Teaching Certificate Program

2013-2014

• Getting Beyond "I know one when I see one": Setting Defensible Learner Performance Standards for High Stakes Decisions

• Linking Learning Objectives with Methods, Resources, and Assessments • Writing Good Multiple Choice Questions (Basic and Advanced versions) • NxGen Years 1 & 2: Views from Our Learners • Conducting Research in Medical Education • Qualitative Research: What Is It and How Do We Conduct It? • Using the Kolb Learning Style Inventory to Inform Your Teaching • Professionalism: How Do We Teach It? How Do We Measure It? • Development of an Objective Structured Clinical Examination (OSCE) • How to Develop Effective Inter-Professional Education Activities • Developing Learning Activities in Ethics

Excellence in Teaching Certificate Program Faculty members who attend 10 sessions within a two-year period receive a framed Certificate of Commitment to Excellence in Teaching. The Certificate can be included in the Teaching Portfolio, and can be used for application to the ADE and/or for promotion and tenure.

NxGen Journal Club

• Monthly • Educational research across higher

and professional education • Shared leadership

Medical Education Grand Rounds

Quarterly National speakers discuss timely issues in medical education

Results and Lessons Learned • In 2012-2013

• Leadership and attendance at faculty development activities: • 207 faculty members participated. • 60 staff participated. • 9 earned certificates. • ADE members led 11 of 15 workshops.

• Evaluations: • Attendees are very engaged in the topics and activities • They also appreciate being asked about future workshops that

they would like to attend and/or lead

• Medical Education Grand Rounds presenters with national reputations draw a high attendance.

• Journal Club presenters rotate month to month to assure a variety of research topics and viewpoints.

Questions?

University of Virginia School of Medicine

The NxGen Curriculum Journal Club: Articles Discussed 2010-2013

10/8/13: Kulasegaram, K., Martimianakis, M., Mylopoulos, M., Whitehead, C., Woods, N. Cognition Before

Curriculum: Rethinking the Integration of Basic Science and Clinical Learning. Academic Medicine October

2013; 88(10): 1-8

9/17/13: Sargeant J, Armson H, Chesluk B, Dornan T, Eva K, Holmboe E, Lockyer J, Loney E, Mann K, van der Vleuten

C. The processes and dimensions of informed self-assessment: a conceptual model. Academic Medicine

2010; 85(7): 1212-1220

6/12/13: Holaday, M., Smith, D., and Sherry, A. Sentence Completion Tests: A Review of the Literature and

Results of a Survey of Members of the Society for Personality Assessment. Journal of Personality Assessment

2000, 74(3), 371-383. AND Baxter Magolda, M. A Constructivist Revision of the Measure of Epistemological

Reflection. Journal of College Student Development 2001, 42(6) 520-534

5/08/13: Schuwirth, L. et al. Research in assessment: Consensus statement and recommendations from the

Ottawa 2010 Conference. Medical Teacher 2011; 33:224–233

4/10/13: Jarvis-Selinger, S., Pratt, D., Regehr, G. Competency Is Not Enough: Integrating Identity Formation

Into the Medical Education Discourse. Academic Medicine 2012; 87:9:1-6

3/13/13: Lipsett, P., Harris, I., Downing, S. Resident self-other assessor agreement: influence of assessor,

competency, and performance level. Archives of Surgery 2011; 146(8):901-906

2/13/13: van Boven, L., Loewenstein, G., Welch, E., Dunning, D. 2012. The illusion of courage in self-predictions:

mispredicting one’s own behavior in embarrassing situations. Journal of Behavioral Decision Making 25:1-12

1/9/13: Lingard, L. 2006. Qualitive Research in the RIME Community Critical Reflections and Future

Directions. Academic Medicine 82(10) S129-30

12/12/12: Mylopoulos, M., et al 2012. Renowned Physicians' Perceptions of Expert Diagnostic Practice.

Academic Medicine 87(10)

11/14/12: Wilkerson, L., et al 2007. Two Perspectives on the Effects of a Curriculum Change: Student

Experience and the United States Medical Licensing Examination, Step 1. Academic Medicine 82(10) S117-20

10/10/12: Shepard, L. 2000. The Role of Assessment in a Learning Culture. Educational Researcher 29(7): 4-14

6/26/12: Durning, S. et al 2011. Viewing 'Strugglers' Through a Different Lense: How a Self-Regulated

Learning Perspective Can Help Medical Educators with Assessment and Remediation. Academic Medicine

86(4): 488-95

5/22/12: Lee, Y.; Mann, K.; Blye, F. 2010. What Drives Students' Self-Directed Learning in a Hybrid PBL

Curriculum. Advances in Health Sciences Education 15: 425-37

4/24/12: Ende, J. 1983. Feedback in Clinical Medical Education. Journal of the American Medical Association

250(6): 777-81

3/27/12: Kuger, J.; Dunning, D. 1999. Unskilled and Unaware of It: How Difficulties in Recognizing One's Own

Incompetence Lead to Inflated Self-Assessments. Journal of Personality and Social Psychology 77(6): 1121-34

3/6/12: Lyss-Lerman, P. et al 2009. What Training is Needed in the Fourth Year of Medical School? Views of

Residency Program Directors. Academic Medicine 84: 823-9. PMID: 19550170

2/28/12: Thompson, B. et al 2010. Medical Students' Perceptions of Their Teachers' and Their Own Cultural

Competency: Implications of Education. Journal of General Internal Medicine 25(suppl) 91-4

2/14/12: Schmidmaier, R. et al 2011. Using Electronic Flashcards to Promote Learning in Medical Students:

Retesting versus Restudying. Medical Education 45: 1101-10

1/24/2012: Chou, C. et al 2011. A 'Safe Space' for Learning and Reflection: One School's Design for Continuity

With a Peer Group Across Clinical Clerkships. Academic Medicine 86(12) 1560-5

1/10/2012: Novak, S. et al 2011. A New Approach to Learning How to Teach: Medical Students as

Instructional Designers. Medical Education Online DOI: 10.3402/meo.v16i0.7252

12/13/11: Berg, K. et al 2011. Medical Students' Self-Reported Empathy and Simulated Patients' Assessments

of Student Empathy: An Analysis of Gender and Ethnicity. Academic Medicine 86(8) 984-8

11/8/11: Reese, C.; Monroux, L. 2011. "A Morning Since Eight of Just Pure Grill": A Multischool Qualitative

Study of Student Abuse. Academic Medicine 86(11) 1374-82

10/25/11: Kirch, D.; Boysen, P. 2010. Changing the Culture in Medical Education to Teach Patient Safety.

Health Affairs 29(9)

10/11/11: Klatt, E.; Klatt, C. 2011. How Much is Too Much Reading for Medical Students? Assigned Reading

and Reading Rates at One Medical School. Academic Medicine 86 1079-83

9/27/11: Mann, K. et al 2011. Tensions in Informed Self-Assessment: How the Desire for Feedback and

Reticence to Collect and Use It Can Conflict. Academic Medicine 86 (9) 1120-27

9/13/11: MacLeod, A. 2011. Six Ways Problem-Based Learning Can Sabotage Patient-Centered Medical

Education. Academic Medicine 86 (7) 818-25

8/23/11: Wenrich, M. et al 2010. Ready or Not? Expectations of Faculty and Medical Students for Clinical

Skills Preparation for Clerkships. Medical Education Online

8/9/11: Parmelee, D. et al 2009. Medical Students' Attitudes about Team-Based Learning in a Pre-Clinical

Curriculum. Medical Education Online

7/26/11: Demaria, S. Jr., et al 2010. Adding Emotional Stressors to Training in Simulated Cardiopulmonary

Arrest Enhances Participant Performance. Medical Education 44:1006-15

7/12/11: Special Presentation - Ideas from the 2011 IAMSE Meeting.

6/28/11: Pohl, C., et al 2011. Peer Nominations as Related to Academic Attainment, Empathy, Personality,

and Special Interest. Academic Medicine 86(6): 747-51

6/14/11: Deslauriers, L., et al 2011. Improved Learning in a Large-Enrollment Physics Class. Science 332(6031)

862-4

5/24/11: Friedlander, M., et al 2011. What Can Medical Education Learn from the Neurobiology of Learning?

Academic Medicine 86(4) 415-20.

5/10/11: Kerfoot, B. P., et al 2011. Online "Spaced Education Progress-Testing" of Students to Confront Two

Upcoming Challenges to Medical Students. Academic Medicine 86(3): 300-306.

4/12/11: Chretien, K., et al 2010. It's Your Own Risk: Medical Students' Perspectives on Online

Professionalism. Academic Medicine 85(10): October Supplement AND MacDonald, J., Sangsu, S., Ellis, P. 2010.

Privacy, Professionalism, and Facebook: A Dilemma for Young Doctors. Medical Education. 44(8): 805-13

3/8/11: Sambunjak, D., et al. 2006. Mentoring in Academic Medicine. A Systematic Review. JAMA. 296(9) 1103-

15. Journal Club lead by special guest Bonnie M. Miller, MD.

2/22/11: White, C., Saini, S., Ross, P., Fantone, J., Lypson, M. 2011. Measurement of Interns' Ability to Engage

Effectively in Practice-based Learning and Improvement. Journal Club lead by special guest Casey B. White,

PhD.

2/8/11: Morrison, G., Goldfarb, S., and Lanken, P. 2010. Team Training of Medical Students in the 21st Century:

Would Flexner Approve? Academic Medicine. 85(2): 254-9

Additional Reading: Letter to the Editor concerning the article.

1/25/11: Kruidering-Hall, M., et. al 2009. Teaching Feedback to First-year Medical Students: Long-term Skill

Retention and Accuracy of Student Self-assessment. Journal of General Internal Medicine, 24(6): 721-72

1/11/11: Baernstein, A., et. al 2009. Learning Professionalism: Perspectives of Preclinical Medical Students.

Academic Medicine. 84 (5): 574-581

12/14/10: Cook, D., et. al 2010. Computerized Virtual Patients in Health Professions Education: A Systematic

Review and Meta-Analysis. Academic Medicine. 85(10): 1589-1602

11/23/10: Koles, P., et. al 2010. Impact of Team-Based learning on Medical Students' Academic Performance.

Academic Medicine. 85(11):1739-1745

10/26/10: Kerfoot, B., et. al 2007. Spaced education improves the retention of clinical knowledge by medical

students; a randomized controlled trial. Medical Education. 41(1):23-31

10/12/10: Kroncke, KD. 2010. Computer-based Learning Versus Practical Course in Pre-clinical Education:

Acceptance and Knowledge Retention. Medical Teacher.

9/14/10: Crouch, C.; Mazur, E. 2001. Peer Instruction: Ten Years of Experience and Results. Am. J. Phys. 69 (9),

970-977 -- Additional Reading: Mazur, E. 2009. Farewell, Lecture? SCIENCE. 323 (2)

8/24/10: McLachlan, John C. PhD; Finn, Gabrielle; Macnaughton, Jane MB, ChB, PhD 2009. The Conscientiousness

Index: A Novel Tool to Explore Students' Professionalism. Academic Medicine. 84(5), 559-65

8/10/10: Wayne, N., et. al 2010. Gender Differences in Leadership Amongst First-Year Medical Students in

the Small-Group Setting. Academic Medicine. 85(8):1276-81

7/23/10: Nofziger, A., et. al 2010. Impact of peer assessment on the professional development of medical

students: a qualitative study. Academic Medicine. 85(1):140-7

7/13/2010: Koles, P., et. al 2005. Active learning in a Year 2 pathology curriculum. Medical Education, 39(10), p.

1045-1055.

6/22/10: Brawer JR, Lener M, Chalk C. 2009. Student Perspectives on the Value of Lectures. JIAMSE 19(3):84-88

6/8/10: Perez KE, Strauss EA, Downey N, Galbraith A, Jeanne R, Cooper S. 2010. Does Displaying the Class Results

Affect Student Discussion during Peer Instruction? CBE-Life Sciences Education 9(Summer 2010):133-140

5/25/10: Kumagai, AK, et. al 2008. The Impact of Facilitation of Small-Group Discussions of Psychosocial

Topics in Medicine on Faculty Growth and Development. Academic Medicine 83(10); 976-981

5/11/10: Willingham, DT. 2007. Critical Thinking: Why Is It So Hard to Teach?. American Educator Summer; 8-19.

4/27/10: Searlie, NS, et. al. 2003. Team Learning in Medical Education: Initial Experiences at Ten Institutions.

Academic Medicine 78(10); S55-S58.

4/13/10: White CB, Kumagai AK, Ross PT, Fantone JC. 2009. A qualitative exploration of how the conflict

between the formal and informal curriculum influences student values and behaviors. Academic Medicine

84(5): 597-603

3/23/10: R.M. Harden & N. Stamper. What is a spiral curriculum?, Medical Teacher 1999, 21: 141-143

3/09/10: Woods N, Neville A, Levinson A, Howey E, Oczkowski W, Norman G. The Value of Basic Science in Clinical

Diagnosis. Acad Med. 2006. 81 (10 Suppl); S124-S127

2/23/10: David M. Irby. Educational Continuity in Clinical Clerkships. N Engl J Med 356;8 (2007) AND David A.

Hirsh, M.D., Barbara Ogur, M.D., George E. Thibault, M.D., and Malcolm Cox, M.D. "Continuity" as an Organizing

Principle for Clinical Education Reform. N Engl J Med 356;8: 858-866 (2007)

2/09/10: Harold Pashler, Mark McDaniel, Doug Rohrer, and Robert Bjork, Learning Styles: Concepts and Evidence.

Psychological Science in the Public Interest 9(3) 105 - 119. (2009)

1/26/10: White, CB. Smoothing out Transitions: How Pedagogy Influences Medical Students' Achievement of

Self-Regulated Learning Goals. Advances in Health Sciences Education, v12 n3 p279-297 Aug 2007

01/12/10: Prince, M. Does Active Learning Work? A Review of the Research. Journal of Engineering Education

93: 223-231 (2004)

12/15/10: K. D. Tanner Talking to Learn: Why Biology Students Should Be Talking in Classrooms and How to

Make It Happen. CBE Life Sci Educ 8, 89-94 (2009)

12/01/09: Miller et al, Scientific Teaching in Practice. Science 2008: 322(5906), pp. 1329 -1330