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Can I Really Say That? Feedback and Privilege
Feedback is a fundamental tool of effective teaching and requires skill that, though easily learned, takes a lifetime to master. Giving and receiving feedback across racial, ethnic, gender, LGBT identity and other power differences adds complexity to this process. Faculty competence in fostering a positive learning climate for all remains aspirational due to differences in privilege and powerful social constructs that can be extremely difficult to name and disrupt. Participants will learn to recognize and begin to overcome personal obstacles, including implicit bias and stereotype threat, and practice advanced skills in giving and receiving feedback across differences using their own challenging cases.
Denise L. Davis, MD
Professor of Medicine, Veterans Affairs Health System, San Francisco
Calvin Chou, MD, PhD
Professor of Medicine, Veterans Affairs Health System, San Francisco
Partnering for the future: tools for learners and faculty to co-create curriculum
“Wow, that’s a great idea,” may be how a faculty member responds to a learner when they suggest a curricular innovation. But how to translate the idea into action? Co-creation of curriculum by faculty and learners allows for rapid innovation and can bridge knowledge gaps and time constraints. This workshop will examine successes and challenges in co-creating curriculum and share best practices culled from curriculum development, project management, and mentoring literature.
Tali Ziv, MD
Director, UCSF-KLIC East Bay Longitudinal Integrated Clerkship, Kaiser Permanente East Bay
Associate Professor, Department of Medicine, UCSF
Laeesha Cornejo
4th year medical student, UCSF School of Medicine
Nardine Saad Riegels, MD
Director, Medical Education, Kaiser Permanente East Bay
Associate Professor, Department of Medicine, UCSF
Flourishing as an Aim of Medical Education
This workshop will explore the role human flourishing plays in promoting character and caring across the medical education spectrum. Participants will develop a learning objective aligned to human flourishing in their medical education context; explore potential preconditions necessary for human flourishing objectives to succeed and developing longitudinal integrative learning interventions focused on promoting human flourishing.
Jeff Fritz PhD, MS, MATL
Associate Professor of Cell Biology, Neurobiology and Anatomy
Director of Professional Development, Department of Regional Campuses, Central Wisconsin Campus, Director, Kern Scholars Program, Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education
Medical College of Wisconsin
Microaggressions: Examining the Teaching and Learning Environment
Microaggressions are commonplace in the learning environment, affecting the confidence and performance of our learners. This interactive workshop will offer tools and phrases for educators to consider as means to effectively address microaggressions before and after they occur in the learning environment.
Sneha Daya, MD
Robin Goldman, MD
Preventing Brain Drain during the Zoom Boom: How to Teach Effectively in a Virtual World
Effective teaching online can be a struggle. This workshop will provide participants with strategies and new tools to engage learners whether teaching in a large group, small group, synchronously, or asynchronously.
Brian Schwartz, MD
Emily Abdoler, MD
Equitable Assessment: Developing Assessment Practices So All Learners Can Succeed
Learners who are under-represented in medicine (UIM) face bias in assessment that over time may negatively impact their career trajectories. This workshop reviews strategies described in non-medical education settings that can moderate the effects of bias on student assessment. Participants will consider how to apply these strategies in medical education to advance the goals of diversity, equity and inclusion.
Kate Lupton, MD
Alexandra Brown, MD
Peter Ureste, MD
Anti-oppressive Education in the E-learning Setting
Anti-oppressive education approaches are critical to promote social justice, undo prior dogma founded in structural racism in medicine, and to equip future healthcare providers to provide patient-centered, equitable care. Technology can be harnessed to support anti-oppressive education in remote learning environments. This workshop explores the strengths, weaknesses, opportunities, and threats associated with technological tools and their ability to support learning in an anti-oppressive environment.
Tracy B. Fulton, PhD
Professor of Biochemistry and Biophysics
Leticia Rolon, MD
Associate Professor of Medicine
Is it Hot in Here? Learning Climate in Medical Education
Teaching in the clinical setting is challenging. Creating a positive and effective learning climate can be essential to maximizing the experience and education for learners (and the enjoyment for the teacher!). This workshop will give teachers the skills to create a positive learning climate – to make the clinical teaching setting a place where learners want to be. These skills can transfer to other learning experiences including large and small groups.
Peter Chin-Hong, MD
Professor of Medicine
Associate Dean for Regional Campuses
Programmatic Assessment to Drive Quality Improvement in Curricula and Assessment Systems
Programmatic assessment addresses challenges in learner assessment by providing a centrally planned, coordinated approach that emphasizes assessment for learning. As an important approach to competency based medical education, programmatic assessment ensures collection of meaningful data to provide feedback to learners and ensure their progressive achievement of competence. This workshop will highlight principles that guide the design, implementation, and continuous improvement of programmatic assessment within a health professions education program. Participants will plan approaches to gathering assessment data and synthesizing information for use by a competency committee or progress committee as part of a programmatic assessment. They will also learn techniques they can implement in their own programs. The workshop will share strategies for iterative review of undergraduate or graduate trainee performance data to inform curricular improvements.
Christy Boscardin, PhD
Susannah Cornes, MD
Karen Hauer, MD, PhD
Creating and Assessing Curricular Materials for Equity and Inclusion
As health professions educators and clinicians, we are often called upon to discuss the origins of health disparities while teaching and delivering care. Stereotyping, bias, and lack of representation perpetuate false beliefs, lead to misdiagnosis, dangerously narrow clinical decision making, and perpetuate implicit bias, all of which lead to real health disparities. These forces also affect the integrity and safety of the learning climate and thus may impact the success of our learners. In this interactive workshop, participants will explore the manifestations of structural bias and its impact on learners and patients. They will delve into the role health professions educators play in perpetuating bias and their potential to mitigate/dismantle it, specifically through the selection and creation of equitable curricular materials.
Rosny Daniel, MD
Meghan O'Brien, MD
Beyond "Good job!": Feedback with a Growth Mindset
Feedback continues to be a challenge for medical educators: learners say they don't get enough, and educators report lack of time and skill to provide effective feedback. One problem is that feedback is often grounded in "assessment-of-learning", and the perceived need to provide learners with a comprehensive picture of what they do well and where they struggle can be daunting. In this workshop, participants will review how feedback grounded in "assessment-for-learning" principles can promote a growth mindset in learners, and practice in-the-moment feedback conversations that can take place in every day interactions.
Josette Rivera, MD
Professor of Medicine, Division of Geriatrics,
Principal Investigator, UCSF Geriatrics Workforce Enhancement Program, Interprofessional Education Lead, UCSF School of Medicine
Sandrijn van Schaik, MD, PhD (Course Co-Chair)
Professor of Pediatrics, Baum Family Presidential Chair for Experiential Learning, Education Director, UCSF Kanbar Center for Simulation and Clinical Skills, Director, Learning and Caring Environment (LACE) Faculty Development, UCSF
Expanding the Possibilities: Creating Remote Simulation for Health Professions Education
During the COVID 19 Pandemic, medical educators were challenged to transition in-person simulation and procedural training to remote learning platforms. Through this interactive workshop participants share and learn from each other about challenges and successes facilitating remote simulation. In addition, participants will have the opportunity to develop a remote simulation experience.
Mindy Ju, MD, MAEd
Assistant Clinical Professor of Pediatrics
Division of Pediatric Critical Care Medicine
Associate Education Director, UCSF Kanbar Center for Simulation
Director, Interprofessional Mock Code Program,
UCSF Benioff Children’s Hospital, San Francisco
Hueylan Chern, MD
Professor of Surgery
Division of Surgical Oncology
Director, Surgical Skills Center