Workshop Descriptions

Leading Change in Medical Education

Have you ever felt dragged along in the wake of change? Have you ever had an opinion about how leaders could have implemented a change better? Leading change is one of the most important and difficult components of any innovation. Participants will be introduced to the concepts of change leadership and why a deliberate approach to leading change is worth the effort it requires.

Kevin Souza, MS
Associate Dean for Medical Education

Brian S. Schwartz, MD
Associate Professor, Division of Infectious Diseases


Program Evaluation: Tricks and Tips to Develop a Comprehensive Evaluation Plan

In this workshop, you will be oriented to program evaluation and learn how to develop an evaluation plan for your curricular programs. We will discuss basic terms and concepts related to program evaluation and practice the steps in developing an evaluation plan.

Arianne Teherani, PhD
Professor of Medicine, Director of Program Evaluation, Educational Researcher, Center for Faculty Educators


Innovative Health Professions Curriculum Design

In this workshop, participants will first explore frameworks for the design and review of health professions curricula. These frameworks will incorporate principles of adult learning, consideration of professionalism, and managing potential “hidden curricula.” Secondly, participants will work in small groups to apply the framework ideas to a specific curriculum project of their choosing.

John Davis, PhD, MD
Associate Professor of Medicine, Associate Dean for Curriculum

Ellen Laves, MD
Assistant Professor of Pediatrics, Zuckerberg San Francisco General Pediatrics, Residency Site Director, UCSF School of Medicine


Promoting Diagnostic Reasoning in Learners: A Framework for Teaching and Feedback

This interactive workshop will introduce a framework for teaching diagnostic reasoning based on script theory. Participants will apply this framework using a series of learner cases ranging from undergraduate, medical student learners to graduate, resident learners, and will leave the session with a concrete approach for analyzing and providing feedback on learners' reasoning skills.

Denise Connor, MD
Associate Professor of Medicine, Associate Director, PRIME Internal Medicine Residency Area of Distinction Director, Diagnostic Reasoning Block

Jeff Kohlwes MD, MPH
Professor of Medicine, UCSF Director, PRIME Residency Program Internal Medicine Residency


Entrustable Professional Activities: A Framework to Guide Learning and Assessment Across the Continuum of Medical Education

This workshop aims to demonstrate how Entrustable Professional Activities (EPAs) can serve as an assessment framework to guide learning and to inform competency decisions. Using real assessment data, participants will practice interpreting the data to generate specific learning plans and make EPA-based competency decisions. Participants will leave the workshop with an EPA tool kit that includes sample assessment forms, learning plans and strategies for implementation across the UME/GME continuum.

Daniel C. West, MD
Professor and Vice Chair of Pediatrics, Education Director, Residency Training Program

Michele E. Long, MD
Associate Professor of Pediatrics, Director, Education in Pediatrics, Across the Continuum (EPAC)

Duncan M. Henry, MD
Assistant Professor of Pediatrics, Associate Program Director for Assessment and Feedback


Coaching for Competency Across the Curriculum

Coaching is increasingly recognized as a powerful approach to to provide professional development and support for learners in medical education. This workshop focuses on the use of positive psychology coaching in medical education. Participants will learn to apply this approach to guide learners in reviewing performance information and creating learning plans, and practice discussing feedback to learners within a coaching relationship.

Karen Hauer, MD, PhD
Professor of Medicine, Associate Dean for Assessment

Christopher Peabody, MD, MPH
Assistant Clinical Professor of Emergency Medicine, Director, Acute Care Innovation Center

Erick Hung, MD
Associate Professor of Clinical Psychiatry, Director, Adult Psychiatry Residency Training Program, Director, Curricular Affairs for Graduate Medical Education


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


Bringing your Exam Questions to Bloom: Writing Effective Open-ended Questions to Test Higher-level Thinking

This practical, hands-on workshop aims to provide participants with guiding principles for the use of open-ended exam questions and opportunity to practice applying those principles in construction of items and rubrics. The workshop contains examples from the UCSF School of Medicine Bridges Curriculum which adopted open-ended questions for all summative exams in the foundational sciences.

Marieke Kruidering, PhD
Professor of Cellular and Molecular Pharmacology

Christy Boscardin, PhD
Professor of Medicine, Office of Medical Education


Incorporating Character in Your Teaching

While character education is a component of many K-12 and undergraduate educational programs, there is very little reflection on character in medical education. In this workshop, we will explore the meaning of character in medicine and in our clinical learning environments by discussing the definition of character, measurement tools, and experiential data from other educational programs. Participants will reflect on incorporating character into their own teaching opportunities.

Alexandra Harrington, MD
Associate Professor of Pathology, Faculty Pillar Director, Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education
Medical College of Wisconsin, Milwaukee, Wisconsin

Ryan Spellecy, PhD
Professor of Bioethics, Cross Pillar Faculty, Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education, Medical College of Wisconsin, Milwaukee, Wisconsin

Jeff Fritz, PhD
Assistant Professor, Central Wisconsin Campus, Curriculum Pillar Faculty, Robert D. and Patricia E. Kern Institute for the
Transformation of Medical Education, Medical College of Wisconsin, Milwaukee, Wisconsin


Creating a Road Map for Educational Scholarship

Producing educational scholarship is a challenge for many faculty despite personal enthusiasm and desire.  This workshop will allow individuals to explore their own habit and strategies to find the ones that help bring a project to completion.  With that background, we will explore the use of conceptual frameworks to focus one’s research.  Each participant will generate an individualized road map that addresses personal needs and habits to guide completion of a project.

Bridget C. O’Brien, PhD
Associate Professor of Medicine, Educational Researcher, Center for Faculty Educators

Mindy Ju, MD
Assistant Clinical Professor, Division of Pediatric Critical Care Medicine, UCSF Benioff Children's Hospital


Developing Your Identity as an Educator

Faculty development usually focuses on skill development.  Yet, one of the greatest struggle is addressing the tension between one’s role as a clinician and/or scientist and that as an educator.  In this workshop, we will explore how identity develops and consider what elements of yourself, role and the context in which you work can be shaped to develop and sustain your educator identity.

David Irby, PhD
Professor Emeritus of Medicine, Former Vice Dean for Education

Patricia O’Sullivan, EdD (Course Co-Chair)
Professor of Medicine and Surgery, Director, Education Research and Development, UCSF Center for Faculty Educators


Confronting & Mitigating Bias in the Learning Environment

This workshop will review interpersonal and structural biases, and how these biases may show up in the clinical learning environment. Through a combination of didactics and small group discussion, we will reflect upon ways in which biases can detract from the learning environment, and discuss steps we can take to mitigate the impact of biases.

Jyothi Marbin, MD
Associate Professor of Pediatrics, Director, PLUS: Pediatric Leaders Advancing Health Equity Residency Program, Director, Intern Selection, Associate Residency Program Director, Faculty Development Leadership Certificate Steward

Eddie Cruz, MD, MPH    
Associate Professor of Pediatrics


Making Measures Matter: Assessing Learning Environments in Medical Education

Learning environments need to support the ongoing development of competent and caring physicians. Many instruments exist to assess the qualities of different learning environments and provide feedback for monitoring and improvement. In this workshop, participants will explore quantitative and qualitative data that can be collected to inform assessment of learning environments, review existing instruments, and share best practices for implementing a learning environment assessment plan.

Regina Russell, MEd, MA
Director of Learning System Outcomes, Undergraduate Medical Education, Assistant in the Department of Medical Education and Administration, Vanderbilt University School of Medicine

Andrea N. Leep Hunderfund, MD, MHPE
Assistant Professor of Neurology and Associate Director of the Mayo Clinic Program in Professionalism and Values, Mayo Clinic, Rochester, Minnesota

Marty Muntz, MD, FACP
Professor of Medicine, Curriculum Pillar Director, Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education, Associate Vice-Chair for Faculty Development, Clinician Educator, General Internal Medicine, Medical College of Wisconsin

Sandrijn van Schaik, MD, PhD
Profressor of Pediatrics, Baum Family Presidential Chair for Experiential Learning, Education Director, UCSF Kanbar Center for Simulation and Clinical Skills 
Director of Faculty Development, UCSF School of Medicine Bridges Curriculum


Understanding Knowledge Gaps as a Driver of Master Adaptive Learning: Encouraging and Guiding the Process

Given the ever increasing knowledge base and the complexity of health care today, trainees and practicing physicians must truly become master adaptive learners who are able to sense gaps in their own knowledge and actively engage in learning to address these gaps. Building on the emerging Master Adaptive Learner conceptual model, participants will consider ways to coach and facilitate trainee participation in meaningful self-regulated learning. Consideration for assessing a learner’s individual beliefs and preferences will be paired with strategy selection to maximize individual learning. Workshop participants will leave with an action plan for potential strategy implementation upon return to their home institutions.

Bill Cutrer, MD MEd
Associate Dean for Undergraduate Medical Education, Associate Professor of Pediatrics, Critical Care Medicine, Vanderbilt University School of Medicine, Monroe Carell Jr. Children’s Hospital at Vanderbilt


Debriefing After a Professionalism Lapse: Tips for Teachers

In this session, we will discuss reframing professionalism as a competency that requires coaching and skill development. You will be introduced to a framework that you can use for diagnosing and debriefing a professionalism lapse with a learner or colleague. This will be a highly interactive workshop that will give you concrete skills for addressing professionalism lapses.

Maria A. Wamsley, MD
Professor of Medicine, Director, UCSF Program for Interprofessional Education and Practice, Co-Director, PISCES Longitudinal Integrated Clerkship

Vanessa Thompson, MD
Associate Professor of Medicine, Associate Medical Director, Richard Fine People’s Clinic