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

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

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

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.

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

Jody Steinauer, MD, PhD
Professor and Vice Chair of Education, Department of Obstetrics, Gynecology & Reproductive Sciences
Director, Bixby Center for Global Reproductive Health, Director, Innovating Education in Reproductive Health, Director, UCSF Fellowship in Family Planning, Director of Research and Evaluation, Kenneth J. Ryan Residency Training Program

In this workshop, participants will learn about evidence-based, practical approaches to work with students and residents who struggle in various ways. Participants will practice these approaches and acquire tools and resources for remediation that they can use at their own institution.

Lynnea Mills, MD
Assistant Clinical Professor, Division of Hospital Medicine, UCSF; Director, Clinical Skills Guidance Program, UCSF SOM; Chair, Clinical Competency Committee, UCSF IM Residency Program

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 (Course Planning Committee Member)
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

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

This workshop focuses on workplace-based interprofessional education and is facilitated by faculty from medicine, nursing, and pharmacy with expertise in this domain. Participants will learn about an innovative model of patient-centered, interprofessional education for outpatient care and explore ways to adapt the model to their own settings. In addition, facilitators will discuss innovations such as huddles, team retreats, population health/panel management, and quality improvement initiatives. Participants will work in small groups on translating one or more of these innovations to their own clinical learning environment. The workshop will wrap up by sharing new ideas and SMART goals for curricular planning.

Rebecca Shunk, MD
Professor of Clinical Medicine, Co- Director EdPACT, Associate Chief of Staff for Education San Francisco, VA Health Care System, 

Anna Strewler, MS, AGPCNP-BC
Assistant Professor of Clinical Medicine, Co- Director EdPACT

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

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 (Course Co-Chair)
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

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 (Course Planning Committee Member)
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

Research indicates that principles from Positive Psychology and psychological safety can facilitate a growth mindset, collaboration, optimal engagement and flourishing in learners and teachers. In this interactive workshop, we will explore such principles and examine conditions in the learning environment that elicit psychological safety in learners. In small groups, participants will discover personal and interpersonal educational strategies that create human flourishing and a sense of psychological safety. The workshop will end with group sharing of ways to apply these strategies to participants’ own learning environments.

Carrie Barron, MD
Assistant Professor, Department of Psychiatry DMS and Columbia College of Physicians and Surgeons, Director of Creativity for Resilience Program Dell Medical School, Faculty Affiliate, Center for Health Communications at Dell Medical School

Interested in a clinician-educator career but not quite sure how to be successful? In this workshop, for and by early career educators (1-5 years out of training), participants will explore ways to extend their involvement in medical education at their own institution and identify opportunities to create networks at the local, regional and national level. We will discuss the utility of an educator’s portfolio and participants will start working on their own portfolio, sharing feedback among the group to augment the impact on career development.

Sam Brondfield, MD
Assistant Professor of Medicine, Division of Hematology/Oncology

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

Lekshmi Santhosh, MD, MAEd
Assistant Professor of Medicine, Division of Pulmonary/Critical Care & Hospital Medicine, Associate Program Director, Pulmonary & Critical Care Fellowship

Do you have any leadership roles in your current job? Do you think of yourself as a leader? Do you know your leadership style and how it impacts others? If the answer to the first question is yes, but you’re not so sure about the next questions, this workshop is for you. You will identify what skills and believes you bring to leadership roles and how this impacts others, and gain ideas how to best utilize your strengths and the strengths of others. In addition, we will discuss the importance of formulating a vision and help you create a vision statement to guide your leadership development.

Bruce D. Blumberg, MD
Professor of Pediatrics, UCSF, Professor of Clinical Science, Kaiser Permanente School of Medicine

Josette Rivera, MD
Professor of Medicine, Division of Geriatrics, UCSF

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 or practice, 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 explore facilitators and barriers to potential strategy implementation upon return to their home institutions.

Bill Cutrer, MD MEd (Course Planning Committee Member)
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