Monday, June 3rd
All times are Eastern Time Zone (Philadelphia, Pennsylvania)
Provisional Program
8:00 am – 5:00 pm (Monday) Registration
9:00 am – 12:00 pm (Monday) Pre-conference Workshop
(Not included in conference registration fee)
Room C-2
Pre-Conference Workshop
Developing Healthcare Leaders through Curricular Offerings that Enhance Emotional Intelligence and Professionalism
This pre-conference workshop will introduce the audience to leadership concepts and the interaction between emotional intelligence, leadership, and patient care. Attendees will participate in active learning experiences focused on potential approaches to developing emotionally intelligent professionals with the necessary leadership skills to succeed in the ever-changing world of healthcare.
Michelle Schmude, EdD, Vice Provost for Enrollment Management and Associate Professor of Medical Education, Geisinger College of Health Sciences
Halle Ellison, MD, Director of Student Wellness and Associate Professor of Surgery, Geisinger College of Health Sciences
Ian McCoog, EdD, Assistant Professor of Medical Education, Geisinger College of Health Sciences
Rose Barham, MD, Physician Pediatric Hospitalist and Faculty, Geisinger College of Health Sciences
Tanja Adonizio, MD, MHPE, Vice Provost of Student Affairs, Assistant Professor of Medical Education, Geisinger College of Health Sciences
12:00 pm – 1:00 pm (Monday)
Lunch for Pre-Conference Workshop Attendees
1:00 pm – 1:30 pm (Monday)
SAC B
Conference Opening & Orientation
Conference Co-Chairs
Elizabeth Kachur, PhD, FAMEE, Director, Medical Education Development, Global Consulting
Mary E. Kollmer Horton, MPH, MA, PhD, Director, Medical Student Research Office, Assistant Professor, Office of Educational Programs, Core Faculty, McGovern Center for Humanities and Ethics, Academic Faculty Liaison to The Albert Schweitzer Fellowship Houston-Galveston, UTHealth Houston McGovern Medical School
Amal Khidir, MBBS, Associate Professor of Pediatrics, Vice Chair of IRB, Weill Cornell Medicine - Qatar
Welcome
APHC President and Host Dennis Novack, MD, Professor of Medicine, Associate Dean of Medical Education, Drexel University College of Medicine
Incoming APHC President Michelle Schmude, EdD, Vice Provost for Enrollment Management and Associate Professor of Medical Education at Geisinger College of Health Sciences
1:30 pm – 2:30 pm (Monday)
SAC B
Introduction: Mary Horton
Keynote 1 - Tolerance for Ambiguity in Professionalism
Paul Han, MD, MA, MPH, is a Senior Scientist at the US National Cancer Institute, Division of Cancer Control and Population Sciences. His clinical background is in general internal medicine and palliative medicine, and his research focuses broadly on risk communication and medical decision making, and specifically on the communication and management of uncertainty in medicine. He is the author of a book, Uncertainty in Medicine: A Framework for Tolerance, and for the past year he has been visiting Norway through a Fulbright Award and working with several scholars to understand how to improve the management of uncertainty in medical education and practice.
Warm up: Participant Introductions
Mary E. Kollmer Horton, MPH, MA, PhD, Director, Medical Student Research Office, Assistant Professor, Office of Educational Programs, Core Faculty, McGovern Center for Humanities and Ethics, Academic Faculty Liaison to The Albert Schweitzer Fellowship Houston-Galveston, UTHealth Houston McGovern Medical School
2:30 pm – 3:00 pm (Monday)
SAC B
Warm up: Participant Introductions
Mary E. Kollmer Horton, MPH, MA, PhD, Director, Medical Student Research Office, Assistant Professor, Office of Educational Programs, Core Faculty, McGovern Center for Humanities and Ethics, Academic Faculty Liaison to The Albert Schweitzer Fellowship Houston-Galveston, UTHealth Houston McGovern Medical School
3:00 pm – 3:15 pm (Monday)
Break and Networking
3:15 pm – 4:15 pm (Monday)
Concurrent Session 1
Room C-2
Oral Presentation Session 1 - Training Tool Innovations
Chair: Jill Konkin
Digitized ASIC Framework: An Innovation for Optimizing Technologies and Innovations for MedEd and Higher Education (#8)
Prevalent heterogeneities in the types and uses of innovations and EdTech could limit their validity and reliability in achieving educational outcomes. ASIC Framework would help to optimize EdTech and innovations for optimal educational impacts.
Joshua Owolabi, MSc., MMedEd, MBA, PhD, PhD, Associate Professor, Philadelphia College of Osteopathic Medicine
Using AI in the Flipped Classroom (#16)
AI can be used in a teaching technique wherein students bring in AI-written replies to bioethics questions. In class, we read and assess them for coherence, jargon, and accuracy, and determine what we need to know to assess the answers' value.
Stephen Hanson, PhD, Associate Professor, Tulane University School of Medicine
VR Training Program to Improve Physician Skill, Knowledge & Confidence in Determining Brain Death & Family Communication (#75)
The variability in determination of brain death and family communication is well documented. Reducing this variation is key to maintaining public trust in this diagnosis and to saving lives through organ donation.
Theresa Daly, MS, Education, Sr. Director, Gift of Life Institute
Room C-4
Oral Presentation Session 2 - Shaping Future Clinicians
Chair: Marconi Monteiro
The Value of Situational Adjustment Tests to Assess Professional Identity Formation (#13)
Situational judgment tests (SJTs) bring the promise of providing admissions committees standardized information about candidates' preprofessional competencies to complement academic metrics and experiences in their applications.
Emil Chuck, PhD, Director of Advising Services, Health Professional Student Association
Exploring Early Exposure: Effectiveness of Pre-clinical Anesthesia Elective in Shaping Students Knowledge and Confidence (#32)
A pre-clinical anesthesiology elective was offered at Baylor College of Medicine, which taught students anesthesiology topics. Then, an attitude survey was sent, which showed significantly increased knowledge and confidence in medical students.
Jeffrey Hauck, BS, Medical Student, Baylor College of Medicine
Multi-specialty Applications to General Pediatrics and Other Specialty Residencies in the U.S. Between 2009-2021 (#24)
Specialty selection among medical students is a vital step in their professional identity formation. Using cross-sectional ERAS data from AAMC, we explore trends in students’ ability to align with one specialty between 2009-2021.
Nitin Vidyasagar, BS, Medical Student, Pritzker School of Medicine
Maria (Lolita) Alkureishi, MD, Associate Professor, University of Chicago Medical Center
Room C-5
Problem-Solving 1- Developing a Process for Implementing Anti-Racism and Equity into the Medical School Curriculum At A New Medical School (#67)
Facilitator: Michelle Schmude
Western Michigan University Medical School has engaged in a process to examine how best to integrate anti-racism and equity principles into the existing curriculum. The process development will be outlined and challenges and barriers discussed.
Cheryl Dickson, MD, MPH, Associate Dean Health Equity, Chief Diversity Officer, Western Michigan University Homer Stryker MD school of Medicine
Kristine Gibson, MD, Assistant Dean Clinical Competency and IPE, Western Michigan University Homer Stryker MD School of Medicine
Room C-6
Roundtable 1 - The Importance of Promoting a Culture of Professionalism in Healthcare and Healthcare Education (#70)
Facilitator: Tanja Adonizio
Healthcare providers are increasingly exhibiting lapses in professionalism that can have negative organizational impacts. When organizations ensure trust, promote shared values, and support ongoing professional development they build resiliency.
Crystal Wright, MD, Professor, Anesthesiology and Director, Center for Professionalism Support & Success, MD Anderson Cancer Center
Maureen Triller, DrPH, Administrative Director, Center for Professionalism Support & Success, MD Anderson Cancer Center
Room C-7
Workshop 1 - Human Flourishing: A Framework to Help Medical School Faculty Thrive and Foster Professional Identity Formation (#5)
Facilitator: Trish Sexton
The goal of this workshop is to share how a faculty development leader implemented a program utilizing the various domains of the KNN Framework and Human Flourishing (as defined by character/caring/practical wisdom) to support faculty in their daily.
Alice Fornari, EdD, VP, Faculty Development, Northwell Health
Jenn Groh, Program Manager, Northwell Health
Room C-8
Workshop 2- Advocacy in Health Care: Professionalism Obligation or Violation? (#68)
Facilitator: Thomas Harter
This session will discuss different types of advocacy within health care professions, and their historical and current functions. We will plumb the ambiguity surrounding advocacy and health care professionalism.
Jennifer Dens Higano, MD, MPP, Physician, Mayo Clinic Department of Physical Medicine and Rehabilitation
Emily Sadecki, MD, MBE, Physician, University of Pennsylvania Department of Family Medicine and Community Health
Fred Hafferty, PhD, Senior Fellow, ACGME Center for Professionalism & the Future of Medicine
4:45 pm – 6:00 pm (Monday)
Symposium 1 - The Past, Present, and Future of the Professionalism Standards
SAC B
Chair: Vijay Rajput, MD, MACP, Chair, Professor Medical Education, Nova Southeastern University, Dr. Kiran C. Patel College of Allopathic Medicine
Panelists:
Richard Cruess, MD, is Professor of Orthopedic Surgery and Health Sciences Education at McGill University. He has taught and carried out independent research on professionalism and professional identity formation in medicine. He was President of the Canadian Orthopedic Association, the American Orthopedic Research Society, and the Association of Canadian Medical Colleges. He is a Companion of The Order of Canada and of L’Ordre National du Québec. (International)
Ming-Jung Ho, MD, DPhil, is a Professor in the Department of Family Medicine and Associate Director of the Center for Innovation and Leadership in Education, and Director of the GUMC Teaching Academy for the Health Sciences, Director of Education Research at MedStar Health at Georgetown University Medical Center (Taiwan Society of Internal Medicine)
Linda Snell, MD, MHPE, FRCPC, MACP, FRCP, FCAHS, is a Professor of Medicine and Health Sciences Education at McGill University and Senior Clinician Educator at the Royal College of Physicians Surgeons of Canada. She has been actively involved in developing the CanMEDS competency framework since its inception and authored the most recent 'Professional Role.' As a clinical teacher and medical educator, she uses the CanMEDS framework in her daily teaching and assessment activities. (Canada)
Martin Fletcher of the Australian Health Practitioner Regulation Agency. (Australia)
7:00 pm - 10:00pm (Monday)
LEEP Dinner (by invitation)
Tuesday, June 4th
7:45 am - 8:45 am (Tuesday)
Concurrent Session 2
Room C-2
Oral Presentation Session 3 - Professional Identity Formation in Undergraduate Education
Chair: Alice Fornari
Professional Identity Formation: A Glimpse of Educational Innovations in a Premedical Foundation Program in Qatar (#14)
The one-year foundation program is designed to prepare students for success in WCM-Q's six-year medical program. This presentation describes the program's initiatives and activities that promote professional identity formation and professionalism.
Rachid Bendriss, EdD, PhD, Professor & Associate Dean, Weill Cornell Medicine-Qatar
A Call for Character Development, Wellness, and Professionalism in Undergraduate Medical Education (UME) (#22)
Findings from a survey on what elements are needed for inclusion in a medical education curriculum on professionalism, as well as the most effective format for a professionalism curriculum in medical education will be presented.
Joann Quinn, PhD, Director, SELECT Competency Assessment, University of South Florida Morsani College of Medicine
Amy Smith, PhD, SELECT Director, University of South Florida Morsani College of Medicine - Lehigh Valley Campus
Kira Zwygart, MD, Associate Dean, Student Affairs, University of South Florida Morsani College of Medicine
Exploring Dental Student Wellness Initiatives and Professional Identity Formation (#25)
Exploration of dental student wellness needs in the context of professional identity formation. Future research will be considered related to student services, initiatives, policies, and programming to support student wellness.
Kate Noonan, PhD, Interim Assistant Dean for Student Affairs, University of Md School of Dentistry.
Eve Desai, DDS, Clinical Assistant Professor and General Practice Director, University of Maryland School of Dentistry.
Sarah Rollor, DDS, Assistant Professor and General Practice Director, University of Md School of Dentistry.
Room C-4
Problem Solving 2- Unveiling the Hidden Curriculum: Aligning Formal and Informal Elements of Professionalism Education (#69)
Facilitator: Trish Sexton
The session will use facilitated group reflections, mini-didactic and small group exercises to guide participants to formulate individually actionable solutions to the question 'How can we enhance professionalism education in the classroom, clinical.
Francesco Bolstad, MA Applied Linguistics, Professor, Nara Medical University
Satoshi Suzuki, Undergraduate Medical Student, Nara Medical University
Subha Ramani, MD, PhD, Associate Professor, Harvard Medical School
Nobutaro Ban, MD, PhD, Professor, Aichi Medical University
Room C-5
Roundtable 2- Mastering Ambiguity of Professionalism Development From Day 1: Exploring the Role of Initial Residency Transition Experience (#74)
Facilitator: Tanja Adonizio
This panel discussion is designed to highlight the important role of positive initial transition experience in the overall success of one’s residency training, especially in professionalism development.
Sarah Luber, MD, ADIO, Internal Medicine, Tower Health
Saral Desai, MD, Resident, Tower Health
Olive Sarubbi, BS, System Director, GME, Tower Health
Abhishek Allam, MD, Resident, Tower Health
8:45 am - 9:00 am (Tuesday)
Break and Networking
9:00 am - 9:15 am (Tuesday)
SAC B
Welcome and Orientation
Chairs: Elizabeth Kachur, Mary Horton, Amal Khidir
9:15 am - 9:45 am (Tuesday)
SAC B
Warm up 2 Game - Ambiguity Bingo
Chairs:
Lauren Azevedo, DO, MS, FAAP, Director of Preclerkship Clinical Education, MSU College of Osteopathic Medicine
Katherine Ruger, EdD, Senior Associate Dean, MSU College of Osteopathic Medicine
Alison Lux, BA, Preclerkship Curriculum Manager, MSU College of Osteopathic Medicine
9:45 am - 11:15 am (Tuesday)
Symposium 2 - Educating for Ambiguity in Professionalism: Perspectives from Different Disciplines
SAC B
Chair: Michelle Schmude, EdD, Vice Provost for Enrollment Management and Associate Professor of Medical Education, Geisinger College of Health Sciences
Panelists:
Katie Boston-Leary, PhD, MHA, MBA, RN, NEA-BC, Director of Nursing Programs, American Nurses Association (Nursing)
Katherine (Kate) McOwen, PhD is the Senior Director of Educational and Student Affairs at the Association of American Medical Colleges where she’s worked for almost 15 years. In her role she has the opportunity to work with educational and administrative leaders, faculty, staff, and students from our nation’s medical schools on a variety of programs supporting their professional growth and development. Before working with the AAMC, Kate directed a bi-directional evaluation system of faculty, courses, programs, and learners at the University of Pennsylvania School of Medicine. (AAMC - Medicine)
Nina Multak, PhD, MPAS, PA-C, DFAAPA, Associate Dean and Randolph B. Mahoney Director of the University of Florida School of Physician Assistant Studies. (Physician Assistants)
Pamela Zarkowski, JD, MPH, Provost and Vice President for Academic Affairs, University of Detroit Mercy (American Society for Dental Ethics)
11:30 am – 12:30 pm (Tuesday)
Concurrent Session 3
Room C-2
Oral Presentation Session 4 - Supporting Professional Identity Formation in a New Generation of Learners
Chair: Trish Sexton
Medical Student Perspectives Regarding the Medical Humanities in the Development of Physician Professional Identity (#18)
Medical Students view the humanities as a vehicle for understanding and developing their professional identity. However, their perceived impact on students’ development as a clinician, researcher, educator or academician varies.
Joshua Anil, MD Student, Student - MS3, University of Pennsylvania Perelman School of Medicine.
Helen Song, MD Student, Student - MS2, University of Pennsylvania Perelman School of Medicine
Horace Delisser, MD, Associate Dean for Diversity and Inclusion, University of Pennsylvania Perelman School of Medicine
Unveiling Professional Identity: Insights from Brazilian Medical Students Using the PIE-Br Instrument (#38)
Examining professional identity in Brazilian medical students using PIE-Br instrument. Initial low awareness transformed by PIE-Br, fostering reflection. Students were surprised by depth and congruence, feeling equipped for identity reflection.
Gabrielle Silveira, PhD, Sao Leopoldo Mandic Medical School
Compassion and Kindness: Ambiguity in Teaching and Role Modeling to a New Generation of Health Professionals (#20)
Technology and social media have impacted newer generations and may be playing a role in how these generations perceive and express kindness. As kindness in medicine allows for better health outcomes and greater patient adherence to care plans.
Tina Takla, BS, Senior, Undergraduate, Nova Southeastern University
Francesca Kroll, BS, Medical student (M1), Nova Southeastern University, Dr. Kiran C. Patel College of Allopathic Medicine
Lauren Fine, MD, Director, Clinical skills, Associate Professor, Nova Southeastern University, Dr. Kiran C. Patel College of Allopathic Medicine
Vijay Rajput, MD, MACP, Chair, Professor Medical Education, Nova Southeastern University, Dr. Kiran C. Patel College of Allopathic Medicine
Room C-4
Recorded Poster 1 & Discussion - Professional Identity Formation & Assessment
Chair: Alice Fornari
How Grading Medical Students Creates Fatal Silence (#53)
The standard of students being graded by superiors in the healthcare team hinders the development of students and limits the continued learning of instructors. This practice poses a potentially fatal shortcoming in the care of patients.
Rachel Kimura, Student, Western Michigan University Homer Stryker M.D. School of Medicine
Cassidy Hinton, Student, Western Michigan University Homer Stryker M.D. School of Medicine
Using Artificial Intelligence Tools to Develop Instruments for Medical School Educator's Self-Assessment and Evaluation (#54)
Self-assessment is an essential tool for medical school educators to continuously improve their teaching effectiveness. Artificial Intelligence can be employed to assess the personal qualities and characteristics of an effective educator.
Thomas Urosevich, OD, MS, FAAO, Assistant Professor of Optometry, Geisinger Commonwealth School of Medicine/Geisinger Eye Institute
Understanding How NYUGSOM Students Experience the Professional Identity Formation (PIF) Curriculum (#56)
We sought to understand how M3 and M4 students view their developing professional identity and experience the PIF Curriculum at NYUGSOM. Student participants viewed the PIF Curriculum as a fundamental foundation to guide the development of PIF.
Lisa Altshuler, PhD, Associate Director, Evaluation and Assessment for the Research on Medical Education Outcomes (ROMEO), New York University Grossman School of Medicine
Interprofessional Identity Formation (#59)
This poster summarizes research on professional and inter-professional identity formation among doctors and nurses. Key findings recommend structured IPE, enhancing communication, fostering empathy, clarifying roles, and emphasizing ethics.
Anne Herx-Weaver, PhD (c), RN, CCRN, CHSE, Educational Specialist III, UMass Chan Medical School
Maria Bajaw, PhD, MD, MSMS, CHSE, Term Lecturer, MGH IHP
Understanding Medical Student Research Experiences Within a Hidden Professional Curriculum (#58)
The hidden curriculum of professionalism of medical school expects student research participation. Participants should understand student perspectives on research engagement, strategies to identify research opportunities, and research experiences.
Karissa Chesky, BS, Medical Student, Baylor College of Medicine
Tommy Liu, BSA, Medical Student, Baylor College of Medicine
Room C-5
Problem Solving 3 - Addressing Accountability: Working with Faculty, Staff and Learners who Fall Short of Expectations (#61)
Facilitator: Halle Ellison
Accountability is essential to professionalism in the health sciences; persons must take responsibility for their actions, including mistakes. This session aids participants in navigating lapses in accountability among faculty, staff and learners.
Stacey Rose, MD, Associate Director, Center for Professionalism, Baylor College of Medicine
Darcy Reed, MD, MPH, Associate Director of Program for Professionalism and Values, Mayo Clinic
Abigail Lara, MD, Assistant Dean for Faculty Relations, University of Colorado, School of Medicine
Jean Raphael, MD, MPH, Medical Director for Medical Student Professionalism, Baylor College of Medicine
Room C-6
Roundtable 3 - Lectures or no Lectures? Ambiguity and Animosity in Preclerkship Medical Education (#47)
Facilitator: Rohini Karunakaran
There is a reason lectures have persisted through millennia and still exist throughout every facet of academics. Lectures can thrive in preclerkship medical education by redesigning the structure and delivery styles in line with the principles of adult learning.
Ghaith Al-Eyd, MD, PhD, Associate Professor of Medical Education, Nova Southeastern University, Dr. Kiran C. Patel College of Allopathic Medicine
Arkene Levy, PhD, Assistant Dean, Professor of Medical Education, Nova Southeastern University, Dr. Kiran C. Patel College of Allopathic Medicine
Vijay Rajput, MD, MACP, Chair, Professor of Medical Education, Nova Southeastern University, Dr. Kiran C. Patel College of Allopathic Medicine
Room C-7
Workshop 3 - Lapses in Professionalism Through an Inclusive Excellence Lens - Combating Microaggressions (#9)
Facilitator: Tanja Adonizio
We will explore professional responsibilities to cultivate ideal institutional learning environments for healthcare stakeholders (students, faculty, staff and patients) with best practices in mitigating lapses of professionalism in microagressions.
Carlos Smith, DDS, MDiv, Associate Dean, Inclusive Excellence, Ethics and Community Engagement, Virginia Commonwealth University School of Dentistry
Adrien DeLoach, PhD, Executive Director Division for Student Engagement and Impact, Virginia Commonwealth University, Office of the VP for Health Sciences
Roy Roach, MS, Director Office of Student Engagement, Office the VP for Health Sciences, Virginia Commonwealth University, Office of the VP for Health Sciences
Room C-8
Problem Solving 3A - Strategize to Decrease Individual, Team, and Institutional Anxiety to Thrive Amid Ambiguity
Facilitator: Michelle Schmude
Anxiety and ambiguity are partners that challenge sustainable effectiveness in healthcare. With a system’s theory perspective, we will generate practical strategies you can use to decrease anxiety promoting individual and group effectiveness.
Karen Schuder, EdD, MDiv, MAM, Executive Director, Founder, Resilient and Sustainable Caring
12:30 pm - 2:00 pm (Tuesday)
Lunch & Business Meeting & Networking
2:00 pm – 3:00 pm (Tuesday)
Concurrent Session 4
Room C-2
Oral Presentation Session 5 - Self-compassion: A Tool for Helping Medical Students Navigate an Experience of Shame in Medical Education
Chair: Jill Konkin
Moral Development during Medical School Clerkships (#27)
In their clerkships, medical students face ethical challenges related to patient care, team dynamics, and the systems in which healthcare occurs. I will describe the nature and impact of these challenges and discuss ways to better support students.
Oliver Schirokauer, PhD, MD, Assistant Professor, Case Western Reserve University
Professional Identity Development and the Recitation of the Hippocratic Oath by Senior Med Students: What Works? (#51)
We will explore the impact of oath recitation on the professional identity development of senior medical students. We will also discuss the potential for evolution/application of the oath within a critical reflective space throughout the MD career.
Andrea Anderson, MD, MEd, Associate Chief of the Division of Family Medicine. Chair, American Board of Family Medicine, The George Washington School of Medicine and Health Sciences
Fred Hafferty, PhD,Senior Fellow, ACGME Center for Professionalism & the Future of Medicine
Exploring the Role of Self-Compassion in Navigating Shame Experiences for Pre-Clerkship Learners (#33)
The medical community may be hesitant to discuss shame, allowing for the development of long-term adverse effects on professionalism. This project aims to equip pre-clerkship students with the confidence to address shame through self-compassion.
Gioconda Mojica, MD, Assistant Professor, McGovern Medical School at UTHealth Houston
Zoe Hirschi, BS, Medical Student, McGovern Medical School at UTHealth Houston
Cultivating Clarity: The Power of Mindfulness in Healthcare (#41)
Attendees will explore practical mindfulness tools to navigate ambiguity in healthcare, focusing on enhancing adaptability, decision-making, communication, stress reduction, resilience, and self-reflection and building valuable insights.
Caryn Katz-Loffman, LSW, Professional Identity Formation Director, HMSOM
Jennifer Knight, MD, HD CEME Master Educator, HMSOM
Room C-4
Panel -1 - Exploring the Limits of Push and Pull Strategies to Eliminate Racism in Healthcare (#49)
Facilitator: Stacey Rose
The speakers will explore a transformative professionalism that dismantles white medical supremacy through pedagogies of anti-oppression and engagement of learners and patients in new paradigms of trust and global human rights consciousness.
Preston Reynolds, MD, PhD, Professor of Medicine, University of Virginia School of Medicine
Carlos Smith, DDS, MDiv, Associate Professor, Associate Dean Inclusive Excellence, Virginia Commonwealth University School of Dentistry
Saleem Razack, MD, Professor of Pediatrics, University of British Columbia
Room C-5
Problem-Solving 4- Next Step 1 - Residency Application and Selection: Medical Student Performance Evaluation (MSPE) and Professionalism (#65)
Facilitator: Tanja Adonizio
This session will collaboratively explore and address challenges associated with the Medical Student Performance Evaluation and Professionalism in the context of residency application and selection by generating innovative solutions & suggestions.
Jaishree Patel, PharmD, Pharmacist, Dale Medical Center
Stephanie Calato, MS/LCPC, Assistant Dean of Student Affairs, University of Illinois College of Medicine Rockford
Niagara Gabbur, MD, OB/GYN Residency Program Director, Zucker School of Medicine at Hofstra/Northwell
Room C-6
Roundtable 4- Professionalism and psychological safety in health professions learning environments (#72)
Facilitator: Rachel Pittmann
This roundtable will discuss the impact of learning environment on professionalism in health professions education. Self-determination theory will be utilized as a framework to foster psychological safety in health professions learning environments.
Flavio Monteiro, EdD, Senior Medical Educator, The University of Texas Medical Branch at Galveston
Era Buck, PhD, Assistant Dean for Educational Development, The University of Texas Medical Branch at Galveston
Karen Szauter, MD, Assistant Dean, Educational Affairs, The University of Texas Medical Branch at Galveston
Room C-7
Workshop 4- Improving Ambiguity Navigation for Pre-Med/Med Students: Critical Thinking about Professionalism and AAMC Competencies (#4)
Facilitator: Michelle Schmude
Teaching students to think critically about the AAMC competencies (AAMC-C) and integrate their own thoughts and values will help them overcome inevitable ambiguity in their educational & professional journeys and develop their professional identity.
Jill Foster, MD, Associate Dean for Pathways and Pipelines, University of Minnesota Medical School
Ayush Shah, MS2, Medical Student, University of Minnesota Medical School
Ana Núñez, MD, Vice-Dean for DEI, University of Minnesota Medical School
Room C-8
Workshop 5- Giving Equitable Feedback to Students on Professionalism Issues (#12)
Facilitator: Halle Ellison
Identify pre-requisites for giving equitable feedback about professionalism. Discuss strategies for engaging in equitable feedback conversations about professionalism issues
Delores Amorelli, EdD, Director of Faculty Educator Development/Assistant Professor of Clinical Science, Kaiser Permanente School of Medicine
Nathalie Feil, MPH, Faculty Development Coordinator, Kaiser Permanente School of Medicine
3:00 pm - 3:15 pm (Tuesday)
Break/Networking
3:15 pm - 4:15 pm (Tuesday)
SAC B
Introduction: Elizabeth Kachur
Keynote 2- Navigating Ambiguity in Professionalism Assessment
Robert Sternszus is a Hospitalist Pediatrician and an Associate Professor of Pediatrics and Health Sciences Education at McGill University with a Master’s Degree in Educational Psychology. He has been intricately involved in medical education having served as a Residency Program Director and currently serving as a member of the Canadian national graduate medical education accreditation committee and as the Professionalism Lead for the Undergraduate Medical Curriculum at the University of McGill. Dr. Sternszus also currently holds the Wendy MacDonald Chair in Pediatric Medical Education in the Department of Pediatrics at McGill University. His scholarship focuses on the areas of resident role modeling, professionalism, and professional identity formation. Dr. Sternszus' contributions to medical education have been recognized by the receipt of a Certificate of Merit from the Canadian Association of Medical Education in 2021 as well as the 2022 Association of Faculties of Medicine of Canada Young Educator Award.
4:15 pm - 4:30 pm (Tuesday)
Break/Networking
2:00 pm – 3:00 pm (Tuesday)
Concurrent Session 5
Room C-2
Game 1- Professionalism Bingo: A Strategy for Engaging Students with a Professionalism Policy (#2)
Facilitator: Tanja Adonizio
Participants will engage in a professionalism bingo activity to familiarize them with a professionalism policy. The activity will include practical application and discussion of experiences that apply to each of the principles of the policy.
Lauren Azevedo, DO, MS, FAAP, Director of Preclerkship Clinical Education, MSU College of Osteopathic Medicine
Katherine Ruger, EdD, Senior Associate Dean, MSU College of Osteopathic Medicine
Room C-4
Panel 2 - Loma Linda University School of Medicine Professionalism Curriculum & Remediation: A Collaborative Growth Framework (#48)
Facilitator: Halle Ellison
This panel discussion is intended to provide educators with an opportunity to discuss professionalism curriculum, remediation, and outcomes at the UME level.
Nickolas Blagojev, Student, Loma Linda University School of Medicine
Andrew Pelson, Student, Loma Linda University School of Medicine
Eleanor Hansen, Student, Loma Linda University School of Medicine
Amy C. Hayton, MD, MPH, Associate Dean of Physician Formation & Wholeness, School of Medicine, Loma Linda University
Grace Oei, MD, MA, HEC-C, Co-Director, Center for Christian Bioethics, Clinical Bioethics Consultant, Loma Linda University
Nadia Aluzri, Student, Loma Linda University School of Medicine
Room C-5
Panel 3 - Exploring the Role of Social Responsibility in Bridging the Medical and Dental Care Gap (#44)
Facilitator: Pamela Zarkowski
Addressing the issue of the medical-dental gap requires a multifaceted approach. One way to effectively address this issue is by promoting and encouraging social responsibility in education and practice.
Shavonne Healy, MSDH, RDH, CEO, A Higher Learning LLC
Howard M Notgarnie, RDH, EdD, FADHA, Co-Owner/Operator of Assistance-on-Demand LLC, Executive Director and Secretary of New Jersey Dental Hygienists' Association, Governing Council Member of American Academy of Dental Hygiene
Suzanne Newkirk, RDH
Room C-6
Roundtable 5 - Can a CBME Approach Help Reduce Ambiguity Around What Should be Core SBS Content in UME Curriculum? (#71)
Facilitator: Rohini Karunakaran
The goal is to provide a forum for medical educators to discuss how the new AAMC CBME approach can assist in determining what key SBS content should be included in the UME curriculum.
Barbara Eckstein, MD, MPH, Course Director - Pathways in Health and Medicine, University of Arizona College of Medicine – Tucson
Amy Hu, MD, Thread Director - SBS and Medical Humanities Curriculum, University of Arizona College of Medicine – Tucson
Room C-7
Workshop 6- Enhancing Medical Students Professionalism Through Co-Curricular Experiences (#63)
Facilitator: Trish Sexton
This problem-solving session will introduce the audience to co-curricular experiences that medical students can engage in to support and enhance their knowledge, skills, attitudes, and behaviors as it relates to the professionalism competency.
Michelle Schmude, EdD, Vice Provost for Enrollment Management and Associate Professor of Medical Education, Geisinger College of Health Sciences
Christopher Lloyd, Medical Student, Geisinger College of Health Sciences
Abigail Norwillo, Medical Student, Geisinger College of Health Sciences
Peter Erickson, Medical Student, Geisinger College of Health Sciences
Room C-8
Workshop 6A - Promote Healthy Professional Boundaries: Institutional and Individual
Facilitator: Ann Blair Kennedy
Healthy limits are critical for effectiveness and sustainability, especially amid ambiguity and ethical challenges. We will look at how to understand and promote healthy boundaries fostering wellness and purpose among healthcare professionals.
Karen Schuder, EdD, MDiv, MAM, Executive Director, Founder, Resilient and Sustainable Caring
Mary E. Kollmer Horton, MPH, MA, PhD, Director, Medical Student Research Office, Assistant Professor, Office of Educational Programs, Core Faculty, McGovern Center for Humanities and Ethics, Academic Faculty Liaison to The Albert Schweitzer Fellowship Houston-Galveston, UTHealth Houston McGovern Medical School
5:30 pm - 6:30 pm (Tuesday)
SAC B
Reception & Mentors/Mentees & Book Exhibit
Wednesday, June 5th
7:45 am - 8:45 am (Wednesday)
Concurrent Session 6
Room C-2
Oral Presentation Session 6 - Curriculum Design
Chair: Marconi Monteiro
Professionalism: Develop Your Own Modules to Suit Your OWN Multicultural Context (#29)
Curriculum design was informed by the six steps of Kernâ’s curriculum design, Adult Learning Theory, & real-life encounters in clinical settings. Interactive instruction using several teaching methodologies to engage 4,000 learners & health providers.
Amal Khidir, MBBS, Associate Professor of Pediatrics, Vice Chair of IRB, Weill Cornell Medicine- Qatar
Khalid Alyafei, MD, Associate Professor of Pediatrics, Sidra Medicine
Magda Youssef, MBChB, Assistant Professor of Clinical Pediatrics, Sidra Medicine
Ahmed Alhammadi, MBChB, Assistant Professor of Clinical Pediatrics, Sidra Medicine
Breaking Bad News OSCE Design (#34)
Teaching senior medical students to 'Break Bad News' is part of curriculum at most universities. Since 2010, an observational study has watched the progression of faculty teaching and results of the study will be discussed.
Mohamud (Mo) Verjee, MD, MBA, Associate Professor of Family Medicine in Clinical Medicine, Weill Cornell Medical College - New York/Qatar
Medical Educator Onboarding: A Professional Development Workshop for Students Planning to Engage in Academic Medicine (#42)
Medical students interested in academic medicine use Kerns Six-Steps to understand curriculum development and evaluation. The session establishes their identities as future physician teachers, and for the facilitator, it fosters growth as a mentor.
Claire OLaughlin, BA, MA, Medical Student MS3, SUNY Downstate COM
Mojdeh Yadolllahikhales, BS, Medicine - Medical Student, SUNY Downstate COM
Room C-4
Panel 4 - Breaking Barriers: Confronting Systemic Racism and Catalyzing Change in Healthcare Professionalism (#50)
Facilitator: Tanja Adonizio
Panel which aims to navigate binational (USA-Brazil) and interdisciplinary perspectives to address systemic racism in healthcare education, unveiling actionable steps for fostering equity and change in professionalism.
Mariana Torquato, MD, Group member, Race.id - Faculdade de Medicina da USP
Vanessa Farrel, MD MPH AAHIVS, Assistant Professor, Medicine HIV, Drexel Partnership Comprehensive Care Practice
Jourdyn Lawrence, PhD, MSPH, Assistant Professor of Epidemiology, Drexel School of Public Health
LaShyra Nolen, Medical Student, Harvard Medical School
Room C-5
Recorded Poster 2 & Discussion - Clinical Training & Professional Identity Formation
Chair: Ann Blair Kennedy
The Significance of Emotional Care in Clinical Practice (#52)
Chair:
Deceptive people’s interactions can harm reputation and business growth, while professional, kind-hearted work enhances the patient experience and investment returns for business stability.
Sofica Bistriceanu, MD, PhD, Dr, EPCCS, APHC member
Mentoring Professionalism in an Online Hybrid Graduate Program (#28)
Online and hybrid graduate nurse practitioner (NP) programs are becoming more prevalent; however, there is minimal face-to-face interactions among faculty and students and students frequently report numerous barriers and challenges.
Robin Gosdin Farrell, DNP, FNP-BC, Associate Clinical Professor, Auburn University College of Nursing
Rachael Sweeney, DNP, AGACNP-BC, FNP-BC, Assistant Clinical Professor; NP Program Coordinator, Auburn University College of Nursing
Joy DeBellis, DNP, FNP-BC, Assistant Clinical Professor, Auburn University College of Nursing
Striking a Balance: The Crucial Role of Extracurricular Activities in Shaping Professionalism in Medical Education (#39)
Explore the pivotal role of extracurricular activities in cultivating professionalism among medical students, emphasizing a balanced approach for comprehensive skill development and curriculum enhancement.
Monaly Ribeiro, Student of Medicine, Student, SÃo Leopoldo Mandic Medical School
Paula Hayakawa Serpa, Student of Medicine, Student, SÃo Leopoldo Mandic Medical School
Bruno Cateb Resende de Oliveira, Student of Medicine, SÃo Leopoldo Mandic Medical School
Gabrielle Silveira, PhD, SÃo Leopoldo Mandic Medical School
Fostering Professionalism Through Student Involvement in Student-Run Clinics and Outreach Programs (#15)
We analyzed student experiences in student-run clinics and outreach programs at the Perelman School of Medicine. These activities strengthened students' connection to the community and reinforced their motivation for medicine.
Horace DeLisser, MD, Associate Dean for Diversity & Inclusion, Perelman School of Medicine
Aidan Crowley, BS, Medical Student, Perelman School of Medicine
Cindy Christian, MD, Asst. Dean for Community Engagement, Perelman School of Medicine
Impact of COVID-19 on Entering Medical Students' Professional Identity Formation (#55)
In this study, we analyzed how COVID-19 impacted entering medical students’ understanding of professional identity. After conducting a thematic analysis, we concluded the pandemic enriched entering medical students' professional identity formation.
Lisa Mayevsky, BA, Research Data Associate, New York University Grossman School of Medicine
Lisa Altshuler, PhD, Associate Director, Evaluation and Assessment for the Research on Medical Education Outcomes, New York University Grossman School of Medicine
Stephanie Zhang
Elizabeth Wargo
8:45 am - 9:00 am (Wednesday)
Break/Networking
9:00 am - 9:15 am (Wednesday)
SAC B
Welcome & Orientation
9:15 am - 9:45 am (Wednesday)
SAC B
Warmup – Quiz
9:45 am - 11:00 am (Wednesday)
SAC B
Symposium 3 - Solutions for Navigating Ambiguity in Professionalism: Global Perspectives
Chair: Tyler Gibb, JD, PhD, Associate Professor, WMU Homer Stryker MD School of Medicine
Panelists:
Mohamed Al-Eraky, MBBCh, MSc, MMEd, PhD, is Associate Professor of Medical Education and Director of the Institute of Health Workforce Development at Gulf Medical University (UAE)
Nicole Johnson, BS, Medical Student (M3), WMU School of Medicine (US)
Jerry M. Maniate, MD, MEd, EMBA, FRCPC, FACP, CCPE, CPC(HC), Associate Professor & Vice Chair of Member Support, University of Ottawa Department of Medicine, and Executive Director and Primary Investigator of the Equity in Health Systems Lab at the Bruyere Research Institute. His academic work and that of the EqHS Lab has been focused on using the lens of health equity, accessibility, and social accountability to explore challenges in our health systems and health professions education systems, including professionalism and professional identity. (Canada)
Carlos Rodrigues da Silva Filho, MD, is a retired professor of internal medicine and geriatrics at the Marília Medical School and was advisor to the Brazilian Ministry of Health (MS) and Ministry of Education (MEC). He is currently academic manager of medicine courses at São Leopoldo Mandic Medical Schools, in the state of São Paulo, Brazil. He was co-formulator of the Brazilian Medical School Accreditation System and is an evaluator of the Brazilian Regulatory System (SINAES) and Latin American Accreditation System. He is interested in medical education and healthcare quality. (Brazil)
Dr Natasha Khursigara Slattery, MB BCh BAO, MEHP. Associate Program Director, Mid-West Intern Network, University of Limerick and University Hospital Limerick. Adjunct Faculty, Royal College of Physicians of Ireland. She is the national lead for the professionalism and professional identity pillar of the EPA-based national Irish Intern (PGY1) curriculum and a lead of the framework for a new training body overseeing the governance of Intern training in Ireland (Ireland)
11:00 am -11:15 am (Wednesday)
Break/Networking
11:15 am - 12:15 pm (Wednesday)
Concurrent Session 7
Room C-2
Oral Presentation Session 7 - Issues of Equity & Bias in Health Care
Chair: Stacey Rose
Mitigating Bias in Identification and Reporting Child Maltreatment (#31)
There is a profound impact of implicit racial and ethnic bias amongst physicians involving the accuracy of suspected child abuse and neglect reporting practices in the United States. Numerous practices can be implemented to mitigate such biases.
Joseph Willner, MS, Medical Student, 4th Year, WMU Homer Stryker MD School of Medicine
Tyler Gibb, JD, PhD, Associate Professor, WMU Homer Stryker MD School of Medicine
Learnings from The Individual Practitioners Peer Affinity Group: Crucial Conversations on Equity in Health Care (#40)
Individual Practitioners Peer Affinity Group: Crucial Conversations on Equity in Healthcare used a 6-month flipped-classroom model to equip individuals with tools & resources to build anti-racist practices resulting in increase in acting for equity.
Amy Arrington, Project Manager, Institute for Healthcare Improvement
Sex Education as Preventative Reproductive Healthcare: The Potential Role of Adolescent Consent (#43)
We sought to apply ethical analysis to determine the most justified role for consent in sex education programs. We determined that there is a strong case built upon the foundations of clinical ethics to justify adolescent consent to these programs.
McKenna Richards, Student, Baylor College of Medicine
Promoting Just Culture Through Professionalism (#37)
This session explains the relevance of just culture, a term applied to healthcare systems to professionalism in medical student education. We will demonstrate how to apply just culture principles to assessment and remediation of medical students.
Anne Jones, DO, MPH, FACOFP, CPE, Assistant Dean of Student Affairs, Rowan University School of Osteopathic Medicine - Stratford, NJ
Daniel Hurst, PhD, ThM, MDiv, MSc, Director of Medical Professionalism, Rowan University School of Osteopathic Medicine - Stratford, NJ
Room C-4
Panel 5 - Seeking a Disciplinary Home for Massage Therapy: Public Health, Palliative Care, or Rehabilitation? (#1)
Facilitator: Francesco Bolstad
Explore the multifaceted role of massage therapy in healthcare through a debate format. Three experts will dissect its relevance in public health, palliative care, or rehabilitation while navigating ambiguity of the profession and professionalism.
Ann Blair Kennedy, LMT, BCTMB, DrPH, Associate Professor and Director, U of South Carolina SOM Greenville
Niki Munk, LMT, PhD, Chair, Associate Professor, Indiana University
Cal Cates, LMT, Executive Director, Healwell
Room C-5
Panel 6- Initiatives to Improve Professionalism in Undergraduate Medical Education (#45)
Facilitator: Marconi Monteriro
Two medical schools will discuss several of the initiatives that have been employed to improve the professionalism of their medical students, housestaff, and faculty. These include:
Part 1. This will be a presentation on the use of medical student evaluations of attendings and residents and their contribution to teacher professionalism. Particular attention will be given to assessment of teacher respect for learners. The presentation will show how the learning environment has been improved through: (i) acknowledgment of positive evaluations through a publicized Honor Roll and monthly awards; and (ii) various interventions for negative evaluations.
Part 2. We’ll examine the essential role of stable small groups as intentional communities of learning that support professional formation of medical students across courses and years. The presentation will describe and share examples of the implementation of restorative community building practices within the curricular structure. Peer assessment of group process value will be reviewed.
John Spandorfer, MD, Associate Dean for Professionalism in Medicine, Thomas Jefferson University
Steven Rosenzweig, MD, Professor and Director of Professionalism Education, Drexel University College of Medicine
Room C-6
Problem Solving 5- Moving Beyond the Individual: Exploring Systems Level Approaches to Support Professionalism in the Healthcare Workplace (#60)
Facilitator: Libby Bradshaw
This session will focus on moving beyond individual behaviors when thinking about professionalism in the healthcare workplace and learning environment. We will seek input and discuss strategies to support professionalism in matrixed organizations.
Halle Ellison, MD, MAS PSHQ, Director of Student Wellness, Associate Professor of Surgery and Palliative Care, Geisinger College of Health Sciences
Michelle Schmude, EdD, MBA, Vice Provost of Enrollment Management, Associate Professor of Medical Education, Geisinger College of Health Sciences
Tanja Adonizio, MD, MHPE, Vice Provost of Student Affairs, Assistant Professor of Medical Education, Geisinger College of Health Sciences
Susan Parisi, MD, Chief Wellness Officer, Geisinger Health System
Room C-7
Workshop 7- Executive Function Skills in Residents - What They Aare and How We Can Use Them to Develop Interventions (#11)
Facilitator: Lisa Altshuler
Define executive skills and give examples of how they relate to performance in medical education. Provide resources on how to evaluate executive skills, discuss how deficits might impact performance in medical education, and provide interventions.
Lynne Havsy Unikel, PhD, Assistant Director of Behavioral Science and Residency Development; Assistant Professor – Adjunct, St Luke's University Health Network,
Abby Rhoads, DO, Associate Program Director and Director of Osteopathic Medicine Education, St Luke's University Health Network
Room C-8
Workshop 8 - How I Wonder What You Are the Arts and Humanities as an Educational Tool to Embrace Ambiguity (#3)
Facilitator: Mary Horton
The humanities can be powerful promoters of professional identity formation. By providing opportunities to view art and experience alternative realities, we can engage learners in embracing ambiguity by developing metacognitive skills.
Jennifer Plant, MD, Med, Professor of Pediatrics, UC Davis Med
Lavjay Butani, MD, Director of Medical Student Professionalism, University of California Davis
Katherine O'Donnell, MD, Associate Dean for Undergraduate Medical Education, Harvard Medical School
Michael Barone, MD, MPH, Vice President, Competency Based Assessment, National Board of Medical Examiners
12:15 pm - 1:30 pm (Wednesday)
SAC B
Introduction: Amal Khidir, MBBS, Associate Professor of Pediatrics, Vice Chair of IRB, Weill Cornell Medicine - Qatar
Keynote 3 & Lunch- Ambiguity in the Remediation of Health Professionals
Adina Kalet, MD, MPH, is a General Internist, Professor of Medicine (tenured) and from September 2019 through February 2024 the Stephen and Shelagh Roell Endowed Chair the Director of the Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education at the Medical College of Wisconsin. In 2023 Dr. Kalet received two national career awards the National Board of Medical Examiners (NBME) John P. Hubbard Award for outstanding contributions to the pursuit of excellence in assessment in medical education and the Association for Academic Medical Colleges (AAMC) Award for Excellence in Medical Education for extraordinary contributions of an individual to the medical education community. Dr. Kalet has written extensively on issues of clinical skills assessment and remediation, educational technology, faculty development and mentoring and professional identity formation assessment. In 2013, along with Dr. Calvin L. Chou she edited Remediation in Medical Education: A Midcourse Correction (Springer) the first book to bring relevant theory and practice from multiple scholarly domains to bare on the challenges of ensuring health professional trainees are fully competent to practice medicine. The second edition of this book was released in September 2023.
A word is ambiguous when it has more than one meaning. Concepts and actions such as medical professionalism and remediation in medical education are rife with ambiguities. Therefore, we are re-quired to make judgments and choices. I choose to define remediation as the act of facilitating a cor-rection for trainees who started out on the journey toward becoming an excellent health professional but have moved off course. I propose that the act of remediation is more akin to amending soil than correcting a defect- but both metaphors apply sometimes. As assessment of clinical competence and professionalism in medical training has become more sophisticated and ubiquitous, educators continue to struggle to find effective and respectful means to work with trainees who don’t meet standards, the vast majority of whom will become practicing professionals. Most medical educators understand what is needed to work effectively with trainees who don’t know enough or haven’t yet mastered the technical aspects of the work, particularly those who have insight into their struggles. The trainees who are most vexing are those who can’t consistently act in accordance with the values of the profession, particularly when they lack self-awareness. In this talk, we will use a couple of “remediation” cases to uncover the ambiguities inherent in medical education and the choices we could make to ad-dress remedial issues to the benefit of individuals and society.
1:30 pm - 1:45 pm (Wednesday)
Break/ Networking
1:45 pm - 2:45 pm (Wednesday)
Concurrent Session 8
Room C-2
Oral Presentation Session 8 - Power Collaboration & Interprofessionalism
Chair: Stacey Rose
Facilitating Learners' Acquisition and Understanding of the Professionals' Position of Power (#19)
Six regulators' websites were searched for misconduct in misuse of a professionals' power. This presentation explores the power position professionals have under the Social Contract and offers educational strategies for teaching and learning.
Stuart Kinsinger, DC MA, Adjunct Faculty, Northeast College of Health Sciences
Bridging the Gap Between Nurses and Respiratory Therapists (#30)
Nurses and respiratory therapists work together in the acute care setting, but often they don't understand each other's areas of expertise. Bringing students from each profession together to collaborate on solving a case study helps bridge this gap.
Darcy Hostetter-Lewis, DNP, MSN, RN, Professor, California State University, Chico
Peggy Beltran, MSRT, RRT-AACS, Instructor, Butte Community College
Joanne Robinson, BSRT, Clinical Instructor, Butte Community College
A Systematic, Interprofessional Approach to Advancing Professionalism (#23)
Geisinger has launched a system-wide professionalism initiative, developing interprofessional standards & embracing just culture approaches in assessing professionalism--all under the auspices of a system-level oversight and accountability committee.
F. Daniel Davis, PhD, Associate Chief, Clinical Ethics and Healthcare Communication, Geisinger Commonwealth School of Medicine
Jennifer Koestler, MD, Associate Dean for Medical Education, Geisinger Commonwealth School of Medicine
Room C-4
Panel 7- Sustaining Empathy: Reconciling with the Unknowability of Suffering (#46)
Facilitator: Rachel Pittmann
Suffering, a very personal experience, is inherent in health care and can be daunting to navigate. The panel will explore our varied journeys through the landscape of suffering and engage participants on embracing suffering and growing from it.
Lavjay Butani, MD, Professor of Pediatrics; Director of Medical Student Professionalism, University of California Davis
Matt Norvell, Dmin, BCC, Spiritual Care and Chaplaincy Clinical Manager & RISE (Resilience In Stressful Events) Team Manager, Johns Hopkins Hospital
Margaret Rea, PhD, Director Student and Resident Wellness, UC Davis
Annemarie Hargadon, MD, Supportive Medicine Clinic, Comprehensive Cancer Center, UC Davis
Room C-5
Recorded Poster 3 & Discussion- Professionalism Viewed through Different Lenses
Chair: Tanja Adonizio
Assessing Professional Development: Creating a Co-Curricular Certification for Osteopathic Medical Students (#36)
The Pre-clinical Career Team is developing a co-curricular certificate program for health profession students. This assessment will evaluate students' professional proficiency and career readiness using our 9-part professional development model.
Madison Tarleton, PhD, Career and Professional Development Counselor, Rocky Vista University
Jeddie Herndon, BA, Career and Professional Development Counselor, Rocky Vista University
Navigating Conversations on the History and Implications of Medical Racism in a PWI (#26)
This presentation describes the approach employed by faculty to introduce a session on the history of medical racism to first-year medical students as a part of the longitudinal framework to embed inclusive excellence in the medical school curriculum.
Debalina Bandyopadhyay, PhD, Assistant Professor of Biochemistry and Molecular Biology, Michigan State University
Lauren Azevedo, DO, Assistant Professor of Pediatrics, Michigan State University
Anissa Mattison, DO, FACOOG, Associate Dean, DMC Campus, Assistant Professor, Osteopathic Surgical Specialties, Michigan State University College of Osteopathic Medicine
Ethical and Professional Challenges of Molecular Genetic Medicine: Where Does the Pathologist Fit? (#17)
With the rise in genomic diagnostics, ethical and professional issues can arise in each phase of genetic testing: pre-analytical, analytical, and post-analytical. Molecular pathologists can serve as valuable resources in addressing these issues.
Alex Tannenbaum, MD, Resident Physician, University of Wisconsin Hospitals and Clinics
Undergraduate Nursing Faculty's Lived Experience of Authentic Leadership in Nursing Education (#57)
The purpose of this research study was to explore the lived experiences of undergraduate nursing faculty and current use of authentic leadership in nursing education. Results showed the positive effects of AL in nursing education.
Krystal Diedrichsen, EdD, MSN, RN, Associate Professor of Nursing, Mount Marty University
Room C-6
Problem-Solving 6 - Pretzels, Crackers, or Wonder Bread: Professionalism policies for social media use and political speech (#64)
Facilitator:
Faculty and deans share the vicissitudes of writing policies on topics fraught with ambiguity and complexity. We'll feature social media issues beyond HIPAA and tensions between free speech, academic freedom, and professional expression.
Seema Baranwal, MD, Senior Associate Dean for Student Affairs, Drexel University College of Medicine
Stacy Ellen, MD, Assistant Dean for Student Affairs, Drexel University College of Medicine
Leon McCrea II, MD, MPH, FAAFP, Deborah J. Tuttle, MD and John P. Piper, MD Vice Dean for Educational Affairs, Associate Professor, Department of Family, Community, and Preventive Medicine, Drexel University College of Medicine
Bisan Salhi, MD, PhD, Assistant Dean for Student Affairs, Diversity, Equity, & Inclusion, Drexel University College of Medicine
Steven Rosenzweig, MD, Professor and Director of Professionalism Education, Drexel University College of Medicine
Room C-7
Roundtable 6 - We Can’t Address What Goes Unacknowledged: White Supremacy Culture, Anti-Blackness, and the Rules of Engagement (#73)
Facilitator: Marconi Monterio
What is the origin story of professionalism; how is it defined; who gets to decide? This session will examine professionalism in healthcare through the lens of White Supremacy Culture and identify practical strategies to mitigate inherent challenges.
Melanie Cosby, PhD, Assistant Professor, Lewis Katz School of Medicine at Temple University
Room C-8
Workshop 9 - The 'Logical SPRINT': Tools You Can Use to Move an Academic Passion-Project or Scholarly Research Across The Finish Line (#10)
Facilitator: Rohini Karunakaran
Lace up your sneakers and join us in a 60-minute Logical Sprint, an immersive skill-building session showcasing two important project management and theory of change tools: A logic model and SPRINT planning. NO PRE-WORK REQUIRED just show up!
Beth West, MA, EdD (in progress - Dec. 2024), Director of the Patricia A.Tietjen, MD Teaching Academy
Nuvance Health - PATMDTA and University of Bridgeport
Marta Korytkowska, PhD, CCC-SLP, Adjunct Faculty NYU; 2nd Year PATMDTA Co-Coordinator; Speech Language Pathologist
2:45 pm – 3:00 pm
Break/ Networking
3:00 pm – 3:45 pm Fireside Chat
SAC B
Interviewer: Mary E. Kollmer Horton, MPH, MA, PhD, Director, Medical Student Research Office, Assistant Professor, Office of Educational Programs, Core Faculty, McGovern Center for Humanities and Ethics, Academic Faculty Liaison to The Albert Schweitzer Fellowship Houston-Galveston, UTHealth Houston McGovern Medical School
Interviewee: Joe Carrese, MD, MPH, FACP is Professor of Medicine at the Johns Hopkins University School of Medicine, a member of the Division of General Internal Medicine at the Johns Hopkins Bayview Medical Center, and a core faculty member of the Johns Hopkins Berman Institute of Bioethics. Dr. Carrese’s scholarship focuses on clinical ethics and professionalism, with a particular interest in medical education, examining ethical issues in the context of cultural diversity and clinical ethics consultation. Dr. Carrese’s peer-reviewed empirical research and non-empirical scholarship has been published in leading medical and bioethics journals, such as JAMA, BMJ, CHEST, Academic Medicine, the Hastings Center Report, the Journal of General Internal Medicine, the Journal of Clinical Ethics, the American Journal of Bioethics and Medical Education .Dr. Carrese is Chair of the Ethics Committee at the Johns Hopkins Bayview Medical Center, Chair of an Institutional Review Board at the Johns Hopkins School of Medicine, and primary care doctor to a panel of patients seen at the Bayview Medical Offices internal medicine clinic on the Johns Hopkins Bayview Medical Center campus.
3:45 pm – 4:00 pm
Summary and Networking
SAC B
Conference Co-Chairs
Elizabeth Kachur, PhD, FAMEE, Director, Medical Education Development, Global Consulting
Mary E. Kollmer Horton, MPH, MA, PhD, Director, Medical Student Research Office, Assistant Professor, Office of Educational Programs, Core Faculty, McGovern Center for Humanities and Ethics, Academic Faculty Liaison to The Albert Schweitzer Fellowship Houston-Galveston, UTHealth Houston McGovern Medical School
Amal Khidir, MBBS, Associate Professor of Pediatrics, Vice Chair of IRB, Weill Cornell Medicine- Qatar
Many thanks to our generous and loyal partners!
Platinum Circle
AMA Journal of Ethics
Drexel University College of Medicine Center for Professionalism and Communication in Health Care
Kern National Network for Flourishing in Medicine
Roseman University College of Medicine
Gold Circle
American Board of Medical Specialties (ABMS)
Case Western Reserve University
Johns Hopkins Berman Institute of Bioethics
Loma Linda University Center for Christian Bioethics
Loyola University Chicago Bioethics Institute
Silver Circle
American Association of Colleges of Osteopathic Medicine (AACOM)
Bronze Circle
ABIM Foundation
If you would like to become a partner, you can find more information: https://bit.ly/APHC2023-24Partnership or contact Barbara Lewis at BLewis@ProfessionalFormation.org.