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Webinars

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Webinars


As professional development opportunities arise through online seminars, the CVM Teaching Academy will post any material that can be gathered and made available for everyone to view. 


Date
Title
Description
February 18, 2016
Educational Research - Editors' tips for success in publishing (Panel )

Hosted by IAMSE
Publishing your research results in a journal for medical education can be a very difficult thing to do. There are numerous journals out there, so which one is the most appropriate one for you to choose? Journals have their own focus and topics, their own audience, and their own procedures on reviewing and selecting manuscripts to publish. To help the participants of this seminar in getting their work published, a panel of 5 Editors-in-Chief will present their own journal for medical education and will highlight the unique properties of that specific journal. he journals represented in the panel are Medical Science Educator, Medical Teacher, Teaching and Learning in Medicine, Advances in Health Sciences Education, and Medical Education Online. Each Editor will also bring forward a tip for authors that might be helping them in the process of preparing, submitting and revising materials in such a way it increases the chances of success. After the short presentations, the seminar will be open for questions from the audience.
For further information, see the internal website.

February 11, 2016
Educational Research - Where and how to publish your results

Hosted by IAMSE
In publishing scholarly work, there are several opportunities available to present your results to a specific audience.
  • Presenting at conferences on medical education (oral and poster presentations)
  • Publication in a (scientific) medical education journal
    • Writing skills of the author are important
    • Selecting the right strategy in submitting the work to the most appropriate journal
    • Know how the Editorial Office and Editorial Board of a journal handle the manuscripts received

This webinar will give more insight in the editorial processes of a journal and several concrete strategies to increase the chances of acceptance of their work. The presenter will showcase the internal procedures of IAMSE’s journal Medical Science Educator to explain the attendees what is happening behind the scenes of a journal. Some general advice will be given in order to make the process of submission as successful as possible. At the end of the session the participants will have a better understanding of ways to publish their results.
For further information, see the internal website.

February 4, 2016
Educational Research - How To Find Funding

Hosted by IAMSE
One barrier to research is the attainment of funding resources to launch and continue quality studies. This webinar will outline resources for the early stages of research and provide guidance for grant proposal preparation, if it is determined that external funding is needed. Free and low-cost resources for obtaining preliminary data and sources of external funds will be described. An overview of grant writing and information on where to obtain training will be presented. Information on proposal writing basics, tips to increase the chances of success, the grant application process, and basic proposal and budget requirements will be provided. Potential funding sources appropriate for beginning investigators will also be listed. Suggestions will be offered for revising and resubmitting unsuccessful proposals.
For further information, see the internal website.

January 28, 2016
How to Do Educational Research

Hosted by IAMSE
What is educational research in medical and health professions education? What types of research are conducted? What methods are used? These were illustrated with examples from the literature. Following a brief review of these topics, an example of the educational research process will be provided that examines the choices at each stage of the process.
For further information, see the internal website.

January 21, 2016
Educational Research: How to Get Started

Hosted by IAMSE
This webinar session introduced you to the basics of medical education research and scholarly work.
The discussion included:
  • Topics that can be studied or reported
  • Best practices and challenges
  • Things to consider before engaging in medical education research

For further information, see the internal website.

January 14, 2016
Educational Research: Overview of the Status and Future Direction

Hosted by IAMSE
Medical education research is a relatively new field. These individuals came from diverse backgrounds, with virtually no relevant prior academic achievement. However through the collaborations engendered by the collaboration between medical teachers and academics, the field rapidly evolved.
This webinar covered:
  • Fundamental questions about what are the common threads in educational research. In particular, as the field matures standards for research have evolved.
  • Commonalities of all our research enterprises
  • What is the demarcation between scientific inquiry and other academic pursuits

For further information, see the internal website.

October 8, 2015
Educating Medical Students in a Clinical Environment Throughout the Entire Curriculum

Hosted by IAMSE
Innovative approaches to medical student education in the US have recently been discussed again as the cost of higher education and medical school continue to increase. Creative options have been proposed, including elimination of clinical experiences, requiring historical medical school coursework to be completed in the undergraduate years and shortening the duration of medical school, among others. In this webinar, information about a six year combined Baccalaureate/MD program will be provided. In this program, students are admitted directly from high school and immediately begin integrated undergraduate and medical school coursework. Similar to medical schooling in other countries, this program has over 40 years experience educating students in the heart of the US. With over 3000 graduates, the program has alumni who are instrumental in many aspects of medicine, achieve great success and hold remarkable leadership positions throughout the United States.
For further information, see the internal website.

October 1, 2015
An Accelerated Pathway to Produce 21st Century Primary Care Physicians

Hosted by IAMSE
Innovative approaches to medical student education in the US have recently been discussed again as the cost of higher education and medical school continue to increase. Creative options have been proposed, including elimination of clinical experiences, requiring historical medical school coursework to be completed in the undergraduate years and shortening the duration of medical school, among others. In this webinar, information about a six year combined Baccalaureate/MD program will be provided. In this program, students are admitted directly from high school and immediately begin integrated undergraduate and medical school coursework. Similar to medical schooling in other countries, this program has over 40 years experience educating students in the heart of the US. With over 3000 graduates, the program has alumni who are instrumental in many aspects of medicine, achieve great success and hold remarkable leadership positions throughout the United States.
For further information, see the internal website.

Sept. 24, 2015
Closing the Gap Between Undergraduate Medical Education and Practice Realities of Today and Tomorrow

Hosted by IAMSE
During this session Dr. Dyrbye, the PI on Mayo Medical School’s Accelerating Change in Medical Education Grant, will describe efforts to design, implement, and evaluate a new model of science of health care delivery (SHCD) education, generate milestones specific to SHCD and novel assessment tools, and a ‘resiliency toolbox’ of resources and to better prepare students to care for themselves and each other.
For further information, see the internal website.

Sept. 17, 2015
IAMSE: A Developmental Pursuit of Foundational Scientific Knowledge

Hosted by IAMSE
This session will describe efforts at Vanderbilt University School of Medicine to inculcate attention to the scientific foundations of medicine during the post-clerkship phase (years 3 and 4 in our revised “Curriculum 2.0”). We will discuss “Integrated Science Courses,” which intertwine ongoing foundational learning with clinical experiences to enhance student perception of relevance. We will discuss a model to intentionally foster master workplace learners by articulating a process for ongoing learning throughout one’s medical practice. Finally, we will discuss the use of shared developmental milestones throughout the entire curriculum to measure students’ approach to learning and ongoing knowledge acquisition.

For further information, see the internal website.

Sept. 10, 2015
Evolution and Revolution in Medical Education

Hosted by Dr. Jed David Gonzalo, MD, MSc; Associate Dean for Health Systems Education and Dr. Britta Thompson, MS, PhD: Associate Dean for Learner Assessment and Program Evaluation at Penn State College of Medicine
The session described Penn State College of Medicine’s new Systems Navigation Curriculum (SyNC) which involves building relationships and collaborating with leaders of affiliated health systems in central Pennsylvania to design educational experiences that align medical education with health system needs. SyNC, launched in August 2014, combines a course in the Science of Health Systems with an immersive experience as a patient navigator. We will focus our discussion on the patient navigation component which provides opportunity for value added student roles in clinical settings in the Penn State Hershey Health System and other health systems throughout central Pennsylvania. In addition, we will discuss how the longitudinal curriculum integrates core systems sciences such as health policy, high-value care, and population and public health with two threads related to evidence-based medicine, along with teamwork and leadership training throughout seven modules. Both the curriculum and patient navigation component are designed to allow students to develop the knowledge, skills and attitudes to function effectively amid the complexities of an evolving health system.

For further information, see the internal website.

July 10, 2014
Giving Peer Feedback on Teaching: Trust, Reciprocity and Data

Hosted by Dr. Roben Torosyan, Ph.D.; Director of Teaching and Learning, Bridgewater State University
Anyone can get better at asking positive, productive feedback questions without overlooking potential problem areas or issues.
A few central strategies and insights can make a marked difference in the way your feedback is received and the improvement that it generates. More simply, this seminar puts feedback in perspective so that you see its potential as a genuine tool for improvement and not as a strictly judgmental process, while acknowledging inevitable judgments.

For further information, see the internal website.

May 8, 2014
Flipping without Flopping

Hosted by Russell Mumper, PhD; Vice Dean, John McNeill Distinguished Professor, Professor, UNC/NCSU Joint Dept. of Biomedical Engineering, The University of North Carolina at Chapel Hill, Eshelman School of Pharmacy
Dr. Russell Mumper hit a roadblock in his core Pharmaceutics class. Having taught the class for nearly a decade, including the last four at the University of North Carolina at Chapel Hill, he noticed that students were increasingly more distracted and the majority of his interaction with students was about core, foundational content.
In addition, every year the class scored an average 80 percent on the cumulative final exam. Faced with a mountain of content, not enough time and distracted students, Dr. Mumper was dissatisfied with the results and decided it was time for a change.
Motivated by how engaged his students were in discussions outside of class and during group work, Dr. Mumper decided to flip his class. By flipping the class, in-class time was used to implement active learning strategies. The UNC Eshelman School of Pharmacy had recorded lectures for four years using lecture capture technology. Using the same technology, Dr. Mumper decided to create a library of recordings of critical core content for his students to view prior to coming to class.
Join us for this complimentary webinar and hear how Dr. Mumper conducted his three-year study on the flipped classroom. Learn:

For further information, see the internal website.

January 29, 2014
Facilitating Clickers Effectively

Hosted by Stephanie Chasteen, University of Colorado, Boulder
In this interactive webinar, we’ll explore research-based tips and ideas for using clickers in a way that allows us to achieve the full benefit of questioning (student engagement and deep learning). Stephanie will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Common challenges will be discussed, tips on getting students to productively argue and reason through the questions will be shared, including ways to encourage all students to speak up in response to questions.
For further information, see the internal website.

January 21, 2014
Helping Introverts Thrive in an Active Learning Classroom ,

Hosted by Dr. Nicki Monahan, M.Ed., faculty advisor for staff development at George Brown College in Toronto
Active learning places a premium on participation and collaboration, and that can put introverts at a disadvantage. Fortunately, there are classroom strategies that take introverts' personalities into account and help level the playing field for students wherever they are on the introvert-extrovert spectrum. Learn about them in Helping Introverts Thrive in an Active Learning Classroom.

June 19, 2012
Engage online students with targeted feedback  

Presented by Jill Schiefelbein

This one hour session focused on online students but these suggestions could also be employed in a face to face class. She discussed the following topics.
  • Prompting involvement in discussion boards
  • Use of discussion boards titled "hallway conversation" to answer questions frequently asked by students (instead of email replies)
  • Giving feedback on a regular basis using email templates (e.g. the course has x number of points and to date you have y points, etc.)
Washington State University