After-TIME Workshops

November 21, 2023 - Title TBD

Session Moderator TBA

Speakers: TBD

Fostering Diverse and Inclusive Learning Environments in Academic Support and Remediation

Speakers: Valeria C. Cohran, MD and Michael B. Spewak, MD

The learning objectives of this presentation were to:

1. Describe the characteristics and benefits of diverse and inclusive learning environments for both learners and coaches.
2. Within the context of academic support and remediation, identify potential barriers to cultivating these environments and understand the impacts of these barriers on individuals and institutions.
3. Craft strategies to help mitigate these challenges in a variety of scenarios and levels of learners.

Feedback in Health Professions Education

Speaker: Mary E. McBride, MD, MEd

The learning objectives of this presentation were to:

1. Discuss the essential role of feedback in clinical education.
2. Outline what makes the feedback conversations effective from the perspective of both the giver and receiver.
3. Define and apply feedback culture.

Curriculum Development Made Simple

Speaker: Robyn A. Bockrath, MD, MEd

The learning objectives of this presentation were to:

1. Describe the six steps of curriculum development for medical education.
2. Identify strategies for designing curricula in your practice as an educator.

Teaching the Physical Exam in the Modern Hospital 

Speaker: Brian T. Garibaldi, MD

The learning objectives of this presentation were to:

1. Describe the challenges of teaching the PE in the modern hospital.
2. Demonstrate the use of the 5-minute moment to teaching physical exam skills.
3. Demonstrate the use of the 10-minute moment to assess and teach physical exam skills.

How Learning Theory Shapes Your Educational Practice

Speakers: Anisha Kshetrapal, MD & Lucas Bruton, MD

The learning objectives of this presentation were to: 

1. Identify how learning theory can shape educational practice and instructional design decisions.
2. Relate published research in learning theory to their current role as medical educators.
3. Discuss how the research might inform or change their teaching.

Make Learning Stick: Cognitive Strategies to Promote Active Learning

Speakers: Conrad Epting, MD, & Candace Mannarino, MD

The learning objectives of this presentation were to: 

1. Describe seven key learning strategies they can use with their students to facilitate effective learning.
2. Design new teaching plans and/or refine existing curriculums to incorporate their strategies.

Integrating Active Learning Strategies into Zoom Sessions

Speaker: David Salzman, MD, MEd

The learning objectives of this presentation were to:

1. Identify several software or application solutions to create participant engagement during a zoom session.
2. Describe the benefits and challenges of each solution.
3. Discuss instructional design principles for integrating these approaches into existing educational sessions.

Bedside Teaching

Speaker: Marianne Tschoe, MD

Rounding with a team provides great learning opportunities, but it often can be difficult to balance education with patient care. In this workshop, we discussed how to teach effectively on rounds using different modalities, including one-minute preceptor and SNAPPS.

Bedside Teaching as Dialogue

Speaker: Walter Eppich, MD, PhD

During this session, we framed bedside teaching as a dialogue between educator and learner. We explored issues related to learner- vs. teacher-centered focus of the interactions as well as the dynamic tension between education and service provision in patient care. Participants also gained practical skills to improve their bedside teaching.

Blended Learning

Speaker: David Salzman, MD, MEd

Blended learning has been described as the "thoughtful integration of classroom face-to-face learning experiences with online learning experiences." Additionally, "there is evidence that blended learning has the potential to be more effective and efficient when compared to a traditional classroom model." A more deliberate approach to including blended learning into the context of any educational activity may assist to reduce the ever-increasing demands on student's time related to patient care and protected learning in the context of limited time due to work-hours regulations. This workshop focused on a thoughtful and deliberate approach to the development and integration of online learning modules to support existing classroom activities.

Creating a Supportive Learning Environment

Speaker: Walter Eppich, MD, PhD

Psychological safety is a belief that allows learners to take interpersonal risk. Effective educators create learning environments that are both supportive yet challenging and in which learners believe they will not be punished or humiliated for speaking up with ideas, questions, concerns or mistakes. After this one-hour interactive didactic session, attendees were able to discuss the role of psychological safety and outline specific strategies to promote it in a variety of teaching settings.

Debriefing Basics for Healthcare Professions Educators

Speaker: Walter Eppich, MD, PhD

This course was designed for simulation educators who want to enhance their healthcare debriefing skills. Through a mixture of interactive didactics, small-group work and debriefing exercises, participants learned the basics of debriefing. That includes: how to create a supportive yet challenging environment, how to structure a debriefing and how to use an honest yet nonthreatening approach in promoting a balanced discussion about areas of strength and improvement.

Feedback & Debriefing

Speaker: Walter Eppich, MD, PhD

Healthcare educators have long recognized the importance of giving effective feedback in improving a learner's performance in clinical settings. A high degree of proficiency in this important skill, however, often remains elusive. Feedback integrated into debriefings and learning conversations, whether after actual clinical encounters or simulation training, can help diagnose learning needs and promote reflective practice. By providing feedback based on observable performance gaps and then using specific communication strategies to elicit the invisible drivers that underlie them, healthcare educators can target instruction to individual learning needs in a variety of domains.

Large-Group Facilitation

Speaker: Walter Eppich, MD, PhD

This workshop was designed for educators who were trying to incorporate more active learning into their large-group teaching but struggled to move past lecturing. When teaching larger groups, it can be particularly challenging to gain and keep the audience's attention in a way that keeps them engaged with the educational content. This workshop helped attendees gain the skills they need to balance essential didactic inputs and learner activation. We encouraged all levels of large-group educators to join us for this interactive workshop.

Large-Group Presenting & Active Learning

Speakers: Walter Eppich, MD, PhD, and James Paparello, MD

Great large-group teaching encompasses much more than just lecturing. This workshop provided attendees with the skills needed to prepare and deliver and effective presentations. It also equipped them with the tools to identify the appropriate active-learning techniques to enhance their large-group teaching. We encouraged all levels of large-group educators to join us for this interactive workshop.

Needs Assessments

Speakers: Lauren Anderson, MEd, and Walter Eppich, MD, PhD

Conducting a thorough needs assessment is an essential component of curriculum development. This workshop was an introduction to the types of needs assessments (e.g., general needs assessments, targeted needs assessments), the necessary components, examples of tools to gather information and how the needs assessment fits into the larger scope of curriculum development.

The Role of Professional Culture in Feedback Conversations

Speaker: Walter Eppich, MD, PhD

Recent work in health professions education has highlighted the important role of professional culture in facilitating the feedback conversations that promote learning. During this session, we explored the culture of feedback in healthcare and discuss how educators can work to improve it. 

Screencasting Workshop

Speaker: James Brucker, MS

This was an introductory hands-on workshop for the either the Windows screencasting program, Camtasia Studio, or the Mac screencasting program, Camtasia for Mac. This class introduced the concept of screencasting and work through a sample screencast, from recording to simple editing to production. This class was presented as a collaboration between the Galter Health Sciences Library and the Feinberg Academy of Medical Educators.

Simulation Debriefing

Speakers: David Salzman, MD, MEd, and Walter Eppich, MD, PhD

This course was designed for simulation educators who wanted to enhance their debriefing skills. The course was structured in two parts: a one-hour interactive didactic session to provide the rational and strategies for facilitating effective debriefings and a subsequent 90-minute workshop with opportunities for debriefing practice. During the 90-minute workshop, attendees gained valuable insight to the debriefing process through video review, structured practice with role-play, use of a debriefing script and focused feedback from faculty.

Simulation Lab Logistics

Speaker: David Salzman, MD, MEd

Maximizing the effectiveness of simulation-based education as an instructional method to create an engaging and interactive learning environment requires not only an understanding of the specific equipment used for a simulation but also the roles various people have in the delivery of an educational session. This session focused on various aspects of implementing a simulation session after goals and objectives for a simulation-based educational session have been developed. In this workshop, we discussed a variety of simulation methods that can complement educational activities. Additionally, we reviewed various considerations required in the design of a simulation session, including type of space for simulations and debriefings, staff necessary to deliver high-quality sessions, the logistical steps in planning a session and the preparations prior to the actual simulation. The session ended with an open-table workshop offering an opportunity for the participants to meet with experts and review specific questions related to intended simulation-based educational activities.

Small-Group Teaching

Speaker: Walter Eppich, MD, PhD

Engaging participants in small-group activities can pose challenges for healthcare educators across the learner spectrum. In this workshop, we explored success factors for facilitating small groups, including active-learning strategies to promote group discussion and reflection. Participants of this session got a better understanding of group dynamics and approaches for dealing with difficult group members.

When Is It Appropriate to Use Simulation?

Speakers: Walter Eppich, MD, PhD; Christine Sang-Shin Park, MD; David Salzman, MD, MEd; James Brucker, MS

Simulation is a rich, immersive approach to skills- and scenario-based education. It is also resource-intensive. As with any instructional tool, educators should know when to employ simulation and when other strategies may be more appropriate. During this session, we discussed learner-focused strategies for deciding which instructional tools and frameworks are appropriate for your needs. We worked through the elements of a well-constructed simulation effort, emphasizing how these support educational goals. We also discussed appropriate alternatives to simulation and how to make outcomes-based instructional decisions.

Writing Learning Objectives

Speakers: Lauren Anderson, MEd, and Walter Eppich, MD, PhD

Creating an effective curriculum requires educators to explicitly state what they want learners to accomplish by the end of the instruction. Writing well-constructed learning objectives can be a challenging, but necessary, step in the process.

In this workshop, we discussed the following:

1. Learning objectives as part of overall curriculum development
2. Types of learning objectives
3. Learning objectives and their relationship to assessment.

We asked participants to work in small groups on writing and editing their own learning objectives.

Great teachers who inspire and nurture are crucial to Feinberg's goal of training future leaders in healthcare. This document on Writing Learning Objectives can assist Feinberg's educators in the continued development of their skills as health professionals. To view more resources available through FAME, visit our Resources page.

To claim CME/CEU credit for this course, you must complete this survey within 48 hours of the event.

Credit Designation Statement
The Northwestern University Feinberg School of Medicine designates this live activity for a maximum of 1.25 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Disclosure Statement
Drs. Kshetrapal and Bruton have no relevant financial relationships with ineligible companies to disclose. Course director Dr. Mary McBride has no relevant financial relationships with ineligible companies to disclose. FSM’s CME Leadership, Review Committee, and Staff have no relevant financial relationships with ineligible companies to disclose.

Accreditation Statement
The Northwestern University Feinberg School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.