皇家华人

Session One

Workshop 1 | MEB, M3850

Revising for Acceptance: Organizing Responses to Reviewer Comments with the CSACR Method

Facilitator: Michael T. Braun, PhD

Objectives:

1. Understand the process of organizing and addressing reviewer comments to turn a revise and resubmit decision from an academic journal into acceptance.
2. Consider the emotional work necessary to prepare yourself for dealing with reviewer comments so you can take the sting out of the substance of the comments.
3. Create a plan for addressing the comments using the CSACR method (Comment, Section, Action, Change, and Response).
4. Discuss ways to make your revision description persuasive to reviewers and editors and consider dilemmas for how to deal with tricky comments.

Session Two

Panel Session 1 | MEB, 3860

Remediation in Healthcare Education

Moderator: Martin Muntz, MD

Daily, health professions educators struggle to find effective and respectful means to work with trainees who struggle to meet standards – most of whom will become practicing clinicians. Society allows and expects the health professions to regulate ourselves, and we must do so as a routine part of education. Drs. Calvin Chou and Adina Kalet will share insights gained from spearheading a second edition of their book, Remediation in Medical Education: A Midcourse Correction, which confirm that health professions education craves frameworks for understanding, diagnosing, and addressing the trainees who struggle and the training programs that work under stress to help them.

Through this session, participants will (1) define remediation in health professions education, (2) name elements of optimal remediation practices, for institutions as well as for learners who struggle, and (3) apply changes in remediation processes to participants' own cases.

Session One

Workshop 3 | HRC, 1210

Human-Centered Design in Your Pedagogical Practice: Developing a Design Toolbox

Facilitator: Lana M. Minshew, PhD, MEd

Objectives:

1. Gain an introductory understanding of human-centered design.
2. Experience and gain a practical understanding of rapid prototyping, creativity, and radical collaboration.
3. Leaning into creativity, curiosity, culture.
4. Share tools for incorporating human-centered design into medical education curriculum.

Session Two

Panel Session 2 | HRC, 1230

Tearing it Down and Starting From Scratch: Lessons Learned from a Complete Curriculum Revision

Moderator: Jacob Peschman, MD, MSPE

Many of the methods used to educate students and residents have been utilized for years primarily because they are the way things have always been done. In some cases, a completely new educational program is needed to better meet the needs of current learners. Any time a significant change occurs as part of a training program, there are implications for the faculty, learners, administrators and program culture, many of which can appear to be so significant that they ultimately prevent change from ever occurring. Our program accepted the need for a complete revision of our education program for General Surgery PG2-5 residents and undertook this change to a flipped classroom model with significant improvement in resident reported satisfaction with the program’s dedication to educational opportunities. The knowledge we gained in completely overhauling our curriculum likely includes overcoming many of the same challenges other programs considering revisions would face, and therefore this panel presents the opportunity for others to benefit from our experience.

Through this session, participants will (1) perform an evaluation of their resident curriculum to determine changes needed, (2) identify potential barriers to implementing curriculum revisions, (3) understand the faculty, learner and administrator perspectives of making a significant change to how education is delivered in a program, and (4) develop the first stages of an action plan to implement a programmatic change.