Tuesday, September 16 Sessions (Virtual Only)
In the event of a Zoom connectivity problem, please contact the IHER team at IHERConference@mcw.edu.
IHER Conference Program
*Invited speaker | For questions, please contact IHERConference@mcw.edu
Featured Invited Oral Presentation Speakers
10:45 – 11:45 a.m.
Using “Forward Feeding” to Support Student Progress
Anna Lama, EdD, MA
Jason Hedrick, PhD
West Virginia University School of Medicine
1:15 – 2:30 p.m.
AI Skills in Medical Education: Where Are We, and What Should You Do to Stay Current?
Stacey Pylman, PhD
Michigan State University College of Human Medicine
John Lowry, PhD
Central Michigan University College of Medicine
9:15 – 10:30 a.m. | Session One, Workshop 1
The Three C’s (Create, Curate, and Connect): Leveraging Technology to Support Active Learning in Healthcare Education
Facilitators: Galina Gheihman, MD, Tamara B. Kaplan, MD; Harvard Medical School and Mass General Brigham
Objectives:
- Discuss common barriers to leveraging technology in healthcare education.
- Learn the Three C’s (Create, Curate, and Connect) Model, a framework to understand the various roles technology can play to promote active learning in healthcare education.
- Explore examples of the Three C’s and practice applying them in one’s own educational setting.
10:30 – 11:45 a.m.
Session One | Campfire Session 1
Undergraduate Medical Education (UME) Coordinators: Do We Want Credentials?
Presenters: Meaghan Hayes, MEd, Medical College of Wisconsin; Heather Roth, BS, Medical College of Wisconsin-Central Wisconsin
The goal of this campfire session is to expose staff to the credentialing options currently available for medical education staff, begin a dialogue about what an optimal program would look like if geared to pre-clinical UME administrative professionals, and gauge the likelihood and feasibility of such programs. We will begin by sharing information about available programs and feedback from participants of those opportunities. We will dive into the gaps that exist in these programs for pre-clinical staff, and briefly explore the literature surrounding the UME staff population. Next, we invite participants to share their ideas on which skills are critical to course coordination and education program management in UME. Participants will also be invited to share their thoughts on professional development and growth in UME, to gauge interest and awareness of trajectories. The session will close with a summary of the group's input and an overview of the authors' next steps. The results from this session will help the authors construct an IRB and project proposal to further explore interest and needs nationally to invest in pre-clinical credentialing programs for administrative staff.
Session Two | Oral Presentations 1
Bridging the Gap: Advancing Medical Student Research and Scholarship with MERAS (Medical Education Research and Scholarship Program)
Rhett Reichard, PhD, Western Atlantic University School of Medicine
Generating Interactive Case Reports from Published Literature with a Large Language Model
Haelynn Gim, BA, Harvard Medical School
Using “Forward Feeding” to Support Student Progress*
Anna Lama, EdD, MA, Jason Hedrick, PhD; West Virginia University School of Medicine
Promote Student Flourishing with TEC-VARIETY in Tech-Enhanced Learning*
Weichao Chen, PhD, Medical College of Wisconsin; Curtis J. Bonk, PhD, Indiana University; John Sandars, MBChB (Hons), MSc, MD, MRCP(UK), MRCGP, FAcadMEd, Diploma in Counselling, Diploma in Palliative Medicine, Cert Ed, FHEA; Edge Hill University Medical School, Ormskirk, United Kingdom*
Keynote Address | Veronica Catanese, MD, MBA | 12 – 1 p.m.
LCME Accreditation: One Eye on the Horizon and the Other Close to Home
Keynote Address Introductions and Opening Remarks
Robert Treat, PhD
Associate Professor, Department of Emergency Medicine
Director of Measurement and Evaluation, Office of Academic Affairs
Medical College of Wisconsin
Rachel Kavanaugh, PharmD, BCACP
Associate Professor
Director of Professional Labs – Year 2
Clinical Sciences Department
Medical College of Wisconsin School of Pharmacy
Lana M. Minshew, PhD, MEd
Assistant Professor, School of Pharmacy | School of Medicine
Medical College of Wisconsin
Veronica Catanese, MD, MBA, currently holds the position of Co-Secretary of the Liaison Committee on Medical Education (LCME) and Senior Director, Accreditation Services, at the Association of American Medical Colleges (AAMC).
1:15 – 2:30 p.m.
Session One | Oral Presentations 2
A Novel Model for Morbidity and Mortality Conferences
Scott Welak, MD, Medical College of Wisconsin
Patient-Facing Volunteering in Medical Education: Impacts on Student Wellbeing and Community Belonging
Sydney R. Karre, BS, Dominic Quiros, BS; Wake Forest University School of Medicine
Operation Conversation: Assessing the Effect of an Elective Student-Development Communication Skills Training Program for Pre-Clinical Medical Students
Allison Dentice, BA, Medical College of Wisconsin
Staff, Faculty, and Students’ Trust in Artificial Intelligence Use in a Research University*
Travis H. Olson, PhD, Virginia Commonwealth University
AI Skills in Medical Education: Where Are We, and What Should You Do to Stay Current?*
Stacey Pylman, PhD, Michigan State University College of Human Medicine*; John Lowry, PhD, Central Michigan University College of Medicine*
Session Two | Panel Session 1
Cultural Humility in the Digital Age: Educating Future Physicians on AANHPI Health
Moderators: Maya Seshan, BS, Adileen Sii, Andrew Doan, Milwaukee Consortium for Hmong Health
Panelists: Maria Chay, BA; Helen Hermus, NP; Tou Ger (Billy) Lor, BA; Kajua B. Lor, PharmD
Wisconsin has the third-largest Hmong population in the U.S., with many residing in the Milwaukee area. This panel will explore the benefits of an online, community-engaged education platform designed to help medical students provide culturally competent care for Asian American, Native Hawaiian, and Pacific Islander (AANHPI) communities. Featuring insights from community health workers and medical educators, we aim to highlight how cultural humility education can evolve in the era of hybrid learning.
2:30 – 3:45 p.m.
Session One | Campfire Session 2
Orienting New Staff to Medical School: We Hope You Love Alphabet Soup from a Fire Hose!
Presenters: Greg Null, MA, Allison Serra, MD, MPH; University of Pittsburgh School of Medicine
In this campfire session, one faculty member and one staff member (partners in leading a new office in a medical school) will explain how an intentional and culture-focused orientation strategy for new team members has allowed them to build a strong, connected, mission-driven team. The facilitators will share their own “horror stories” and the impetus for their approach to building their own team in a different way. They will talk about what is working well at the University of Pittsburgh School of Medicine and will open it up to all in attendance to share their stories and ask questions. The session will begin with a roundtable of horror stories from past onboarding experiences which will lead into the discussion of WHY this group wanted something different. Discussion will include planning (and continued prioritization of need for) staff to learn the ins and outs of a medical school and all its traditions, jargon, and drama. Among others, specific discussion topics include “working with physicians,” “how to spot mistreatment” (and avoid replying to 2 a.m. emails.) Sgro’s ‘Bring yourself to work’ will be shared and discussed, along with resources/best practices.
Session Two | Workshop 2
Generative Artificial Intelligence & Universal Design for Learning: Enhancing Medical Education
Facilitators: Paula Weissman, PhD, Anita Samuel, PhD; Uniformed Services University of the Health Sciences
Objectives:
- Employ multiple means of representation in course materials to improve perception and comprehension for all learners.
- Cultivate multiple means of engagement to stimulate relevance, interest, and persistence.
- Implement multiple means of action and expression.
3:45 – 4:45 p.m.
Session One | Roundtable 1
The Development, Validation, Evaluation, and Scaling of TEACH-ABLE (Transforming Education and Clinical Healthcare through Agent-Based Learning and Evaluation)
Facilitators: Stephen Bacchi, MBBS PhD, Galina Gheihman, MD; Massachusetts General Hospital
This roundtable will focus on the development, validation, evaluation, and scaling of TEACH-ABLE (Transforming Education And Clinical Healthcare through Agent-Based Learning and Evaluation), a large-language model (LLM) enabled platform that supports clinical reasoning and communication skills for healthcare students. In this roundtable, we will first present the development and current capabilities of the TEACH-ABLE platform, developed de novo by our team. We will seek feedback from peer educators about strengths and limitations and understand what additional needs this platform may be able to help fill. Second, we will discuss opportunities to study the implementation and effectiveness of the platform rigorously. We seek feedback on the best research methodologies to capture its educational impact. Finally, we hope to recruit collaborators interested in joining this project to increase its reach. Fostering students’ self-directed learning in healthcare is critical to promoting lifelong learning. Students’ self-directed learning often takes the form of engaging with static didactics or commercially available resources, which raises concerns around inequity of access and credibility of these interventions or their alignment with health profession schools’ curricula or educational best practices. Furthermore, such resources often fail to capture the complexities of scenarios that arise in the clinical setting, limiting students’ opportunities to develop knowledge and skills in assessing and managing issues of health equity, cultural humility, and ethical dilemmas. TEACH-ABLE seeks to address this gap in healthcare education with the creation of a self-directed, LLM-based learning platform that simulates patient encounters in the form of cases and delivers real-time, personalized feedback to learners. Co-created with learners, this platform enables student-directed inquiry not only for components of a patient’s history, but also their examination findings.
Session Two | Campfire Session 3
The Design Sprint Toolkit: How to Plan and Execute
Presenters: Lana Minshew, PhD, MEd, Medical College of Wisconsin; Antonina Johnston, MMEd, MS, Kern National Network
This 45-minutes campfire session introduces participants to the fundamentals of developing a design sprint specifically tailored for health professions education contexts. Participants will gain a practical understanding of how to leverage design thinking methodologies to conduct a design sprint to begin their exploration of education problem. Discussion will also focus on the benefits of conducting a design sprint over hosting a focus group. Participants will leave with a design sprint framework that can be applied in health professions education contexts.
Session outline:
- Introduction (5 min)
- Welcome and brief overview of design sprints
- Key benefits for health professions education: rapid iteration, learner-centered approaches, interdisciplinary collaboration
- Core principles (5 min)
- Adapting the standard design sprint for health professions education
- Understanding the unique constraints of clinical environments
- Balancing evidence-based practice with innovation
- Identifying appropriate stakeholders
- Sprint Framework (5 min)
- Step 1: Problem definition and opportunity identification
- Step 2: What do you want to know? Creating prompts and questions
- Step 3: How will you collect your data?
- Step 4: Implementing your Design Sprint
- Step 5: Organizing, Analyzing, and Using your data
- Interactive Component (10 min)
- Quick exercise: Participants will engage in a rapid design sprint activity -Guided ideation on potential sprint questions
- Conclusion (15 min)
- Resources for further learning
- Q & A and discussion