Wednesday, September 16 Sessions (Virtual)

SPEAKER

Jessica L. De Santis, PhD
Assistant Professor
PhD Educator
Associate Director of Professional Development
Medical College of Wisconsin

This roundtable will discuss how integrating intentional flourishing curriculum into a coaching experience for faculty affects their feelings of purpose, engagement in their work, self-confidence, and overall engagement with their department/institution. This discussion can also explore how coaching is a viable way to encourage overall faculty wellbeing, feedback strategies, and clinical leadership/education strategies.

Navigating Uncertainty in Clinical Settings: The Development, Pilot Implementation, and Evaluation of an Interactive Workshop for Medical Students
Galina Gheihman, MD, Assistant Professor of Neurology; Harvard University

Evaluation of an Individualized Learning Plan on Goal-Setting and Medical Student Experiences on an Internal Medicine Acting Internship Rotation
Sarah Wachtel, MD, MPH, Assistant Professor, Hospitalist

Refresh, Redesign, Reengage: Transforming a Course on Teaching
Harkirat Minhas, BS, Medical Student

Using Logistic Regression to Predict Student Step 1 Passing & Guide Learning Specialist Interventions
Jacob Woodbury, Learning Specialist, University of South Dakota

Does Clerkship Order Matter? Investigating the First and Last Core Clerkship Rotation and its Impact on Medical Student's Performance in NBME Subject Exams
Walter Donich, CQI Analyst

A Clinical Need-Driven Interdisciplinary Medical-Engineering Course Using ECMO as a Problem-Based Learning Case
Shujie Yan, PhD, MD, Associate Professor

AI-Guided Reflection in Post-Baccalaureate Premedical Education: A Mixed-Methods Evaluation of Metacognition, Self-Efficacy, and Learning Strategy Change
Audrea Burns, PhD, Associate Professor

The Harold Handoff: Using Sequential Ad-Lib Improv-Style Handoffs to Expose Cognitive Bias and Improve Diagnostic Reasoning in Trainees
Rameez Merchant, MD, Assistant Professor

Bridging Tradition and Innovation: A Needs-Based Faculty Development Framework for Osteopathic Excellence
Olivia Ojano-Sheehan, PhD, Senior Director; Ohio University Heritage College of Osteopathic Medicine

From Goals to Action: Advancing Faculty and Student Professional Development Through the GROW Coaching Framework
Elisabeth Schlegel, PHD, MS, MBA, MS(HPPL), Assistant Dean, Professor

Centering Student Voice in Social Medicine Education: A Mixed Methods Evaluation
Lauren Charlton, BS, Medical Student

Institutional Signals, Moral Injury, and Professional Identity Formation Among Underrepresented in Medicine Pediatric Residents

Sara Hock, MD, Associate Professor
Michelle Sweet, MD, Associate Professor
Robert V. Hill, PhD, Associate Professor
Joel H. Robles, EdD, MBA, Assistant Professor

Advanced Clinical Reasoning and EPA Assessment Using an M4 OSCE

Enhancing the Student Dissection Lab Experience with Customized Histopathology Workups

DANCE Partner: A Human-in-the-Loop AI Agent for Qualitative Coding of Evaluation Data in Medical Education

AI-Supported Interactive Clinical Reasoning Cases to Strengthen Learning in a Preclinical Neuroscience Course
Galina Gheihman, MD, Assistant Professor of Neurology; Harvard University

SPEAKERS

Claire Scully
Project Manager, Accreditation and CQI
Harvard Medical School

Annie Printup, MPA
Project Manager, Office of Accreditation
Jacobs School of Medicine and Biomedical Sciences
University at Buffalo

Ginger Ellis, MBA

Greg Null, MA

Allison Serra, MD, MPH
Associate Professor

Objectives:

1. Describe innovative approaches for managing accreditation cycles - including digital dashboards and project management-based workflows - and explain how these methods improve efficiency and preparedness in medical education environments.
2. Identify strategies to strengthen a culture of continuous quality improvement (CQI) by integrating CQI practices into committees, curriculum operations, and decision-making structures, and by shifting from compliance-driven activities to proactive, improvement-focused processes.
3. Examine effective stakeholder management techniques for navigating complex academic ecosystems involving curriculum, faculty affairs, student affairs, IT, and clinical partners, with an emphasis on communication practices that support alignment and buy-in.
4. Compare methods used by project managers at different medical schools to streamline accreditation and CQI work, and recognize opportunities for cross-institutional benchmarking, shared learning, and resource exchange.

MCW SPEAKERS

Beth Kauppila, MEd
Education Program Coordinator III

Patricia Schmidt
Education Program Coordinator

Chelsea Weaver, PhD
Assistant Professor

Objectives:

1. Explain key principles of interactive learning.
2. Identify and evaluate a variety of interactive learning strategies.
3. Design a brief interactive learning activity.
4. Engage with and compare hands-on interactive tools and methods.
5. Create a collaborative planning document.

SPEAKER

Sunil Jaiman, MBBS, MD, DipRCPath (UK)

Objectives:

1. Emergence of parallel curricula
2. Generational autonomy in learning
3. Institutional response to third-party ecosystems
4. Financial and equity implications
5. Strategies for principled integration

SPEAKERS

Galina Gheihman, MD
Assistant Professor of Neurology
Harvard University

Tamara B. Kaplan, MD

Rameez Merchant, MD
Assistant Professor

Objectives:

1. Understand how AI technology can transform fundamental principles of pedagogy to create effective, interactive, case-based learning experiences.
2. Use currently available AI-based education technologies to experience their potential and pitfalls (e.g. mini-demonstrations of two examples)
3. Discuss best practices for technology implementation and brainstorm future uses in education.

SPEAKERS

Sunil Jaiman, MBBS, MD, DipRCPath (UK)

Devibala K. Govindarajan, MD

Tapinder Singh, MS

Objectives:

1. Describe key generational shifts influencing contemporary medical learning culture.
2. Analyze how distributed learning ecosystems alter faculty roles and instructional design.
3. Examine the impact of assessment culture on study behaviors and curricular alignment.
4. Identify institutional strategies for evolving beyond lecture-centered models while preserving foundational rigor.
5. Engage in cross-institutional dialogue regarding sustainable educational adaptation.

SPEAKERS

Galina Gheihman, MD
Assistant Professor of Neurology
Harvard University

Mattia Rosso, MD

Tatiana Greige, MD

Objectives:

1. Describe the potential educational value of integrating arts and humanities into health professions education;
2. Identify examples of arts- and humanities-based educational interventions across learner levels
3. Design an arts- or humanities-based educational activity aligned with specific learning objectives in their own educational context

Curating Professional Identity Formation: Processfolios in Museum-Based Medical Education
Sujal Manohar, MD, Medical Resident

Navigating Uncertainty in the Clinical Learning Environment: An Innovative, Interactive, Joint Faculty-Resident Workshop in Family Medicine
Allison M. Lynch, MD, Associate Professor

Collaboration Counts: Elevating Family Medicine Geriatrics Residency Education Through Academic Partnerships
Laura T. Brusky, MD, Assistant Professor

Bridging the Gap: Implementing a Medical Student Chief Model to Support Psychiatry Clerkships
Gabriel King, BA, Medical Student

AI Tools for Research and Writing
Jon Goodell, MLIS, AHIP

SPEAKERS

Galina Gheihman, MD
Assistant Professor of Neurology
Harvard University

Dimitrios Papanagnou, MD, EdD, MPH

Urvashi Vaid, MD

Henriette Lundgren, PhD

Karen E. Watkins, PhD

Victoria J. Marcisk, PhD

Participants will examine how uncertainty manifests across educational contexts and co-create strategies to assess learners’ engagement with uncertainty in clinical and non-clinical learning environments.

Posed questions will include:

1. How do learners identify different types of uncertainty in the various learning environments?
2. What observable learner behaviors might suggest growth in engaging with uncertainty?
3. How could these behaviors be captured or assessed – formally or informally?
4. What are creative, context-sensitive ways to provide feedback or foster reflection?