Wednesday, September 16 Sessions (Virtual)

Jessica L. De Santis, PhD
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.

*Denotes Sessions with Invited Speaker(s)

“Navigating Uncertainty in Clinical Settings”: The Development, Pilot Implementation, and Evaluation of an Interactive Workshop for Medical Students
Cindy Y. Won, BS (Harvard Medical School); Celeste Royce, MD (Beth Israel Deaconess Medical Center); Galina Gheihman, MD (Mass General Brigham)

Evaluation of an Individualized Learning Plan on Goal-Setting and Medical Student Experiences on an Internal Medicine Acting Internship Rotation
Sarah Wachtel, MD, MPH (University of Colorado School of Medicine)

Refresh, Redesign, Reengage: Transforming a Course on Teaching
Harkirat Minhas, BS; Amy Denman, MA; Sara Scott, MD; Andrew Meyer, MA; Melanie Dabb, MS; Ariane C. Smith, BA; Erin J. Griffin, PhD; Mackenzie A. Smith, BA; Lonika Sood, MBBS, MHPE | Elson S. Floyd College of Medicine, Washington State University

Using Logistic Regression to Predict Student Step 1 Passing & Guide Learning Specialist Interventions
Jacob Woodbury, MS; Pasquale Manzerra, PhD; Amy Prunuske, PhD | University of South Dakota Sanford School of Medicine

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; Kuan Xing, PhD; Patrick Barlow, PhD | University of Iowa Carver College of Medicine

A Clinical Need-Driven Interdisciplinary Medical-Engineering Course Using ECMO as a Problem-Based Learning Case
Shujie Yan, PhD, MD; Bingyang Ji, PhD, MD | Fuwai Hospital

AI-Guided Reflection in Post-Baccalaureate Premedical Education: A Mixed-Methods Evaluation of Metacognition, Self-Efficacy, and Learning Strategy Change
Audrea Burns, PhD; Shelley Kumar, MSc, MS; Antonie Rice, MD | Baylor College of Medicine

The Harold Handoff: Using Sequential Ad-Lib Improv-Style Handoffs to Expose Cognitive Bias and Improve Diagnostic Reasoning in Trainees
Rameez Merchant, MD; Adnan Qureshi, MD; Francisco Gomez, MD; Joel Shenker, MD | University of Missouri; Daniel Harrison, MD (Boston Medical Center); Galina Gheihman, MD (Mass General Hospital)

Bridging Tradition and Innovation: A Needs-Based Faculty Development Framework for Osteopathic Excellence
Olivia Ojano-Sheehan, PhD; Jessica Alexander, PhD; Kendall Brown-Clovis, MEd; Gia DiGiacobbe, MBA; Perry Lin, MD; Julie Masterson, AIS; Susan Williams, PhD | Ohio University Heritage College of Osteopathic Medicine

From Goals to Action: Advancing Faculty and Student Professional Development Through the GROW Coaching Framework
Elisabeth F. M. Schlegel, PhD, MS, MBA, MS(HPPL) (Alice L. Walton School of Medicine); Mary Verstraete (Center for Coaching Excellence)

Centering Student Voice in Social Medicine Education: A Mixed Methods Evaluation
Lauren Charlton, BS; Gregory Null, MA; Allison Serra, MD, MPH | University of Pittsburgh School of Medicine

Institutional Signals, Moral Injury, and Professional Identity Formation Among Underrepresented in Medicine Pediatric Residents
Audrea Burns, PhD (Baylor College of Medicine); Courtney Gilliam, MD (University of Cincinnati College of Medicine); Rebecca Blankenburg, MD, MPH (Stanford School of Medicine); Oriaku A. Kas-Osoka, MD, MEd (University of Arkansas for Medical Sciences); Uchechi Oddiri, MD (Renaissance School of Medicine at Stony Brook University); Chanelle Coble-Myles, MD, MSc (NYU Grossman School of Medicine); Stacy Laurent, MD (University of Illinois at Chicago, Chicago, IL); Brian Lurie, MD, MPH (The Warren Alpert Medical School of Brown University); Tessy Thomas, DO (Geisinger Medical Center)

Perceived Quality of Structured Debriefing of Simulation by Near-Peers vs Faculty: A Mixed Methods Analysis from a Multicenter, Randomized Controlled Non-Inferiority Trial
Shyam Bhagat¹; Harry Sutherland²; Salma Elkolaly³; Rose Healy¹; Kelly Knolton⁴; Sean Thompson⁴; Zachary Lazzari⁴; Rameez Merchant³; Yara Mikhaeil-Demom⁵; Shalane Morales-Nunez⁴; Sarah Parauda⁶; Terry Park⁶; Nicholas Morris⁷; Catherine Albin⁴; Daniel Harrison¹; Galina Gheihman MD⁸ | ¹ Boston Medical Center, ² Yale University, ³ University of Missouri Healthcare, ⁴ Emory University, ⁵ Northwestern University, ⁶ Westchester Medical Center, ⁷ University of Maryland, ⁸ Brigham and Women’s Hospital

*Denotes Session with Invited Speaker(s)

Advanced Clinical Reasoning and EPA Assessment Using an M4 OSCE *
Sara Hock, MD; Michelle Sweet, MD | Rush University

Enhancing the Student Dissection Lab Experience with Customized Histopathology Workups
Robert V. Hill, PhD; Vanessa Reddin, PhD; Shannon Knutson, MSEd; Tahyna Hernandez, MD | Donald and Barbara Zucker School of Medicine at Hofstra/Northwell

DANCE Partner: A Human-in-the-Loop AI Agent for Qualitative Coding of Evaluation Data in Medical Education
Joel H. Robles, Ed.D., MBA; Sara Amani, PhD, MEng; Hugh Stoddard, PhD, MEd | Baylor College of Medicine

AI-Supported Interactive Clinical Reasoning Cases to Strengthen Learning in a Preclinical Neuroscience Course
Galina Gheihman, MD; Tamara B. Kaplan, MD | Mass General Brigham; Kaiying Wang, MD; Stephen Bacchi | University of Adelaide; Oliver Bichsel MD, PhD (University Hospital Zurich, Switzerland)

Panelists: Claire Scully, MS (Harvard Medical School), Annie Printup, MPA (Jacobs School of Medicine and Biomedical Sciences At University of Buffalo); Ginger Ellis, MBA (University of Pittsburgh School of Medicine); Greg Null, MA (University of Pittsburgh School of Medicine)

Moderator: Allison Serra, MD, MPH (University of Pittsburgh School of Medicine) 

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.

Facilitators: Beth Kauppila, MEd; Patricia Schmidt; Chelsea Weaver, PhD | Medical College of Wisconsin

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.

Sunil Jaiman, MBBS; MD; DipRCPath (UK)
Wayne State University School of Medicine 

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

Facilitators: Galina Gheihman, MD (Mass General Brigham); Tamara B. Kaplan, MD (Mass General Brigham); Rameez Merchant, MD (University of Missouri Health Care)

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.

Panelists: Devibala K. Govindarajan, MD; Tapinder Singh, MS | Wayne State University School of Medicine

Moderator: Sunil Jaiman, MBBS, DipRCPath (UK) | Wayne State University School of Medicine

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.

Facilitators: Galina Gheihman, MD (Mass General Brigham); Mattia Rosso, MD (Yale New Haven Hospital); Tatiana Greige, MD (MaineHealth Maine Medical Center)

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

*Denotes Session with Invited Speaker(s)

Curating Professional Identity Formation: Processfolios in Museum-Based Medical Education
Sujal Manohar, MD (University of Pennsylvania); Eden Noah Gelgoot, MB, BCh, BAO (University of Toronto); Nora McCarthy, PhD (University College Cork); Alex Walker, MHS; Margaret S. Chisolm, MD | Johns Hopkins University School of Medicine

Navigating Uncertainty in the Clinical Learning Environment: An Innovative, Interactive, Joint Faculty-Resident Workshop in Family Medicine
Allison M. Lynch, MD; Lesley D. Wilkinson, MD; Julie Celebi, MD; Ming Tai-Seale, PhD, MPH | University of California San Diego; Galina Gheihman, MD (Harvard Medical School and Mass General Brigham)

Collaboration Counts: Elevating Family Medicine Geriatrics Residency Education Through Academic Partnerships
Laura Brusky, MD; Evan Henricks, MD | Medical College of Wisconsin

Bridging the Gap: Implementing a Medical Student Chief Model to Support Psychiatry Clerkships
Gabriel King, BA; Ryan Majinski, BS; Adrienne Parnon, MBA; Jill Sorby, MD; Amanda Liewen, MD | Medical College of Wisconsin

AI Tools for Research and Writing *
Jon Goodell, MLIS, AHIP | Medical College of Wisconsin

Guests: Dimitrios Papanagnou, MD, EdD, MPH; Urvashi Vaid, MD | Sidney Kimmel Medical College at Thomas Jefferson University; Henriette Lundgren, PhD; Karen E. Watkins, PhD | University of Georgia; Victoria J. Marcisk, PhD | Teachers College, Columbia University

Moderator: Galina Gheihman, MD | Harvard Medical School

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?