Thursday, September 17 Sessions (Virtual & In-Person Paper Posters)

MCW SPEAKERS

Kartikey Acharya, MBBS, MPH
Associate Professor of Medicine (Infectious Diseases)

Kathlyn Fletcher, MD
Professor of Medicine (General Internal Medicine)

Daniel Stein, MD
Professor of Medicine (Gastroenterology and Hepatology)

Anna Gaddy, MD
Associate Professor of Medicine (Nephrology)

The goal of our panel is to highlight challenges faced by clinician educators as they on-board students and residents on their team; oversee patient care delivered by them; and evaluate them following observation of these learners over a wide range and varying periods of time, sometimes with very little continuity.

Our panel includes faculty colleagues within Department of Medicine in leadership roles (Residency Program Director, Medical Student Clerkship Director, Vice-Chair for Education) and our focus is to share potential framework for clinician educators, so they feel more prepared to face these challenges.

We will do this with a series of Q&A:

1. What is the minimum time of observation that makes you feel prepared to give meaningful feedback to a learner you are meeting for the first time?
2. If you knew the student or resident is only working with you for one half-day, how do you incorporate them in your schedule? When is the presence of students or residents disruptive rather than productive?
3. Would you finish an evaluation for a student or a resident that you only observed for a brief period? Do you highlight the limitations related to limited observation in your evaluation?
4. As leaders overseeing training programs and in charge of grades and assessment of milestone progress, how do you approach faculty who decline evaluations based on limited period of observation?
5. Case Scenario: You are on call for inpatient work for two weeks. Learner assigned to you for two weeks has one week of vacation planned and with clinic, conferences and some other personal time off (e.g. doctor visits, USMLE exams) for some other days, works with you for two to three half-days spread across the two-week period. If you know this as you start your two-week block, how do you approach the time you have with the learner?
6. Case Scenario: You start your on-call block for one week and your first day coincides with resident’s last day on the rotation.

SPEAKERS

Sarina Schrager, MD, MS

Jensena Carlson, MD

Caroline Hensley, PhD

Objectives:

1. Describe various mediums for creating and disseminating digital scholarship in academic medicine.
2. List and compare methods for evaluating the impact and reach of digital scholarly products.
3. Develop and tailor assessment metrics and shared verbiage regarding digital scholarship for use in promotion and tenure documentation.

Longitudinal Clerkship Service Enhances Medical Student Educational Experience in Neurology
Nathanael Lee, MD, PhD, Clinical Research Fellow

Development and Evaluation of a Musculoskeletal and Skin Unit Escape Room for First-Year Medical Students
Annika Hansen, BS, Medical Student

Building Foundations for AI Success: Data Infrastructure and Culture
Jamie Fairclough, PhD, MPH, MS, Assistant Professor

Designing for Progression: A Structural Analysis of Stackable Credential Models
Kelli Brown, MPH, DrPH, Assistant Professor; Medical College of Wisconsin

MCW SPEAKERS

Zachary A. Pape, PharmD, BCACP
Associate Professor

Jessica Brumm-Larson, PhD
Assistant Professor of Pediatrics

Joelle Worm, MPA
Kern National Network Administrator

Objectives:

1. Participants will understand the key factors which support and hinder flourishing among faculty in health professions education, with a focus on emerging evidence from pharmacy academia and national initiatives.
2. Participants will be able to identify at least one strategy that can be applied to strengthen flourishing within their own academic environments.
3. Participants will learn the main elements of a mind-body skills program that contribute to a reduction in burnout symptoms for healthcare providers.

SPEAKERS

Alice Fornari, EdD
Associate Dean, Vice President, Professor

Kristen Demertzis, PhD

Jeffrey Fritz, PhD
Associate Professor, Associate Director
Medical College of Wisconsin

Objectives:

1. Differentiate between well-being and flourishing frameworks as they are conceptualized in healthcare education literature.
2. Examine how well-being initiatives can exist at the micro, meso, and macro levels.
3. Explore how flourishing frameworks include team, organizational, and societal dimensions of professional life.
4. Identify opportunities for integrating well-being and flourishing approaches within faculty development and healthcare education programs.

MCW SPEAKERS

Nancy Jacobson, MD
Associate Professor (Pediatrics Emergency Medicine)

Sarah Yale, MD
Associate Professor (Pediatrics Hospital Medicine)

Raji Venkitachalam, MD
Assistant Professor (Pediatrics Critical Care)

Matt Scanlon MD
Professor (Pediatrics Critical Care)

Patient safety is essential for every person on a medical team, regardless of specialty or stage of training. Emerging safety science shows that healthcare is a deeply complex sociotechnical system. Rather than viewing human variability as a liability, the new view of safety recognizes it as a critical source of resilience: the adaptive capacity that allows care to succeed under constantly shifting conditions. Despite these advances, patient safety education remains anchored in outdated approaches – most notably root cause analysis – which struggle to account for the complexity of modern healthcare, the interactions between system components, or the realities of everyday clinical work. Unlike the continuous clinical learning that occurs after graduate medical education, ongoing education in patient safety is far less common. As a result, many clinicians continue to encounter – and even teach – legacy frameworks, reinforcing gaps in understanding across classrooms and clinical rotations. The good news is that educators now have access to a growing body of contemporary safety science resources. To meaningfully improve patient safety – and the way we teach it – multidisciplinary alignment is essential. Because so much medical education occurs through real clinical work, both clinical teachers and hospital administrators play a central role in shaping how learners understand, experience, and contribute to safer systems. As a multidisciplinary community of learners and teachers, we must continue to expand our shared understanding of modern safety science, strengthening our ability to practice and teach this essential domain of medicine.

• Minutes 0–5: Introductions of panelists.
• Minutes 6–15: Key concepts in the new view of safety.
• Minutes 15–22: The current state of patient safety education.
• Minutes 22–29: Resources and opportunities to strengthen teaching and learning.
• Minutes 30–37: The role of multidisciplinary approaches in advancing patient safety.
• Minutes 38-50.

SPEAKERS

Galina Gheihman, MD
Assistant Professor of Neurology
Harvard University

Hera Kamdar, MBBS

This roundtable introduces the vision, mission, and early work of CRESCENT, the Consortium for Research and Education in Simulation promoting Excellence in Neurology Training. Formed in 2024 in response to challenges in simulation education including limited faculty time, funding, expertise, and support for career advancement and educational scholarship, the purpose of this collaborative became cultivating a network of educators who utilize, research, and develop expertise in simulation to ultimately improve the care of patients with neurological disorders through simulation science. In this roundtable, we seek and invite input from other career health professions educators, leaders, and researchers to optimize our network aims, priorities, mechanisms, and governance. We seek to understand best practices in building research consortia, securing education research funding, and scaling multi-site research in education innovation. While the core content of CRESCENT has involved using simulation to enhance neurology training and quality of care, our experiences and shared lessons learned have implications far beyond one clinical domain and may have importance for other health professions educators working in simulation innovation. Questions of scaling, funding, sustainability, and methodological rigor will enhance our work and may also be of interest for attendees who can apply these discussions to their own efforts.

MCW SPEAKERS

Katinka Hooyer, PhD, MS
Associate Professor (Family and Community Medicine)

Ashley Pavlic, MD, MA
Associate Professor (Emergency Medicine)

In this conversation, we’ll explore a tension at the heart of modern medical education: the challenge of training physicians to be not only technically excellent, but deeply human. Historically, curricula have been structured, standardized, and efficiency-driven. While we strive to create a meaningful space for cultivating empathy, reflection, and moral imagination through learning communities and required medical humanities, these qualities can be sidelined by student’s focus on the medical facts and exam scores. This is observable, for example, in MCW’s Phase 1 sessions of the The Good Doctor, when students are running through AMBOSS questions while doctor panelists are pouring their hearts out on truth telling in medicine. If compassion and empathy isn’t formally assessed or rewarded, is it truly valued within the system, or simply something we claim to care about? We’ll also discuss the powerful influence of the “hidden curriculum”—what students absorb from the clinical environments around them. When learners are taught empathy in the classroom but witness detachment, time pressure, or burnout in practice, which lessons ultimately shape the kind of physician they become? What can we do as preceptors, attendings, residents and learning community navigators when the system constrains compassion and empathy? This chat won’t shy away from harder questions: whether institutional culture resists humanistic training, whether efforts to prioritize the “soft skills” can feel like an uphill battle, and even whether aspects of medical training may unintentionally erode the very empathy they aim to instill. Ultimately, this fireside chat invites us to reflect on what we truly value in medicine – and whether our current systems are aligned with forming not just skilled technicians, but compassionate healers.

Effects of Prior Healthcare Experience on Academic Success of US Medical Students
Anna Xiang, BS, Medical Student

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 Bhagat, MD, Medical Resident

“Writing for Publication” (W4P): Three-year Implementation and Evaluation of a Seminar-style Longitudinal Course in Scientific Writing for Academic Neurology
Yang Zheng, Resident; Mayo Clinic

Stakeholder Perspectives on Building, Supporting, & Sustaining Clinician Educator Tracks in Neurology Residency: An Explorative Qualitative Study
Ethan Chang, BS, Medical Student

Commercial Learning Resources Are Disproportionately Relied Upon in Pre-Clinical Curricula
Timothy Wardrop, BS, Medical Student

The Critical Role of Physicians, Healthcare Providers, and Medical Education in Combating Human Trafficking
Nathan Barber, BS

Assessment of Universal Notes Usage in WVSOM Classes of 2028-2029
Lindsey Maynard, MS, BS, Medical Student

Benchmarking to Better: Practical Curriculum Quality Improvement with National Data
Kennedi Lewellyn, Medical Student

Empowering Trainees in Neurology Education: Evaluation of the AANAM Efferent Educators Program
Angela Blood. PhD, MPH, MBA, Director, Curriculum Advancement & Research; Association of American Medical Colleges (AAMC)

Commercially Produced Spaced Repetition Resources are Effective and Frequently Used by Students
Lincey Alexida Wilson, MD, MBA, MS, Medical Resident

Enhancing Physical Exam Skills Through Longitudinal POCUS Integration in Pre-Clerkship Education
Claire Buck, BA, Medical Student

A Thematic Analysis of Medical Student’s Anticipated Approaches to Addressing Patient Medication Nonadherence
Petula Walsh-Grant, BA, Research Assistant

Student Perceptions of Accelerated Preclinical Curricula: A Thematic Analysis
Taylor Mendenhall, BS, MBA

Improving Rapport and Trust Between Attending and Residents in General Surgery: A Qualitative Analysis
Paola Terese Farah, MS, BS, Medical Student; Medical College of Wisconsin

MCW SPEAKERS

Beth Kauppila, MEd
Education Program Coordinator III

Jen Fawcett, BS
Education Program Coordinator II

Maddy Strickler, BS
Education Program Coordinator III

As health sciences education continues to evolve across hybrid, virtual, and multi-course learning environments, educators face a growing challenge: how do we meaningfully connect with students? This campfire session, led by the MCW Phase I Integrated Sciences coordinator team, focuses on practical, collaborative approaches to fostering student engagement, identifying learners who may need additional support, and building stronger connections across increasingly complex curricula.

The session will begin with a brief 5–10-minute interactive framing activity to highlight common challenges in maintaining student engagement, supporting learner success, and coordinating across courses in less centralized learning environments. Using the framing activity, the session will shift to a participant-driven discussion. Through guided conversations, participants will be invited to share experiences, tools, and approaches for:

• Monitoring student progress and recognizing early signs of struggle.
• Collaborating across course leadership teams to support learners holistically.
• Creating engaging, student-centered experiences in hybrid and virtual settings.
• Encouraging connection, motivation, and well-being among students.
• Navigating the variety of resources students use while staying focused on learning goals.

Participants will leave with a co-created toolkit based on the discussion.

Flexible Session Flow (45 minutes):

• 0-10 min: Opening remarks and framing of key challenges.
• 0-20 min: Audience poll or prompt to identify shared engagement challenges.
• 20-40 min: Open discussion, idea exchange, and small-group conversations (as space allows).
• 40-45 min: Key takeaways and collective reflections.

This informal, open-format session encourages attendees to actively contribute, exchange ideas, and co-create practical strategies. Facilitators will guide discussion while remaining responsive to participant interests, allowing the conversation to evolve.

SPEAKERS

Rebecca L. Volpe, PhD

Galina Gheihman, MD
Assistant Professor of Neurology
Harvard University

This roundtable introduces the Humanistic Practice Program (HPP), a longitudinal, project-based faculty development model grounded in the Harvard Macy Institute approach and evaluated using Moore’s outcomes framework. Participants will review consensus-derived curricular elements, help refine evaluation strategies, and explore opportunities for multi-institutional collaborative research.