Webinars

Publishing your research results in a journal for medical education can be a very difficult thing to do. There are numerous journals out there, so which one is the most appropriate one for you to choose? Journals have their own focus and topics, their own audience, and their own procedures on reviewing and selecting manuscripts to publish. To help the participants of this seminar in getting their work published, a panel of 5 Editors-in-Chief will present their own journal for medical education and will highlight the unique properties of that specific journal. he journals represented in the panel are Medical Science Educator, Medical Teacher, Teaching and Learning in Medicine, Advances in Health Sciences Education, and Medical Education Online. Each Editor will also bring forward a tip for authors that might be helping them in the process of preparing, submitting and revising materials in such a way it increases the chances of success. After the short presentations, the seminar will be open for questions from the audience.
For further information, see the internal website.

One barrier to research is the attainment of funding resources to launch and continue quality studies. This webinar will outline resources for the early stages of research and provide guidance for grant proposal preparation, if it is determined that external funding is needed. Free and low-cost resources for obtaining preliminary data and sources of external funds will be described. An overview of grant writing and information on where to obtain training will be presented. Information on proposal writing basics, tips to increase the chances of success, the grant application process, and basic proposal and budget requirements will be provided. Potential funding sources appropriate for beginning investigators will also be listed. Suggestions will be offered for revising and resubmitting unsuccessful proposals.
For further information, see the internal website.

This webinar session introduced you to the basics of medical education research and scholarly work.
The discussion included:

• Topics that can be studied or reported
• Best practices and challenges
• Things to consider before engaging in medical education research

For further information, see the internal website.

Innovative approaches to medical student education in the US have recently been discussed again as the cost of higher education and medical school continue to increase. Creative options have been proposed, including elimination of clinical experiences, requiring historical medical school coursework to be completed in the undergraduate years and shortening the duration of medical school, among others. In this webinar, information about a six year combined Baccalaureate/MD program will be provided. In this program, students are admitted directly from high school and immediately begin integrated undergraduate and medical school coursework. Similar to medical schooling in other countries, this program has over 40 years experience educating students in the heart of the US. With over 3000 graduates, the program has alumni who are instrumental in many aspects of medicine, achieve great success and hold remarkable leadership positions throughout the United States.
For further information, see the internal website.

During this session Dr. Dyrbye, the PI on Mayo Medical School’s Accelerating Change in Medical Education Grant, will describe efforts to design, implement, and evaluate a new model of science of health care delivery (SHCD) education, generate milestones specific to SHCD and novel assessment tools, and a ‘resiliency toolbox’ of resources and to better prepare students to care for themselves and each other.
For further information, see the internal website.

The session described Penn State College of Medicine’s new Systems Navigation Curriculum (SyNC) which involves building relationships and collaborating with leaders of affiliated health systems in central Pennsylvania to design educational experiences that align medical education with health system needs. SyNC, launched in August 2014, combines a course in the Science of Health Systems with an immersive experience as a patient navigator. We will focus our discussion on the patient navigation component which provides opportunity for value added student roles in clinical settings in the Penn State Hershey Health System and other health systems throughout central Pennsylvania. In addition, we will discuss how the longitudinal curriculum integrates core systems sciences such as health policy, high-value care, and population and public health with two threads related to evidence-based medicine, along with teamwork and leadership training throughout seven modules. Both the curriculum and patient navigation component are designed to allow students to develop the knowledge, skills and attitudes to function effectively amid the complexities of an evolving health system.

For further information, see the internal website.

Dr. Russell Mumper hit a roadblock in his core Pharmaceutics class. Having taught the class for nearly a decade, including the last four at the University of North Carolina at Chapel Hill, he noticed that students were increasingly more distracted and the majority of his interaction with students was about core, foundational content.
In addition, every year the class scored an average 80 percent on the cumulative final exam. Faced with a mountain of content, not enough time and distracted students, Dr. Mumper was dissatisfied with the results and decided it was time for a change.
Motivated by how engaged his students were in discussions outside of class and during group work, Dr. Mumper decided to flip his class. By flipping the class, in-class time was used to implement active learning strategies. The UNC Eshelman School of Pharmacy had recorded lectures for four years using lecture capture technology. Using the same technology, Dr. Mumper decided to create a library of recordings of critical core content for his students to view prior to coming to class.
Join us for this complimentary webinar and hear how Dr. Mumper conducted his three-year study on the flipped classroom. Learn:

For further information, see the internal website.

Active learning places a premium on participation and collaboration, and that can put introverts at a disadvantage. Fortunately, there are classroom strategies that take introverts' personalities into account and help level the playing field for students wherever they are on the introvert-extrovert spectrum. Learn about them in Helping Introverts Thrive in an Active Learning Classroom.