To address health inequalities in Detroit, community health nights are coordinated between community members, local community organizations and medical students. These programs focus on building trust and fostering communication between community members and the medical community, while increasing their health knowledge.
This interactive and insightful facilitated discussion will address how technology enriched and data-informed adaptive pedagogical strategies can revolutionize the learning experience for physicians in training. These stratgies are grounded in well-known learning theories. The participants will discuss how personalized learning pathways are tailored to individual student needs, enhance self directed learning skills in learners, and can reshape how medical knowledge is imparted and assessed
Returning citizens, individuals who have been previously incarcerated, face significant health disparities. Academic institutions can improve health equity for this community by collaborating with local organizations, while simultaneously enhancing medical student education. The Returning Citizens Clinic, a community-academic partnership founded by medical students, addresses physicians’ accountability for this marginalized population.
As medical board and residency selection standards have evolved, a new and intense emphasis on research and publication throughout the four years of medical school has emerged. In this session, participants are engaged to build a research curriculum that fosters student ideas to drive innovation within research, in particular, in fields such as health equity, health outcomes, and population health.
Technology in medical education is a continuously evolving topic with social media as a more recent tool, providing both positive outcomes and challenges for medical institutions. Participants in this round table session will share their experiences and collaborate to create meaningful and innovative pathways for future state.
This round table introduces a conceptual framework derived from findings of a critical narrative review of pre-matriculation initiatives in medical education. Participants will discuss experiences and challenges related to pre-matriculation initiatives in their respective institutions, their alignment with the proposed conceptual framework, and areas for improvement.
The discussion will delve into post-exam grade adjustment guidelines in medical education, fostering interactive exchanges to address challenges and develop fair grading practices. Participants will share experiences and perspectives to enhance policy effectiveness and collaboration.
Low-fidelity collaborative board games, like PANDEMIC®, can be used to build essential nontechnical teaming competencies that are critical for promoting coordinated, interprofessional learning and working environments. Session participants will experience an abbreviated training developed around a modified version of PANDEMIC® for use within dynamic interprofessional healthcare units.
Medical schools employ a variety of approaches to deliver leadership development curricula. We suggest a “choose your own adventure” longitudinal program, with more general courses initially and students’ ability to select a track of interest later, either leading in the healthcare system, leading in education, or leading in research.
Medical students curious about quality improvement are invited to join the CQI Greenhouse. Students receive guidance as they learn to ask and answer quality-related questions about their curriculum. Students in the Greenhouse initiate and complete projects that build QI skills, strengthen our curriculum, and position themselves for future QI success.
Changing institutional culture is a tremendous task, yet one institution is doing it. Learn how a team of faculty developers impact institutional change using an Appreciative Inquiry framework resulting in a campus-wide plan for health sciences faculty, staff, and students that fosters a flourishing learning environment and engagement for all.
This session will describe an NIH-funded, mixed-methods validation of a faculty development toolkit focused on sex and gender curricular assessment and revision. Quantitative survey results include pre-post knowledge assessments, retrospective pre-post skills self-assessments, faculty perceptions and toolkit reliability. Qualitative data includes cognitive interviews around toolkit comprehension.
Responsible AI usage has become a priority across institutions. This presentation outlines our first step in effective development of professional learning about AI: methods and findings from a strategic needs assessment of faculty, staff, and leaders who support continuing professional development activities.
Abstract: Precision education, tailored to individual needs, enhances student readiness for USMLE Step 1 exams. Our intervention at Khalifa University College of Medicine and Health Sciences yielded significant performance improvements, with over 70% of students surpassing readiness thresholds post-precision education-driven interventions.
Medical curricula are infrequently designed to equip learners with the skills necessary to adapt and thrive in the context of disruptive change (e.g., global pandemic, AI, unexpected organizational changes). Focusing on GME learners and faculty, this workshop will engage participants in the use of an evidence-informed framework to address this gap.
Medical education journals publish variety of article types. Inexperienced authors can struggle to identify journals that are a good fit for their scholarship. This interactive session, led by medical education journal editors, will explore resources and strategies for selecting the best home for their scholarly submissions.
The social determinants of health (SDoH) must be a focus for future healthcare providers. Problem-Based Learning (PBL) has the capacity to enhance student learning of SDoH, through eliciting interactions between learners and a patient’s experiences. Participants in this session will learn to write PBL cases that engage learners in SDoH.
Explore Generative Artificial Intelligence’s (GenAI) potential in medical education through hands-on training with GPT technology. Learn structured prompting techniques and how to harness AI for creating and evaluating content, enhancing workflows and collaboration in faculty development.
