TIME FAME

Today's Innovations in Medical Education (TIME): TIME-ly Projects from the Medical Educator Certificate and Medical Education Clinical Scholars Programs

Today's Innovations in Medical Education (TIME): The Birth of a Book 4/20/2021 | 4:00-5:00pm Today's Innovations in Medical Education (TIME): The Birth of a Book April 20th, 2021 | 4:00-5:00pm William McGaghie, PhD Professor of Medical Education and Preventive Medicine Learning Objectives At the end of this presentation, participants should be able to: 1. Recognize that an academic book project usually originates from routine work; 2. Recognize that a successful book project depends on a strong idea and game plan; 3. Address practical matters of book preparation, production, and publication; 4. Expose book production mysteries. Disclosure Statement Dr. William McGaghie has nothing to disclose. Course director Dr. Mary McBride has nothing to disclose. Feinberg School of Medicine CME leadership and staff have nothing to disclose: Clara J. Schroedl, MD, Medical Director of CME, Sheryl Corey, Director of CME, Allison McCollum, Senior Program Coordinator, Katie Daley, Senior Program Coordinator, and Rhea Alexis Banks, Administrative Assistant 2.

Today's Innovations in Medical Education (TIME): Understanding and Moving Beyond Bias and Microaggressions: The Impact on Academic Medicine March 16th, 2021 | 4:00-5:00pm Khalilah Latrece Gates, MD Assistant Dean of Medical Education Assistant Professor of Medicine (Pulmonary and Critical Care) and Medical Education Learning Objectives At the end of this presentation, participants should be able to: Define various forms of bias and microaggressions. Identify tools/skills available to reduce bias. Become familiar with the resources available to assist in bias reduction at Feinberg. Disclosure Statement Dr. Khalilah Gates has nothing to disclose. Course director Dr. Mary McBride has nothing to disclose. Feinberg School of Medicine CME leadership and staff have nothing to disclose: Clara J. Schroedl, MD, Medical Director of CME, Sheryl Corey, Director of CME, Allison McCollum, Senior Program Coordinator, Katie Daley, Senior Program Coordinator, and Rhea Alexis Banks, Administrative Assistant 2.

Today's Innovations in Medical Education (TIME): Lessons from Teaching During COVID February 16th, 2021 | 4:00-5:00pm Bennett Goldberg, PhD Director, Research In Higher Education, Training And Evaluation Professor of Physics and Astronomy Learning Objectives At the end of this presentation, participants should be able to: Reflect on their own experiences in teaching during the COVID-19 pandemic and connect them to generalized experiences of instructors. Describe a framework for learning that incorporates faculty, student, content and technology elements and apply the core ideas to their own instructional practice. Recognize key ways cultural change in learning and teaching can be supported in higher education and identify one or two to be personally engaged in their teaching community. Disclosure Statement Dr. Bennett Goldberg has nothing to disclose. Course director Dr. Mary McBride has nothing to disclose. FSM’s CME Leadership and Staff have nothing to disclose: Clara J. Schroedl, MD, Medical Director of Continuing Medical Education, Sheryl Corey, Manager of Continuing Medical Education, Rhea Alexis Banks, Allison McCollum, and Katie Daley.

Today's Innovations in Medical Education (TIME): Gender Group Differences in Milestone Ratings: Exploring Differences in Ratings by Individuals and Clinical Competency Committees Tuesday, January 19, 2021 4:00 p.m. to 5:00 p.m. Stanley J Hamstra, PhD Adjunct Professor of Medical Education Learning Objectives At the end of this presentation, participants should be able to: 1. Describe the importance of Clinical Competency Committees in making decisions regarding progression or graduation 2. Identify the role of group processes in reducing the probability for bias 3. Distinguish between programmatic reporting forms and individual rater assessment tools Disclosure Statement Dr. Stanley Hamstra has nothing to disclose. Course director Dr. Mary McBride has nothing to disclose. FSM’s CME Leadership and Staff have nothing to disclose: Clara J. Schroedl, MD, Medical Director of Continuing Medical Education, Sheryl Corey, Manager of Continuing Medical Education, Rhea Alexis Banks, Allison McCollum, and Katie Daley.

December 22nd - Spearker: Gaurava Agarwal, MD.

Today's Innovations in Medical Education (TIME): Simulation as Assessment in Graduate Medical Education Tuesday, December 15th, 2020 4:00 p.m. to 5:00 p.m. Karen A Mangold, MD, MEd Assistant Professor of Pediatrics (Emergency Medicine) and Medical Education Learning Objectives At the end of this presentation, participants should be able to: 1. Contrast various assessment formats in graduate medical education 2. Discuss how to move learners towards higher order thinking skills using assessments 3. Appraise when simulation is an appropriate method of assessment for a program Disclosure Statement Dr. Karen Mangold has nothing to disclose. Course director Dr. Mary McBride has nothing to disclose. FSM’s CME Leadership and Staff have nothing to disclose: Clara J. Schroedl, MD, Medical Director of Continuing Medical Education, Sheryl Corey, Manager of Continuing Medical Education, Rhea Alexis Banks and Allison McCollum.

Today's Innovations in Medical Education (TIME): From FIRST to SECOND: A National, Cluster Randomized Controlled Trial to Improve the Learning Environment and Resident Well-Being Tuesday, October 20 4:00 p.m. to 5:00 p.m. Yue-Yung Hu, MD, MPH Assistant Professor of Surgery (Pediatric Surgery) Learning Objectives At the end of this presentation, participants should be able to: 1. Summarize the data on duty hour flexibility in surgical residency. 2. Explain the impact of the learning environment on resident well-being. 3. Describe ongoing efforts to improve resident well-being. Click here for more information and a schedule of upcoming TIME lectures. Sponsored by the Feinberg Academy of Medical Educators Credit Designation Statement Northwestern University Feinberg School of Medicine designates this live activity for a maximum of 1.00 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity. Disclosure Statement Dr. Yue-Yung Hu has nothing to disclose. Course director, Dr. Walter Eppich, has nothing to disclose. Feinberg School of Medicine CME leadership and staff have nothing to disclose: Clara J. Schroedl, MD, Sheryl Corey, Rhea Alexis Banks and Allison McCollum. Accreditation Statement The Northwestern University Feinberg School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

Elizabeth Hunt, MD, MPH, PhD Johns Hopkins University School of Medicine Associate Professor, Anesthesiology, Critical Care Medicine, and Pediatrics David S. and Marilyn M. Zamierowski Director of the Johns Hopkins Medicine Simulation Center Co-Chair of the Johns Hopkins CPR Advisory Committee Learning Objectives At the end of this presentation, participants will be able to · Define RCDP and discuss the evidence that supports use of RCDP. · Describe why RCDP is a learner-centered, “precision education” instructional strategy. · Identify opportunities to apply principles of RCDP in your educational setting. Credit Designation Statement The Northwestern University Feinberg School of Medicine designates this live activity for a maximum of 1 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity. Disclosure Statement Dr. Elizabeth Hunt has nothing to disclose. Course director Dr. Walter Eppich has nothing to disclose. FSM’s CME Leadership and Staff have nothing to disclose: Clara J. Schroedl, MD, Medical Director of Continuing Medical Education, Sheryl Corey, Manager of Continuing Medical Education, Rhea Alexis Banks and Allison McCollum. Accreditation Statement The Northwestern University Feinberg School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

Abra L Fant, MD, MS Assistant Professor of Emergency Medicine Learning Objectives At the end of this presentation, participants will be able to · Describe a brief history of QI · Identify key stakeholders in developing and delivering your QI curriculum · Utilize education methodology to develop and deliver your QI curriculum · Describe the use of QI methodology to improve your educational offerings Credit Designation Statement The Northwestern University Feinberg School of Medicine designates this live activity for a maximum of 1 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity. Disclosure Statement Dr. Abra Fant has nothing to disclose. Course director Dr. Walter Eppich has nothing to disclose. FSM’s CME Leadership and Staff have nothing to disclose: Clara J. Schroedl, MD, Medical Director of Continuing Medical Education, Sheryl Corey, Manager of Continuing Medical Education, Rhea Alexis Banks and Allison McCollum. Accreditation Statement The Northwestern University Feinberg School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

TIME-ly Projects from the Medical Educator Certificate Program Lindsay M. Griffin, MD Assistant Professor of Radiology (Pediatric Radiology and Cardiovascular Imaging) "Using adult learning theory to develop case-based independent study" Raj Jain, MD Instructor of Pediatrics and Medicine (General Internal Medicine and Geriatrics) "Novel Injection Curriculum in FM Residency" Joseph A. Posluszny, Jr., MD Assistant Professor of Surgery (Trauma and Critical Care) "Fellow-led SICU morbidity and mortality conferences address patient safety, quality improvement, interprofessional cooperation and ACGME milestones" Allison B. Kessler Vear, MD, MSc Assistant Professor of Physical Medicine and Rehabilitation "Interprofessional Education in the Inpatient Rehabilitation Setting: An Interprofessional Simulated Team Conference"

Unconscious Bias: Awareness, Impact and Strategies in Higher Medical Education Recruitment The academic medicine community is rich with examples of how diversity is critical to the health of our nation. Unconscious bias can directly impact our ability to create and support a diverse and inclusive healthcare workforce. Unconscious/implicit bias refers to the attitudes or stereotypes that affect our understanding, actions and decisions in an unconscious manner. This training session will explore unconscious bias, with a special focus on its impact on admissions and recruitment in undergraduate and graduate medical education. Welcome and Introductory Remarks: Roopal Kundu, MD Associate Dean for MD Admissions Associate Professor for Dermatology and Medical Education Joshua Goldstein, MD Associate Dean for Graduate Medical Education Associate Professor of Pediatrics, Medical Education and Neurology Speakers: Stefanie Hicks Talent Acquisition Partner Northwestern University Cindy Aaronson Senior Performance Consultant Northwestern University Chat Moderator: Tiffany Brown Talent Acquisition Coordinator Northwestern University Discussant: June McKoy, MD, JD, MBA Fellowship Director, Geriatric Medicine Associate Professor of Medicine, Medical Education and Preventive Medicine

Today's Innovations in Medical Education (TIME) 6/16/2020 TIME-ly Projects from the Medical Education Clinical Scholars (MECS) Program

Today's Innovations in Medical Education (TIME) 6/16/2020 - Structuring the Virtual Interview Day Sandra Sanguino, MD, MPH Associate Dean for Student Affairs Associate Professor of Pediatrics and Medical Education Linda Suleiman, MD Director of Diversity and Inclusion, McGaw Medical Center of Northwestern University Assistant Professor of Orthopaedic Surgery and Medical Education Cara Angelotta, MD Assistant Professor of Psychiatry and Behavioral Sciences Susan Gerber, MD, MPH Vice Chair for Education, Department of Obstetrics and Gynecology Associate Professor of Obstetrics and Gynecology and Medical Education Learning Objectives At the end of this presentation, participants should be able to: 1. Describe options for structuring virtual interview day(s) for small and large programs. 2. Identify strategies to engage current trainees in virtual recruitments and meet the needs of interviewees. 3. Understand best practices for diversity and inclusion in virtual interview day environment.

Today's Innovations in Medical Education (TIME) 6/4/2020 FSM Virtual Recruitment: Videos, Websites and Social Media

Today's Innovations in Medical Education (TIME) 5/19/2020 One Step at a Time: Optimiziing Pathology Education with the Use of Technology

2020 February 18 Today's Innovations in Medical Education (TIME) "Teaching Clinical Reasoning: Evidence and Best Practices" Toshiko L. Uchida, MD Medical Director, Clinical Education Center Associate Professor of Medicine (General Internal Medicine and Geriatrics) and Medical Education Learning Objectives At the end of this presentation, participants will be able to: 1. Identify the theoretical underpinnings of clinical reasoning 2. Define the key concepts of clinical reasoning including: semantic qualifiers, problem representation and illness scripts 3. List several evidence-based ways to teach clinical reasoning

2020 January 21 Today's Innovations in Medical Education (TIME) Supporting Clinicians to Practice at their Best – The Changing Role of CME Graham T. McMahon, MD, MMSc President and Chief Executive Officer Accreditation Council for Continuing Medical Education Adjunct Professor of Medical Education and Medicine (Endocrinology) Learning Objectives At the end of this presentation, participants will be able to: 1. Recognize the transition from knowledge transfer to the creation of learning experiences as the evolving currency of professional development. 2. Identify the issues the emerge when there is a confidence-competence gap. 3. Select appropriate assessment approaches that create self-reflection and self-awareness. 4. Develop educational strategies that create curiosity and humility, and longer-term retention.

2019 December 17 Today's Innovations in Medical Education (TIME) Learning Through Talk: Exploring Synergies Between Simulation and Workplace Learning Walter Eppich, MD, PhD Associate Professor of Pediatrics (Emergency Medicine) and Medical Education Learning Objectives At the end of this presentation, participants will be able to: Differentiate the important functions of talk in clinical education Discuss healthcare simulation debriefing as an example of formal learning conversation Describe the intrinsic learning potential of clinical workplace talk such as work-related telephone conversations Identify synergies between simulation and workplace learning

Today's Innovations in Medical Education Using Coaching to Optimize Trainee Performance Priya G. Jain, MD Assistant Professor of Pediatrics (Emergency Medicine) Learning Objectives At the end of this presentation, participants will be able to: 1. Define "coaching" and apply this definition of coaching to medical education. 2. Summarize recent literature around coaching in medical education. 3. Describe an example of a coaching program that has been implemented at Ann & Robert H. Lurie Children's Hospital of Chicago.

Today's Innovations in Medical Education Design Thinking for Health Professions Educators Meredith F. Bone, MD Assistant Professor of Pediatrics (Critical Care) Mobola Tolulope Campbell-Yesufu, MD, MPH Assistant Professor of Medicine (Hospital Medicine) Click here to RSVP for the lecture. Learning Objectives At the end of this presentation, participants will be able to: 1. Describe the essential elements of design thinking. 2. Identify opportunities to incorporate design thinking in their respective health professions education programs. 3. Incorporate elements of design thinking as they develop new curriculum or refine their existing curriculum.

Time Systematic Practice Makes Perfect: Learning Clinical Decision-Making Martin V Pusic, MD, PhD, FRCP(C) New York University School of Medicine Associate Professor, Ronald O. Perelman Department of Emergency Medicine Associate Professor, Department of Pediatrics Director, Division of Learning Analytics

Today's Innovations in Medical Education (TIME) - Teaching Across the Generations in GME James W. Schroeder, Jr., MD, FACS, FAAP Associate Professor of Otolaryngology - Head and Neck Surgery and Medical Education Learning Objectives At the end of this presentation, participants will be able to: 1. Outline the cultural, social and economic factors that shape the key behavioral and motivational characteristics that define people from each generation. 2. Highlight the challenges to teaching and learning related to these characteristic differences and discuss strategies to overcome them. 3. Implement teaching strategies to empower all trainees and faculty to take better care of patients/improve quality of care.

Today's Innovations in Medical Education (TIME) TIME-ly Projects from the Medical Educator Certificate Program "Assessment Criteria for PTB Impressions – A Delphi Study" John T. Brinkmann, CPO Assistant Professor of Physical Medicine and Rehabilitation "A Hands-On Simulation Model to Teach Breast Tanner Staging to Pediatric Residents" Rachel B. Kadakia, MD Assistant Professor of Pediatrics (Endocrinology) "Development of a Comprehensive Pediatric Clinical Pathology Resident Rotation Curriculum" Brenda B. Suh-Lailam, PhD Assistant Professor of Pathology "Rubric Development for Vestibular Rehabilitation Practical Exams in Entry-Level DPT Education" Rachel S. Tappan, DPT Assistant Professor of Physical Therapy and Human Movement Sciences Learning Objectives At the end of this presentation, participants will be able to: 1. Introduce educational projects completed by Feinberg Faculty in the Medical Education Certificate Program. 2. Demonstrate how educational projects serve as needs assessment for larger curricula. 3. Relate how educational projects can translate into educational scholarship and academic productivity.

Today's Innovations in Medical Education (TIME) TIME-ly Projects from the Medical Education Clinical Scholars (MECS) Program "It Takes Two to Tango: The Learners' Responsibility in Processing Feedback" Christie Buonpane, MD Resident, General Surgery "The GBS PRIDE Trial: A Game-Show Based Curriculum for Teaching Obstetrics and Gynecology Residents Principles of Reproductive Infectious Disease (GBS PRIDE)" Sharlay Butler, MD Resident, Obstetrics and Gynecology "Simulation-Based Education for Urgent Medical Complications Common to the Rehabilitation Setting: An Educational Program for Physician Medicine and Rehabilitation Residents" Laura Malmut, MD Resident, Physical Medicine and Rehabilitation "Pediatric Pathophysiology: A Simulation Curriculum for the Pediatric Critical Care Fellow" Candace Mannarino, MD Resident, Pediatrics Learning Objectives At the end of this presentation, participants will be able to: 1. Introduce educational projects completed by McGaw trainees. 2. Demonstrate how educational projects serve as needs assessment for larger curricula. 3. Relate how educational projects during residency/fellowship translate into educational scholarship.

Today's Innovations in Medical Education (TIME) - Curricular Amendments: Teaching Health Equity to All of Our Learners Ashti A. Doobay-Persaud, MD Assistant Professor of Medicine (Hospital Medicine) Mita S. Goel, MD, MPH Associate Professor of Medicine (General Internal Medicine and Geriatrics) Learning Objectives At the end of this presentation, participants will be able to: 1. Describe the current pedagogy and practice of Social Determinants of Health teaching of all learners in medical education (undergraduate and graduate) by examining the results of two recent scoping reviews. 2. Summarize novel or 'best practice' systems of health equity education. 3. Describe innovative curricular solutions to remedy the gaps in health equity education for all learners.

Today's Innovations in Medical Education (TIME) Video-Based Peer Review: Opening the “Black Box” of Surgery Jonah J. Stulberg, MD, PhD, MPH Assistant Professor of Surgery (Gastrointestinal) Learning Objectives At the end of this presentation, participants will be able to: 1. Explain the relationship between video review and patient outcomes. 2. Describe the importance of psychological safety in peer coaching. 3. Summarize current efforts to employ video-based peer review.

Today's Innovations in Medical Education (TIME) - Inspiring Change From Within: What Can We Do to Address Racial and Gender Biases for the Future of Healthcare? Dana M. Thompson, MD, MS Chief of Pediatric Otolaryngology in the Department of Otolaryngology - Head and Neck Surgery Professor of Otolaryngology - Head and Neck Surgery Learning Objectives At the end of this presentation, participants will be able to: 1. Recognize how Implicit and Explicit bias in workspace negatively impact teamwork and patient centric care 2. Learn approaches to manage a patient who discriminates. 3. Learn effective strategies for trainee and faculty development and education. 4. Learn how bias adds to risk of physician burnout. 5. Inspire and encourage self-reflection and acknowledgement of our own biases and how we can collectively be part of the solution.

Today's Innovations in Medical Education (TIME) - The Electronic Educator Portfolio: A Tool to Enhance Learning and Assess Performance Tuesday, February 19* 4:00 p.m. to 5:00 p.m. Robert H. Lurie Medical Research Center Baldwin Auditorium 303 E. Superior St. Chicago, Illinois *Please note corrected date of event Robyn Ann Bockrath, MD Instructor of Pediatrics (Hospital-Based Medicine) Lindsay R. Koressel, MD Instructor of Pediatrics (Hospital-Based Medicine) Michael B. Spewak, MD Instructor of Pediatrics (Hospital-Based Medicine)

Today's Innovations in Medical Education (TIME) Is There a Role for Emotional Intelligence (EI) in Medical Education? A Pilot Program for Training PM&R Residents James A. Sliwa, DO Associate Chair for Medical Education, Department of Physical Medicine and Rehabilitation Professor of Physical Medicine and Rehabilitation, and Medical Education Northwestern University Feinberg School of Medicine Click here to RSVP for the lecture. Learning Objectives At the end of this presentation, participants will be able to: 1. Understand the components of EI. 2. Describe the relationship of EI to the Accreditation Council for Continuing Medical Education Core Competencies. 3. Recognize the potential value of EI to team-based care. Click here for more information and a schedule of upcoming TIME lectures. Sponsored by the Feinberg Academy of Medical Educators. Credit Designation Statement Northwestern University Feinberg School of Medicine designates this live activity for a maximum of 1.00 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity. Disclosure Statement Dr. James Sliwa has nothing to disclose. Course director, Dr. Walter Eppich, has nothing to disclose. The Feinberg School of Medicine's Continuing Medical Education leadership and staff have nothing to disclose. Accreditation Statement The Northwestern University Feinberg School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

Today's Innovations in Medical Education (TIME) Assessing Learners in the Workplace: Guiding Learners to Provide Safe and Effective Care Brigid M Dolan, MD, MEd Assistant Professor of Medicine (General Internal Medicine and Geriatrics)

Today's Innovations in Medical Education (TIME) Mixed Realities In Medical Education – Are We Ready? Tuesday, November 20 4:00 p.m. to 5:00 p.m. Robert H. Lurie Medical Research Center Baldwin Auditorium 303 E. Superior St. Chicago, Illinois Patricia M. Garcia, MD, MPH Associate Dean for Curriculum Professor of Obstetrics and Gynecology, and of Medical Education Northwestern University Feinberg School of Medicine Click here to RSVP for the lecture. Learning Objectives At the end of this presentation, participants will be able to: 1. Compare and contrast augmented and virtual reality. 2. Download and access some common AR/VR/MR applications. 3. Identify potential applications of AR/VR/MR in their learning environments.

Today's Innovations in Medical Education (TIME) Special Time Lecture: Implicit Race and Gender Bias in Healthcare Thursday, November 8th 4:00 p.m. to 5:00 p.m. Robert H. Lurie Medical Research Center Hughes Auditorium 303 E. Superior St. Chicago, Illinois

Today's Innovations in Medical Education (TIME) Special Time Lecture: Implicit Race and Gender Bias in Healthcare Thursday, November 8th 4:00 p.m. to 5:00 p.m. Robert H. Lurie Medical Research Center Hughes Auditorium 303 E. Superior St. Chicago, Illinois

Today's Innovations in Medical Education (TIME) Special Time Lecture: Implicit Race and Gender Bias in Healthcare Thursday, November 8th 4:00 p.m. to 5:00 p.m. Robert H. Lurie Medical Research Center Hughes Auditorium 303 E. Superior St. Chicago, Illinois

Today's Innovations in Medical Education (TIME) Making Phone Connections: Training and Assessing Interprofessional Communication via a Paging Module Tuesday, October 16 4:00 p.m. to 5:00 p.m. Robert H. Lurie Medical Research Center Baldwin Auditorium 303 E. Superior St. Chicago, Illinois Jennifer Trainor, MD Associate Chair for Education, Department of Pediatrics Associate Professor of Pediatrics and Medical Education Northwestern University Feinberg School of Medicine Division of Emergency Medicine Ann & Robert H. Lurie Children’s Hospital of Chicago Click here to RSVP for the lecture. Click here for more information and a schedule of upcoming TIME lectures. Learning Objectives At the end of this presentation, participants will be able to: 1. Discuss the Core Entrustable Professional Activities (EPAs) for entering residency. 2. Identify best practices in interprofessional communication and how they apply to medical student communication. 3. Identify key steps in the creation of an assessment for a communication-related EPA. Sponsored by the Feinberg Academy of Medical Educators. Credit Designation Statement Northwestern University Feinberg School of Medicine designates this live activity for a maximum of 1.00 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity. Disclosure Statement Dr. Jennifer Trainor has nothing to disclose. Course director, Dr. Walter Eppich, has nothing to disclose. The Feinberg School of Medicine's Continuing Medical Education leadership and staff have nothing to disclose. Accreditation Statement The Northwestern University Feinberg School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

Today's Innovations in Medical Education (TIME) Competency-based medical education: A new way forward for residency training Richard K. Reznick, MD, MEd, FRCSC, FACS, FRCSEd (hon), FRCSI (hon) Dean, Faculty of Health Sciences, Queen's University CEO, Southeastern Ontario Academic Medical Organization Friday, September 21st, 2018, 12:00-1:00pm Hughes Auditorium Robert H. Lurie Medical Research Center 303 East Superior Street Chicago, IL 60611

Today's Innovations in Medical Education (TIME) Teaching Accurate Blood Pressure Measurement Across the Continuum of Medical Education Tuesday, August 21 4:00 p.m. to 5:00 p.m. Robert H. Lurie Medical Research Center Baldwin Auditorium 303 E. Superior St. Chicago, Illinois Michael Rakotz, MD, FAAFP, FAHA Vice President, Health Outcomes American Medical Association Assistant Clinical Professor of Family and Community Medicine Northwestern University Feinberg School of Medicine Kate Kirley, MD, MS Director of Chronic Disease Prevention, Improving Health Outcomes group American Medical Association Learning Objectives At the end of this presentation, participants will be able to: 1. Describe why accurate blood pressure measurements are important in hypertension diagnosis and management. 2. List the key steps to measuring blood pressure correctly and the implications of obtaining inaccurate readings. 3. Recognize educational gaps identified in medical students, residents and fellows when learning blood pressure measurement skills and retaining those skills over time. 4. Review educational needs for improving and sustaining blood pressure measurement skills. 5. Propose potential solutions to address educational gaps and needs to improve blood pressure measurement skills. Sponsored by the Feinberg Academy of Medical Educators. Credit Designation Statement Northwestern University Feinberg School of Medicine designates this live activity for a maximum of 1.00 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity. Disclosure Statement Drs. Michael Rakotz and Kate Kirley have nothing to disclose. Course director, Dr. Walter Eppich, has nothing to disclose. The Feinberg School of Medicine's Continuing Medical Education leadership and staff have nothing to disclose. Accreditation Statement The Northwestern University Feinberg School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

Power of Collective Wisdom: Effective Use of Clinical Competency Committees in UME and GME Tuesday, July 17 4:00 p.m. to 5:00 p.m. Robert H. Lurie Medical Research Center Baldwin Auditorium 303 E. Superior St. Chicago, Illinois Celia O’Brien, PhD Assistant Professor of Medical Education Northwestern University Feinberg School of Medicine Learning Objectives At the end of this presentation, participants will be able to: 1. Define purpose of clinical competency committees in UME and GME. 2. List features of effective group decision-making. 3. Compare and contrast the use of numeric ratings vs. narrative feedback in judging competency. 4. Discuss how social and professional judgements contribute to competency decisions. Sponsored by the Feinberg Academy of Medical Educators. Credit Designation Statement Northwestern University Feinberg School of Medicine designates this live activity for a maximum of 1.00 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity. Disclosure Statement Dr. Celia O’Brien has nothing to disclose. Course director, Dr. Walter Eppich, has nothing to disclose. The Feinberg School of Medicine's Continuing Medical Education leadership and staff have nothing to disclose. Accreditation Statement The Northwestern University Feinberg School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

Today's Innovations in Medical Education (TIME) TIME-ly Projects from the Medical Education Clinical Scholars (MECS) Program Tuesday, June 19 4:00 p.m. to 5:00 p.m. Robert H. Lurie Medical Research Center Baldwin Auditorium 303 E. Superior St. Chicago, Illinois Learning to be a doctor: Medical students' perception of their roles in longitudinal outpatient clerkships Blair Golden, MD Resident Physician, Internal Medicine Assessing ultrasound curriculums for critical care fellows: A single institution pilot study Rachel Kadar, MD Fellow, Critical Care Medicine Exposure and perception towards rehabilitation services for cancer patients among oncology subspecialty trainees Sonal Oza, MD Resident Physician, Physical Medicine and Rehabilitation Creating an endocrinology curriculum for general pediatrics residents Amy Rydin, MD Resident Physician, Pediatrics Learning Objectives At the end of this presentation, participants will be able to: 1. Introduce educational projects completed by McGaw trainees. 2. Demonstrate how educational projects serve as needs assessment for larger curricula. 3. Relate how educational projects during residency/fellowship translate into educational scholarship. Sponsored by the Feinberg Academy of Medical Educators. Credit Designation Statement Northwestern University Feinberg School of Medicine designates this live activity for a maximum of 1.00 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity. Disclosure Statement Dr. Blair Golden, Dr. Rachel Kadar, Dr. Sonal Oza and Dr. Amy Rydin have nothing to disclose. Course director, Dr. Walter Eppich, has nothing to disclose. The Feinberg School of Medicine's Continuing Medical Education leadership and staff have nothing to disclose. Accreditation Statement The Northwestern University Feinberg School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

Today's Innovations in Medical Education (TIME) Electronic Health Records and Education: From Obstacle to Opportunity Tuesday, May 15 4:00 p.m. to 5:00 p.m. McGaw Pavilion Daniel Hale Williams Auditorium 240 E. Huron St, 2nd Floor Chicago, Illinois Heather Heiman, MD Associate Professor of Medicine (General Internal Medicine and Geriatrics) and Medical Education Northwestern University Feinberg School of Medicine Jennifer Bierman, MD Associate Professor of Medicine (General Internal Medicine and Geriatrics) and Medical Education Northwestern University Feinberg School of Medicine Kathryn Hufmeyer, MD Assistant Professor of Medicine (General Internal Medicine and Geriatrics) Northwestern University Feinberg School of Medicine Learning Objectives At the end of this presentation, participants will be able to: 1. Describe a strategy for teaching patient-centered communication using Electronic Health Records. 2. Discuss teaching and assessment methods to promote responsible electronic documentation. 3. List skills required for effective use of EHRs, applying a competency framework and considering entrustable professional activities. Sponsored by the Feinberg Academy of Medical Educators. Credit Designation Statement Northwestern University Feinberg School of Medicine designates this live activity for a maximum of 1.00 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity. Disclosure Statement Dr. Jennifer Bierman, Dr. Heather Heiman and Dr. Kathryn Hufmeyer have nothing to disclose. Course director, Dr. Walter Eppich, has nothing to disclose. The Feinberg School of Medicine's Continuing Medical Education leadership and staff have nothing to disclose. Accreditation Statement The Northwestern University Feinberg School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.