News

Registration Now Open for the 2017 Spring Audio Seminar Series

Registration is now open for the Spring 2017 Audio Seminar Series! Sessions start on Thursday, March 2, 2017.

Remediation in Health Sciences Education

As a follow-up to the IAMSE fall 2016 web seminar series on assessment, the spring 2017 IAMSE web seminar series will continue with exciting, informative sessions focusing on remediation. The goal of remediation is to correct the course of students who have gone astray in their journey to become a health professional. However, because of the varying components in a professional health science curriculum including basic science knowledge, clinical skills, and professionalism coupled with ever changing curricular modifications; effective remediation in health science education has become a complex issue with many challenges. To explore some of these issues, the spring web seminar series will provide a series of presentations by speakers who will share their experiences and expertise in remediation. The fundamental groundwork for the understanding of the importance of successful remediation will be laid and examples of programs who have applied these principles to integrated basic science courses and clinical skills will be provided. A timely presentation on the approaches to remediation of the new paradigm in undergraduate medical education assessment: Entrustable Professional Activities (EPAs) will be included. Licensing exam failures are a major concern in health professions education and one session will be dedicated to a panel presentation of identification of students in jeopardy of not passing and/or remediation of these exams from the perspectives of allopathic (USMLE Step-1), osteopathic (COMLEX), and physician assistant (PANCE) medical programs. The series will also contain a session on the many issues (philosophical, educational, and legal) of “forward-feeding” assessment information on learners to faculty in subsequent courses. The audience will be invited to contribute to the series by sharing their experiences and insights using the phone line or our newly implemented back-channel communication.

March 2 – Remediation of Basic Science in Integrated Blocks – Presented by Giulia Bonaminio and Jeanette Guerrasio

March 9 – Remediation of “High Stakes” Professional Exams – Presented by Aubrey Knight, Nicole Wadsworth, and Pat Kenney-Moore

March 16 – How to Remediate Trust Issues Related to EPAs – Presented by Brian Martin

March 23 – Forward Feeding of Assessment Information: Should We Do It? – Presented by Lynn Cleary

March 30 – Clinical Skills Remediation – Presented by Cate Nicholas and Camilla Curren

Click here to register or for more information on the Spring 2017 Audio Seminar.

IAMSE Winter 2017 WAS Session 2 Highlights

Improving Medical Student Mental Health: A Multi-faceted Approach
Stuart Slavin MD, MEd
Saint Louis University (SLU) School of Medicine

Summary:

  • Statistical indicators for moderate to severe depression and anxiety rates across the spectrum of physician training (medical students, residents, physicians) are alarmingly high.
  • Investing in well-being improves cognitive functioning.
  • Rather than mistreatment, medical students are mostly demoralized by working with unhappy residents, unhappy faculty and the subjectivity and perceived unfairness of grading.
  • It is imperative to improve the clinical learning environment and enhance the well-being of the residents and faculty who train medical students.
  • Making improvements across the clinical learning environment includes a focus on: workload, control, rewards, community, fairness and values.
  • The SLU Mental Health Initiative, which began in 2009 sought to develop a new model for mental healthcare for medical students that is not limited to the preclinical years. This model is designed to decrease the unnecessary stressors in the learning environment, create opportunities for students to find and sustain meaning in their work and increase students’ ability to deal with stress.
  • Curricular interventions were designed to cultivate mindfulness, metacognition and resilience without a huge investment of time. Key constructs of resilience include: cognitive restructuring (maladaptive perfectionism, imposter syndrome, cognitive distortions) negativity bias, optimistic vs. pessimistic explanatory styles, positive emotions and emotional self-regulation.
  • Current data from the SLU Mental Health Initiative indicate reduced levels of depression and anxiety for first and second year medical students.
  • Lessons learned: more is not necessarily better and overloading students has a negative impact on their mental health, an emotional reaction can modify the outcome of an adverse event, toxic learning environments override resilience, the origins of mental health are multi-factorial and synergistic; changing one variable is not sufficient.
  • For further details about the SLU Mental Health Initiative, contact Dr. Stuart Slavin slavinsj@slu.edu.

IAMSE Educational Scholarship Grant – Updated Information and Deadline

The International Association of Medical Science Educators (IAMSE) wishes to announce an increase in support for the educational scholarship grant program for the 2017 fiscal year. IAMSE will now award two grants per year, and the budgetary allowance has been increased to $5,000 per grant. In addition, each successful applicant will receive a $1,500 travel award to present the results of their grant research at an IAMSE meeting subsequent to the grant award.

Due to these changes, the deadline for submission of 2017 grant proposals has been extended until February 15, 2017.

All IAMSE members are eligible to submit a grant proposal. Preference will be given to new projects, and must be relevant to the mission of IAMSE. The results of funded projects must be presented at a future IAMSE meeting. The initial funding award will be announced via email, and at the 2017 IAMSE meeting.

Applications are to be submitted in duplicate to Brandi Hinkle (brandi@iamse.org) and Norma Saks (norma.saks@rwjms.rutgers.edu) via email by Febuary 15, 2017. You can find the instructions for grant proposals here: http://www.iamse.org/iamse-grants/.

All information regarding the IAMSE Educational Scholarship Grant, including the application process, eligibility, proposal format, and evaluation criteria can be found on the IAMSE website (www.iamse.org).

How to Connect with the IAMSE Admin Team

To better support your membership needs, it may be helpful to know the members of the IAMSE Admin Team and what they do for IAMSE.

Julie K. Hewett, CMP
Association Manager

Julie has been supporting IAMSE for over 18 years in many different ways. Currently, she is responsible for Board and Committee support and conference management. Julie will continue to oversee the rest of the management team to support the overall needs of the Association.

Brandi Hinkle
Account Manager, Membership Support

Brandi’s role with IAMSE will be as the first point of member contact whether by phone or email. She will be helping to manage the day-to-day operations of the Association and will be available to answer questions regarding memberships, web audio seminars and upcoming Association activities.

Amoritia Strogen-Hewett
MSE Editorial Assistant, Conference Logistics

Amoritia currently serves as the Editorial Assistant for Medical Science Educator. She will also play a major role in abstract management for the conference as well as on-site logistics.

Alex Strogen
Graphic Designer

Alex creates graphics for the association while also handling any of the marketing needs that may arise.

Danielle Inscoe
Communications and Website Manager

Danielle manages the social media aspect of IAMSE. She helps create posts to get the word out about what goes on within the organization. She also ensures the website for IAMSE is always up to date while also helping get new content posted as it becomes available.

How to Connect with the Team:

IAMSE
c/o JulNet Solutions, LLC
1404 1/2 Adams Avenue
Huntington, WV 25704
Phone: 304 522 1270
Fax: 304 523 9701

Email:
Julie Hewett: julie@iamse.org
Brandi Hinkle: brandi@iamse.org
Amoritia Strogen-Hewett: amoritia@iamse.org
Alex Strogen: alex@iamse.org
Danielle Inscoe: danielle@iamse.org

Facebook: https://www.facebook.com/MedicalEducator/
Twitter: https://twitter.com/iamse
Instagram: http://www.instagram.com/mededucator
Website: http://www.iamse.org

Call for Master Teacher & Master Scholar Nominations – Deadline: 2/28!

Since 2007, IAMSE has honored member medical educators with two prestigious awards, the Master Scholar and Master Teacher awards. We now open the nominations for the 2017 Master awards, which will be presented at the annual meeting in Burlington, Vermont in June.

The Master Scholar Award recognizes an IAMSE member who has a distinguished record of educational scholarship, including educational research and/or dissemination of scholarly approached to teaching and education. This could include development of multimedia medical education programs, research in the areas of curriculum design and evaluation, student assessment, or innovative programs and methods.

The Master Teacher Award honors an IAMSE member who, over the course of many years, has consistently demonstrated extraordinary excellence in teaching, both at his/her institution and within IAMSE. Any teaching can be recognized, but nominations of members who have been active teachers at the annual IAMSE meetings or web seminars are particularly encouraged.

Qualified candidates may self-nominate, or be nominated by an IAMSE colleague.

Details regarding each award, required application materials, and deadlines are found in the download linked here. All nomination/application packets must be received by Brandi Hinkle (brandi@iamse.org) no later than February 28, 2017.

IAMSE Winter 2017 WAS Session 1 Highlights

Physician Burnout and Distress – Causes, Consequences, and a Structure for Solutions
Presenter: Colin P. West, MD, PhD
Mayo Clinic

Summary:

  • Physician burnout is a public health crisis that negatively impacts patient safety as well as individual and organizational performance.
  • Physician burnout affects all stages of physician training and all specialties.
  • Physician burnout is a compendium of emotional exhaustion, depersonalization and low personal accomplishment.
  • Physician burnout is characterized by the following key drivers: maladaptive physician behaviors, excessive workload, inefficient working environment, difficulty attaining work/life balance, loss of autonomy/control, and diminished meaning in working. These key drivers form a framework for discussing and conducting studies on how to tackle physician burnout.
  • Designated resources are necessary to effectively deal with physician burnout.
  • Both individual and structural (organizational) interventions are necessary to appropriately address physician burnout issues.
  • Burnout assessment can be used as a metric for institutional performance.
  • The Oldenburg and Maslach Burnout Inventories are tools for assessing individual burnout.
  • The Mayo Clinic conducted a pilot study wherein physicians were granted a small amount of protected time to meet in small groups during lunch (which was paid for) over the course of six months. Results were positive and facilitated the establishment of COMPAS groups. For further information (west.colin@mayo.edu).
  • Physicians and stakeholders need to be engaged in creative problem solving to strategize burnout prevention and solutions.

IAMSE Winter WAS: Cultivating Resilience and Reducing Burnout for Health Professionals: The Power of Presence, Reflective Practice and Appreciative Dialogue

Cultivating Resilience and Reducing Burnout for Health Professionals: The Power of Presence, Reflective Practice and Appreciative Dialogue
Presenter: Michael Krasner, MD
February 2, 12 PM ET

During this session, Dr. Krasner will explore the issue of burnout, and its effects on quality of care and quality of caring in the medical encounter. After defining resilience, he will then examine ways to cultivate resilience in health professional development. Particular focus will be given to Mindful Practice, an approach designed cultivate resilience through the cultivation of mindful attention and awareness, reflections and sharing among physicians and other health professionals of clinical narratives, and the use of appreciative dialogue in identifying the strengths and capacities that lead to greater meaning, satisfaction and resilience in medical practice.

For more information and to register for the Winter 2017 Audio Seminar Series, please click here.

IAMSE Winter WAS: The Imperative for Incorporating Mind-Body Medicine in Health Professions Education

The Imperative for Incorporating Mind-Body Medicine in Health Professions Education
Presenter: Adi Haramati, PhD
January 26, 12 PM ET

More than half of practicing physicians exhibit characteristics of chronic stress and burnout. This trend may begin earlier with the observed decline in empathy during medical student training and alarming rates of burnout in medical and other students in the health professions. In this presentation, Dr. Haramati will review published outcomes on curricular interventions to help students and faculty manage stress, foster empathy and build resilience. He will also share his perspective on why it is essential to incorporate mind-body techniques into the training curriculum for all health professionals – something that will require both skill and courage.

For more information and to register for the Winter 2017 Audio Seminar Series, please click here.

IAMSE Winter WAS: Strategies for promoting personal health & wellness and leading change at the individual level

Strategies for promoting personal health & wellness and leading change at the individual level
Presenter: Catherine Pipas, MD, MPH
January 19, 12 PM ET

Leaders in Academic Medical Centers face a need for robust change in healthcare. They are faced with diminished resources, expanded expectations and are called upon daily to lead change and achieve the “Triple Aim” of better health, better care and lower costs. Leaders of change also face increased stress and burnout. Thomas Bodenheimer’s, “Quadruple Aim” challenges leaders to prioritize their own health in order to effectively promote the health of others. By applying the continuous quality improvement (CQI) process at the personal level, leaders can demonstrate the knowledge and skills to lead change while simultaneously promoting personal improvement.

This session will focus on describing strategies for leading change at the personal level. Participants will have an opportunity to reflect on the components of the process of change, their own resilience, personal vision and to strengthen their commitment to personal health choices. They will critically analyze and prioritize areas for personal improvement and define global aims, SMART objectives, actionable steps, timelines, challenges and resources for sustainability. The process begins with a personal needs assessment and ends with an actionable personal improvement plan. Participants will be supported to implement their personal plans and to partner and disseminate tools with team members and colleagues at their home institution.

At the conclusion of this seminar, the participant will be able to:

  • Describe the importance of achieving “The Quadruple Aim”
  • Discuss Strategies for Leading Change Personally and at the Team level
  • Adapt the model for systems improvement as a framework from which to apply personal health improvement

For more information and to register for the Winter 2017 Audio Seminar Series, please click here.

Jennifer Baccon – Membership Committee

Jennifer BacconSince joining IAMSE about 3 years ago, I have quickly come to feel part of the IAMSE family. It is a delight every year to reconnect with colleagues at the IAMSE meeting, and to meet new people, all of whom are interested in promoting foundational science education in the medical professions. I enjoy how the group brings together physicians, physician assistants, basic scientists, nurses, and educators from a wide variety of other disciplines. We all face the same challenges and opportunities with our learners, and I truly appreciate that the IAMSE members are there for me any time I have a question, and that they are interested in learning about the things that I am working on in education as well. Not only have I have been welcomed into the group, but I have had the opportunity to join the Membership Committee and work on the IAMSE Connects newsletter. I hope to encourage others to join IAMSE so that they can enjoy the same benefits that I have – this is a great group in which to build a career and cultivate lifelong relationships with likeminded colleagues.

IAMSE – Spring 2017 Webcast Audio Seminar Save the Date!

IAMSE is pleased to announce the Spring 2017 Web Seminar Series!

Remediation in Health Science Education

As a follow-up to the IAMSE fall 2016 web seminar series on assessment, the spring 2017 IAMSE web seminar series will continue with exciting, informative sessions focusing on remediation. The goal of remediation is to correct the course of students who have gone astray in their journey to become a health professional. However, because of the varying components in a professional health science curriculum including basic science knowledge, clinical skills, and professionalism coupled with ever changing curricular modifications; effective remediation in health science education has become a complex issue with many challenges. To explore some of these issues, the spring web seminar series will provide a series of presentations by speakers who will share their experiences and expertise in remediation. The fundamental groundwork for the understanding of the importance of successful remediation will be laid and examples of programs who have applied these principles to integrated basic science courses and clinical skills will be provided. A timely presentation on the approaches to remediation of the new paradigm in undergraduate medical education assessment: Entrustable Professional Activities (EPAs) will be included. Licensing exam failures are a major concern in health professions education and one session will be dedicated to a panel presentation of identification of students in jeopardy of not passing and/or remediation of these exams from the perspectives of allopathic (USMLE Step-1), osteopathic (COMLEX), and physician assistant (PANCE) medical programs. The series will also contain a session on the many issues (philosophical, educational, and legal) of “forward-feeding” assessment information on learners to faculty in subsequent courses. The audience will be invited to contribute to the series by sharing their experiences and insights using the phone line or our newly implemented backchannel communication.

March 2 – Remediation of Basic Science in Integrated Blocks – Presented by Giulia Bonaminio and Jeannette Guerrasio

March 9 – Remediation of “High Stakes” Professional Exams (USMLE Step-1, COMPLEX, PANCE) – Presented by Aubrey Knight, Nicole Wadsworth, and Pat Kenney-Moore

March 16 – Remediation of EPAs and “Trust Decisions” – Presented by Bryan Martin

March 23 – “Forward Feeding of Assessment Information” Should We Do It? – Presented by Lynn Cleary

March 30 – Remediation of Clinical Skills – Presented by Cate nicholas and Cami Curren

Registration is set to open in January. Please visit www.iamse.org for more information.

IAMSE Winter WAS: Improving Medical Student Mental Health: A Multifaceted Approach

Improving Medical Student Mental Health: A Multifaceted Approach
Presented by Stuart Slavin, MD, MEd
January 12, 12 PM ET

Dr. Slavin will provide an overview of a multi-faceted initiative at Saint Louis University School of Medicine that is designed to enhance the mental health of pre-clinical medical students. He will describe the various components of the initiative, the mental health outcomes for students, and the resilience and mindfulness curriculum that is taught to the students.

For more information and to register for the Winter 2017 Audio Seminar Series, please click here.