RSVP: click the mail icon for each seminar you plan to attend; you can also rsvp by emailing: meded-oede@meded.ucsd.edu
Developing Effective Multiple-Choice Test Items Presented by Steve Schneid, B.S.
Effective Use of Feedback Presented by Maria Savoia, M.D. & Christine Moutier, M.D.
Achievement testing is a major enterprise at all levels of medical education. In this seminar we will consider written assessments using multiple-choice (MC) test items, arguably the most highly utilized testing format in medical education. Although a great deal is understood about how to do effective, high quality measurement of learning objectives using MC test items, the use of flawed items is very common in medical education. There are potentially serious consequences associated with violating well-established item-writing principles. Therefore, there is a great need for faculty development efforts targeted at learning how to write effective test items and eliminate flawed items from assessments.
Providing feedback effectively is an important skill to possess especially if you are teaching students or supervising employees. This session will give participants practice in techniques that foster effective communication.
Evaluation and Medical Education Research Projects Presented by Babbi Winegarden, Ph.D, MHPE
Lecturing - Skills Development Seminar # 1
Presented by Jess Mandel, M.D. & Babbi Winegarden, Ph.D., MHPE
Evaluation is a critical component of medical education research projects. It provides outcome data to objectively document and assess not only the end results of your research project but your progress along the way as well. This seminar will address two ways of thinking about evaluation and outcome data. First, we will explore the Logic model as a pathway from goals to outcomes. Second, we will explore how to collect primary, secondary and tertiary data and why all three types of outcomes are important. Feel free to bring in medical education research ideas, even if this is the first time you have thought of a project. Or come just to listen to others share their ideas. We can then have engaged discussions about how the evaluation process can really inform your project!
This seminar is Part 1 of a 2-part series. The goal of this seminar is to provide participants a chance to explore and dissect components of effective lecturing. We will discuss theory, observe videotapes of effective lecturers, and develop a plan for observing and providing feedback for each others lecturing - see Seminar #2.
Searching Clinical Topics using NLM PubMed or Alternative Versions
Presented by Penny Coppernoll-Blach & Mary Wickline
Learn how to search alternative versions of PubMed using Quertle or HubMed. You will find out which version has been called “The Swiss Army Knife of PubMed Interfaces” because it’s clean and simple with lots of whiz-bang features. The second hour will be a workshop on using PubMed from a clinical perspective. The goal is to learn to use PubMed efficiently for searches related to a clinical question. In this hour, you will: • translate your topic of interest from a clinical scenario to a research format • create a MyNCBI account to enable using alerts and to filter results by levels-of-evidence • use the index terms (MeSH) to first gather highly relevant articles • narrow a search: directly from within MeSH, using Boolean operators, combining in advanced search mode, or limiting to age groups if patients are pediatric or geriatric.
Brief demonstrations will be followed by hands-on practice. Bring your own search topics or patient questions.
Lecturing - Skills Development Seminar # 2 Presented by Jess Mandel, M.D. & Babbi Winegarden, Ph.D., MHPE
Difficult Conversations Presented by Maria Savoia, M.D.
This seminar is Part 2 of a 2-part series. This is a skill-based seminar that intends to provide a safe and comfortable atmosphere for observation and feedback of participants lecturing skills, based on the plan developed in Seminar #1. Attendance at Seminar #1 is a pre-requisite.
Are there important conversations you need to have and have avoided? This seminar will help to give you some tools to begin having those difficult conversations in ways that lead to productive outcomes. As opposed to the "Feedback" seminar, which will primarily address issues when you are in a position of power, this session will help with skills needed when either there is equal power or you are speaking with a supervisor or boss.
Establishing Defensible Pass-Fail Lines Presented by Steve Schneid, B.S.
Teaching in the Clinical Setting
Presented by Charles Goldberg, M.D.
Establishing pass-fail standards poses a challenge for many medical educators. Usually, the method of establishing passing scores is completely arbitrary. For example, "the pass score is 70% for any exam." Others commonly make their decision based on a “gap” in a distribution of test scores or establish the policy decision that failing scores are those 1.5 SDs below the mean score of some norm group. These standard setting methods, which rely heavily on "tradition," should not be used because they derive pass scores that say nothing about competence and are difficult to defend. This workshop will help you answer the question: "How well does a student have to perform to pass?" by using a more defensible method that is systematic and supported by educational research. Although we will discuss some of the more common standard setting methods used in medical education, it is important to remember that there is no gold standard method.
Participants in this session will share experiences with obstacles to teaching in busy clinical environments and brainstorm solutions. Specific tools for efficient teaching in the clinical setting, including the Five Microskills of Clinical Teaching and feedback techniques will be introduced. Participants will have the opportunity to practice using these tools during role plays and standardized student interactions.
Dealing with Problematic Medical Students and Residents
Presented by Andres Sciolla, M.D.
Using Technology to Facilitate In-Class Feedback and Assessment Presented by Karen Heskett, MSI
This workshop will feature 2-4 vignettes (depending on the number of faculty who sign up) featuring medical students and residents simulating teaching and interpersonal challenges frequently encountered in wards and clinics. Faculty will be divided in small groups. Members of each group will interact in tandem with the student/resident assigned to their group for 20-30 minutes. Groups will then work with a different medical student/resident and repeat the exercise. Each faculty-simulated learner encounter will include debriefing with self-reflection and feedback from peer faculty and seminar facilitator. At the end of the seminar all groups will get together to summarize collectively the lessons learned.
Whether you are in a lecture or interactive environment, real-time assessment of student learning is essential for providing an effective learning experience. Incorporating technology into the classroom has been proven to increase student engagement and motivation. In this hands-on workshop, free and low cost technologies (e.g., polling software, Twitter, etc.) will be introduced that allow students to interact with their instructor and peers during class. In addition to improving student engagement, these technologies can also be used to provide the instructor with formative assessment opportunities to gauge student learning. In this workshop, you will:• observe how others have used these technologies effectively; • identify the pros and cons of the different technologies; • use the different technologies and identify those that might work in your classroom
