11th Annual Medical Education Day: Full Schedule

Robert H. Lurie Medical Research Center
Simpson Querrey Biomedical Research Center
303 East Superior Street
Chicago, IL 60611

October 8, 2021
8:30 a.m. to 5:30 p.m.

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8:30am CDT

Morning Session 1 - Short Presentations 1

MORNING SESSION 1
SHORT PRESENTATIONS 1
8:30 – 10:00 a.m.

Presentation Schedule: See additional details below schedule.

Implementation of a Revamped Surgical Pathology Rotation Model
Christopher Felicelli, MD

Inclusion of Skin of Color in Medical Education and Residency Training: Opportunities for Growth and Advocacy
Trisha Kaundinya, BS, BA
Roopal Kundu, MD

Adult Congenital Heart Disease Emergency Management Simulation Curriculum
Kali Hopkins, MD

Video-Based Education Tools Improve Specimen Sampling Confidence in Pathology Trainees
Yevgen Chornenkyy, MD, MSc

Mastering the Chest X-Ray: A Novel Remote Learning Curriculum for First-Year Residents
Kristen Carroll, MD

Implementation of a Revamped Surgical Pathology Rotation Model
Christopher Felicelli, MD
- The current surgical pathology rotation in the Pathology Residency is limited by histology delays, disruption in case continuity of care, and lack of graduated responsibility. The current model is a 3-day cycle which includes Grossing, Frozen Sections, and then Sign-out. Currently, residents readily do not receive cases on time, do not adequately have time to preview cases, and are not independently ordering immunohistochemical stains or making independent decisions for their cases.
  
  We devised a new surgical pathology daily schedule model consisting of a 6-day cycle, including 2 signout days and an additional frozen section day. This new cycle gives dedicated time to follow up cases to competition, learn interpretation of immunostains, and allows for graduated responsibility for senior residents. This new change more closely mirrors what independent real life practice is like, providing trainees with the necessary experience to be ready for independent practice.
  
  Surveys were distributed to residents to obtain information regarding how the original surgical pathology rotation assists in reaching ACGME milestones as well as internal departmental metrics. The survey will be redistributed after 6 months of the new surgical pathology rotation to determine the beneficial changes of the revamped curriculum.
Inclusion of Skin of Color in Medical Education and Residency Training: Opportunities for Growth and Advocacy
Trisha Kaundinya, BS, BA
Roopal Kundu, MD
- Cultural competency and cultural humility is a deep-seated barrier in dermatologic education across the medical training pipeline. Challenges exist at the level of curricular texts and clinical exposure: curricular texts significantly underrepresent darker skin tones, and clinical training programs have highly variable exposure to skin of color care. The barriers to text representation can be tackled from the trainee level by mandating equitable representation in lecture materials and building image libraries. The heterogeneity in clinical exposure to darker skin can be addressed by mandating skin of color training in all residency programs, recruiting more dermatologists of color, and bolstering the emphasis of skin of color in board certification and continuing medical education requirements of trainees and trained dermatologists, respectively.
Adult Congenital Heart Disease Emergency Management Simulation Curriculum
Kali Hopkins, MD
- Adult congenital heart disease (ACHD) is a burgeoning medical field with increasing numbers of complex patients and an insufficient number of trained providers. Urgent or emergent care often falls on providers who are not formally trained in ACHD. Immersive patient simulation has been shown to improve physician responses in medical emergencies, particularly low-frequency, high-stakes events, but no simulation curriculum for ACHD emergencies currently exists in the literature.
  
  A modified Delphi process was used to select three simulation case topics and to create checklists for assessing learners’ performances. Recruited fellows from multiple training programs individually completed three simulation cases. Assessment checklists were completed by a trained evaluator. Learners then asynchronously watched a voiced-over PowerPoint presentation and, upon completion, returned to the simulation laboratory to repeat the simulation cases. Five participants have completed the entire curriculum thus far. On Case A, learners scored 69% initially and improved to 89% on the second set of simulations. On Case B, learners scored 71% initially and improved to 81%. On Case C, learners scored 78% initially and improved to 86%. In conclusion, learners demonstrated gaps in knowledge that the simulation curriculum acutely narrows.
Video-Based Education Tools Improve Specimen Sampling Confidence in Pathology Trainees
Yevgen Chornenkyy, MD, MSc
- Pathology resident education has a steep learning curve due to lack of exposure to pathology training in medical school. As such, topics like specimen handling and sampling for adequate histologic analysis, staging, and diagnosis can be intimidating for new trainees. Specimen sampling is a procedural and manual task. In other procedural fields, succinct video materials are available to familiarize trainees with procedure and reduce errors. We developed a series of short (~10 minutes) specimen sampling (grossing) videos for PGY1 trainees. Trainees completed 3 surveys (July, January, and July) to evaluate their sampling confidence. Trainees using auxiliary sampling materials (ex: sampling manuals and video materials) had better procedural specimen sampling confidence ratings compared to those that did not use auxiliary materials (p<0.05). To our best knowledge, this is the first study that evaluates the use of short succinct videos to improve trainee specimen sampling confidence. Better specimen handling education is imperative, as it can decrease turn around time, reduce diagnostic errors, and improve patient care.
Mastering the Chest X-Ray: A Novel Remote Learning Curriculum for First-Year Residents
Kristen Carroll, MD
- As standard of care, internal medicine residents must routinely read, interpret, and react appropriately to diverse chest x-ray (CXR) findings, especially in the critical care setting. However, currently there is no formal radiographic curriculum for Northwestern internal medicine residents. The recent COVID-19 pandemic has necessitated a paradigm shift in medical education from in-person teaching to web-based remote learning. To fill this void, we have created a unique new remote (virtual) learning curriculum to teach common CXR findings to first-year residents.
  
  We created a randomized cohort study with cross-over design to evaluate the efficacy of our curriculum. As part of the curriculum, first-year internal medicine residents at Northwestern received 2-4 weekly CXRs focusing on a modified ”ABCDE” approach. Each weekly lesson was designed to be completed in 10-15 mins via smartphone or laptop. Multiple choice standardized assessments were administered throughout to assess efficacy and retention of material.

Speakers

Christopher Felicelli, MD

Resident, Pathology

Christopher Felicelli MD is a PGY2 resident in the Department of Pathology. He is currently completing a quality improvement project in surgical pathology residency education under the guidance of Dr. Jorge Novo MD.

Trisha Kaundinya

Medical student, Northwestern University Feinberg School of Medicine

Trisha Kaundinya is a fourth year MD/MPH student at Northwestern University Feinberg School of Medicine. Trisha is the co-Founder and co-President of the Disability Advocacy Coalition in Medicine, a national coalition of health professional trainees dedicated to sustainably dismantling... Read More →

Roopal V Kundu, MD

Professor of Dermatology and Medical Education, Dermatology, Medical Education

Kristen Carroll, MD

Housestaff, Northwestern Memorial Hospital; Internal Medicine

I was born in London, England, and grew up in the suburbs of Houston, TX before attending Emory University to earn a dual degree, a Bachelor of Science in Neuroscience and Behavioral Biology and a Bachelor of Arts in Chemistry. I then returned back to Houston to obtain my medical... Read More →

Yevgen Chornenkyy, MD, MSc

Housestaff, Northwestern University, Northwestern Memorial Hospital; Pathology

This project was spearheaded by Dr. Yevgen Chornenkyy and Dr. Ian Gelarden with Dr. Jorge E Novo acting as Principal Investigator. Dr. Yevgen Chornenkyy is a third year pathology resident at Northwestern. Dr. Ian Gelarden is a fourth year pathology resident at Northwestern. Dr. Jorge... Read More →

Kali Hopkins, MD

Housestaff, Northwestern University, Pediatric Cardiology Fellow

My clinical, educational, and research interests include congenital cardiology across all age groups. My plan is to pursue additional fellowship training in adult congenital heart disease to help treat this underserved population of patients.

Friday October 8, 2021 8:30am - 10:00am CDT
Baldwin Auditorium 306 East Superior Street, Chicago IL 60611

Short Presentation

8:30am CDT

Morning Session 1 - Short Presentations 2

MORNING SESSION 1
SHORT PRESENTATIONS 2
8:30 – 10:00 a.m.

Presentation Schedule: See additional details below schedule.

Factors Influencing Surgeons’ Intraoperative Teaching Behaviors
Egide Abahuje, MD, MHPEd

Gender Equity Among Continuing Medical Education (CME) Planners and Speakers
Clara Schroedl, MD, MS

Building a Topic-Based Pediatric Hematopathology Curriculum for Hematopathology Fellows
Shunyou Gong, MD, PhD

Pediatric Resident’s Counseling of Patients with Epilepsy
Heba Akbari, MD

-------------------

Factors Influencing Surgeons’ Intraoperative Teaching Behaviors
Egide Abahuje, MD, MHPEd
- We observed 18 procedures involving 6 surgeons, 11 residents, and 7 medical students, over 37 hours. The most frequent teaching domains that surgeons used was instructional behaviors (N=28.2), followed by responding behaviors (N=4). Inquiry about resident’s prior experience or expectations, adaptation of surgeons’ teaching style to meet residents’ needs, and evaluation if residents met their expectations were the main themes that we identified from the qualitative analysis. Residents’ level of training and familiarity between residents and faculty affected the faculty teaching behaviors. There was no relationship between surgeons’ non-technical skills and the frequency of their teaching behaviors (Pearson=0.53, P-value=0.17).
  
  Conclusion: The teaching behaviors of the surgeons were variable. Surgeons’ awareness about residents’ competencies and what they expect to learn would guide faculty intraoperative teaching approaches. After operations, attending surgeons should assess what the residents learned and help them identify what they need to do improve.
Gender Equity Among Continuing Medical Education (CME) Planners and Speakers
Clara Schroedl, MD, MS
- Gender inequity exists within academic medicine and affects national conference leadership and speakership roles. We retrospectively examined all CME activities hosted over a yearlong period at Northwestern University Feinberg School of Medicine and performed descriptive statistics to determine gender differences among leadership and speakership roles, presence and number of conflicts of interest(s), and honorarium paid. Among 51 live, in-person CME activities from calendar year 2018, 36.5% (n= 303/831) of participants were women. If at least one woman was involved as a course director of an activity, significantly more women were invited as planning committee members or speakers (39.74% vs 28.32%, p = .048). Men reported significantly more conflicts of interest and were more likely to receive an honorarium. Including women as course directors and ensuring equity among honorarium paid are strategies that may improve equity and visibility of women in academic medicine.
Building a Topic-based Pediatric Hematopathology Curriculum for Hematopathology Fellows
Shunyou Gong, MD, PhD
- In the United States, the subspecialty training in Hematopathology requires various amounts of pediatric exposure among different institutions, and there is no commonly followed curriculum to ensure the quality of Pediatric Hematopathology training. To establish a standardized curriculum for Hematopathology fellows at Northwestern University, data about the lengths and contents of Pediatric Hematopathology rotations from various Hematopathology fellowship programs were analyzed, and the contents of the rotation were defined. A rotation curriculum composed of 10 blocks covering various core learning topics critical for practicing Pediatric Hematopathology was designed. Each block begins with a series of unknown slides to study, followed by discussions on the approaches towards a correct diagnosis, and then suggested readings to further develop the fellows’ diagnostic skills. This topic-based 10-block curriculum on Pediatric Hematopathology received very positive feedback from the trainees and may be useful for other institutions to improve and standardize their Pediatric Hematopathology core rotations.
Pediatric Resident’s Counseling of Patients with Epilepsy
Heba Akbari, MD
- Patients with epilepsy are at increased risk of seizure-related injuries and sudden unexpected (or unexplained) death in epilepsy (SUDEP). Given this increased risk, the American Academy of Pediatrics (AAP) recommends counseling patients on precautions that can be taken. It remains unclear what counseling, if any, pediatric trainees and primary care providers are comfortable providing these families. In this study, we aim to improve pediatric trainee's counseling of parents and children with epilepsy. We completed a needs assessment to determine the incidence of anticipatory guidance regarding seizure anticipatory guidance provided by pediatric residents. Our project also examined the familiarity of pediatric providers with SUDEP. We propose a curriculum outlining recommended anticipatory guidance and standardized material that can be provided to parents and used a reference for pediatric providers. We found that implementation of the curriculum changed the ways pediatric residents counseled patients with seizures and increased their knowledge of SUDEP.

Speakers

Egide Abahuje, MD, Ms-HPEd

Fellow, Surgery

Dr. Abahuje is a research fellow at the Surgical Outcome and Quality Improvement Center (SOQIC). He completed his General Surgery training at the University of Rwanda in 2016. He thereafter completed a research fellowship in Simulation Medical Education at Brigham and Women’s Hospital... Read More →

Heba Akbari, MD

Fellow, Pediatric Neurology

Heba Akbari is a Pediatric Neurology Fellow at Lurie Children's Hospital/Northwestern McGaw Medical Center. Prior to beginning her pediatric neurology fellowship, Heba completed her residency training in general pediatrics. Heba earned her medical degree at Case Western Reserve University... Read More →

Shunyou Gong, MD, PhD

Faculty, Ann & Robert H. Lurie Children's Hospital of Chicago, Pathology

I am an Assistant Professor of Pathology and the Director of Hematology and Hematopathology at the Ann & Robert H. Lurie Children's Hospital of Chicago. My clinical duties include signing out bone marrow and lymph node pathology reports, and supervision of the clinical hematology... Read More →

Clara Schroedl, MD, MS

Faculty, Northwestern University, Assistant Professor of Medicine (Pulmonary and Critical Care) and Medical Education

Clara Schroedl, MD, MS is an Assistant Professor of Medicine and Medical Education at Northwestern University Feinberg School of Medicine where she currently serves as the Medical Director of Continuing Medical Education and as the Program Director of the Pulmonary and Critical Care... Read More →

Aashish Didwania, MD

Vice Chair for Education, Department of Medicine; Associate Professor of Medicine (General Internal Medicine and Geriatrics) and Medical Education, Medicine

Dr. Aashish Didwania is the residency program director and vice chair of education for the Department of Medicine.

Friday October 8, 2021 8:30am - 10:00am CDT
Treinens Conference Room 302 East Superior Street, Chicago IL 60611

Short Presentation

8:30am CDT

Teaching Presence to Residents: A Workshop on Leadership.

MORNING SESSION 1
WORKSHOP
8:30 – 10:00 a.m.
Gray Seminar Room

Teaching Presence to Residents: A Workshop on Leadership

Residents are expected to be leaders in the roles they assume but are infrequently provided the tools to develop these leadership skills. ‘Leadership presence’ is a key aspect of leadership development and defined by self-control, authenticity, drive, service, respect and fundamentally asserting one’s technical skills and values.

Our workshop is designed to give medical educators a tangible approach to teaching leadership presence to residents. We will focus on two domains in which leadership presence can have a significant impact: 1. clinical presence specific to leading rounds, running a rapid response and running a code; 2. non-clinical or professional presence including program engagement, menteeship and job interviewing. Pulling from the science on leadership, the workshop will include interactive exercises that will help the participants become familiar with the concept of leadership presence and practice activities that they can use towards building a resident leadership curriculum.

Speakers

Debi Mitra, MD

Attending, internal medicine

Dr. Mitra is an Assistant Professor of Medicine with the Department of Medicine. She is an Associate Program Director for the Internal Medicine Residency Program. Her interests in medical education include simulation teaching for procedures and ACLS. She is also developing a leadership... Read More →

Aashish Didwania, MD

Vice Chair for Education, Department of Medicine; Associate Professor of Medicine (General Internal Medicine and Geriatrics) and Medical Education, Medicine

Dr. Aashish Didwania is the residency program director and vice chair of education for the Department of Medicine.

Kamari Jackson, MD

Attending, Internal Medicine

Friday October 8, 2021 8:30am - 10:00am CDT
Grey Seminar Room 303 East Superior Street, Chicago IL 60611

Workshop, Teaching and Assessment

8:30am CDT

Poster Session

Poster Session
8:30 – 5:00
Ryan Family Auditorium

Presentations and judging from 3:00 – 4:00

Top Doctors: Where are the Female Urologists?
Elizabeth Adams, BA

Developing a Rheumatology Curriculum for Internal Medicine Residents
Laura Arneson, MD

Pediatric Emergency Medicine Fellow Advocacy Curriculum Evaluation
Megan Attridge, MD

NOURISH Kids: A Proposal for a Culinary Medicine Curriculum, Cookbook, and Teaching Kitchen at Lurie Children's Hospital
Jonathan Berken, MD, PhD

Developing a telehealth obesity OSCE and reliable checklist for assessment of resident physicians
Natalie Cameron, MD

Recognizing Abuse-Related Fractures: Why Do Pediatric Trainees Decide to Report?
Richmond Castillo, MD, MA, MS

Design and Implementation of a Morbidity and Mortality Conference in the Department of Ophthalmology
Kasen Culler, BS

Design of Formal CA-1 Curriculum for Peripheral Intravenous Access With and Without Ultrasound Guidance During the COVID-19 Pandemic
Andrew Davis-Sandfoss, MD

Choosing the Appropriate Dressing: A Guide for Residents
Sean Dreyer, MD

Fractures in Young Children: Abuse or Accident? There’s An App For That
Anna G. Smith, MD

Comparable Efficacy of a Virtual Culinary Medicine Elective for Medical Students
Veronika Grote, BS

Competition for Wellness
Claire Harrington, MD

Assessment of Pediatric Resident Performance and Self-Efficacy Obtaining Informed Consent for Invasive Procedures and Treatment
Elizabeth Humphrey, MD

Student Knowledge Retention after Senior Student-Led Orthopaedic Surgery Case-Based Lecture Series: A Pilot Study
Fernando Huyke, BS

Decreasing Overnight Pages to Increase Wellness in Cardiology Fellows
William Jackson, BS

Critical Incident Stress Debriefing Experience, Training, and Anticipated Barriers in Emergency Medicine Providers: A Targeted Needs Assessment
Dana Loke, MD
Jehannaz Dastoor, BA

Jesse Brown for Black Lives (JB4BL): Advancing Health Equity for Black Veterans
Natasha Nichols, MD, Bijal Jain, MD, Marci Laragh, MD, Cheryl Conner, MD

Creation of a Free Microsite Clinic with CommunityHealth
Rachel Orbuch, BA

Simulation-Based Mastery Learning to Educate Pediatric Cardiology Fellows in Transesophageal Echocardiography
Shivani Patel, MBBS, MS, FASE
Peter Koenig, MD
Amanda Hauck, MD
Nazia Husain, MBBS, MPH

“Bedside to Boards” - Development of a Curriculum in Neonatal Cardiology for the Neonatology Fellow
Shivani Patel, MBBS, MS, FASE
Shawn Sen, MD
Peter Keonig, MD
Patrick Meyers, MD

Room to Zoom: Stepping Out of the Comfort Zone
Shivani Patel, MBBS, MS, FASE
Amanda Hauck, MD
David Riopelle, BS

Improving Performance of Weight Counseling for Patients with Obesity
Swagata Patnaik, BA
Stacy Tsai, BS

Challenging Communication: Implementation and Assessment of a Curriculum for Pediatric Residents
Ann Prybylowski, MD

Faculty and Staff Perceptions of DPT Education: Developing Strategies to Meet the Needs of All Learners
Heidi Roth, PT, DHS

Enhancing Skin of Color Content in Primary Care Dermatology Education
Andrea Rustad, BA

Development of a Pediatric Hospital Medicine Elective for Residents
Katherine Salada, MD

Rates of Mental Health Screening in Education Centered Medical Home (ECMH)
Adrienne Schuler, BS, BA
Karen Young
Adrienne Schuler
Natalie Squires
Becca Ebbot
Nina Calatone
Amber Randolph

Alternative Educational Strategies: Collaboration With an Instructional Designer For Durable Medical Equipment Ordering Education
Sally Taylor, PT, DPT

Plastic Surgery and Global Health: A Call for Virtual Educational Programs in Low- and Middle-Income Countries
Peter Ullrich, BS

An Innovative Approach to Remote Longitudinal Education: The ‘Can’t Miss’ ECG Curriculum
Brianna Valdes, MD
Graham Peigh, MD, MSc

Lifestyle Medicine Representation in NUFSM’s Phase 1 Curriculum
Lena Volpe, BA
Giovanni Perottino, BS

Social Determinants of Health: More is More. Results From a CERA Survey of Program Directors
Katherine Wright, PhD, MPH
Deborah S. Clements, MD, FAAFP
Santina Wheat, MD, MPH
Paul Ravenna, MD

Depression Screening Template Impact on Rate of Depression Screening
Christopher Yang, BA

Exploring Maternal Health Disparities Using Birth Justice Principles: A Case-Based Approach
Cindy Zhang, MD

Speakers

Bijal V Jain, MD

Adjunct Assistant Professor of Medicine, Northwestern University

Marci L Laragh, MD

Lecturer of Medicine, Northwestern University

Cheryl K Conner, MD

Lecturer of Medicine, Northwestern University

Heidi Roth, PT, DHS

Faculty, Physical Therapy and Human Movement Sciences

I am an Assistant Professor in the Department of Physical Therapy and Human Movement Sciences. I have over 20 years of clinical experience at the Shirley Ryan AbilityLab specializing in neurological rehabilitation, currently focusing on program development and treatment of individuals... Read More →

Elizabeth Adams

Student, Feinberg School of Medicine

Elizabeth Adams is a second-year MD student at Northwestern University Feinberg School of Medicine. She was raised in Roxbury, New Jersey and went on to attend The Ohio State University where she studied psychology. Following her college graduation in 2018, Elizabeth studied triple... Read More →

Laura Arneson, MD

Resident, Internal Medicine

Laura Arneson is a PGY3 Internal Medicine resident at Northwestern. She is enrolled in the McGaw Medical Education Clinical Scholars program and plans to pursue a career in academic rheumatology.

Megan Attridge, MD

Housestaff, Northwestern University, Ann & Robert H. Lurie Children's Hospital of Chicago; Pediatrics, Division of Emergency Medicine, 3rd year Pediatric Emergency Medicine Fellow

Megan is a 3rd year Pediatric Emergency Medicine Fellow at the Ann & Robert H. Lurie Children's Hospital of Chicago. She is also a student of The Graduate School at Northwestern's Health Services and Outcomes Research Masters Program. Her research interests include health equity... Read More →

Jonathan Berken, MD, PhD

Resident physician and post-doctoral fellow, Pediatrics

Jonathan A. Berken, MD, PhD is a third year pediatrics resident at the Ann and Robert H. Lurie Children's Hospital of Chicago. He is a member of the Pediatrics Physician-Scientist Training Program, the American Board of Pediatrics Integrated Research Pathway, and the McGaw/Northwestern... Read More →

Natalie Cameron, MD

Instructor of Medicine, Research Fellow, MPH Student, Northwestern University, Northwestern Memorial Hospital; Internal Medicine/GIM Research Fellow/PGY4

I am a current first-year General Internal Medicine Clinical Research Fellow at Northwestern University. My interests in medical education and clinical research started in medical school at the University of California, San Diego. During that time, I led our pre-medical mentoring... Read More →

Richmond Castillo, MD, MA, MS

Housestaff, Northwestern Memorial; Hospital Ann & Robert H. Lurie Children's Hospital of Chicago; Emergency Department

I am a PGY3 Emergency Medicine Resident interested in Pediatric Emergency Medicine. I also have a special interest in medical education with regards to medical student education and simulation.

Kasen Culler

Student, Northwestern University, MS4

My name is Kasen Culler and I am currently a 4th-year medical student at the Feinberg School of Medicine. I grew up in a very small town in rural Ohio and later received a biomedical engineering degree from Northwestern University. During my undergraduate studies, I participated in... Read More →

Andrew Davis-Sandfoss, MD

Resident, Anesthesiology

PGY-3 Anesthesiology Resident Physician actively involved in creation and implementation of educational curricula within the department. Member of the Medical Education Clinical Scholars Program under the direction of Dr. Karen Mangold, MD

Sean Dreyer, MD

Resident, PM&R

I am a PGY4 resident in PM&R interested in curriculum development, pedagogy, and humanism in medicine. Current member of the McGaw Medical Education Clinical Scholars Program, Shirley Ryan AbilityLab Medical Education Track, and Shirley Ryan AbilityLab Leadership Track.

Anna G Smith, MD

Faculty, Ann & Robert H. Lurie Children's Hospital of Chicago, Pediatric Emergency Medicine

Anna G. Smith is a third year pediatric emergency medicine fellow at Ann & Robert H. Lurie Children's Hospital of Chicago. She completed her pediatric residency at Lurie. As a member of FAME, she is interested in medical education and simulation. Her research interests include standardizing... Read More →

Veronika Grote, BS

Staff, Northwestern University, Medical Social Sciences/Osher Center for Integrative Medicine

I am a Research Coordinator at the Osher Center for Integrative Medicine at Northwestern University. I support research projects exploring the health impact of nutrition and contemplative awareness practices.

Claire Harrington, MD

Housestaff, Northwestern University, Internal Medicine

I am a third-year Internal Medicine resident at Northwestern University who is part of the Medical Educator Certificate Program (MECS). After residency, I plan to pursue a fellowship in Gastroenterology & Hepatology, with the ultimate goal of becoming a transplant hepatologist at... Read More →

Elizabeth Humphrey, MD

Housestaff, Ann & Robert H. Lurie Children's Hospital of Chicago, Pediatrics, PGY-3

Dr. Humphrey is a third year pediatric resident, currently pursuing a career in pediatric emergency medicine. Her research interests are in medical ethics, particularly enhancing ethical patient care through medical education and quality improvement interventions. Outside of medicine... Read More →

Fernando Huyke, BS

Student, Northwestern University, M4

Fernando A. Huyke, B.S. is a fourth-year medical student at the Northwestern University Feinberg School of Medicine, currently participating in an orthopaedic surgery research fellowship at the TRIA Orthopaedics Center in Minnesota. Originally from Trujillo Alto, Puerto Rico, he graduated... Read More →

William Jackson

Student, Northwestern University , Northwestern Memorial Hospital

William Jackson III is a third-year medical student at Northwestern Feinberg School of Medicine with interests in Cardiology, Orthopaedic Surgery, and Ophthalmology.

Dana Loke, MD

Fellow, Northwestern University ; Northwestern Memorial Hospital; Emergency Medicine

Originally from Wisconsin, Dana earned a dual bachelor's degree in Medical Microbiology & Immunology and Spanish from the University of Wisconsin-Madison. She attended medical school at the Medical College of Wisconsin and completed residency training at Northwestern University, where... Read More →

Natasha Nichols, MD

Faculty, Northwestern Memorial Hospital, Jesse Brown VA Medical Center; Department of Medicine, Instructor of Medicine (Hospital Medicine)

Natasha Nichols is a hospitalist at Jesse Brown VA Medical Center. She also serves in the role of Clerkship Director for medical students rotating at the VA.

Rachel Orbuch, BA

Student, Northwestern University

Rachel Orbuch is a fourth year medical student at Feinberg School of Medicine. She worked on this project with 6 other medical students who are involved with a student run continuity clinic at CommunityHealth in Chicago.

Shivani Patel, MBBS, MS, FASE

Faculty, Northwestern University, Pediatric Cardiology

I am a board-certified pediatric cardiologist with expertise in non-invasive cardiac imaging including advanced transthoracic and transesophageal echocardiography, fetal echocardiography and cardiac magnetic resonance imaging. With a goal of providing consistent, high quality care... Read More →

Swagata Patnaik, BA

Student, Northwestern University, Feinberg School of Medicine

We are a group of nine Feinberg medical students who designed and conducted this project. The members are Swagata Patnaik, Nathan Pincus, David Riopelle, Anna Shangguan, Stacy Tsai, Wadsworth Williams, Noor Hamideh, Shahzeb Hassan, Lauren Kwa.

Ann Prybylowski, MD

Housestaff, Northwestern University, Pediatric Critical Care/Fellow PGY-5

I am currently a second year PICU fellow at Lurie Children's Hospital. I have been interested in teaching since college where I participated in many tutoring opportunities. While in medical school, I joined Med School Tutors where I learned how to be an effective teacher for the Step... Read More →

David Riopelle, BS

Student, Northwestern University

Andrea Rustad, BA

Student, Northwestern University

Andrea Rustad is a third-year medical student. Shahzeb Hassan is a fourth-year medical student. Dr. Julia Mhlaba is an Assistant Professor of Dermatology and the Assistant Director of the Northwestern Medicine Center for Ethnic Skin and Hair. Dr. Roopal Kundu is the Jacob R Suker... Read More →

Katherine Salada, MD

Fellow, Pediatric Hospital Based Medicine

I am a second year Pediatric Hospital Medicine (PHM) fellow with an interest in medical education, advocacy, and QI work. This PHM Residency Elective Project was a combined effort, with significant guidance from my mentors: Victoria Rodriguez MD, Zarina Norton MD, and Robyn Bockrath... Read More →

Adrienne Schuler, BA, BS

Student, Northwestern University

4th Year Medical Students at Lee ECMH

Sally Taylor

Assistant Professor of Physical Therapy and Human Movement Sciences, Feinberg School of Medicine

I currently serve as Associate Director, Flex Staff, Interpreter Services, Wheelchair & Seating Center at the Shirley Ryan Abilitylab, formerly the Rehabilitation Institute of Chicago. Over the past 20 years, I have served in a variety of Therapy Manager and Physical Therapist roles... Read More →

Peter Ullrich, BS

Staff/Student, Northwestern University, Northwestern Memorial Hospital, Department of Surgery

Peter is the clinical research coordinator for Dr. Galiano’s lab. He contributes to a majority of research projects done with Dr. Galiano’s team where our works spans from literature reviews to industry-sponsored clinical projects to student-run survey-based initiatives. Our work... Read More →

Brianna Valdes, MD

Resident, Northwestern University, Internal Medicine

Brianna Valdes is a current Chief Medical Resident in the Department of Medicine at Northwestern University, McGaw Medical Center (Northwestern Memorial Hospital). She received her Bachelor of Science in Biology from the University of Florida and attended the University of Florida... Read More →

Lena Volpe

Student, Northwestern University

Lena Volpe is a second-year medical student at the Feinberg School of Medicine from Winnetka, IL. She graduated in 2019 from Princeton University with a degree in Ecology and Evolutionary Biology and is interested in lifestyle medicine, surgery and women's health.

Katherine Wright, PhD, MPH

Faculty, Northwestern University, Director of Research, Department of Family and Community Medicine; Research Assistant Professor of Family and Community Medicine

Dr Katherine Wright is the Director of Research in the Department of Family & Community Medicine. Dr. Wright's research examines the effectiveness of health and education policy measures while considering the mediating and moderating factors that influence population metrics. Within... Read More →

Christopher Yang

Student, Northwestern University, MS4

Christopher Yang is a 4th-year medical student at the Feinberg School of Medicine. He is applying to Medicine-Dermatology and Dermatology residencies, and he engages in medical education as a leader in his primary care continuity clinic, a Feinberg curriculum teaching assistant, and... Read More →

Cindy Zhang, MD

Housestaff, Northwestern University, Obstetrics and Gynecology

Cindy Zhang, MD is a third-year resident in the OBGYN program at Northwestern.

Giovanni Perottino, BS

Student, Northwestern University

Giovanni Perottino is a third-year medical student from Dayton, Ohio with a B.S. in Neuroscience from Ohio State University. He is interested in surgery, lifestyle medicine, and medical education

Graham Peigh, MD, MSc

Fellow, Northwestern University, Department of Medicine (Cardiovascular)

Jehannaz Dastoor, BA

Medical Student, Northwestern University

Jehannaz Dastoor is a second-year medical student at the Feinberg School of Medicine, and is also concurrently obtaining her Masters in Public Health from the Graduate School at Northwestern University. She graduated in 2020 from Northwestern University with a major in Anthropology... Read More →

Stacy Tsai, BS

Student, Northwestern University

Santina Wheat, MD, MPH

Faculty, Northwestern University; Vice Chair of Diversity, Equity, and Inclusion, Department of Family and Community Medicine Associate Professor of Family and Community Medicine

Paul Ravenna, MD

Faculty, Northwestern University, Assistant Professor of Family and Community Medicine

Deborah Clements, MD

Attending, Family Medicine

Friday October 8, 2021 8:30am - 5:00pm CDT
Ryan Family Atrium 303 East Superior Street, Chicago IL 60611

Poster Session

9:15am CDT

The Cost of Bullying, Mobbing, and Harassment to Organizations

MORNING SESSION 1
PRESENTATION
9:15 – 10:00 a.m.
Searle Seminar Room

The Cost of Bullying, Mobbing, and Harassment to Organizations

The O&P profession, which started as a trade, has worked hard over the last few decades to progress as a medical profession by increasing the educational standards and improve clinical business models, yet in many ways, older behavior patterns still seem to persist. “Apprentice bullying,” or ritual hazing as a rite of passage in a male-dominated profession, still shows signs of existence (Riggall, 2017).
Since no peer-reviewed literature on the topic exists for O&P, it is necessary to establish a baseline upon which to build future research, and reveal the cause and effect of bullying, mobbing, and harassment in the profession. This research should appeal to business owners and managers to show that a positive work environment equals profit. Can businesses afford to have leadership that costs a company profit?
This model of research and information translates to the medical school and professional offices. I can further detail this for the medical school community.

Speakers

Thomas Karolewski, EdD(ABD), MEd, CP/L, FAAOP

Adjunct Faculty, Northwestern University, Prosthetics and Orthotics

Thomas Karolewski, MA, CP, FAAOP is the chair of the NCOPE Board of Directors. Tom brings over three decades of clinical and educational experience having served in multiple leadership roles including the Director of Prosthetic Education at Northwestern University and the Supervisor... Read More →

Friday October 8, 2021 9:15am - 10:00am CDT
Searle Seminar Room 303 East Superior Street, Chicago IL 60611

Long Presentation

10:00am CDT

BREAK

Break Session

Friday October 8, 2021 10:00am - 10:15am CDT
Break

Break Session, Break Session

10:15am CDT

Morning Session 2 - Short Presentations

MORNING SESSION 2
SHORT PRESENTATIONS
10:15 – 11:45 a.m.

Presentation Schedule: See additional details below schedule.

A Leadership Training Curriculum for Chief Residents and Fellows
Aashish Didwania, MD

Intra-operative Assessment of Non-Technical Skills for Surgeons: Challenges and Opportunity for Improvement
Egide Abahuje, MD, MHPEd

Using Grounded Theory to Illuminate and Improve: A Novel Conceptual Model for Anatomy-Related Outreach
Angelique Duenas, PhD

Using Natural Language Processing to Aid in the Interpretation of Narrative Feedback: Challenges and Lessons Learned
Christina Maimone, PhD

Feedback for Growth; How to Accept Feedback
Leslie Rydberg, MD

--------------------------------

A Leadership Training Curriculum for Chief Residents and Fellows
Aashish Didwania, MD
- The leadership curriculum content was divided evenly between self-awareness training in the first half of the year (inward facing) and leading others (outward facing). Content was delivered through a brief reading list, self-assessment inventories, two 1:1 coaching sessions and 12 one-hour interactive seminars lead by two instructors from the Center for Leadership. Pre-post surveys on a five-point Likert scale asked learners to rate their self-awareness of strengths, growth, identification of strengths in others, teamwork, influence, adaptability, coping, and conflict resolution skills.
  
  The curriculum has run for three years with 13 participants in the first year, 14 in the second year, and 5 in 2020-21* (limited by pandemic). Aggregate survey scores rose from 3.19 on the pre-survey to 4.18 at mid-point to 4.56 at the post-curriculum survey. Items rated the highest at the end of the curriculum pertained to self-awareness of leadership capabilities and strengths (4.4 - 4.7), while coping and adaptability were rated lower (4.0 - 4.3)."
Intra-operative assessment of Non-Technical Skills for Surgeons: Challenges and Opportunity for Improvement
Egide Abahuje, MD, MHPEd
- Results: We observed 18 surgeries, involving 6 surgeons, 11 residents, and 1 fellow. The total observation time was 37 hours. We observed 9 open surgeries and 9 minimally invasive surgeries. Two independent observers assessed eight surgeries, while a single observer assessed 10 surgeries. The mean NOTSS score was 3.8 for situation awareness, 3.78 for decision-making, 3.71 for communication and teamwork, and 3.76 for leadership. The inter-rater reliability ranged between 0.65 and 0.80 for all NOTSS categories. The observers documented examples of effective non-technical skills behaviors and examples of behaviors that need improvement for each NOTSS category.
  
  Conclusion: The NOTSS rating tool is reliable to assess the surgeon’s non-technical skills in live surgery. This tool is useful to document effective and ineffective behaviors in order to provide constructive feedback to surgeons.
Using Grounded Theory to Illuminate and Improve: A Novel Conceptual Model for Anatomy-Related Outreach
Angelique Duenas, PhD
- Educational outreach programs are prominent within medical schools, as a means to foster interest in the sciences and promote awareness around health professions careers. Among these, anatomy as a discipline is often featured as an engaging and approachable subject for individuals of all educational levels. However, the overarching phenomena of such anatomy-related outreach has never been explored. This presentation will describe how grounded theory (GT) was used to explore the phenomena of anatomy outreach, from the perspective of anatomist facilitators around the globe. It will present an evidence-based, novel conceptual model for understanding and improving such outreach. It will also highlight the usability of GT in medical education research. In the midst of a pandemic, better understanding how processes in medical education function is particularly important in conceptualizing what the future of the field may look like, and how best to shape it.
Using Natural Language Processing to Aid in the Interpretation of Narrative Feedback: Challenges and Lessons Learned
Christina Maimone, PhD
- Natural language processing (NLP) has promise to improve both the utility and feasibility of narrative assessment review. At Feinberg, longitudinal medical student portfolios contain hundreds of narrative text comments describing a student’s performance, strengths, and areas for improvement. Reviewing these comments in detail reveal performance trends that can help students grow and improve. While faculty and mentors gain experience assessing performance through the time-consuming process of reviewing dozens of portfolios a year, students do not have this opportunity, which may limit context and thus benefits gained from narrative feedback review. NLP methods can provide some of this missing context after applying strategies to accurately apply text analysis methods to the narrative. However, the unique language and context of medical education feedback presents challenges. When data preparation and adaptation are done deliberately, NLP provides a feasible and useful mechanism to efficiently communicate meaningful data regarding student performance.
Feedback for Growth; How to Accept Feedback
Leslie Rydberg, MD
- This short session will cover the “Educational Alliance” to stress the importance of the learner-educator relationship to optimize feedback, as well as top tips for making the best use of feedback.

Speakers

Aashish Didwania, MD

Vice Chair for Education, Department of Medicine; Associate Professor of Medicine (General Internal Medicine and Geriatrics) and Medical Education, Medicine

Dr. Aashish Didwania is the residency program director and vice chair of education for the Department of Medicine.

Egide Abahuje, MD, Ms-HPEd

Fellow, Surgery

Angelique Duenas, PhD

Faculty, Northwestern University, Department of Medical Education

Angelique (she/her) is an Assistant Professor in the Department of Medical Education at FSM. She coordinates and teaches anatomy curriculum for the MD and PA programs within the school. Much of her current research and scholarship lies at the intersect of anatomy- and medical-education... Read More →

Christina Maimone, PhD

Staff, Northwestern University; Northwestern IT Research Computing Services

I am the Research Data Services Lead with Northwestern IT Research Computing Services. I develop and provide data science services and training for researchers across Northwestern with a team of staff and student consultants. I am presenting work done in collaboration with Celia O'Brien... Read More →

Leslie Rydberg, MD

Faculty, Northwestern University, Shirley Ryan AbilityLab, Assistant Professor of Physical Medicine and Rehabilitation and Medica

Leslie Rydberg, MDAttending PhysicianAssistant Residency Director, Physical Medicine and Rehabilitation and Medical EducationMonika and Henry Betts Medical Student Education ChairShirley Ryan Ability LabAssistant Professor, Physical Medicine and RehabilitationNorthwestern University... Read More →

Friday October 8, 2021 10:15am - 11:45am CDT
Baldwin Auditorium 306 East Superior Street, Chicago IL 60611

Short Presentation

10:15am CDT

The Birth of a Book: How to Write a Book Proposal

MORNING SESSION 2
WORKSHOP
10:15 – 11:30 a.m.
Treinens Conference Room

The Birth of a Book: How to Write a Book Proposal

This workshop will introduce participants to the practical, "nuts and bolts" involved in preparing and submitting a book proposal (prospectus) to a commercial or not-for-profit publisher. Participants will outline a book proposal; describe the book's intended audience (market); draft a PERT chart for book project management; and recognize the challenges of producing and editing a multi-author volume vs. a solo monograph. The workshop aims to remove the mystery from book authorship, production, and publication.

At the conclusion of this workshop, participants will:

Recognize that a book project is synthetic scholarship that usually originates from routine professional work;
Draft a book proposal (prospectus) for a multi-author (edited) volume or a single author monograph;
Acknowledge book publication sequelae: rights and ownership, distribution, marketing, royalties, translation, subsequent editions, etc.

Speakers

William McGaghie, PhD

Faculty, Department of Medical Education

William C. McGaghie, PhD, is professor of medical education and preventive medicine at the Northwestern University Feinberg School of Medicine in Chicago. Dr. McGaghie has been engaged in medical and health professions education research and scholarship for 45 years. He has authored... Read More →

Friday October 8, 2021 10:15am - 11:45am CDT
Treinens Conference Room 302 East Superior Street, Chicago IL 60611

Workshop

10:15am CDT

“She Should Smile More”: Gender Bias in Medical Education Assessment

MORNING SESSION 2
WORKSHOP
10:15 – 11:30 a.m.
Gray Seminar Room

“She Should Smile More”: Gender Bias in Medical Education Assessment

This workshop will focus on recognizing, reducing, and reframing gender biases.
Recognizing bias: Participants will take an online Implicit Association Test. We will discuss people’s reactions to the test/their results. We will discuss how to use the IAT to raise awareness of identity biases.
Reducing bias: Participants will be placed into small groups. Written comments will be provided for groups to discuss whether they contain gendered language or bias. Groups will rewrite comments to neutralize bias. We will then explore the exercise as a large group.
Reframing bias: A video will be shown of a committee evaluation where a faculty member makes a biased comment about a trainee. Attendees will then pair off and practice statements they might make to address the faculty member. After the role playing, the large group will discuss what phrases worked. Examples of possible scripts to use will be provided to attendees.

Learning Objectives
At the conclusion of this workshop, participants will:

Participants will increase their understanding of how bias might present in health care educational assessments.
Participants will take the Implicit Association Test (IAT) to identify gender biases they may hold.
Participants will then dissect written comments from student assessments and decide whether they contain evidence of gender bias.
Participants will role-play effective responses to biased comments to prepare them for encountering bias in the workplace and specifically in educational assessments.

Please note: It is recommended you bring a laptop if you wish to participate in the IAT

Speakers

Anisha Kshetrapal, MD, MSEd

Fellow, Attending, Faculty, Instructor, Staff, Pediatric emergency medicine

I am a pediatric emergency medicine physician at Lurie Children's and the inaugural simulation fellow through the hospital's simulation center, kidSTAR. My interests lie in simulation-based team training, mechanisms of entrustment, workplace communication, and assessment.

Kirsten V. Loftus, MD, MEd

Faculty, Attending Physician, Emergency Medicine, Ann & Robert H. Lurie Children's Hospital of Chicago; Assistant Professor of Pediatrics (Emergency Medicine), Northwestern University Feinberg School of Medicine

Karen Mangold, MD, MEd

Faculty, Pediatrics

BioI completed my fellowship at Children's Memorial Hospital and have been an attending at the Ann & Robert H. Lurie Children's Hospital since graduating in 2011. I am involved in the kidSTAR Medical Education program, and I am the program director for the Pediatric Emergency Medicine... Read More →

Friday October 8, 2021 10:15am - 11:45am CDT
Grey Seminar Room 303 East Superior Street, Chicago IL 60611

Workshop, Teaching and Assessment

11:45am CDT

BREAK

Lunch Break

Friday October 8, 2021 11:45am - 12:30pm CDT
Break

Break Session, Break Session

12:30pm CDT

*KEYNOTE* TIME Lecture | From Bystander to Upstander: Advocacy in Action

Feedback Survey

From Bystander to Upstander: Advocacy in Action

How do we move beyond the moral distress of witnessing or participating in the impact of our biases? In this session, we will explore strategies for moving from being a passive bystander to actively operating as an upstander as a way to improve learning and clinical environments.

Learning Objectives
At the end of this presentation, participants will be able to:

Recognize the importance of the "Bystander Effect" and its relevance to professional environments
Identify microaggressions when they happen in clinical and educational settings
Develop a real-time approach to becoming an active bystander ("upstander")
Empower learners and colleagues to move beyond the "Bystander Effect" and into action

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. Kimbery Manning's disclosures will be update as we approach this event. 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, Director 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.

Please submit an evaluation form at the end of the lecture:
https://nwfcfeim.qualtrics.com/jfe/form/SV_bIBQggeqMyMzkQR

**PLEASE NOTE** Food and drink are not allowed in the keynote lecture session due to COVID-19 precautions.

Speakers

Kimberly D. Manning, MD, FACP, FAAP

Professor of Medicine and Associate Vice Chair, Diversity, Equity, and Inclusion; Medical Student Society Advisor, Semmelweis Society, Emory University Department of Medicine; Emory University School of Medicine

Kimberly Dyan Manning, MD, joined the faculty at the Emory University School of Medicine in 2001 after completing residency in combined training Internal Medicine and Pediatrics, and currently has an academic appointment as assistant professor in the Department of Medicine. A passionate... Read More →

Friday October 8, 2021 12:30pm - 1:30pm CDT
Hughes Auditorium 303 East Superior Street, Chicago IL 60611

Keynote

1:30pm CDT

BREAK

Break Session

Friday October 8, 2021 1:30pm - 1:45pm CDT
Break

Break Session, Break Session

1:45pm CDT

Mixed Reality and HoloAnatomy: Using the Microsoft HoloLens in Anatomy Instruction

AFTERNOON SESSION 1
PRESENTATION
1:45 – 2:30 p.m.
McGaw 1-401

Mixed Reality and HoloAnatomy: Using the Microsoft HoloLens in Anatomy Instruction

Faculty, students and educational support staff are invited to experience HoloAnatomy and the MS HoloLens. The MS HoloLens is a mixed-reality headset that allows learners to interact with virtual anatomy objects in an open space. Participants will get to wear an actual MS HoloLens and experience an anatomy lesson designed at Northwestern that was used to teach Feinberg students. We'll also examine data collected from Feinberg instructors and students about their experience with this technology as a teaching and learning tool. Participants will be invited to imagine how this technology might enhance their own teaching practice.

Speakers

Laura Seul, BFA

Staff, Instructional Designer, Northwestern University

Angelique Duenas, PhD

Faculty, Northwestern University, Department of Medical Education

Andrew Deweyert, PhD

Faculty, Assistant Professor of Medical Education, Northwestern University

Joe Horne, PhD

Staff, Northwestern University, FSM IT - Educational Technology

Joe Horne works with instructional technology at FSM.

Friday October 8, 2021 1:45pm - 2:30pm CDT
McGaw 1-401 240 East Huron Street, Chicago IL 60611

Long Presentation, Technology in Medical Education

1:45pm CDT

Afternoon Session 1 - Short Presentations

AFTERNOON SESSION 1
SHORT PRESENTATIONS
1:45 – 3:15 p.m.

Presentation Schedule: See additional details below schedule.

Level-Setting for the Inpatient Setting: Finding Standardization in Expectations on the Pediatric Endocrinology Rotation
Sean DeLacey, MD

Association Between Internal Medicine Residency Applicant Characteristics and Performance on ACGME Milestones During Intern Year
Blair Golden, MD

Mastery Learning to Teach PM&R Procedure Skills
Leslie Rydberg, MD

Role of Multi-Institutional Airway Course for Otolaryngology Training Programs
Taher Valika, MD FACS FAAP

Integrating a Virtual Home Visit Curriculum into a Primary Care Rotation
Rosanne Vasiloff, MD

Level-Setting for the Inpatient Setting: Finding Standardization in Expectations on the Pediatric Endocrinology Rotation
Sean DeLacey, MD
- Resident education and experience can suffer from a lack of standardization and unclear expectations for performance during inpatient rotations. Clear expectation setting can be limited by frequent staffing changes as well as time limitations in the inpatient setting. The presentation will showcase the development and implementation of standardized resident expectations for the Pediatric Endocrinology inpatient rotation. The development of the expectations and resident guide included input from residents as well as Endocrine faculty. The intervention’s goal was to achieve an increased sense of satisfaction for both housestaff and supervising clinicians by creating a shared understanding of the rotation and the residents’ role in patient care. Future directions will be aimed at sustained delivery and consumption of expectations as well as standardization of education and feedback.
Association Between Internal Medicine Residency Applicant Characteristics and Performance on ACGME Milestones During Intern Year
Blair Golden, MD
- Methods: We examined the association between applicant characteristics and performance on ACGME Milestones during intern year at Northwestern University's internal medicine residency from 2013-2018. We used bivariate analysis and multivariable linear regression model to determine the association between individual factors and Milestone performance.
  
  Results: 114 residents (58%) were female, and 116 residents (59%) were White. Mean Step 1 and Step 2 CK scores were 245.5 (SD 12.0) and 258 (SD 10.8) respectively. Step 1 scores, Alpha Omega Alpha membership, medicine clerkship grades, and interview scores were not associated with Milestone performance in the bivariate analysis and were not included in the multivariable model. In the multivariable model, overall clerkship grades, ranking of the medical school, and year entering residency were significantly associated with Milestone performance (P ≤ .04).
  
  Conclusions: Most traditional metrics used in residency selection were not associated with early performance on ACGME Milestones during internal medicine residency.
Mastery Learning to Teach PM&R Procedure Skills
Leslie Rydberg, MD
- This session will include a discussion of mastery learning theory applied to a PM&R-specific procedure training course: electrodiagnostic testing. This will include a discussion about common roadblocks to implementation, such as checklist development where procedural consensus may not exist, the educational tool development, and designing deliberate practice sessions.
Role of Multi-Institutional Airway Course for Otolaryngology Training Programs
Taher Valika, MD FACS FAAP
- Medical education for residency training programs vary from institution to institution. Programs are well known for their strengths, but also for their weaknesses. To account for some of the shortcomings, training programs in Otolaryngology have been known to host “bootcamps.” These mini-courses provide brief but high-value education to their trainees as a means to ensure adequate training. We describe our process of developing a unique, multi-institutional “bootcamp,” allowing trainees from five Chicago-based Otolaryngology residency programs to participate at the same time. The feedback and data obtained revealed not only the value of a “bootcamp,” but the value of incorporating trainees of different years, specialties, and programs.
Integrating a Virtual Home Visit Curriculum into a Primary Care Rotation
Rosanne Vasiloff, MD
- With the growing number of geriatric and homebound individuals, it is important to expose medical students to the utility of home visits in Primary Care and Geriatrics. Due to the COVID-19 pandemic, we created a curriculum focused on virtual home visits, and integrated this into the M3 Integrative Primary Care (IPC) rotation. The curriculum included a lesson on Home Based Patient Care. Then the students were given a Virtual Home Visit Checklist on functional assessment, medication reconciliation, and a safety assessment. Students identified patients from their Education Centered Medical Homes or IPC and completed a virtual home visit with the patient using Doximity. In addition to completing the checklist, students wrote a reflection on their patient encounters. Our presentation will include a description of our Virtual Home Visit curriculum, as well as a review and discussion of the student reflections on their experiences regarding learning and the patient experience.

Speakers

Sean DeLacey, MD

Fellow, Northwestern University, Ann & Robert H. Lurie Children's Hospital of Chicago; Pediatric Endocrinology

Dr. Sean DeLacey is a former Internal Medicine/Pediatrics resident and current third year fellow in the Pediatric Endocrinology Department of Lurie Children's Hospital.

Blair Golden, MD

Faculty, University of Wisconsin, Medicine

Dr. Golden was a resident from 2015-18, a chief medical resident from 2018-19 and now a faculty educator at Univ of Wisconsin. Dr. Golden collaborated with Dr. Bruce Henschen and Dr. Aashish Didwania on this project from 2018 to 2021 as part of her Medical Education Clinical Scholars... Read More →

Leslie Rydberg, MD

Faculty, Northwestern University, Shirley Ryan AbilityLab, Assistant Professor of Physical Medicine and Rehabilitation and Medica

Taher Valika, MD

Attending, Surgery/Otolaryngology

Taher Valika, MD, is a pediatric otolaryngologist at Ann & Robert H. Lurie Children’s Hospital of Chicago. His academic expertise is in pediatric airway reconstruction and managing complex sleep related airway disorders. He is the residency site director for both the Northwestern... Read More →

Rosanne Vasiloff, MD

Attending, Faculty, Family Medicine

Rosanne D. Vasiloff (she/her) is a Family Medicine physician practicing at Northwestern Medicine in Chicago’s Lakeview neighborhood. She is currently the Education Centered Medical Home's Longitudinal Director and Phase 2 Clerkship Director for the Integrative Primary Care Rota... Read More →

Friday October 8, 2021 1:45pm - 3:15pm CDT
Baldwin Auditorium 306 East Superior Street, Chicago IL 60611

Short Presentation

1:45pm CDT

ROME Wasn’t Built in a Day: Identifying R̲esearch O̲utcomes in M̲edical E̲ducation

AFTERNOON SESSION 1
WORKSHOP
1:45 – 3:15 p.m.
Gray Seminar Room

ROME Wasn’t Built in a Day: Identifying Research Outcomes in Medical Education

When faced with turning an academic interest into a research study, medical educators must clearly identify research questions, related outcomes, and planned study design. This workshop provides a participatory facilitated group experience in responding to a call for proposals and identifying and clarifying the research questions and relevant outcomes. Within the session individuals will brainstorm research questions, come to consensus as a group as to which research questions to pursue, and collaboratively identify both quantitative and qualitative approaches to study the identified research questions. Facilitated groups further will explore potential threats and challenges to the proposed study designs.

Learning Objectives
After participating in this workshop, attendees will be able to

Develop research questions for a given topic in medical education
Identify and appraise relevant outcome measures (using both quantitative and qualitative approaches)
Discuss and examine threats and challenges to proposed research

Speakers

Kenzie A. Cameron, PhD, MPH

Professor, Medicine/General Internal Medicine

Kenzie A. Cameron, PhD, MPH, FACH is a Professor in the Division of General Internal Medicine and Geriatrics, Department of Medicine at Northwestern University Feinberg School of Medicine (FSM), with secondary appointments in the Departments of Medical Education, Preventive Medicine... Read More →

Mark Adler, MD

Professor of Pediatrics (Emergency Medicine) and Medical Education, Northwestern University

I am a pediatric emergency medicine practitioner and educator who began my work at Northwestern and Lurie Children's in 2001. I am the Director and founder of the kidSTAR Healthcare Education Program. I am interested in curricular design and educational assessment. I am actively involved... Read More →

Friday October 8, 2021 1:45pm - 3:15pm CDT
Grey Seminar Room 303 East Superior Street, Chicago IL 60611

Workshop, Medical Education Research

1:45pm CDT

Education Technologies Open House

AFTERNOON SESSION 1
1:45 – 5:00 p.m.
Active Learning Classroom, McGaw 1-250

EDUCATIONAL TECHNOLOGIESOPEN HOUSE

Facilitators:
Joe Horne, PhD, Director of Educational Technologies, Northwestern University
Jim Brucker, MSLIS, Manager of Instructional Design and Development, Northwestern University
David Salzman, MD, MEd, Associate Professor of Emergency Medicine and Medical Education, Director of Simulation for Undergraduate Medical Education, Northwestern University

The Educational Technologies Open House is an opportunity for faculty, students and staff to sample some of the latest instructional tools and technologies at the Feinberg School of Medicine. This includes hands-on, interactive demonstrations of the Remote Teaching Studio and lightboard video production service. In the Remote Teaching Studio, participants will experience an engaging, multi-screen standup Zoom session, with a variety of integrated instructional tools designed to enhance teaching and learning. Participants will be guided through creative configurations, including screen-writing and remote-teaching strategies. With Feinberg’s first lightboard video production service, participants can “write on the air” as they talk, creating immersive and novel instructional videos. Participants can try the lightboard and experience these special effects firsthand and discuss instructional design strategies to maximize the impact of this approach. These Open House stations will be ongoing, located near each other in the Department of Medical Education in McGaw.

Speakers

James Brucker, MSLIS

Faculty, Department of Medical Education

Jim Brucker is the Director of Instructional Design & Development (ID&D) at the Feinberg School of Medicine. His ID&D team partners with faculty to create high-production instructional and promotional video, interactive learning modules and other instructional design approaches. ID&D... Read More →

Joe Horne, PhD

Staff, Northwestern University, FSM IT - Educational Technology

Joe Horne works with instructional technology at FSM.

Friday October 8, 2021 1:45pm - 5:00pm CDT
Active Learning Classrooms 240 E Huron St., McGaw 1-250, Chicago, IL 60611

Open House

3:15pm CDT

BREAK

Break Session

Friday October 8, 2021 3:15pm - 3:30pm CDT
Break

Break Session, Break Session

3:30pm CDT

The Case for Disability Education and Advocacy in Undergraduate Medical Education

AFTERNOON SESSION 2
PRESENTATION
3:00 – 4:15 p.m.
Simpson-Querrey Auditorium

The Case for Disability Education and Advocacy in Undergraduate Medical Education

Disability education is an important part of training future physicians to care of people of all backgrounds and abilities to optimize medical outcomes. This 45 minute session will make the case for including disability education in undergraduate medical education, will discuss the lack of disability education around the country, review new and current curriculum for Feinberg students, review the role of medical students in advocating for curricular elements relating to disability, and discuss additional ways to integrate disability education into medical education.

Learning Objectives
At the end of this session, participants will be able to

Understand the state of the union for current recommendations for disability curriculum in medical schools
Review new and current curriculum that exists for Feinberg students
Identify potential additions for future learning and appreciate the role of the medical student advocate in incorporating disability education"

Speakers

Leslie Rydberg, MD

Faculty, Northwestern University, Shirley Ryan AbilityLab, Assistant Professor of Physical Medicine and Rehabilitation and Medica

Allison Kessler Vear, MD

Attending Physician; Assistant Professor of Physical Medicine and Rehabilitation, Northwestern University; Shirley Ryan AbilityLab

Elizabeth Adams

Student, Feinberg School of Medicine

Trisha Kaundinya

Medical student, Northwestern University Feinberg School of Medicine

Friday October 8, 2021 3:30pm - 4:15pm CDT
Simpson-Querrey Auditorium 302 East Superior Street, Chicago IL 60611

Long Presentation, Teaching and Assessment

3:30pm CDT

Afternoon Session 2 - Short Presentations

AFTERNOON SESSION 2
SHORT PRESENTATIONS
3:30 – 5:00 p.m.

Presentation Schedule: See additional details below schedule.

Physiatry 101: How to Think Like a Physiatrist
Anne Goldring, MD

Flipping Healthcare Pain Education for Interprofessional Competence
Renee Manworren, PhD, APRN, FAAN

Effective Teaching Strategies to Enhance a Growth Mindset
Jennifer Ryan, PT, DPT, MS

Effective Phase 1 Medical Education: Lessons from the Pulmonary Module
James Walter, MD

Physiatry 101: How to Think Like a Physiatrist
Anne Goldring, MD
- The purpose of this medical education project is to provide new second-year PM&R residents with a framework to think through inpatient rehab hospitalizations. At the beginning of the second year of a PM&R residency, each resident has just completed an internship, most often in internal medicine. As such, most residents often initially feel uncertain of their role in the rehab hospital setting. This lecture is designed to be given shortly after that transition, with the intention of teaching the new PM&R resident how to think like a physiatrist. In addition, given that exposure to PM&R varies widely during medical school, this lecture also seeks to provide the new residents with a uniform foundation in some of the basics of physiatry. To facilitate this learning process, this is an interactive, group-based lecture during which PGY2s work through patient cases with 3rd and 4th year PM&R residents.
Flipping Healthcare Pain Education for Interprofessional Competence
Renee Manworren, PhD, APRN, FAAN
- We retain 5% of what we hear, 50% of what we discuss, 75% of what we do, and 90% of what we teach. Through 3-5 flipped learning activities, interprofessional knowledge gaps, biases, and barriers to optimal pain care will be shared, tested, and bridged to promote understanding, empathy, and collaboration. demonstrate content mastery and application. Ideas are shared, key messages are reinforced, and understanding is assessed, discussed, demonstrated, and tested. These evidence-based strategies are easily translated to optimize face-to-face education time for inquiry, application, and to demonstrate content mastery.
Effective Teaching Strategies to Enhance a Growth Mindset
Jennifer Ryan, PT, DPT, MS
- What is the missing link between acquiring the knowledge of cardiovascular physiology and applying it to practice? The limited attention to CV risks and diseases is evidenced by research findings that general PT practitioners infrequently measure and interpret vital signs with exercise. Is the link more in our teaching methods than in honing the material we address? The scholarship of teaching and learning challenges us to use “self-regulated learning” to elevate learning to a metacognitive level, one which translates into lifelong practice. By offering students individualized feedback with encouragement and guidance to engage them in their learning plan and progress, the instructor and students became more connected and invested in the course. The presentation will speak to the teaching methods that led to an effective learning environment. Data related to the students' transition from a fixed to a growth mindset, and the improvement in student exam averages will be discussed.
Effective Phase 1 Medical Education: Lessons from the Pulmonary Module
James Walter, MD
- Student feedback is an essential component of the Northwestern University Feinberg School of Medicine continuous quality improvement process. At the conclusion of each Phase 1 module, detailed student comments are summarized by a student review panel and then discussed collaboratively with Module, Element, and Thread leaders. These meetings provide an invaluable opportunity to both spotlight what worked well during a module as well as identify opportunities for improvement.
  
  This presentation will summarize changes made to the Pulmonary Module in response to several years of student review panel feedback. This will provide an opportunity to highlight components of effective curricular design and content delivery relevant to educators across all phases of the Feinberg curriculum.

Speakers

Anne Goldring, MD

Housestaff, Northwestern Memorial Hospital, Shirley Ryan AbilityLab, Physical Medicine & Rehabilitation (PM&R)/2022

My name is Annie Goldring and I am a 4th year PM&R resident currently applying to Sports Medicine fellowships. Throughout residency I have been interested in medical education and how to optimize the ways in which we teach medical students and residents. I have participated in the... Read More →

Renee Manworren, PhD, APRN, FAAN

Faculty, Northwestern University, Ann & Robert H. Lurie Children's Hospital of Chicago; Associate Professor of Pediatrics

Renee Manworren, PhD, APRN, FAAN, is an associate professor of Pediatrics who has studied gaps in intra- and interprofessional healthcare providers knowledge and attitudes of pain and pain management for over 20 years. Manworren's successful educational approach to these gaps were... Read More →

Jennifer Ryan, PT, DPT, MS, CCS

Assistant Professor, Northwestern University, Assistant Professor of Physical Therapy and Human Movement Sciences

Jennifer Marie Ryan, PT, DPT, MS is a Board Certified Cardiovascular and Pulmonary Clinical Specialist and Assistant Professor at Northwestern University Department of Physical Therapy and Human Movement Sciences. She teaches in the cardiovascular and pulmonary curriculum, physiology... Read More →

James Walter, MD

Faculty, Northwestern University, Assistant Professor of Medicine (Pulmonary and Critical Care)

James Walter, MD is a Pulmonary and Critical Care physician and Medical Director of the Northwestern Lung Rescue Program.Dr. Walter attended Princeton University followed by medical school at the University of Chicago Pritzker School of Medicine. He completed his Internal Medicine... Read More →

Friday October 8, 2021 3:30pm - 5:00pm CDT
Baldwin Auditorium 306 East Superior Street, Chicago IL 60611

Short Presentation

3:30pm CDT

Got 15? Try Faculty Development on the Fly: A Snippets Workshop for Microlearning

AFTERNOON SESSION 2
WORKSHOP
3:30 – 5:00 p.m.
Gray Seminar Room

Got 15? Try Faculty Development on the Fly: A Snippets Workshop for Microlearning

Faculty development (FD) is critical to the professional growth of medical educators. FD offerings are prevalent across academic institutions; however, faculty report they are unable to participate in these initiatives due to time limitations and competing priorities. The snippet FD approach can address these concerns but requires training for FD providers to be effectively used. This snippet train-the-trainer workshop incorporates multiple teaching modalities (e.g., lecture, demonstrations, structured small-group snippet development groups, and large-group debriefs) to provide learners with the skills they need to create and use this approach. We will define the key components of a faculty development (FD) snippet and explain how multimedia principles, cognitive load theory, and communities of practice contribute to the development of a snippet. Next, we will lead small groups of learns as they develop FD snippets that can satisfy ACGME requirements. Learners will debrief as we discuss facilitators and barriers to the snippet FD approach.

Learning Objectives
After participating in this workshop, attendees will be able to

Define the key components of a faculty development (FD) snippet.
Identify how the snippet can address the time limitations and competing priorities of faculty.
Develop an FD snippet that can satisfy ACGME requirements.

Google Doc. Link: https://drive.google.com/drive/folders/1lqqOnUjSsMqr9FxzJqFUPoFzQKs-IPp9?usp=sharing

Speakers

Clara Schroedl, MD, MS

Faculty, Northwestern University, Assistant Professor of Medicine (Pulmonary and Critical Care) and Medical Education

Aashish Didwania, MD

Vice Chair for Education, Department of Medicine; Associate Professor of Medicine (General Internal Medicine and Geriatrics) and Medical Education, Medicine

Dr. Aashish Didwania is the residency program director and vice chair of education for the Department of Medicine.

Friday October 8, 2021 3:30pm - 5:00pm CDT
Grey Seminar Room 303 East Superior Street, Chicago IL 60611

Workshop, Teaching and Assessment

5:15pm CDT

Awards Ceremony

This year’s awards reception will include Feinberg School of Medicine Teaching Awards, recognition of Feinberg faculty members recently promoted in the Clinician Educator track, and the FAME New Member Induction. All members of the Feinberg community are welcome to attend the Awards Reception in celebration of the year’s achievements.

Moderators

Mary McBride, MD

Attending, Faculty, Director of Feinberg Academy of Medical Educators, Associate Professor of Pediatrics (Cardiology) and Medical Education,

Clinically, Dr. McBride is a pediatric cardiac intensivist and cares for children of all ages with congenital and acquired heart disease who require critical care. Academically, she focus on medical education through the teaching and learning of students, trainees, staff and faculty... Read More →

Friday October 8, 2021 5:15pm - 6:30pm CDT
Potocsnak Family Atrium 303 E. Superior St. Chicago, IL 60611

Awards Ceremony