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School of Medicine

Agenda

Get ready to learn and lead

We are glad to build the future of medical education together in Nashville! Find sessions about the most pressing topics in medical education today. We’re lifelong learners, and we look forward sharing in knowledge March 23-25.

View the full agenda

Accreditation Statement – This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of the University of Central Florida College of Medicine and the Southern Group on Educational Affairs (SGEA). The University of Central Florida College of Medicine is accredited by the ACCME to provide continuing medical education for physicians.

Designation Statement – University of Central Florida College of Medicine designates this educational activity for a maximum of  13.0  AMA PRA Category 1 Credit(s).  Physicians should only claim credit commensurate with the extent of their participation in the activity.

Agenda – SGEA 2023

March 22, 2023 – Pre-Conference


3:00 – 4:30 PM (all times are in central time)

S.P.A.C.E.! – Staff Professionals Across the Continuum of Education Working within Medical Education (Nashville F/G)

  • Professional staff are vital to our institutions and are necessary for the development, delivery, and assessment of curricular programs across the continuum in medical education. Medical education professionals are actively interested in opportunities to share best practices, resources, and expertise with peers within and across institutions. Join us as we talk about the future of S.P.A.C.E. within the GEA.
  • Contact: Tyrese (Hinkins) Jones, Ed.S. M.Ed. (thinkin@emory.edu)

3:00 – 5:00 PM

Back to the Future: Re-Energizing the CQI SIG (Nashville H)

  • This meeting will provide attendees with a recap of the APQI meeting at LSL and discussion on the growth of CQI activities across the GEA regions. Work will center around determining the focus for the SGEA SIG moving forward.
  • Contact: Teresa Isbell, Ph.D. (tisbell@tamu.edu)

March 23, 2023


8:00 – 9:15 AM
Breakfast (foyer)

8:30 – 9:45 AM

Plenary: “Revisiting Medical Education in the Era of Ubiquitous Information” (Nashville D/E)

  • Charles P. Friedman, PhD

10:15 – 11:15 AM

Workshop 1: Medical Student Missteps: New Professionalism Challenges introduced by Digital Media (Nashville A/B)

Workshop 2: Moving Forward: Updates and Current Progress of the CLASS Project (Nashville F/G)

Workshop 3: Casting a Wider Net: Increasing Inclusivity and Diversity in Faculty Searches (Nashville C)

Abstracts 1: Innovations in Simulation (Nashville H)

  • Designing and implementing standardized, synchronous simulations across geographically-dispersed campuses
  • That De-escalated Quickly: A Simulation-Based De-escalation Curriculum for Pediatric Residents
  • Training Medical Students in the Art of Telemedicine Communication Using Simulated Patient Encounters
  • An introductory point of care ultrasound curriculum for 1st-year medical students

Abstracts 2: Diversity, Equity, and Inclusion Research (Jackson)

  • ‘I felt very out of place in that setting’: Person-environment fit as a lens to understand diverse professional identity formation in medical students
  • Student Perception of How Medical Schools Have Valued Diversity Between 2011-2021
  • Less Grit, More Support: A qualitative analysis of common assets and changes for first-generation and low income medical students
  • Training Increases Social Determinants of Health Discussions in Clinical Skills Assessment

11:30 AM – 12:30 PM

Workshop 4: Sharing Resources in an Interactive Format (Nashville A/B)

Workshop 5: Integrating the Deliberate Practice of Moral Reasoning into Medical Education to Reduce Health Disparities (Nashville F/G)

Workshop 6: Building a Community of Practice for Program Evaluators (Nashville C)

Abstracts 3: Innovations to Improve Student Transitions (Nashville H)

  • Fostering Perceived Sense of Belonging Through New Student Orientation
  • Reimagining Student Orientation – Onboarding for Success
  • Design and Evaluation of Novel Preparatory Course for Medical Students Entering Clinical Clerkships
  • At the Intersection of Preparation and Opportunity: the Introduction to Clerkships and Clinical Skills (ICCS) Course

Abstracts 4: Curriculum Research (Jackson)

  • Teaching Financial Literacy within Healthcare Education: A Scoping Review
  • A Scoping Review of Abortion Education in Undergraduate Medical Education in the United States
  • Mapping Allergy and Immunology Undergraduate Medical Education: Utilizing a Digital Curriculum Map to Conduct a Targeted Needs Assessment
  • Addressing Firearm Violence Prevention and Education (FVPE) in Undergraduate Medical Education (UME)

12:45 – 1:45 PM
Lunch (grab a boxed lunch and take it to your choice of room)

Overview of Special Interest Groups (SIG) (Nashville D/E)

SIG Group 1 (Nashville A/B)

  • 12:45-1:05: Coordinators & Administrators in Medical Education (CAIME)
  • 1:05-1:25: Staff Professionals Across the Continuum of Education (SPACE)
  • 1:25-1:45: Interprofessional Education (IPE)

SIG Group 2 (Nashville F/G)

  • 12:45-1:05: Program Evaluation (PE)
  • 1:05-1:25: Continuous Quality Improvement in Medical Education (CQI)
  • 1:25-1:45: Professionalism and Professional Health and Wellness (PPHW)

SIG Group 3 (Nashville C)

  • 12:45-1:15: Student Academic Enhancement (SAE)
  • 1:15-1:45: Directors of Clinical Skills Courses (DOCS)

SIG Group 4 (Nashville H)

  • 12:45-1:15: Faculty Development in Medical Education (FDME)
  • 1:15-1:45: Portfolio, Research, Implementation and Evaluation (PRIME)

SIG Group 5 (Knoxville)

  • 12:45-1:15: Evidence-Based Teaching (EBT)
  • 1:15-1:45: Science Education in Integrated Curricula (SEIC)

SIG Group 6 (Chattanooga)

  • 12:45-1:15: Humanities in Medicine (HiM)
  • 1:15-1:45: Innovation and Leadership in Medical Education (ILME)

SIG Group 7 (Jackson)

  • 12:45-1:15: Pathway, Pipeline, and Bridge Programs (PPB)
  • 1:15-1:45: Students and Residents Interested in Academia (SRIA)

2:00 – 3:00 PM

Workshop 8: Finding Meaning in Your Work (Nashville F/G)

Workshop 9: Getting Comfortable with Being Uncomfortable: Teaching about Race and Bias (Nashville C)

Abstracts 5: Innovations in Faculty Development (Nashville H)

  • Recognizing Teaching Excellence: Highlighting the Positive in the Learning Environment
  • Faculty Fellowship in Educational Scholarship as Induction Into an Educational Academy
  • Building Blocks for Teaching: Designing a Personalized Faculty Development
  • Introducing Early-Career Biomedical Researchers to Team Science Projects

Abstracts 6: Research on Formative Feedback (Jackson)

  • Making Narrative Feedback Meaningful
  • Benefits of Peer-Facilitated Learning for Clinical Anatomy and Physiology Exam Preparation
  • Lessons Learned: Medical Student Coaches’ Experiences Supporting Learners Who Struggle
  • Perceptions of Course and Clerkship Directors on Student Evaluations and Narrative Comments

3:30 – 4:30 PM

Plenary: “Reimagining Well-Being Initiatives in Undergraduate Medical Education” (Nashville D/E)

  • Stuart Slavin, MD, MEd

March 24, 2023


8:00 – 9:15 AM
Breakfast (Foyer)

8:30 – 9:30 AM

Workshop 10: Tele-Simulation for remote participation in team-based simulation: Lessons from and advances since the COVID-19 shutdown (Nashville A/B)

Workshop 11: Coaching a Growth Mindset: How to Diagnose Struggles and Catalyze Student Success (Nashville F/G)

Workshop 12: All These comments – Who Has the Time? Efficient Analysis and Reporting Strategies for Text-Response Data from Program Evaluation Surveys (Nashville C)

Workshop 13: Integrating Equity, Diversity, and Inclusion Across Your Undergraduate Medical Education Curriculum (Nashville H)

Abstracts 7: Assessment Research (Jackson)

  • “I think everyone processes information differently”: Gathering Validity Evidence Based on Response Processes for a New Clinical Reasoning Item Type
  • Utilization of the Angoff Method to Standardize Assessment of Professionalism in the Pre-Clerkship Curriculum
  • Exploring the experience of dedicated assessors: a phenomenologic study
  • Medical Students’ Self-Reported Entrustability Across the Curriculum

10:00 – 11:00 AM

Workshop 14: New Foundational Competencies in UME: Updates and SGEA Perspectives (Nashville A/B)

Workshop 15: Writing Away Racism Project (WARP) – using creative writing workshops to promote anti-racism in medical education (Nashville F/G)

Workshop 16: Toward Flourishing: A Novel Framework for Addressing Challenges in Medical Education (Nashville C)

Abstracts 8: Innovations in Basic Science Teaching (Nashville H)

  • Back to Basics: Integrating Foundational Science and Patient Care in the Post Clerkship Curriculum
  • Evaluation for a Pilot Yoga Anatomy Curriculum for First-Year Medical Students
  • Bridging the Gap Between Medical Students’ Mathematical Anxiety and Biostatistics Learning
  • A Call to Action for a Healthier Future: Improving Nutrition Education in Medical Training

Abstracts 9: Student Support Innovations (Jackson)

  • Supporting Students Across Time and Space: Creation of an Office of Academic Excellence (OAE) to provide longitudinal, integrated, state-wide student support at a multi-campus institution
  • The coexistence of a Hybrid Work Force and Quality Student Advising
  • Investigating the Effectiveness of a Learning Community Advising Program in the Midst of a Pandemic
  • Paying it forward: Medical students as mentors to the next generation

11:15 AM – 12:15 PM

Workshop 17: NEXT STEP1 – Navigating Expectations Following the Transition of STEP 1 (Nashville A/B)

Workshop 18: Got a good idea? Turning an individual innovation into a strategic initiative (Nashville F/G)

Workshop 19: Tools for Team Psychological Safety: Inviting Others’ Stories Through One-to-Ones (Nashville C)

Workshop 20: A Picture is Worth a Thousand Activities: Using Luke Fildes’ “The Doctor” to Develop Competence in Clinical Observation, Professionalism, and Communication (Nashville H)

Abstracts 10: Admissions Research (Jackson)

  • An Analysis of Admission Criteria and Student Performance Metrics to Predict Academic Success in Preclinical Coursework and Performance on USMLE STEP 1&2
  • How is the Extent of a Medical School Applicant’s Community College Attendance Associated with the Likelihood of Application Acceptance?
  • Transitioning to Medical School: Redefining a successful pre-matriculation program
  • Uncharted Territory: Differences in Experiences for Students Who Were First in Their Families to Go to Medical School

12:15 – 1:45 PM

SGEA General Assembly Meeting and Networking Lunch (Nashville D/E)

  • John Luk, MD, SGEA Steering Committee Chair
  • Andrea Berry, MPA, SGEA Steering Committee Chair Elect

1:45 – 2:45 PM

Workshop 21: Systems as Patients: A Human-Centered Approach to Medicine’s Wicked Problems (Nashville A/B)

Workshop 22: Integrate non-judgmental language and kindness in commonly used methods of feedback in medical education (Nashville F/G)

Workshop 23: “You’re on Mute”: Challenges of Approaching Preclinical Teaching Preparation in an Online and In-Person Era (Nashville C)

Abstracts 11: Clinical Skill Development and Assessment (Nashville H)

  • Using a peer-led roleplay course to help pre-clinical medical students improve interpersonal skills and navigate difficult patient conversations
  • Evaluation of Abdominal Exam Skills During Surgery Clerkship Rotation
  • Establishing Rater Reliability in Novel History and Physical Assessment Rubric
  • It takes a village: A collaborative approach to advance clinical reasoning assessment

Abstracts 12: Research about the Transition to Residency (Jackson)

  • Unplaced in Graduate Medical Education (GME): Results of a national study of U.S. medical school graduates in 2013-2022
  • A Qualitative Analysis of Program Director Perspectives on the Usefulness of Medical Student Performance Evaluations
  • Residency Program Director Perspectives on Medical School Required Clinical Experiences

3:00 – 4:00 PM

Workshop 24: Your words matter: Considering bias and utility in written narrative comments (Nashville A/B)

Workshop 25: My Feedback, Your Mindset (Nashville F/G)

Workshop 26: Building a Regional Consortium for the Assessment of Medical Student Clinical Competence: A Simulated Immersive Experience (Nashville C)

Abstracts 13: Professional Identity Formation (Nashville H)

  • Peer Teacher Training Through Reflective Journaling in a Medical Students as Teachers Program: A Transformative Learning Model
  • Ethical Conduct and Professional Boundaries on Social Media: An interactive small-group workshop for teaching medical students
  • Come walk in my shoes: An Inter Professional Education activity in a pediatric clerkship using real-time hospital training for medical and nursing students
  • Investigation of the Impacts of Imposter Syndrome Activities Among Pre-Clinical and Clinical Students

Abstracts 14: Research Training (Jackson)

  • Student Perspectives on the Undergraduate Medical Student Research Experience at a Single U.S. MD Institution
  • A Pilot Co-Curricular Research Elective Course: A Physician-Scholar Pathway for Medical Students Interested in Research
  • Short-Term, Mentored Training with Basic Science Research Literature Advances Pre-Clerkship Medical Students’ Skills in Master Adaptive Learning
  • Building Strong Foundations: A Practical Pre-Clinical Elective on Medical Education Research and Scholarship for First Year Medical Students

4:15 – 5:45 PM

Poster Session: Innovations and Research Abstracts (Cumberland)

March 25, 2023


8:00 – 9:15 AM
Breakfast (Foyer)

8:30 – 9:30 AM

Plenary: “The Future of Medical Student Clinical Skills Assessment: Innovate or Retreat” (Nashville D/E)

  • Karen Hauer, MD, PhD

9:45 – 10:45 AM

Workshop 28: Missed Opportunities: How to engage in educational research through quality improvement, program evaluation and teaching activities (Nashville F/G)

Workshop 29: How Do We Know This Works? Applying Realistic Evaluation Frameworks in Program Evaluation (Nashville A/B)

Abstracts 15: Perspectives on Faculty (Nashville H)

  • A Mixed Methods Examination of the Evolution and Impact of the Academy Movement
  • Utilization and Impact of Micro-learning and Micro-assessment on Teaching, Learning, and Patient Care for Neurologists: Results of a qualitative study
  • A Delphi Probe of COVID-19’s Impact on Medical Educators
  • Casting a Wider Net: Increasing Inclusivity and Diversity in Faculty Searches

Abstracts 16: Curriculum Innovations and Research (Jackson)

  • Do the curricular learning objectives adequately support our students in developing the Twelve Competencies Required of the Contemporary Physician?
  • The Need for Operation Naloxone Training in Medical School Curriculum
  • Evaluation of Clinically Centered Microbiology and Immunology Coursework on Student Perceptions and Learning Outcomes
  • Teaching Better Questioning Skills Using a Multi-Modal Online Module

11:00 AM – 12:00 PM

Workshop 30: Effective use of audience response technology in medical education: integration into live and virtual learning (Nashville A/B)

Workshop 31: Adding meaning into the medical knowledge competency: Using physiology core concepts as a framework to enhance students’ system-based thinking (Nashville F/G)

Workshop 32: “Among Peers”: Making the most of peer-mentorship (Nashville C)

Abstracts 17: Wellness and Student Support (Nashville H)

  • The relationship among medical student stress, burnout, and workplace factors
  • Understanding the Utility of Student-Based Wellness Committee: A Survey of Medical Students
  • A Web-Based Platform Supporting Affinity-Based Mentorship for Medical Students and Trainees From Backgrounds Underrepresented in Medicine
  • Using regression models for calculating shelf examination predictions to inform academic coaching at Wake Forest University School of Medicine: The challenge presented by Step 1 moving to pass/fail.

Abstracts 18: Innovations Potpourri (Jackson)

  • Populations at Risk: Introducing Social Determinants of Health and Advocacy Training to First-year Medical Students
  • Positive Impact of Dedicated Half-Day Clinic on Ambulatory Care Residency Training
  • Coached self directed team based learning verses virtual didactics

Thank you for attending SGEA 2023!
We look forward to seeing you in 2024!