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Jun
6
8:00 AM08:00

2018 CLIME Together: A Symposium for Excellence in Health Professions Education

Who: UW Health Professions Educators
When: Wednesday, June 6, 2018 | Registration opens at 7:30am | Sessions from 8:00am - 12:00pm | Hors d'oeuvres reception from 12:00 - 1:00pm
Where: Talaris Conference Center (4000 NE 41st Street, Seattle, WA 98105)
There is no cost to attend.
RSVP: https://climetogether2018.eventbrite.com
Become a CLIME member to receive updates: http://clime.washington.edu/join-clime

ABOUT

The University of Washington (UW) Center for Leadership and Innovation in Medical Education (CLIME) invites all health sciences educators to participate in its third annual CLIME Together Symposium for Excellence in Health Professions Education on Wednesday, June 6, 2018 at The Talaris Conference Center

Come meet other members of UW’s vibrant community of educators and participate in a half-day of activities devoted to sharing educational innovations and scholarship. Let’s celebrate our education community and its accomplishments together!

SCHEDULE OF EVENTS

We are delighted that Dr. Anthony R. Artino, Jr. from the Uniformed Services University of Health Sciences, will kick-off our morning with an invited plenary.

  • 7:30 - 8:00am: Registration & Continental Breakfast
  • 8:00 - 9:10am: Welcome & Invited Plenary, "Shame and Guilt in Health Professions Learners: Building Resilience and Fostering a Healthy Learning Environment" by Anthony R. Artino, Jr., PhD from the Uniformed Services University of the Health Sciences (see more information below)

  • 9:10 - 9:20am: Break

  • 9:20 - 10:30am: Hackathon Round Table Discussions: A team-based creative exercise for new innovations

  • 10:30 - 10:40am: Break

  • 10:40 - 11:40am: Lightning Round Abstract Presentations - Interested in presenting your education project? Abstracts are due May 4, 2018. More information here

  • 11:40am - 11:50pm: Break

  • 11:50 - 12:00pm: Awards and Acknowledgements

  • 12:00 - 1:00pm: Hors D'oeuvres Reception


PLENARY

  • ABOUT ANTHONY R. ARTINO: Bio

  • ABSTRACT
    Learning to become a health professional is an emotionally charged undertaking. Consider the second-year medical resident who is preparing to conduct a clinical procedure for the first time. She probably hopes for success, worries about failure, and feels ashamed if the procedure goes poorly. These emotions—hope, worry, and shame—have the potential to influence her motivation, the effort she puts forth, and even her professional identity as a doctor. Historically, such emotions have received little attention in health professions education. More recently, however, educators and researchers alike have acknowledged the importance of emotions and their role in learning to become a health professional. The purpose of this plenary is to raise awareness about emotions in health professions education, introduce the self-conscious emotions of shame and guilt, and describe how shame—a potentially destructive emotion—might manifest during training. Using theory, research, and a series of authentic stories from medical education, the session will help both educators and trainees better comprehend the role of emotions in health professions education; recognize the value of shame resilience; develop specific strategies for constructively engaging with shame; and create learning environments that facilitate adaptive responses to shame.

    By the end of the presentation, attendees will be able to…

    1. Discuss emotions and appreciate that emotions can have significant influences on learning, performance, and wellbeing in health professions education;
    2. Recognize shame and guilt and distinguish them from one another;
    3. Describe the relationship between shame, perfectionism, and motivation to learn;
    4. List specific strategies to (a) constructively engage with shame when it occurs and (b) create learning environments that facilitate adaptive responses to shame.

Questions? Please contact clime@uw.edu.

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May
4
6:00 PM18:00

Abstracts Due | Present at 2018 CLIME Together Symposium

CLIME members are invited to submit abstracts related to education research and teaching innovations as part our popular lightning round abstracts session. Format will be for brief, informal presentations with time for moderated discussion. The email submission deadline to clime@uw.edu is May 4, 2018.

To submit an abstract you must be a CLIME member. Membership is free, and registration is easy. You can access the registration site here.

Members may be the presenting author on one abstract only.  We encourage members to present work that has been previously presented at other conferences as well. 

ABSTRACT FORMAT
All abstracts should be limited to 250 words.  Please use the following formats to for each category of work:

Research

  • Background
  • Methods
  • Results
  • Conclusion

Teaching Innovation:

  • Problem
  • Innovation
  • Lessons Learned
  • Future Directions

For more information on the CLIME Together Symposium and to RSVP, visithttp://bit.ly/2DmlYFj

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Jun
14
9:00 AM09:00

CLIME Together: A Symposium for Excellence in Health Professions Education

Who: UW Health Professions Educators
When: Wednesday, June 14, 2017 | Registration opens at 8:30am | Sessions from 9:00am - 1:00pm | Hors d'oeuvres reception from 1:00 - 2:00pm
Where: Talaris Conference Center (4000 NE 41st Street, Seattle, WA 98105)
RSVPhttps://2017climetogether.eventbrite.com
There is no cost to attend.

ABOUT
The University of Washington (UW) Center for Leadership and Innovation in Medical Education (CLIME) invites all health sciences educators to participate in its second annual CLIME Together Symposium for Excellence in Health Professions Education on Wednesday, June 14, 2017 at The Talaris Conference Center

Come meet other members of UW’s vibrant community of educators and participate in a half-day of activities devoted to sharing educational innovations and scholarship. Let’s celebrate our education community and its accomplishments together!

SCHEDULE OF EVENTS
We are delighted that Dr. Leslie H. Fall, Geisel School of Medicine at Dartmouth University and MedU, will kick-off our morning with an invited plenary.

  • 8:30 - 9:00am: Registration 
  • 9:00 - 10:10am: Welcome & Invited Plenary, "Collaborating to improve the integration of basic science into health professions education and practice " by Leslie H. Fall, MD, Geisel School of Medicine, MedU
  • 10:10 - 10:20am: Break
  • 10:20 - 11:20am: Lightning Round Abstract Presentations 
  • 11:20 - 11:30am: Break
  • 11:30am - 12:45pm: Hackathon Round Table Discussions: A team-based creative exercise for new innovations
  • 12:45 - 1:00pm: Awards and Acknowledgements
  • 1:00 - 2:00pm: Hors D'oeuvres Reception

ABOUT THE PLENARY
Speaker
: Leslie H. Fall, MD
Click for Bio

PLENARY ABSTRACT
The 2015 Institute of Medicine report on “Improving Diagnosis in Healthcare” notes that diagnosis and diagnostic errors have been largely unappreciated in efforts to improve the quality and safety of healthcare. One of the primary roles of health care training programs is to help learners develop medical decision-making skills, and to do so with graduated levels of independence. Effective cognitive integration of basic and clinical science concepts plays an essential role in enhancing diagnostic accuracy for novice clinicians. Furthermore, the ability to transfer knowledge obtained in one clinical context to solve a new problem, or the same problem in another context, is critical to the development of clinical expertise.

Unfortunately, many students who have demonstrate adequate basic science understanding in the preclinical curriculum are often unable to apply this knowledge to clinical problem-solving. Meanwhile, the relevant scientific knowledge of both basic and clinical instructors is often encapsulated, challenging their ability to help students learn and effectively integrate and use core concepts. In this hour, we will explore the reasons behind expert knowledge encapsulation, and consider collaborative methods for “unpacking” instructors’ knowledge and reinforcing its connections to clinical decisions in order to facilitate student activation of their basic science knowledge, improving both diagnostic accuracy and long-term retention, towards the ultimate end of clinical entrustment. 

For more information please contact clime@uw.edu.

We look forward to seeing you at this exciting event,
CLIME Leadership Team

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May
26
5:00 PM17:00

Call for Abstracts: Education Research & Teaching Innovations for CLIME Together

The Center for Leadership and Innovation in Medical Education (CLIME) invites abstract submissions for its inaugural CLIME Together Symposium for Excellence in Health Professions Education on Wednesday, June 14, 2017 at The Talaris Conference Center.  This event is an opportunity for the University of Washington Health Professions Education Community to showcase and share their innovations and scholarship and to celebrate their accomplishments.

DETAILS
CLIME members are invited to submit abstracts related to education research and teaching innovations. Share your work with the UW CLIME community and become eligible for several different presentation awards. Session format will be for brief, informal presentations with time for moderated discussion. The email submission deadline to clime@uw.edu is May 26, 2017.

To submit an abstract you must be a CLIME member. Membership is free, and registration is easy. You can access the registration site here.

Members may be the presenting author on one abstract only.  We encourage members to present work that has been previously presented at other conferences as well. 

ABSTRACT FORMATS
All abstracts should be limited to 250 words.  Please use the following formats to for each category of work:

Research
Background
Methods
Results
Conclusion

Teaching Innovation:
Problem
Innovation
Lessons Learned
Future Directions

For questions please contact clime@uw.edu.

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Nov
9
12:00 PM12:00

CLIME Grand Rounds with Sandra Monteiro, PhD

Title: Cognitive Processes and Clinical Reasoning

Presented by: Sandra Monteiro, PhD
Senior Scientist, Program for Educational Research and Development
Assistant Professor, Clinical Epidemiology & Biostatistics, Radiology
Research Fellow, McMaster Institute for Innovation & Excellent in Teaching and Learning
https://fhs.mcmaster.ca/perd/staff_and_faculty.html

In this presentation, participants will gain a summary of theories and research on clinical reasoning and their implications for future work.

Participants will be able to translate the literature on clinical reasoning to help inform education and practice.

Attend in person (Room 316, South Campus Center, UW Seattle) OR attend remotely.

Lunch is provided for those attending in person - please RSVP so we can order enough food!
Lunch will be available starting at 11:45am. The presentation will begin promptly at 12:oopm so give yourself extra time to settle in.


The University of Washington School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

The University of Washington School of Medicine designates this live activity for a maximum of 77.75 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. (This session approved for 1.0 credit.)

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Oct
6
12:30 PM12:30

CLIME Grand Rounds with David Cook, MD

Title: How good are your learner assessments: could the evidence convince a jury?

Presented by: David A. Cook, MD, MHPE
Professor of Medical Education, Mayo Clinic - Rochester
Professor of Medicine, Mayo Clinic - Rochester

Attend in person (R&T Auditorium at Harborview Medical Center, Seattle) OR attend remotely via Zoom Conference.

Lunch is provided for those attending in person - please RSVP so we can order enough food!

Lunch will be available starting at 12:00pm. The presentation will begin promptly at 12:30pm so give yourself extra time to settle in.

About the presentation:
How good are the assessments we're using? How do we define "good"? And what are they good for? David Cook, Professor of Medical Education, will address these questions in a grand rounds session.  He'll discuss learner assessment as a diagnostic test, present an "evidence and argument" framework for judging the validity of decisions (diagnoses) based on assessment results, and show how this framework applies to a commonly-used assessment tool He will highlight issues for attention in future research and conclude by discussing the concept of qualitative assessment, and explaining how validity frameworks apply to this approach.

At the conclusion of this session, participants will be able to:

  • Define validity, and explain why it is helpful to focus on decisions rather than instruments when talking about assessment validity;
  • Outline the central role of the validity argument;
  • Describe two contemporary frameworks for thinking about assessment validation;
  • Use five sources of validity evidence to structure a coherent validity argument.

The University of Washington School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

The University of Washington School of Medicine designates this live activity for a maximum of 77.75 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. (This session approved for 1.0 credit.)

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