Learning Communities Institute 13 th Annual Conference

Learning Communities Institute 13th Annual Conference November 10, 2016 (Pre-course) November 11-12, 2016 (Main course) University of Washington Scho...
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Learning Communities Institute 13th Annual Conference November 10, 2016 (Pre-course) November 11-12, 2016 (Main course)

University of Washington School of Medicine 1959 Northeast Pacific Street Seattle, WA 98195

Jointly provided by: University of Washington School of Medicine and the Learning Communities Institute, Inc.

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Learning Communities Institute (LCI) 13th Annual Conference November 10-12, 2016 COURSE DESCRIPTION: This two-day conference (with a half-day pre-course) is presented by University of Washington School of Medicine and Learning Communities Institute to enhance learning and collaboration among leaders, faculty, staff and students involved in medical school learning communities. The conference will provide workshops and skills sessions in small groups, concurrent presentations on innovations, scholarship, and tools-of-the-trade, and a keynote address. Conference attendees will also have the opportunity for shared dialog and reflection in small learning groups. NEEDS ASSESSMENT: The rise of learning communities (LCs) in medical education is a relatively recent occurrence, with more than half of existing LCs starting after 2007 (Smith S. Acad Med, 2014). As many LCs are developing new curricula and training new faculty and student leaders, a need exists to provide collaboration across schools, skill building sessions, and sharing of scholarly work. This conference will offer training for faculty, administrators and students in the skills needed to implement, sustain and enhance LCs in medical schools, and offer opportunities for collegial networking and ongoing development. LEARNING OBJECTIVES: After participating in this activity, participants should be able to: 1. Define Learning Communities in medical education 2. Describe the rapid increase in the number of medical schools utilizing LCs 3. Describe curricular activities that are often delivered within LCs in medical education 4. List extracurricular activities of Learning Communities in medical education 5. Cite at least one “best practice” in LCs in undergraduate medical education 6. Identify opportunities for scholarly activity in LCs TARGET AUDIENCE: Deans, administrators, staff, faculty and students involved in or interested in medical school/health professions school learning communities. COURSE FACULTY: Conference / Program Chair Meeting Chair Conference Co-Chair Past Conference Chair Administrative Support Lead (UW) LCI Administrator Treasurer Communications/Website Chair Research/Innovations Chair Workshop Chair Staff/Administrative Co-Chair Student Conference Leaders Student Faculty Advisor UW Student Liaison Learning Group Chair Awards Chair Pre-Course Chair Pre-course Co-chair

Molly Blackley Jackson, MD; University of Washington Mark Whipple, MD; University of Washington Amy Fleming, MD; Vanderbilt University Sunny Smith, MD; University of California San Diego Julie Calcavecchia, University of Washington Susan Shultz; Johns Hopkins University Mark Whipple, MD; University of Washington Ralph Aarons, MD; Tufts University Maya Sardesai, MD; University of Washington Lars Osterberg, MD; Stanford University Bahij Austin; Stanford University Nick Andresen, University of Iowa Maggie Gray; Vanderbilt University Emily Frosch, MD; Johns Hopkins Erika Goldstein, MD; University of Washington Rob Shochet, MD; Johns Hopkins Meg Keeley, MD; University of Virginia Dave Hatem, MD; University of Massachusetts Genevieve Pagalilauan, MD; University of Washington

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13th LCI Conference – Pre-Course Thursday, November 10, 2016 – UW School of Medicine South Campus Center (SCC) 1601 NE Columbia Road, Seattle, WA 91895 Pre-course Description / Goals: The Pre-course for the LCI meeting is designed to help faculty and administrators systematically plan for implementation and growth. The Pre-course will be organized in two distinct tracks: Faculty Track: This track aims to promote a focused learning experience for teaching faculty or faculty leaders who have recently started a Learning Community within the last 3 years (or plan to start one). This session will be facilitated by experienced LC faculty. The emphasis will be on core activities of learning communities in medical school: curriculum, mentoring and advising, student and faculty community, and professional identity formation in students. Sessions will be informative, interactive, and engaging and will promote the sharing of ideas amongst participants. Administrator / Staff Track: Medical school administrators are professionals with whom faculty can collaborate and thereby model inter-professional teamwork. If formally engaged, those administrative professionals can amplify innovation and creativity through their own contributions. This pre-course is an opportunity for all medical school administrators (not only those who work within a new learning community) to maximize their leadership potential in order to better serve their Learning Communities and grow their professional career. Objectives: By the end of the Pre-course, participants will be able to: 1. Demonstrate understanding of the key activities of learning communities 2. Discuss key features of curricular, mentoring/advising, and student community aspects of Learning Communities 3. Discuss the concept of Professional Identity Formation and how it can be realized in Learning Communities 4. Develop an implementation or refinement plan for Learning Community at home institution

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13th LCI Conference – Pre-Course Thursday, November 10, 2016 – UW School of Medicine South Campus Center (SCC) 1601 NE Columbia Road, Seattle, WA 91895 12:00-12:30 PM 12:30-1:00 PM

1:00-2:30 PM

Registration and Lunch (SCC 316) Welcome (SCC316) Dr. Dave Hatem, University of Massachusetts Dr. Genevieve Pagalilauan, University of Washington Mr. Bahij Austin, Stanford University Faculty track Introductions / Overview (SCC316)

2:30-2:45 PM

Workshops Round 1: Participants should choose one of the following workshops: Session A: Title: Incorporating Curriculum into Your Learning Community Presenters: Drs. Lars Osterberg, Stanford; Michael Pilla, Vanderbilt and James Wagner, UT Southwestern (SCC316) Session B: Title: Creating Student Community and Faculty Community Presenters: Drs. Amy Fleming, Vanderbilt; Sunny Smith, UCSD and Maya Sardesai, Univ. of Washington (SCC254) Break

2:45-4:15 PM

Faculty track Workshops Round 2: Participants should choose one of the following workshops: Session C: Title: Student Advising in Medical School Learning Communities: Building a Conceptual Framework Presenters: Drs. Meg Keeley, Virginia and Rob Shochet, Johns Hopkins (SCC254) Session D: Title: Making Better Doctors: Professional Identity Formation Presenters: Drs. Bill Cutrer, Vanderbilt; Molly Jackson, Washington and David Hatem, Massachusetts (SCC354)

4:30-5:00 PM

Wrap up (SCC316)

Administrator / Staff track (SCC322) Introductions and Overview of the LCI’s Administrator’s Group Mission Engagement and Personal Mission Statement Skill Development Process Improvement Assignment

Administrator / Staff track (SCC322) Innovations Presentations Best Practices Round Table

Wrap up (SCC316)

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13th LCI Conference – Main Session Friday, November 11 – Saturday November 12, 2016 – UW School of Medicine Magnuson Health Sciences Building, T-wing; 1959 NE Pacific St. Seattle, WA 91895 Main Course Description / Goals: The main course for the LCI meeting is designed for leaders, faculty, students and administrators who are currently involved with learning communities or interested in learning more about LCs. The first half-day of this 1 ½ day course is organized into three distinct tracks for faculty, students, and administrators/staff (including presentations and skill building workshops). This part of the course focuses on areas of specific interest, with the remainder of the course focusing on areas of general interest to all participants. Keynote: Our keynote address this year will be delivered by Dr. Clarence Braddock, an internal medicine physician and Vice Dean for Education in the David Geffen School of Medicine at the University of California, Los Angeles. Dr. Braddock was integral in the early development of learning communities at both University of Washington and Stanford University. Dr. Braddock has been a national leader in medical education, with a scholarly focus on topics of deep interest to learning communities: medical professionalism, bioethics, and doctor-patient communication. His topic for our keynote is, "Professional identity formation 2.0: what identity do we want learners to attain?" Oral Presentations: These brief presentations will focus on innovations, research, outcomes, and scholarly activities. A new “Tools of the Trade” session will consist of sharing specific tools developed for teaching, administering, managing and evaluating LC programs and measuring aspects of the medical school learning environment. Oral presentations will be grouped into the following themes: curriculum/skill development, mentoring/advising, student and faculty community, and wellness. Workshops: Workshops are 90 minute interactive sessions that focus on a single aspect of a broader topic within research, teaching or advising/mentoring. Workshops will provide opportunities for attendees to gain new knowledge, skills, or expertise in an area related to LC activities. Poster Session: We will highlight the scholarly work of learning communities in an interactive poster session, scheduled over lunch to encourage mingling, conversation, and networking. Featured Oral Presentations: These selected presentations of exceptional merit and wide interest. This session will include a presentation by the recipient of the LCI Young Investigator Award. Learning Groups: Learning groups are optional sessions in which participants are assigned to a learning group that meets three times throughout the course of the meeting. Learning groups allow participants to make connections, share insights, and learn from each other’s experiences throughout the course of the meeting. The three sessions focus on the following areas: • Session 1: Introductions, guidelines for LGs, personal goals for LCI course, reflections on plenary • Session 2: Reflections, stories of the LC experience • Session 3: Maintaining connections as a LG; personal learning goals for the year

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13th LCI Conference – Main Session: Detailed Agenda Friday, November 11, 2016 – UW School of Medicine Magnuson Health Sciences Building, T-wing; 1959 NE Pacific St. Seattle, WA 91895 7:30-8:00 AM

Registration and Breakfast (Lounge / breezeway outside T439)

8:00-8:15 AM

Welcome from University of Washington and the Learning Communities Institute (T439) Drs. Molly Jackson (UW) and Meg Keeley (Virginia)

8:15-9:15 AM

9:15-9:30 AM

Hot Topics in Learning Communities: Facilitated Discussion (Start in T439) Topic 1 TBA - T550 (facilitator Meg Keeley) Topic 2 TBA - T553 (facilitator Lars Osterberg) Topic 3 TBA – T538/540 (facilitator Amy Fleming) Topic 4 TBA – T541/543 (facilitator Mark Whipple) Topic 5 TBA – T546/548 (facilitator Kevin Moynahan) Topic 6 TBA – T547/549 (facilitator Erika Goldstein) Break / Travel (Poster presenters should hang posters in Rotunda Café)

9:30-11:45 AM

Faculty track Faculty track participants will choose from ONE of the following: the faculty track oral presentations or one of the faculty track workshops. 9:30 – 11:00 AM – Faculty Track Oral Presentations (T439) Title: Foundational Skills of Learning Communities Faculty Presenter: Jim Wagner, University of Texas Southwestern Title: A Faculty Development Program in Humanistic Mentoring for Learning Community Mentors Presenter: Benjamin Blatt, George Washington University Title: Becoming a Doctor: Narratives of Professional Identity Formation during the Core Clinical Experience Presenter: Dave Hatem, University of Massachusetts Title: Use of Emotional and Social Competency Inventory (ESCI) Within a Clinical Medical Student Learning Community Presenter: Stephen Shelov, Winthrop University Title: Academic Tracking in Medical School: What Have We Learned? Presenter: Gail Shust, Icahn School of Medicine at Mount Sinai 9:30 – 11:00 AM – Faculty Track Workshop 1 (T534/36) Title: Facilitating Dissonance: A Model for Leading Small Group Reflections Presenters: Rob Shochet, MD; Carol Ziminski, MD - Johns Hopkins School of Medicine Background: Medical school learning community (LC) programs often serve to foster students’ professional development. A common curricular method to address this goal is small group narrative reflection in longitudinal learning units. Although these reflections are typically rewarding for faculty and students, a cognitive framework to intentionally enhance student self-awareness and peer learning may be lacking. To address this need, we propose a framework based on theories of cognitive dissonance and facilitation principles to guide group dialog. This workshop will present these theories, demonstrate facilitation techniques, and encourage participants to practice them in group role play and discuss their experience.

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Learning Objectives: 1. Recognize the occurrence of dissonance in small group reflective discussions 2. Appreciate the components of dissonance and metaconsistency theory, and identify learning opportunities in the small group setting to address them 3. Practice facilitation techniques to explore ranges of dissonance among group members 9:30 – 11:00 AM – Faculty Track Workshop 2 (T535/37) Title: Optimizing the Educational Environment Presenters: Kim O’Connor, MD; Genevieve Pagalilauan, MD; Rick Arnold, MD; Raye Maestas, MD. University of Washington. Background: Medical student orientation sessions for clinical rotations do not usually explore concepts of student values, beliefs, and culture. Without such exploration, misunderstandings with both patient and team communications can arise. As an example, many students do not disclose personal issues (illness, family roles and responsibilities) that may impact their performance on clinical rotations, and most faculty do not proactively ask about these potential obstacles. There are complexities in choosing to disclose personal matters in environments where students are being evaluated. We have developed tools that use concepts analogous to “patient-centered” communication to facilitate the preceptor’s ability to dialogue with students on these topics, and for preceptors to reflect on their own perceptions and biases. Learning Objectives: 1. Recognize the importance of early exploration and identification of differences in values and expectations between preceptor and student. 2. Learn and practice a tool to facilitate exploration and discussion of the student’s values, beliefs, roles, responsibilities, and culture. 3. Learn and practice a tool to facilitate preceptor reflection of personal perceptions and biases. 11:00 AM – 11:45 PM – Faculty Track: Humanities Session (T439) Participants will share reflections inspired by the shared experiences of learning communities work. Final session content is in development. Administrative Staff Track (T553) 9:30 AM – 10:15 AM Business Meeting – Open to everyone in the Admin Staff Track 10:15 AM – 11:45 AM – Workshops • Process Improvement Discussion • Professional Development • Best Practices for Admins Student Track (T550) Objectives: Over the past several years the LCI Student Council has strived to build a national coalition of student leaders in the learning communities’ movement. The LCI Student Council aims to provide a student perspective regarding the activities of the LCI, and unite student and faculty efforts in the continual improvement of learning communities within medical schools. The student track will focus the role that learning communities (LC) play in the development of student’s professional identity. This session will utilize small and large group activities to explore how LCs foster the development of professional identity and the role that student leaders can play in this process.

11:45-12:00 PM

Break / Travel

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12:00-1:00 PM 1:00-2:00 PM

2:00-2:50 PM

2:50-3:00 PM 3:00-3:45 PM

Poster Session and Lunch (Rotunda Café, Magnuson Health Sciences I-court) See below for list of Poster Presentations Keynote Address (T439) Title: Professional identity formation 2.0: what identity do we want learners to attain? Presenter: Dr. Clarence Braddock, Vice Dean for Education in the David Geffen School of Medicine at the University of California PREREGISTERED Learning Groups: Session 1. Introductions, guidelines for LGs, personal goals for LCI course, reflections on plenary. T-wing (see final agenda for rooms). Break / Travel

OPTIONAL Networking: Informal T550 – Challenges in Mentoring T553 – Undergraduate Medical Education Milestones.

OPTIONAL Walking Campus Tour Stretch your legs in the rainy Pacific Northwest! Gather outside T439.

Oral Presentations – Round 1 (4th and 5th floor T-wing break out rooms) ** Indicates Tools of the Trade submissions Room T550 Title: Jump Start to Building Cohesive Learning Community Groups Presenter: Marques Pena; University of New Mexico School of Medicine Title: The Student Voice: Performing a Needs Assessment to Strengthen Academic Houses Presenter: Sara Tariq, University of Arkansas School of Medicine Title: Online Tool to Facilitate Physician/Student Mentoring** Presenter: Jillian Aristegui, Icahn Medical School at Mt.Sinai Room T553 Title: A Unique Take on Medical Education: Students as Teachers Presenter: Katherine Alonso, Florida International College of Medicine Title: LCs to foster med student development as leaders Presenter: Bill Cutrer, Vanderbilt University School of Medicine Title: A fourth year teaching elective increases teacher identity in one Learning Community Presenter: Dave Hatem, University of Massachusetts School of Medicine Room T439 Title: First Year Orientation Retreat Initiative: Promoting Mindfulness Presenter: Neha Jejurikar, Georgetown University School of Medicine Title: RICE: A Pilot Course For Addressing Third Year Fatigue Presenter: Alex Plattner, University of North Carolina School of Medicine Title: Promoting Wellness: Multispecialty Learning Communities for Interns Presenter: Joan St. Onge, University of Miami – Miller School of Medicine Room T435 Title: Reflective Writing and Student Development Presenter: William Agbor Baiyee, Rosalind Franklin University of Medicine Title: Integrating Clinical Reasoning with Advising: A Strategy for Building Learning Communities Presenter: Megan Young, Boston University School of Medicine

3:45-4:00 PM

Title: Peer Observation and Self-Reflection Faculty Development Tool** Presenter: Aliyah Sadaf, Rush University Medical College Break / Travel

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4:00-4:45 PM

Oral Presentations – Round 2 (4th and 5th floor T-wing break out rooms) ** Indicates Tools of the Trade submissions Room T550 Title: The Impact of Learning Communities on Year 3 Performance Presenter: Jorie Colbert-Getz, University of Utah School of Medicine Title: Hands-on workshop on planning and sustaining a learning community Presenter: Shelley Collins, University of Florida School of Medicine Title: Impact of Learning Communities on Clinical Reasoning Presenter: Danielle Roussel, University of Utah School of Medicine Room T553 Title: Connecting Students with Alumni Enhances Career Development Presenters: Gabriel Arenas and Pamela Wax, Northwestern University – Feinberg School of Medicine Title: New Academic House Advisors? Improving Faculty Self-Efficacy to be Successful Presenter: Sara Tariq, University of Arkansas College of Medicine Title: Student Advising Tracker** Presenter: Joyce Luckin, Johns Hopkins University School of Medicine Room T546/548 Title: Association of LC Experience with Personal/Professional Student Outcomes Presenter: Rob Shochet, Johns Hopkins University School of Medicine Title: Predictors of Engagement in Learning Communities Presenter: Caroline Harada, University of Alabama – Birmingham School of Medicine Title: FIU Herbert Wertheim College of Medicine-PLC Climate Survey** Presenter: Katherine Alonso, Florida International University College of Medicine Room T538/540 Title: Use of LCs to Develop Med Student Ethical Framework Presenter: Bill Cutrer, Vanderbilt School of Medicine Title: A Mini Learning Community for the Improvement of Critical Evaluation of Medical Literature in Senior Medical Students Presenter: Christopher Lindsay, University of North Carolina School of Medicine Title: Doctor-patient communication: skill development Presenter: Silvia Olivares, Tecnologico de Monterrey

6:30-8:30 PM

Large Group Dinner (William H. Foege Hall, Vista Café) Join LCI colleagues for an evening of conversation and fellowship! Optional, $50/pp. Eventbrite registration: http://www.eventbrite.com/e/lci-dinner-in-seattle-tickets-

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13th Annual LCI Conference Poster Presentations, Friday Nov 11, 12-1pm, Rotunda Cafe Curriculum & Skills Development A learning community model for longitudinal clinical skills training; Phillip Fournier (Massachusetts)

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PLC Leadership Development Program; Kayla Laureano (Florida International)

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Learning Communities for Reflection and Discussion of Unconscious Bias; Lars Osterberg and Bahij Austin (Stanford) Integrated Ultrasound Curriculum; Katie Butler (University of North Carolina)

Poster #

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Results of a Learning Community Survey for Third and Fourth Year Students: Perceived Benefits in Emotional Intelligence; Steven Shelov (Winthrop) Reflective Writing in Learning Communities; William Agbor Baiyee (Rosalind Franklin)

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Simulation 2.0. Integrating necessary scientists and clinicians in a simulation environment - A pilot; Sathyanarayan Sudhanthar (Michigan State) Behaviors associated with success in clinical clerkships; Sumit Bhargava (Stanford)

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The Power of the Student: Student-Led Electives; Paul Alvarez and Ammu Vijay (UNC)

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Competency-based Faculty Development Program for Clinical Educators; Silvia Lizett Olivares (Tecnologico de Monterrey) Peer Observation of Teaching is Valuable to Hospitalists; Daniel Cabrera (Univ. of WA)

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A Practical Application of the GSA Performance Framework; Katherine Alonso (Florida International )

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Faculty and Peer Mentoring and Advising NESTs: Small Group Longitudinal Mentoring in LCs to Aid Student Transitions; Megan McDowell (Iowa)

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The Interplay Between Learning Societies and Student Mentorship; Sean Wagner (Georgetown)

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Should Mentoring be Limited to “At Risk” Medical Students?; Carol Haase (Touro University Nevada)

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The Cicerone Mentor Program: A Model for Peer Mentorship; Alex Plattner (UNC)

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Impact of LC on Interpersonal Relationships Among Students; Eve Privman Champaloux (Virginia)

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Use of Learning Community recommendations in Gold Humanism Selections; Ishan Asokan (Vanderbilt)

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Engaging Additional Faculty in Learning Communities: The Role for Specialty Advisors; Christine A. Motzkus (Massachusetts) A mobile wiki for career advising/information delivery; Kevin Hu (Icahn)

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Culture, Wellness, and Student Support 21 22 23 24

Enhancing wellness and professional development through a “four house” learning community of medical students and faculty; Tljana Milinic (Arizona) Financial Wellness in OHSU’s Colleges Learning Communities; Carolyn Zook (Oregon Health) Culinary Nutrition Education through Medical School Learning Communities; Ileana Lindsay (Florida International) Student Perception of Wellness retreats—The Penn State Experience; Milind Kothari (Penn State)

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Impact of EMIS Challenge to the Academic Societies Core Values; Claudia Hernandez-Escobar (Tecnologico de Monterrey) Student and Faculty Community Building

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Building an Advisory Community that Links Distance Campuses; David Davies (Arkansas)

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Do Extra-Curricular Workshops of Academic Societies Increase the Sense of Belonging Of the Participants? Irma Ernan-Rojas ( Tecnologico de Monterrey) Community-Service Learning; Juan Oves (Florida International)

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Interdisciplinary Program in Mental Health, Law & Research; Jennifer Piel (Univ. Washington)

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Impact of Grade Elimination on Learning Community Activities; Steve Baxter (Univ. Cincinnati)

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LC's at the Tulane University SOM; a student-led initiative; Suzanne Whittemore (Tulane)

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Student Run, Faculty Supported Learning Societies Leadership; Kerry Ryan (Georgetown)

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Measuring activity of social networks for the purposeful integration of academic societies in undergraduate students; Enriqu Javier Saldivar Ornelas (Tecnologico de Monterrey)

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13th LCI Conference – Main Session: Detailed Agenda Saturday, November 12, 2016 – UW School of Medicine Magnuson Health Sciences Building, T-wing; 1959 NE Pacific St. Seattle, WA 91895 7:30-8:30 AM

Continental Breakfast (Lounge / breezeway outside T439)

9:40-10:45 AM

Learning Groups: Session 2. Reflections, stories of the Learning Communities Experience. T-wing; see final agenda for rooms. Meet at 7:30am. Welcome (T439) Featured Oral Presentation 1: Young Investigator Award (T439) Title: Small group activities within academic communities improve the connectedness of students and faculty Presenter: Katharina Brandl, UCSD Featured Oral Presentation 2 (T439) Title: A survey of LCI schools on conflicts of interest in educational roles. Presenter: Peter Gliatto, MD, Icahn School of Medicine at Mount Sinai Featured Oral Presentation 3 (T439) Title: How learning communities help develop medical leaders. Presenter: Susan B. Hathaway, MD, University Missouri Kansas City LCI Updates, LCI Research Network, and Awards Ceremony (T439)

10:45-11:00 AM

Break

11:00-12:30 PM

Concurrent Workshops (5th floor T-wing breakout rooms)

8:30-8:40 AM 8:40-9:00 AM

9:00-9:20 AM 9:20-9:40 AM

Workshop 1 - T550 Title: Using a Faculty Learning Community to Develop Student Learning Communities (SLC) Presenters: Laurie Richlin, PhD, Wayne State University Background: This session will provide the opportunity for participants to actively re-create the Wayne State University School of Medicine process for creating twelve (12!) learning communities adapted to our large campus by going through decision points from the Faculty Learning Community Planning Guide (Cox, Richlin, & Essington, 2016): Goals and Objectives; Financial Considerations; Membership and Selection; People in the SLCs; Meetings and Activities; Building Community; Curriculum; Assessment; and Facilitation of the SLCs. Students participated actively in the FLC4SLCs and are welcome in the session! Relevance to Learning Communities: This session demonstrates a scholarly, evidence-based, process for adapting SLCs to a campus. It engages participants in essential decisions for developing SLCs. Learning Objectives: 1. Faculty Learning Community Process 2. Important decision points for creating a Student Learning Community 3. Their own decisions for adapting SLCs to their campus Workshop 2 – T553 Title: Preparing Resilient and Empathic Physicians: PREP during the Core Clinical Year Presenters: David Hatem, MD; University of Massachusetts Background: Coping with the challenges of the principal core clinical year of medical school has been likened to being “thrown head first into the water” and presents challenges to third year medical students. Promoting students” ability to deal with such challenges through partnership with faculty mentors within Learning Communities offers a path toward personal growth and resilience, and promotes the retention of empathy. At the University of Massachusetts Medical School, one Learning Community Mentor, in partnership with two fourth year students designed and carried out an elective to help third year students cope with the challenges they faced in third year. This workshop will allow participants to take part in one module of the Promoting Resilient and Empathic Physcians (PREP) elective, hear about the full elective, and consider how they can apply the elective or some of its methods in their teaching at home.

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Relevance to Learning Communities: This workshop presents an important topic in medical education for which Learning Communities are uniquely positioned to meet a need, namely supporting professional identity formation, preservation of empathy, fostering resilience, and prevention of burnout in third year medical students during their core clinical experience. Learning Objectives: 1. Discuss the University of Massachusetts Promoting Resilient and Empathic Physicians Elective 2. Demonstrate understanding of key teaching and learning methods in the elective through participation and debriefing of: a. A mindfulness-based meditation exercise b. Mindful practice activities c. An appreciative inquiry narrative d. Discuss applications of these teaching methods into activities at participants institutions at home Workshop 3 – T538/540 Title: Teach Clinical Skills with Near-Peers in Simulated Clinics Presenters: David Ecker, MD; Vinita Kiluk, MD; Joanne Valeriano, MD; Fred Slone, MD; Dawn Schocken, PhD, MPH - University of South Florida Background: This interactive workshop provides participants an opportunity to develop a novel Near-Peer Preceptor Program, which enhances preclinical learners’ clinical skills and prepares senior medical students to be effective “Resident Teachers.” Workshop faculty will guide participants as they work in small groups to develop their own “Residents as Teachers” modules and complementary simulation cases for preclinical learners. Each small group will have an opportunity to present their work for feedback and discuss evaluation methods to measure success. By the end of the workshop, participants will have completed a workbook that can facilitate the Program’s adoption into their home institution’s curriculum. Learning Objectives: 1. Discuss the needs, methods, and challenges of implementing a Near-Peer Preceptor Program 2. Outline necessary steps to develop effective teaching modules to facilitate nearpeer precepting in the simulated clinical environment including the development of educational objectives, curricular materials, and learning activities 3. Identify institutional champions, early adopters, and evaluation methods to assure success Workshop 4 – T541/543 Title: Help Create a Survey on Effective Learning Community Mentors Presenters: Jorie Colbert-Getz, PhD and Danielle Roussel, MD - University of Utah Background: Although many medical schools assess the quality of learning community mentors with internal surveys, a published tool does not exist for learning community student mentor-faculty mentor relationships. In this interactive workshop participants will work in small groups to generate a list of characteristics for effective learning community mentors. A modified Delphi process will be used to reach consensus on a short list of mentor characteristics to turn into a survey. This workshop is not only for those who want to help create a mentor survey, but also for those who want to learn about the Delphi process and survey design. Learning Objectives: 1. Construct a list of effective mentor qualities as applied to learning community faculty mentor-student mentee relationships 2. Identify the steps and process of the Delphi method for reaching consensus. 3. Apply the steps of survey design by constructing a learning community mentor survey Workshop 5 - T546/548 Title: Health In Context: Addressing Structural Factors That Impact Health Presenters: Amanda Kost, MD; Margaret Isaac, MD; Molly B. Jackson, MD; Frederica Overstreet, MD; University of Washington (with student panelists Jessica Dawson, Alice

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Chu, Laurisa Rodrigues, Jessica Keesee, Dirir Abdullahi, Amanda Blunt, Kilia Shanklin, Liam Hovey, Yanni Chang) Background: In order to address health inequities, medical schools must explicitly teach students about the structural factors of power and privilege in our society that lead to unequal health outcomes, such as racism. This session describes our school’s initial efforts at addressing this content during our first 2 weeks of medical school, a call from our students to improve these educational offerings, and the subsequent curriculum from the perspectives of students, educators, and content experts. Participants will discuss how medical schools can successfully teach this challenging but critical material within learning communities. Learning Objectives: 1. Describe critical components of an introductory series of small group sessions on structural and social determinants of health. 2. Compare and contrast the eco social model of health and the iceberg model of identity as tools to teach students about the societal and individual factors that impact the health of a patient. 3. Discuss the use of a community visit to situate contextual health factors for early Pre-clinical students. 4. Describe faculty development activities that are needed to allow non-experts to successful teach this material

12:30 - 1:15 PM

1:15 – 2:15 PM

Workshop 6 – T547/549 Title: Enhancing the Role of Learning Communities in the Clinical Undergraduate Medical Student Experience Presenters: Nicholas Andresen, Iowa; Margaret Gray, Vanderbilt; Monica Bhutiani, Vanderbilt; Eve Privman, Virginia; Christine Motzkus-Feagans, Univ. of Mass; Matthew Solomon, Univ of New Mexico; Rebecca Surrey, George Washington; Emily Frosch, MD, Johns Hopkins University. Background: The LCI Student Council will facilitate a workshop exploring ways to increase the involvement of clinical students in Learning Communities (LC). This workshop will provide an opportunity for students, faculty and administrators to engage in a focused conversation about the programming at their institutions for students on their clinical rotations. Participants will collaborate to design outlines of potential LC programming for clinical medical students; and identify strengths and weaknesses of each approach. We encourage any conference attendees who believe LCs have continued relevance for students during and after clerkships to attend this session. Learning Objectives: 1. Understand how Learning Communities structures and programming for clinical students vary across the consortium 2. Identify ways to increase clinical student involvement in Learning Communities through social activities, formal curriculum and peer/faculty mentoring 3. Recognize the varying perspectives of students, faculty and administrators in regard to this programming 4. Diagram a strategy to enhance clinical student participation at your own school Lunch and Closing Community Reflections (Lounge / breezeway outside T439) Attendees will reflect on shared learning and provide feedback and suggestions for future LCI community events and conferences. Learning Groups: Session 3. Maintaining connections at a learning group; personal learning goals for the year. (T-wing classrooms; see final agenda for rooms). Students: LCI Student Council Conference Recap (T550): The LCI Student Council (LCI-SC) will be hosting a student conference recap to gather feedback from students about conference programming and to see how the LCI-SC might be able to better support Student Representatives throughout the year. Elections to the 2016/2017 LCI-SC will occur. Other working committees of LCI are welcomed to meet during this time-frame.

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