Best Practices in Medical Education Day
A focus on medical education practice and research is designed to give participants best evidence to improve teaching and learning in the medical school.
Best Practices in Medical Education Day provides a day long bi-campus forum for medical educators at the University of Minnesota. Keynote speakers, presentations, and a poster session all aim to foster connectivity and share new and innovative ideas to improve practice. The focus on medical education practice and research is designed to give participants best evidence in medical education to improve teaching and learning in the medical school. Our featured presenters, Richard Frankel and Harry Isaacson, will engage participants in a discussion of the concept of the 3 R's - relationships, reflection and resilience. View agenda.
This educational activity is intended for medical school faculty, students, fellows, residents, staff, and others interested in educating health care professionals.
Following completion of this activity, learners should be better able to:
- Implement specific evidence based medical education teaching and learning practices
- Discuss new projects and areas of medical education research that are being explored on both campuses and with affiliates.
- Implement new techniques in their own teaching practices.
- Participate in new medical education and research networks.
Richard Frankel, PhD
Richard Frankel, one of the developers of the 4 Habits Model of communication, is a professor of Geriatrics and Medicine at Indiana University, and staff member of the Education Institute at the Cleveland Clinic. Dr. Frankel is passionate about how practicing reflection, effective communication, and provider wellbeing, leads to better outcomes for all.
Bud Isaacson, MD
J. Harry "Bud" Isaacson, a master clinical preceptor, is an associate professor of General Internal Medicine and Director of Clinical Education at Cleveland Clinic Lerner College of Medicine. Dr. Isaacson teaches across the continuum of medical education, works with closely with addicted patients, and is an advocate for linking personal reflection with professionalism.
In support of improving patient care, University of Minnesota, Interprofessional Continuing Education is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.
Credit Designation Statements
American Medical Association (AMA)
The University of Minnesota, Interprofessional Continuing Education designates this live activity for a maximum of 5.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
Other Healthcare Professionals
Nurses and other healthcare professionals who participate in this CE activity may submit their Statements of Participation to their appropriate accrediting organizations or state boards for consideration of credit. The participant is responsible for determining whether this activity meets the requirements for acceptable continuing education
Lunch and morning/afternoon breaks are provided.
Special needs such as dietary restrictions, lactation room, etc. should be indicated in advance; requests cannot always be honored on site.
CPD may take photos/video of participants at CPD events and these may appear in CPD's promotional materials. Your attendance constitutes your permission and consent for photography and video subsequent usage.
Parking vouchers for University of Minnesota ramps/lots are provided to attendees. The Washington Avenue Ramp is adjacent to University Recreation and Wellness Center. Be aware that the Washington Avenue ramp fills up early. Additional parking is available in the University Avenue Parking Ramp and the Oak Street Parking Ramp.
Building an Interprofessional Model of Community and Reflection for Learners – EmmaLee Pallai, MFA
Coaching The Coach: using a milestone based toolkit to identify and target specific areas for learner improvement – Ryan Kelly, MD
A Community-Based Partnership between Supportive Housing Family Educators and Pediatric Trainees - Andrew Barnes, MD, MPH; Thomas R. Scott, MD; Nedra Robinson; Iris W. Borowsky, MD, PhD
A Community Health Experience: Researching Labor and Delivery Services through Rural Preceptorships in Grand Marais and Ely, Minnesota - Jennifer Pearson, MD; Nathan Ratner, MS2; Kale Siebert, MS2
Block 7: Teaching and Assessing the "Fuzzy" Subcompetencies – Patricia Adam, MD; Dana Brandenburg, PsyD; Nicole Chaisson, MD, MPH
Crowdsourcing model to improve emergency department documentation – Joe Walter, MD; Sarah Mott, MD; Aaron Gronseth, MD; Callie Schnitker, MD; Jackie Kelly, MD; Noah Maddy, MD; Mark Bergstrand, MD
Development and Implementation of a First Episode Psychosis Clinic at the UMN Based on the NAVIGATE Team Model - Kelsey Pautz, MD
Development of an Interdisciplinary Pre--Matriculation Program Designed to Promote Medical Students’ Self Efficacy - Anna Wirta Kosobuski, EdD; Andrew Skildum, PhD; Amy Prunuske, PhD
Development of a Residency Advocacy Curriculum: The SAFE Initiative - Michael Aylward, MD; Taj Mustapha MD; Kendahl Moser-Bleil; Ben Trappey; Laura Amos
Early Admissions Programs: Are they more likely to produce doctors that meet a schools mission? - Robin Michaels, PhD; Susan Christensen
Gender Matters: A Co-Ed Curriculum for Culture Change - Mumtaz Mustapha, MD; Briar Duffy, MD; Sophie Gladding, PhD; Beth Rogers, MD
Helping Medical Students Make Better Decisions: A Clerkship-Integrated Curriculum on Evidence Based Medicine - Morgan Mensink, Medical Student; Robert Gruhl, MS3; Karl LaFleur, MS3; Mitch Hagen, MS3; Nacide Ercan-Fang, MD
Improving Resident communication in disclosing complications: A qualitative analysis of simulated physician and patient surrogate conversations – Carolina Branson, PhD; Jeffrey Chipman, MD
Integrating Longitudinal Quality Improvement Curriculum into the Preclinical Medical Education to Address Burnout, Wellbeing, and Work Engagement - Jeff Theismann, Medical Student; Michael Downey; Andrew Olson, MD
The Interview Arc- a concise and elegant model for teaching and analyzing the patient interview – Jonathan Homans, MD; Lora Wichser, MD; Katharine Nelson, MN
Introduction of Public and Community Health Content to Medical School Curriculum – Emily Onello, MD; Sarah Beehler, PhD; James Boulger, PhD;
Medical Student Decision Making Regarding Pursuit of Public Health Training - Amanda Honsvall, MS4; Robin Sautter, MS4; Sarah L. Bertrand (McFarland), MD, MPH; Peter Meyers, MD, MPH; Jacob Prunuske, MD, MSPH
Medical Student Oral Case Presentation Skills Workshops - Sally Berryman, MD; Sharon Allen, MD; Jane Miller; PhD; Anne Woll, MS; Joseph Miller; Anne Pereira, MD
A Mid-Training Retreat for Residents to Reflect on Previous Training and Give Feedback to their Peers Successfully Increases Class Cohesion - Lora Wichser, MD; Marianne Bernadino, MD; Katharine Nelson, MD
Partnerships & Practicality: Strategies for Introducing Continuous Quality Improvement Principles (and Making them 'Stick') – Lara Kerwin, Pharm D; Lindsay Sorge, PharmD; Kristin Janke, PhD; Todd Sorenson, PharmD
Perspectives on Wellbeing, Resilience, and Health: Wellness Needs Assessment in Pediatric and Medicine-Pediatric Residents - Maren Olson, MD, MPH; Jacquelyn Campbell, MD; Rachel DeVries, MD; Emily Borman-Shoap, MD
The "Psychiatry SmartPhrase System": An EMR Accessible Content Database Developed to Provide Immediate Access to Focused Summaries of Relevant Clinical Topics in Psychiatry – Deanna Bass, MD; Vince Vallera, MD; Amber Frank, MD; Donald Banik, DO
Psychiatry 101: Introducing Medical Students to the Field of Psychiatry through Yoga Instruction - Amelia Black, MS3; Colin Wendt; MS3; Alexandra Zagoloff, PhD
QI Projects in Longitudinal Curriculums: Student engagement in their hospital system – Karl Lafleur, Medical Student; Sam Falde; Jeff Theismann; Michael Tradewell; Reut Danieli, MD; Nacide-Ercan Feng, MD; Amy Candy, MD
The Regions Conference Cup: A novel team-based competition to improve attendance to weekly residency didactics – Jessie Nelson, MD; Alan Sazama PGY3;
Student-Led Wellbeing Initiative: Creating Reflective and Resilient Medical School Culture - Irena Cich, BS; Sarah Swenson; Jiaochen Ke; Michael Kim, MD; John Song; Scott Slattery, PhD
Role of the Clerkship Team in Supporting Faculty Development - Serena Sherrell, BA; Katie Stuenzi; Susan McCarthy, MD; Kate Walia, MD
The State of Disability Awareness Education in American Medical Schools - Erica Seidel, MD; Scott Crowe PM&R
The Storytelling Collaborative: A Unique Curriculum for Residents Interested in Writing - Bernard Trappey, MD; Michael Aylward, MD
Using Concept Mapping As a Tool to Create New Learning Frameworks - Heather Thompson, MD; Mark Hilliard, MA
Using Online Interactive Modules to Support Blended Learning in a Year 2 Pathophysiology Course - Heather Thompson, MD; Mark Hilliard, MA; Bob Englander, MD, MPH
A Work Group Promoting Scholarly Activity in a Community-Based Family Medicine Residency - Donald Pine, MD; Lynn Manning, MD; Teresa Quinn; MD