Educator Toolbox
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The workshop led by Dr. Michael A. Gisondi focuses on enhancing medical education through collaboration, publishing, and thriving in the field. Participants engage in group challenges to compare training options, identify medical education journals, and explore strategies for effective publication. A case study illustrates the difficulties faced by a clinical assistant professor in leading a simulation program and highlights the importance of mentorship and development in medical education.
Educator Toolbox
- 1. Welcome! 1. Please arrange yourselves in groups of 3. 2. Sit with someone you don’t know. 3. Spend a moment introducing yourselves now. 4. Open your laptops and a search browser.
- 2. Educator Toolbox Michael A. Gisondi, MD Associate Professor and Vice Chair of Education
- 3. @MikeGisondi I have no pertinent disclosures to report, financial or otherwise. Views are my own and not endorsed by Stanford University or the TMA/SIMEC. Presented at: Stanford Medical and Bioscience Education Day / SIMEC – May 21, 2022
- 4. Objectives At the end of this workshop, engaged learners will be able to: 1. Compare and contrast different Med Ed training options 2. List medical education journals for potential publications 3. Describe ways to thrive in medical education
- 5. ROUND 1: Lightning Didactic: “Training” Small Group Team Challenge #1 ROUND 2: Lightning Didactic: “Publishing” Small Group Team Challenge #2 ROUND 3: Lightning Didactic: “Thriving” Small Group Team Challenge #3 Discussion / Workshop Summary Agenda
- 8. Case Study A clinical assistant professor was asked by her program director to take an assistant director role in their simulation program. The faculty member is a beloved bedside teacher who has won numerous teaching awards from the residents. She is especially skilled at teaching procedures. She wanted a leadership role in medical education since arriving at Stanford 3 years ago. During this time, she attended one professional conference and no faculty development sessions. Her FTE is 95% clinical, 5% teaching.
- 9. Case Study The faculty member took her role very seriously, and she independently wrote several new simulation cases. She did not search to see if any similar cases were already published in the literature. Impressed by how quickly the new cases were written, the program director also asked her to design EPA and OPA assessment tools for the new cases. She is unfamiliar with those acronyms. Despite her work ethic, the quality of the simulations were below average. There were numerous hiccups in the execution of the cases and the residents left frustrated.
- 10. Case Study After cycling an entire class of residents through her simulation cases, the hiccups resolved and the residents began to enjoy the sessions. She decided to survey the residents about their experiences and publish the results. To her dismay, three journals rejected her manuscript citing poor survey design methodology, single department/institution data, a small sample size, and writing that does not conform to an acceptable innovations report format. She abandons the project, and education research in general, after a fourth rejection.
- 11. Is this case plausible? What are the pain points?
- 12. Case Study The faculty member took her role very seriously, and she independently wrote several new simulation cases. She did not search to see if any similar cases were already published in the literature. Impressed by how quickly the new cases were written, the program director also asked her to design EPA and OPA assessment tools for the new cases. She is unfamiliar with those acronyms. Despite her work ethic, the quality of the simulations were below average. There were numerous hiccups in the execution of the cases and the residents left frustrated.
- 13. Case Study After cycling an entire class of residents through her simulation cases, the hiccups resolved and the residents began to enjoy the sessions. She decided to survey the residents about their experiences and publish the results. To her dismay, three journals rejected her manuscript citing poor survey design methodology, single department/institution data, a small sample size, and writing that does not conform to an acceptable innovations report format. She abandons the project, and education research in general, after a fourth rejection.
- 14. Case Study A clinical assistant professor was asked by her program director to take an assistant director role in their simulation program. The faculty member is a beloved bedside teacher who has won numerous teaching awards from the residents. She is especially skilled at teaching procedures. She wanted a leadership role in medical education since arriving at Stanford 3 years ago. During this time, she attended one professional conference and no faculty development sessions. Her FTE is 95% clinical, 5% teaching.
- 15. Clinical Teachers Assess learner needs Develop shared goals Teach to the learner level Automony vs Supervision Provide actionable feedback Medical Educators Curriculum design Assessment design Application of learning theories Medical education literature Administrator +/- researcher
- 17. With training, the assistant simulation director would be able to: 1. Search the literature to find simulation cases that have evidence of validity for her learner population 2. Write new, high-quality simulation cases 3. Create defensible assessment tools 4. Create EPA/OPA assessments 5. Design a methodologically rigorous survey instrument 6. Execute a multi-institutional research project 7. Power her study appropriately 8. Assess trainee learning
- 18. X
- 19. Training Options
- 21. Fellowships
- 22. > 140 Graduate Degrees MEd or MHPE
- 24. Blended Online/In-Person Masters Degrees
- 30. Team Challenge #1: Could I Do This? Find, Compare, and Contrast Key Features of Medical Education Graduate Programs or Certificate Programs
- 34. Publication Types High Impact Factor Medical Education Journals Specialty Journals PubMed Indexed Peer Reviewed Digital Scholarship Authorship Order First Last (senior) Second All the rest
- 35. • Academic Medicine • Advances in Health Sciences Education • Advances in Medical Education & Practice • Anatomical Sciences Education • BMC Medical Education • Canadian Medical Education Journal • The Clinical Teacher • MedEdPublish • Medical Education • Medical Education Online • Medical Science Educator • Medical Teacher • Perspectives on Medical Education • Postgraduate Medical Journal • Teaching and Learning in Medicine • Education for Health • Education for Primary Care • International Journal of Medical Education • Journal of Continuing Education in the Health Professions • Journal of Graduate Medical Education • Journal of Medical Education and Curricular Development • JMIR Medical Education • MedEdPORTAL Top Medical Education Journals Bold: Add these to your RSS feed. Source: https://guides.library.illinois.edu/mededresearch/mededpubs
- 36. Annotated Bibliography of Med Ed Journals
- 37. Choosing the Right Journal Does the paper advance the literature in health professions education? Then pick a medical education journal. Consider acceptance rate Consider impact factor Consider Open Access Fees Does the paper inform UME or GME specifically? UME = Academic Medicine GME = AM or JGME Is the study single-specialty? Then pick a specialty journal.
- 38. Pro Tip: Write a Lot
- 39. Four Must-Reads
- 40. Pro Tip: Host a Writing Accountability Group
- 41. Pro Tip: Edit Other People’s Papers
- 42. Pro Tip: Hire a Medical Editor
- 43. Pro Tip: Review for Journals
- 44. Pro Tip: Read papers about how to format papers. (Example: JGME)
- 45. Pro Tip: Set up a RSS feed for Med Ed journals.
- 46. Pro Tip: Listen to the KeyLIME Podcast!
- 47. Team Challenge #2: Where Do I Publish This? You want to publish a commentary and an innovations report. Identify at least 3 appropriate medical education journals for each
- 52. National Reputation = Promotion
- 56. Academic Promotion = Compelling Scholarship + Dissemination of Expertise Success in Business = Compelling Product + Meaningful Platform Platform Matters
- 60. Disseminate Your Work on Social Media.
- 61. 3 Tips: to Build Your Platform Consistent Professiona l Brand Produce Relevant Content Correct Social Media Platform
- 65. Triple Dip. (Publish, Blog, Speak)
- 67. Venture Outside of Stanford. (AAMC, ACGME, AMA, AMEE, ICRE)
- 68. WRITE! (Blogs, Op Eds, Editorials, Non-Traditional Scholarship)
- 70. Write Grants! (AMA, AMEE, Macy, Stemmler, TMA)
- 71. Open a lab. Mentor new researchers.
- 73. Leave a Legacy.
- 74. Raise the Bar. Ensure Quality. Teach Rigor.
- 75. Team Challenge #3: How can I make my work stand out Describe your medical education interests to one another. Suggest 3 ways to get your work noticed. Be specific.