Wednesday, September 18 Sessions (Virtual Only)
n the event of a Zoom connectivity problem, please contact one of the conference co-chairs: Rachel Kavanaugh (rkavanaugh@mcw.edu) or Robert Treat (rtreat@mcw.edu)
IHER Conference Program
*Invited speaker
For questions, please contact IHERConference@mcw.edu.
9:15 – 10:30 a.m. | Session One, Workshop 3
Navigating Uncertainty in Clinical Practice: A Structured Approach using the RAPS (Recognize, Acknowledge, Partner, and Seek Support) Framework
Facilitators: Galina Gheihman, MD, Harvard Medical School, Brigham & Women's Hospital; Joel Katz, MD, Brigham & Women's Hospital; Sonja Solomon, MD, Brigham & Women's Hospital
Objectives:
- Understand the prevalence of uncertainty in clinical practice and discuss barriers and opportunities to managing uncertainty
- Learn the components of the RAPS Framework (Recognize, Acknowledge, Partner, and Seek Support) and how to apply them in clinical practice
- Practice applying the RAPS Framework to clinical cases through guided role-play
- Propose incorporating the RAPS Framework into clinical teaching with diverse learners
10:30 – 11:45 a.m.
Session One | Oral Presentations 3
Utilizing Innovative Teaching Pedagogies and Technologies to Improve Student Retention in Pharmacy Calculations
Angela Clauson, PharmD*; Elisa M Greene, PharmD, BCACP*, Department of Pharmacy Practice, Belmont University College of Pharmacy
Using Neurology Trainees as Standardized Patients in a Neurological Emergencies Simulation Curriculum for Medical Students: A Mixed-Methods Analysis
Galina Gheihman, MD, Harvard Medical School, Brigham & Women's Hospital
A Generational Approach to Growth Mindset
Jennifer Hillyer, PhD*, Northeast Ohio Medical University
Simulations in Healthcare. The Evolution of the Human-Technology Nexus in Clinical Learning
Astrid Camilla Wiig, PhD*, University of South-Eastern Norway; Roger Säljö, PhD*, University of Gothenburg, Sweden
Benefits and Challenges of Online and Blended Learning Perceived by Students in a Healthcare Degree
Feifei Han, PhD, Institute for Learning Sciences and Teacher Education, Brisbane, Australia
Session Two | Roundtable 2
Attention to Detail: Preparing Students to be Detail Oriented with Medication Reconciliations
Facilitators: Rachel Kavanaugh, PharmD, BCACP; Bonnie LaTourette, PharmD, Medical College of Wisconsin
Pharmacists are required to provide accurate patient care while managing multiple interruptions. The results from a medication reconciliation activity completed within a Doctor of Pharmacy program will be briefly presented. Attendees will participate in a short discussion on importance of attention to detail and strategies for improving this skill.
Keynote Address | Marc M. Triola, MD | 12 – 1 p.m.
Bytes to Bedside: Exploring the Impact of Artificial Intelligence on Medicine
Keynote Address Introductions and Opening Remarks
José Franco, MD
Professor of Medicine (Gastroenterology and Hepatology)
Senior Associate Dean for Education
School of Medicine
Medical College of Wisconsin
John R. Raymond, Sr., MD
President and CEO
Medical College of Wisconsin
Marc Triola, MD, is a Professor of Medicine, the Associate Dean for Educational Informatics, and the founding Director of the Institute for Innovations in Medical Education (IIME) at NYU Grossman School of Medicine.
1:15 – 2:30 p.m.
Session One | Workshop 4
Embracing AI Disruption in Medical Education: Strategies for Educators and Learners
Facilitators: Ian Murray, PhD, MEd, Alice Walton School of Medicine; Jennifer Benjamin, MD, MS, Texas Children's Hospital, Baylor College of Medicine; Neil Mehta, MBBS, MS, Cleveland Clinic Lerner College of Medicine of CWRU
Objectives:
- Identify Generative AI (GAI) tools that can be utilized for development of knowledge and diagnostic skills
- Demonstrate incremental prompting for better GAI outputs
- Utilize GAI to design and implement interactive, learning activities that enhances collaborative educational experiences
Session Two | Speed Posters 1
The Relations between Australian Medical Students’ Conceptions of, and Approaches to, Inquiry-Based Writing, and their Learning Outcomes
Feifei Han, PhD, Institute for Learning Sciences and Teacher Education, Brisbane, Queensland, Australia
Gauging the Use of Theory in Medical Education Scholarship
Lana Minshew, PhD, MEd, Medical College of Wisconsin
Skin Savvy: Student-Led Community-Service Learning and Public Education on Skin Cancer in Freeport, Bahamas
Colby Jackson Hunt, BS, Western Atlantic University School of Medicine
Evaluating the Ability of AI-Language Models to Develop Answer Scores for Script Concordance Tests (SCT)
Janae Newton, DO; Ian V.J Murray, MEd, PhD; Jason Degn, MS, Alice Walton School of Medicine
ChatGPT Validation of an Anti-Racism in Medical Education Questionnaire
Simran Shamith, BS, Drexel University College of Medicine
Improving Interactions with Medical Interpretation: An Educational Module for Medical Students at the University of South Dakota Sanford School of Medicine
Aly Reinschmidt, BS*, USD Sanford School of Medicine
ChatGPT Lecture Preparation for Introductory Anatomical Courses
John Lee*, University of Arkansas for Medical Sciences
2:30 – 3:30 p.m.
Session One | Panel Session 2
Integration of AI into Healthcare Education: Education and Clinical Perspectives
Moderator: Chad Carlson, MD, Medical College of Wisconsin
The importance of integrating Artificial Intelligence (AI) into healthcare education is no longer a matter of “should” but of “how”. AI capabilities are advancing rapidly, with large language models now capable of passing medical licensing exams and excelling in clinical reasoning (1). There is thus an urgent need to instruct both healthcare students and educators on the integration of AI into their educational and clinical practices, while also cultivating adaptive expertise to navigate evolving changes. (2). It is important to train users how to effectively use AI given potential pitfalls, a need for increased rigor, emerging collaborations in designing and teaching curricula, and ethical considerations. Indeed, a recent report indicated that for teams tasked with creative problem-solving, those that used AI had modest gains, with some underperforming (3).
This panel brings together healthcare educators with experience using and teaching about AI, from several different institutions and disciplines. Their expertise allows for a pertinent discussion of AI integration, from basic knowledge acquisition to clinical application. The forum is geared toward educators, students, and practitioners at all levels, outlining the state of the field, applications, and then informing on the "how". Not only does the panel provide actionable insights into embedding AI into healthcare curricula, it is geared toward audience interaction and participation.
Session Two | Roundtable 3
Addressing the Term Pimping in Medical Education
Facilitator: Alexandra Dove, BS*, Medical College of Wisconsin
The term “pimping” is widely used in medical education, but where did it come from? Is it harmful or benign? How does the use of this word influence our beliefs about medical training? This session will both address these questions, as well as provide a space for brainstorming and discussing a replacement term.
3:45 – 5 p.m. | Session One, Oral Presentations 4
Curing Stigma: Creation and Ongoing Delivery of a Mental Health Training Course for First-Year Pharmacy Students
Kevin Bozymski, PharmD, BCPS, BCPP, Medical College of Wisconsin
Surgical Innovation Discovery Course: Utilizing Surgical Trainee Agile Innovation and Empowerment (STAIR) Framework to Promote Innovation Amongst Surgical Residents
Candice Stegink, MA, University of Michigan Medical School
Analyzing Linguistic Dimensions: Contrasting Professional Identity Reflections between AI and Medical Students
Jessica N. Byram, PhD*, Indiana University School of Medicine
Non-Clinical Dual-Track Elective for Integrating Scientific Research in Public Health and Informatics
Melissa L. Armas, PhD, MPH*, Dr. Kiran C. Patel College of Allopathic Medicine (NSU MD)
Possible Selves for Antiracism and Health Equity: A Qualitative Analysis of Residents' Individual Development Plans
Francesca A. Williamson, PhD*, University of Michigan Medical School