Race-based medicine occurs when health care providers use a person's race as an element to define their health. Current examples include the use of the race-based vaginal birth after cesarean (VBAC) calculator. Racism in obstetrics and gynecology is deeply rooted in present-day practice. The race-conscious approach seeks to reform race-based medicine across clinical practice, education, leadership, & research.
The mask expression project was designed to be a creative and artistic means to encourage professional identity formation in first-year medical students. Students worked in groups to reflect on their implicit biases and adopt growth mindsets to overcome those biases, resulting in a deeper understanding of professional identity.
Have you encountered professionalism challenges with your learners? The discussion aims to explore the definition and responsibilities of both educators and learners, along with organizational strategies for managing expectations. We will share approaches for enhancing professionalism while addressing learners not meeting expectations.
This roundtable will delve into assessment practices within Longitudinal Integrated Clerkships (LICs), focusing on the integration of continuous assessment to enhance deeper learning and competency acquisition. Discussions will explore strategies, challenges, and the impact of assessment practices on student development.
Within medical programs, departmental reviews commonly document an academic department’s activities, establish goals and priorities, provide an accounting of achievements, and offer a framework for strategic planning. This roundtable discussion shares approaches to conducting a focused, internal departmental self-study and offers guidance to medical educators called to lead such efforts.
Logic models have long been used to graphically display the design, planning, monitoring, and evaluation of educational programs in a format clearly understood by all stakeholders. In this session participants will learn how to use logic models to plan, monitor, and evaluate UME curriculum including accreditation compliance.
This session explores the use of a quality improvement framework for curriculum mapping. Participants will learn to apply the five DMAIC phases (define, measure, analyze, improve, control) to identify and address gaps, redundancies, and misalignments across the curriculum and build a sustainment plan to ensure quality continues over time.