Learning to Be Better Teachers | Emory School of Medicine

8-8:30 a.m. | SOM Lobby

Registration

8:30-8:50 a.m. | SOM Lobby

Welcome and Opening Remarks: Cognitive Apprenticeship - Making Our Thinking Visible

Holly Gooding (pediatrics)
Joe LeDoux (biomedical engineering)

Workshop Session A 9-10 a.m.

Facilitating Deliberate Reflection to Improve Clinical Reasoning Room 153A

In this workshop, we will share our framework for facilitating deliberate reflection at the point of care. Key elements of facilitating deliberate reflection include establishing a supportive learning climate, learner-led case review and reflection, facilitator identification of key clinical reasoning concepts, and engaging in shared decision making with the learner to identify next steps for practice-based learning and improvement.

Applying a Diversity, Equity, and Inclusion Course Reflection Tool in Health Sciences Education Room 170A

Elizabeth Walker (school of public health)
Robin McGee (school of public health)
Joanne McGriff (school of public health)

Schools within Emory University’s Woodruff Health Sciences Center strongly prioritize diversity, equity, and inclusion (DEI) in their educational missions. To train diverse cohorts of health professionals, instructors need to create spaces where learners feel included and valued. During this workshop, we will introduce the DEI Course Reflection Tool developed at the Rollins School of Public Health and present lessons learned from an evaluation of the implementation of the tool.

From A to Zillennial: A Crash Course in Digital Education Room 178P

Monee Amin (medicine)
Caroline Coleman (medicine)
Meredith Trubitt (medicine)

A range of new educational technologies is transforming medical education, including podcasts, social media, infographics, and video streaming. In our workshop, faculty will discuss how to design impactful and effective digital media learning experiences, including infographics and audio/visual asynchronous learning sessions.

Tips for Getting Started in Education Research Room 190P

Beth Davis (rehabilitation medicine)
Taylor Hayes (family and preventative medicine)
Kathy Lee Bishop (rehabilitation medicine)

Research is critical to advance the design, implementation, and evaluation of health professions education (HPE) activities, study outcomes, and disseminate conclusions. The goal of this workshop is to provide attendees with a stronger understanding of educational scholarship and provide them with concrete next steps for development and implementation of a scholarly project using their own research ideas.

Workshop Session B 10:15-11:15 a.m.

Feedback to the Learner in Need: Normalize the F Word! Room 153A

Malavika Kapuria (medicine)
Dheepa Sekar (medicine)

This workshop will enhance educator skills in providing verbal feedback to learners, with an emphasis on their providing corrective feedback. The workshop will be divided into three parts focusing on the characteristics of effective feedback, frameworks for providing feedback, and a case-based section which will provide attendees with the opportunity to practice delivering corrective feedback using one of the evidence-based feedback models.

Narrative Medicine: Leveraging the Power of Telling Stories and Close Listening to Enrich Care Room 170A

Tommy Thomas (neurology)

Join us for a Narrative Medicine workshop where we will explore the concept of the “single story”—how initial perceptions, based on limited information, can shape our understanding of experiences. Through guided exercises in close observation, reflective writing, and discussion, participants will learn to expand beyond their own perspectives, embracing a more nuanced, multifaceted view that fosters deeper connection and compassion. This workshop aims to enhance your narrative competence, enabling you to enrich the provider-patient relationship, promote more holistic healing, and mitigate burnout.

Wellness-Centered Educators: Equipping Healthcare Teachers to Cultivate Learner Wellbeing Room 178P

William Border (pediatrics)
Dhaval Desai (medicine)
Zahidee (Saidie) Rodriguez (pediatrics)
Cherie Hill (gynecology and obstetrics)

This workshop will discuss how to equip educators with some of the principles which encompass wellness-centered teaching. Topics will include an outline of the key guiding principles of wellness-centered teaching, adopting a coaching mindset, setting up psychological safety, and creating an education space for inclusion and belonging.

Introduction to Modern Medical Education Strategies with a Focus on Problem-Based Learning Room 190P

Naba Ali (radiation oncology)

Through this small-group workshop you will have the opportunity to learn about various medical education learning strategies and ponder opportunities to implement them in your own department and teaching. We will first review one commonly implemented strategy in undergraduate medical education, problem-based learning. Following this, learners will have the opportunity to choose a learning technique and review provided literature regarding it. Participants will then engage in brief interactive and informal presentations of their topic.

Noon-1 p.m. | Auditorium 110

Keynote: Implicit Bias in the Clinical Learning Environment: Making Our Thinking Visible – Dr. Cristina Gonzalez, MD, MEd

Professor of Medicine, New York University Grossman School of Medicine | Implicit Bias Researcher | Author | Medical Education Speaker

Workshop Session C 1:15-2:15 p.m.

Redefining Remediation Room 153A

ShaJuan Watts (family and preventative medicine)

A holistic approach to the remediation process is critical for adult learners in medical education. This workshop will give insight and recommendations on how to create a safe and productive learning environment for students who face challenges in the realm of medical education.

Practice is Perfect or Perfect Practice is Perfect: Leveraging Cognitive Apprenticeship into Clinical-Procedural Based Training Room 170A

Christina Creel-Bulos (anesthesiology)

This workshop is tailored for healthcare educators and practitioners aiming to improve their teaching strategies when instructing medical providers in procedural techniques, rarely faced clinical complications, and promoting case-based learning. The workshop will encompass the fundamental principles of cognitive apprenticeship, including modeling, coaching, scaffolding, and fading, using the example of rare, precarious, and high-intensity procedures such as extracorporeal membrane oxygenation (ECMO) cannulation.

Power Up Your Presentations: Mastering the Art of PowerPoint Room 178P

Casey Albin (neurology)

In this session, attendees will learn how to craft visually stunning and engaging PowerPoint presentations designed to enhance learning and engagement for health science students. Attendees will explore how to leverage PowerPoint’s SmartArt, Designer, Morph functions, and animations to create interactive and dynamic slides. Additionally, attendees will learn how to integrate QR codes and use generative AI to develop interactive questions from their content, making presentations more engaging and effective.

Addressing Implicit Bias in the Clinical Learning Environment: A Skill-Building Workshop with Dr. Cristina Gonzalez Room 190P

Professor of Medicine, New York University Grossman School of Medicine | Implicit Bias Researcher | Author | Medical Education Speaker

Workshop Session D 2:30-3:30 p.m.

Teaching in the Operating Room Room 153A

Joel Winer (gynecology and obstetrics)

This workshop will be a round table discussion of teaching practices in the operating room or during procedures. We will discuss how to incorporate learners at all levels and share best practices between departments and divisions when adopting a cognitive apprenticeship approach.

Spotlight on the Learner Experience: Insights Towards Improvement Room 170A

Beatrice Preti (hematology and medical oncology)

During this highly-interactive session, participants will join PGY3 Laila on a simulated call shift as she navigates hierarchy, hidden curriculum, and her own learning journey. The session will highlight a number of aspects of the learner experience, including psychological safety, moral distress, secondary stress, compassion fatigue, vicarious trauma, and epistemic injustice. The session will be crafted to emphasise strategies to improve the learner experience, cultivating safety and belonging.

AI in Action: Transforming Point-of-Care Medical Education Room 178P

Kajal Patel (medicine)
Reema Dbouk (medicine)
Pamela Vohra-Khullar (medicine)
Mary Stout (medicine)
Mary Solis (medicine)

This workshop will explore how the use of several artificial intelligence (AI) modalities in medical education can elevate the quality of clinical teaching. We will highlight tools available at Emory today and how to leverage these tools to teach complex problem solving and improve our interpretation and analysis of clinical evidence. The workshop will equip educators with practical strategies to integrate these AI tools into their teaching toolbox to enhance learners' critical thinking, diagnostic skills, and management strategies.

Thinking Routines: From Teacher to Trainee and Back: Closing the Loop in Thinking Needed for Medical Decision Making Room 190P

Jackson Londeree (pediatrics)
Roshan P. George (pediatrics)

In medical education, we often struggle to transmit our clinical decision-making and thought processes to our trainees through conventional bedside rounding. This workshop will outline the frameworks of thinking routines in cognitive apprenticeship through role play and a small group exercise and provide two methods to make the trainees’ thinking visible to faculty so specific feedback can be provided.

3:30-4 p.m. | SOM Lobby

Closing Remarks