No CME credit for archived videos (CME bylaws state no CME for enduring materials over 1 year old).
Archived Video Index, 2017-2018
(Click on title to jump to your preferred video)
2018
December 2018: The Patient-Centered Method: The What, Why, and When of It by Dr. Rick Butler
November 2018: Cognitive Bias by Dr. Sarah Henrickson Parker
October 2018: Blended Learning by Dr. Jeannine Everhart
September 2018: Feedback by Dr. David Musick
May 2018: Presentation Skills by Dr. Jon Sweet
April 2018: Teaching Methods by Drs. Chad DeMott, Andrew Binks, and Renee LeClair
March 2018: Writing Objectives that Link to Outcomes by Dr. John Epling
February 2018: Evidenced-Based Education by Kimberly Whiter, MSEd
January 2018: Challenging Learners by Emily Holt, MA
February, May July 2018: Mini-Series: The Flipped Classroom, Parts 1-3
2017
December 2017: Spirituality in Medicine by Dr. David Musick
November 2017: Interprofessional Education at VTCSOM and JCHS by Dr. Wilton Kennedy
August 2017: Ageism in Medical Education by Dr. Brian Unwin
June 2017: Simple Techniques for Using Technology to Enhance Your Teaching by David Halpin, PhD
May 2017: Inpatient Teaching by Chad DeMott, MD
April 2017: Direct Observation to Enhance Learning and Assessment by Isaiah Johnson, MD
January 2017: Using the DiSC to Enhance Your Teaching by Neely Conner, LCSW
Current HPE Sessions (CME Credit available)
The Patient-Centered Method: The What, Why, and When of It
December 2018
Presenter: Dr. Rick Butler, Formerly of Internal Medicine, Carilion Clinic
Objectives
By the end of this session , the participant should be able to:
- Define a communication model of patient-centered skills within the medical encounter and contrast these to more clinician-centered skills.
- Understand how patient-centered skills can integrate into a broader model of evidence-based care.
- Understand the impact, or lack of impact, of patient-centered skills on outcomes of the medical encounter.
- Improve one’s ability to observe and teach patient-centered skills.
Cognitive Bias
November 2018
Presenter: Dr. Sarah Parker, Assistant Professor, Basic Science Education, Virginia Tech Carilion School of Medicine, Research Assistant Professor, Virginia Tech Carilion Research Institute, Director of Human Factors Research, Carilion Clinic, Research Assistant Professor of Psychology, College of Science, Virginia Tech
Objectives
By the end of this session, the participant should be able to:
- Identify human cognitive biases and articulate why they occur
- Identify processes or interactions common in medical practice that are highly susceptible to bias
- Articulate the difference between implicit and explicit bias and the influence that these mechanisms have on patient care
- Identify common technology solutions designed to minimize cognitive bias in healthcare
PowerPoint (pdf)
Blended Learning
October 2018
Presenter: Dr. Jeannine Everhart, Program Director, Doctor of Health Sciences and Assistant Professor, Department of Health Sciences Administration, Jefferson College of Health Sciences
Objectives
By the end of this session, the participant should be able to:
- Compare and contrast in class, on line, flipped, and hybrid teaching methods
- Discuss the benefits and challenges to using blended learning teaching methods
- Describe common blended learning techniques
- List steps to assist in migrating a course from a traditional to a blended format
PowerPoint (pdf)
Feedback
September 2018
Presenter: Dr. David Musick, Director Interprofessionalism Domain, and Professor Internal Medicine, Virginia Tech Carilion School of Medicine, Professor, Jefferson College of Health Sciences
Objectives
By the end of this session, the participant should be able to:
- Define feedback including the difference between feedback & assessment/evaluation
- Discuss the role of effective feedback in the education of physicians
- Review effective methods of giving & receiving feedback
Presentation Skills
May 2018
Presenter: Dr. Jon Sweet, Internal Medicine Carilion Clinic and Associate Professor Internal Medicine VTCSOM
Objectives
By the end of this session, the participant should be able to:
- Employ common tips derived from effective speakers to improve your presentation skills
- Produce slides that are effective and audience-centered
- Choose effective non-verbal presentation skills
Teaching Methods
April 2018
Presenters: Drs. Chad DeMott, Andrew Binks, and Renee LeClair
Objectives
By the end of this session, the participant should be able to:
- Adapt traditional teaching methods to engage the learner in higher order learning
- Utilize a variety of pedagogies within the classroom setting
- Identify challenges specific to delivery method that may negatively impact overall success
- Identify do’s and don’ts of clinical teaching
- Adapt personal teaching experiences to reflect do’s and don’ts of clinical teaching.
Writing Objectives that Link to Outcomes
March 2018
Presenter: Dr. John Epling, Professor, Family and Community Medicine Carilion Clinic and VTCSOM
Objectives
By the end of this session, the participant should be able to:
- Write well-constructed learning objectives for sessions and courses. (“ABCD”)
- Tailor their learning objectives to the desired level of learning. (“Kirkpatrick outcomes”)
- Adopt an instructional design model to their session and course planning. (“The Nine Events of Instruction”)
Evidence-Based Education
February 2018
Presenter: Kimberly Whiter, MSEd, Director of Faculty Development and Interprofessional Education, Jefferson College of Health Sciences
Objectives:
By the end of this session, the participant should be able to:
- Associate evidence-based pedagogies with related cognitive learning theories.
- Chose evidence-based pedagogies that work best for subject and setting for which you are teaching.
- Within a collegial environment, share ideas/successes/failures and learn with my peers.
Handouts:
- The Socratic Method
- Lecturing with Storytelling/Case Studies
- Interactive Lectures
- Demonstration Lectures
- References for Evidence
Challenging Learners
January 2018
Presenter: Emily Holt, MA, Director of Academic Counseling and Enrichment Services, VTCSOM
Objectives:
By the end of this session, the participant should be able to:
- Explain academic factors that foster learner challenges
- Explain personal factors that foster learner struggle
- Describe teaching & learning factors that contribute to academic struggle
- Describe workplace factors that contribute to academic struggle
- Apply ways to mitigate various elements that contribute to creating & fostering challenging learners
Mini-Series: The Flipped Classroom
February, May, July 2018
Presenters:
- Andrew Binks, PhD, Director, Faculty Development and Associate Professor, Department of Basic Science Education, Virginia Tech Carilion School of Medicine
- Renee LeClair, PhD, Chair and Associate Professor, Department of Basic Science Education, Virginia Tech Carilion School of Medicine
Part 1
Objectives:
Upon completion of this activity, participants will be able to:
By the end of this session, the participant should be able to:
- Describe a clear method for development of an effective student-centered activity from any didactic content.
- Compare the emphasis and importance of the roles of educator and student in the didactic and dynamic classrooms.
- Appreciate the critical importance of specific learning outcomes and clear student preparation materials for the development of a dynamic classroom.
- Utilize or adapt faculty developed learning outcomes to drive activity development and assessment.
- Adapt or design creative resources to facilitate student preparedness for the dynamic classroom.
- Align content with objectives, resources and assessment prior to development.
Part 2
Objectives:
- Align content with objectives, resources and assessment prior to development (from Session 1).
- Create assessments to evaluate basic knowledge and higher level learning (e.g. STEP 1 type question or EPA).
- Utilize content topics to drive session development and set boundaries for the session.
- Discuss methods for generating a safe learning environment, which is essential to a dynamic classroom.
- Appreciate the importance of the 5 S’s (significant, same, specific, simultaneous and summarize) in creating classroom experience.
Part 3
Objectives:
- Apply the principles of the 5 S’s to generate a student-centered activity. (from Session 2)
- Apply fundamentals of learning theory to empower both the faculty and the student to achieve higher level learning in the classroom setting.
- Effectively link assessments with learning outcomes and dynamic delivery to ensure student success.
- Discover the importance of content integration for application, long-term retention and optimal use of classroom time.
Spirituality in Medicine
December 2017
Presenter: Dr. David Musick
Objectives:
- To introduce the role of spirituality in health care
- To introduce the idea of “taking a spiritual history”
- To provide brief overview on research about patient & physician spirituality & its impact on health & illness outcomes
PowerPoint [pdf]
Interprofessional Education at VTCSOM and JCHS
November 2017
Presenter: Dr. Wilton Kennedy
Objectives:
- Discuss the need for IPE for the US healthcare system
- Describe the key structure of IPE programs at VTC and JCHS
- Identify lessons learned and future directions in achieving IPE goals
PowerPoint [pdf]
Ageism in Medical Education
August 2017
Presenter: Dr. Brian Unwin, Internal Medicine Carilion Clinic
Objectives:
- Describe the multifaceted domains of Ageism in our culture
- Describe the clinical impacts of Ageism in patient care
- Discuss evidence-based interventions in medical education to address the problem
Simple Techniques for Using Technology to Enhance Your Teaching
June 2017
Presenter: David Halpin, PhD, Application Analyst JCHS
Objectives:
- Apply strategies to make lectures and presentations more engaging.
- Utilize technologies that support a more active learning environment.
- Apply free tools that can enhance your teaching.
PowerPoint [pdf]
Inpatient Teaching
May 2017
Presenter: Chad DeMott, MD, Internal Medicine Carilion Clinic
Objectives:
- Review various challenges or threats to inpatient teaching.
- Design, categorize or outline an approach to inpatient rounds.
- Discover various teaching pearls, tips, and strategies to enhance our growth as educators.
- Select at least one of the above pearls to apply to our teaching.
PowerPoint [pdf]
Direct Observation to Enhance Learning and Assessment
April 2017
Presenter: Isaiah Johnson, MD, OB/Gyn Carilion Clinic
Objectives:
- Define direct observation/workplace-based assessment
- Identify barriers to direct observation and strategies to overcome them
- Demonstrate the use of Entrustable Professional Activities based assessment in direct observation
PowerPoint [pdf]
Using the DiSC to Enhance Your Teaching
January 2017
Presenter: Neely Conner, LCSW, Manager Employee Assistance Program, Carilion Clinic
Objectives:
- Identify strengths and challenges within their individual DiSC Profile.
- Develop understanding of how their style impacts their role as an educator.
- Develop and implement strategies that will increase their efficacy and enjoyment of their role.
PowerPoint [pdf]
Current HPE Sessions (CME Credit available)
Archived Sessions
No CME credit for archived videos (CME bylaws state no CME for enduring materials over 1 year old.)
Archived HPE Sessions from 2021-2022
Archived HPE Sessions from 2019-2020
Archived HPE Sessions from 2017-2018 (this page)