Health Professions Educator (HPE) Series


This series addresses the needs of early-mid career educators who teach our health professionals throughout Carilion Clinic, Virginia Tech Carilion School of Medicine, and/or Radford University Carilion.  Content being covered includes the best practices in teaching, educational theory, program planning and assessment, enhancing teaching with technology, and educational research.  Below are videos from our Health Professions Educator series thus far.  Each video will include presentation objectives and the PowerPoint that was presented at the session.  We encourage real-time attendance if at all possible, but recognize the value of alternative options for when it isn’t.


Bonus: CME and Faculty Development Related to Teaching Credit Instructions

  • Category 1 CME credit will be offered for this presentation. AMA PRA Category 1 Credit™ has been approved for this enduring material from July 1, 2020 to July 1, 2021.
  • To receive BOTH Category 1 CME credit and Faculty Development Related to Teaching credit for videos viewed, complete the full CME Evaluation Form linked above the video. *Note: You will be required to answer two content questions covered during the video on this session evaluation.
  • To receive ONLY Faculty Development Related to Teaching credit (No CME) complete only the starred (*) fields in the CME Evaluation Form linked above the video.
  • *Archived videos are no longer eligible for CME but are eligible for faculty development related to teaching for you to log into your Digital Measures account. For instructions on how to log video-recorded sessions into Digital Measures for your annual requirements related to teaching click here.

HPE Session Schedule 2021


Health Professions Educator Video Index (Click on title to jump to your preferred video)

March 2021: Leading on a Burning Platform with No Fire Hydrant by Tracy Criss, MD

February 2021: Health Systems Science: What is it and Why is it Important in Medical Education? by Natalie Karp, MD, Cynthia Morrow, MD, MPH, and Sarah Henrickson Parker, PhD

January 2021: ​Online Teaching: Approximating In-person Teaching Virtually by Diana Willeman-Buckelew, PhD, Kimberly Dulaney, MD, David Halpin, PhD, and Emily Nguyen, MD

December 2020:  TEST: Techniques and Effective Strategies for Teaching within a Dynamic Medical Curriculum by Jennifer Cleveland, PharmD, BCPS, MBA, Chad DeMott, MD, T A Lucktong, MD, FACS, and Chase Poulsen, PhD, RRT-NPS, ACCS

November 2020: Small Group Teaching by Richard Brown, DMin, ACPE, BCC

September 2020: The Promotion Process at VTC School of Medicine by David Musick, PhD

August 2020: Development of Under Motivated and/or Under Prepared Learners by Frank Dane, PhD

June 2020: It’s Not About the Stats: Reflections on Teaching “Evidence-Based Medicine” 20+ Years into the Movement by John Epling, MD

May 2020: Synchronous Online Teaching Using: Zoom by Shari Whicker, MEd, EdD, and Mariah Rudd, BS

May 2020: Synchronous Online Teaching Using: Webex by Shari Whicker, MEd, EdD, and Mariah Rudd, BS

May 2020: Synchronous Online Teaching Using: Microsoft Teams by Shari Whicker, MEd, EdD, and Mariah Rudd, BS

May 2020: Asking Questions in Class: Influencing Learning and the Learning Environment by Andrew Binks, PhD

*Archived Videos (more videos to choose from for faculty development related to teaching. *No CME credit for archived videos though.)



Leading on a Burning Platform with No Fire Hydrant by Tracy Criss, MD, Psychiatry, Carilion Clinic,

Associate Dean for Clinical Science Years 3 and 4, VTCSOM, and
Vice President of Medical Staff Affairs, Carilion Medical Center

Objectives:
By the end of this session, participants will be able to:

  • Describe four principles when leading in a difficult situation.
  • Identify the most important thing to do in a crisis.
  • Identify the “players” on the team in a collaborative decision making process in a hospital setting.
  • Recognize the importance of benchmarking
  • Recognize the value of temperament during a crisis.

PowerPoint: Leading on a Burning Platform with No Fire Hydrant

Video: (Click here to access the CME Evaluation Form for CME credit)

 


Health Systems Science: What is it and Why is it Important to Medical Education?
Facilitated by:

  • Natalie Karp, MD, Health Systems Science and Interprofessional Practice Domain Co-Leader and OBGYN Clerkship Director, Virginia Tech Carilion School of Medicine
  • Cynthia Morrow, MD, MPH, Health Systems Science and Interprofessional Practice Domain Co-Leader, Virginia Tech Carilion School of Medicine; Health Director for the Roanoke City and Alleghany Health Districts, Virginia Department of Health
  • Sarah Henrickson Parker, PhD, Chair, Department of Interprofessionalism, Virginia Tech Carilion School of Medicine; Senior Director, Center for Simulation, Research, and Patient Safety, and Director, Human Factors Research, Carilion Clinic

Objectives:
By the end of this session, participants will be able to:

  • Explain Health Systems Science (HSS): What does HSS mean?
  • Identify the core functional, foundational, and linking domains and illustrate their applications in medical education and healthcare
  • Recognize the new four-year Health Systems Science and Interprofessional Practice curriculum
  • Describe Systems Thinking and understand its importance in healthcare

Video: (Click here to access the CME Evaluation Form for CME credit)


Online Teaching: Approximating In-person Teaching Virtually
Facilitated by

  • Diana Willeman-Buckelew, PhD, Associate Professor, Dept. of Public Health & Healthcare Leadership, Radford University Carilion
  • Kimberly Dulaney, MD, Family and Community Medicine, Carilion Clinic and Assistant Professor, Family and Community Medicine, VTCSOM
  • David Halpin, PhD, Instructional Designer, Radford University Carilion
  • Emily Nguyen, MD, Pediatrics, Carilion Clinic and Assistant Professor, Pediatrics, VTCSOM

Objectives:
By the end of this session, participants will be able to:

  • Describe critical components involved in transitioning in-person teaching to online teaching.
  • Identify strategies for engaging learners in synchronous environments.
  • Recognize the appropriate technology to effectively engage students with online course content.
  • Discuss ways to use virtual formats to strengthen participant interpersonal connections and make the virtual learning experience less lonely.

PowerPoints: (In order of appearance)
David Halpin, PhD:  Approximating In-person Teaching Virtually
Diana Willeman-Buckelew, PhD: Approximating In-person Teaching Virtually
Emily Nguyen, MD: Approximating In-person Teaching Virtually
Kimberly Dulaney, MD: Community and Connection in a Virtual Classroom

Video: (Click here to access the CME Evaluation Form for CME credit)


TEST: Techniques and Effective Strategies for Teaching within a Dynamic Medical Curriculum
Facilitated by:
Jennifer Cleveland, PharmD, BCPS, MBA, Assistant Professor, Basic Science Education, VTCSOM
Chad DeMott, MD, FACP, Associate Program Director, Internal Medicine, Carilion Clinic and Assistant Professor, Internal Medicine, VTCSOM
Chase Poulsen PhD, RRT-NPS, ACCS, Department of Clinical Health Professions, Associate Professor and Program Director, Respiratory Therapy Program, RUC
Tananchai Lucktong, MD, FACS,  General Surgery, Carilion Clinic and Associate Professor, Surgery, VTCSOM

Objectives:

At the end of this session the participant should be able to:

  • Define social presence as relevant to a virtual environment and discuss challenges and strategies for engaging learners.
  • Identify the principles of constructivism that can be utilized during teaching.
  • Identify a framework, using constructivist strategies, to teach while rounding on the wards or other clinical settings.
  • Discuss challenges and strategies related to teaching in the operating room environment.

PowerPoint: TEST: Techniques and Effective Strategies for Teaching within a Dynamic Medical Curriculum

Video: (Click here to access the CME Evaluation Form for CME credit)


Small Group Teaching by Richard Brown, DMin, ACPE, BCC, Director of Chaplaincy Services, Carilion Clinic and Assistant Professor, Interprofessionalism, VTCSOM

Objectives:

At the end of this session the participant should be able to:

  • Describe the theories that support group practice.
  • Identify the types of small group learning: function and outcomes
  • Discuss the role of a small group facilitator: opportunities and challenges

PowerPoint: Small Group Teaching

Video: (Click here to access the CME Evaluation Form for CME credit)


The Promotion Process at VTC School of Medicine by David Musick, PhD, Senior Dean, Faculty Affairs and Director, Interprofessionalism Domain (Year Two), VTCSOM

Objectives:

At the end of this session the participant should be able to:

  • Describe the general promotion process for VTCSOM faculty
  • Summarize promotion requirements for tracks and ranks, with particular reference to one’s own category of appointment
  • Explain the major components of a promotion dossier
  • Identify where a faculty member can obtain assistance with the promotion process

PowerPoint: VTCSOM Promotion Process

Video: (Click here to access the CME Evaluation Form for CME credit)


Development of Under Motivated and/or Under Prepared Learners by Frank Dane, PhD, Professor of Psychology, Radford University Carilion 

 Objectives:

At the end of this session the participant should be able to:

  • Distinguish between static and growth mindsets
  • Evaluate means to assess the difference between motivational and preparatory deficits
  • Apply techniques for peer support
  • Create a plan for behavior change

PowerPoint: Development of Under Motivated and/or Under Prepared Learners

Video: (Click here to access the CME Evaluation Form for CME credit)


It’s Not About the Stats: Reflections on Teaching “Evidence-Based Medicine” 20+ Years into the Movement by John Epling, MD, MSEd, Professor and Medical Director of Research, Department of Family and Community Medicine, VTCSOM and Medical Director of Employee Health and Wellness, Carilion Clinic

Objectives:

At the end of this session participants will be able to:

  • Discuss the meaning and goals of “evidence-based practice”.
  • Discuss ideas for creating an environment supportive of learning evidence-based medicine.
  • Compare and contrast an “information mastery” curriculum vs. an “evidence-based medicine” curriculum.

PowerPoint: Reflections on Teaching “Evidence-Based Medicine” 20+ Years into the Movement

Video: (Click here to access the CME Evaluation Form for CME credit)


Synchronous Online Teaching Using: Zoom by Shari Whicker, MEd, EdD, Senior Director, Office of Continuing Professional Development and TEACH and Mariah Rudd, MS, Manager, Education and Faculty Development, Office of Continuing Professional Development and TEACH

Objectives:

At the end of this session participants will be able to:

  • Recognize key functions of Zoom
  • Identify tips and tricks for using Zoom for teaching
  • Employ Zoom to engage online learners

PowerPoint: Synchonous Online Teaching Using: Zoom

Video: (Click here to access the CME Evaluation Form for CME credit)


Synchronous Online Teaching Using: Webex by Shari Whicker, MEd, EdD, Senior Director, Office of Continuing Professional Development and TEACH and Mariah Rudd, MS, Manager, Education and Faculty Development, Office of Continuing Professional Development and TEACH

Objectives:

At the end of this session participants will be able to:

  • Recognize key functions of WebEx
  • Identify tips and tricks for using WebEx for teaching
  • Employ WebEx to engage online learners

PowerPoint: Synchronous Online Teaching Using: Webex

Video: (Click here to access the CME Evaluation Form for CME credit)


Synchronous Online Teaching Using: Microsoft Teams by Shari Whicker, MEd, EdD, Senior Director, Office of Continuing Professional Development and TEACH and Mariah Rudd, MS, Manager, Education and Faculty Development, Office of Continuing Professional Development and TEACH

Objectives:

At the end of this session participants will be able to:

  • Recognize key functions of Teams
  • Identify tips and tricks for using Teams for teaching
  • Employ Teams to engage online learners

PowerPoint: Synchronous Online Teaching Using: Teams

Video: Microsoft Teams does not record/tape sessions.


Asking Questions in Class: Influencing Learning and the Learning Environment by Andrew Binks, PhD, Associate Professor and Director of Faculty Development, Department of Basic Science Education, VTCSOM

Objectives:

At the end of this session participants will be able to:

  • Recognize the positive impact of asking higher-order classroom questions.
  • Develop question structures and delivery that promotes learner engagement.
  • Develop a strategic approach to question delivery that facilitates deep learning and metacognition.

PowerPoint: Asking Questions in Class: Influencing Learning and the Learning Environment

Video: (Click here to access the CME Evaluation Form for CME credit)


Archived Videos from 2015-2020

*Archived videos are approved for faculty development related to teaching credit. (please add to your Digital Measures account — For instructions on how to log archived video sessions into Digital Measures for your annual requirements related to teaching click here.)
*No CME credit for archived videos. (CME bylaws state no CME for enduring materials over 1 year old)