Health Professions Educator (HPE) & Health Systems Science (HSS) Sessions

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, 2021 to July 1, 2022.
  • 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.

Health Professions Educator and Health Systems Science Session Schedule 2021


Health Professions Educator 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.

Health Professions Educator Video Index

July 2021: Exploring the Mentorship Relationship from both the Mentor and Mentee by Charles Paget, MD, FACS

May 2021: Health Professions Resilience & Well-being for the Educator (and How to Model for Learners) by David Musick, PhD, and Emily Holt-Foerst, MA

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

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

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


Health Systems Science

This series provides timely, health systems science content that addresses the needs of Carilion Clinic, Virginia Tech Carilion School of Medicine, and/or Radford University Carilion faculty and other health professions. Covered content includes health systems science domain-specific material and accompanying teaching/modeling strategies that are imperative for systemic implementation. Below are videos from our Health Systems Science series thus far. Each video will include presentation objectives and the PowerPoint that was presented at the session.

June 2021: Health Systems Science: Population Health and Social Determinants of Health by Cynthia Morrow, MD, and Aaron Boush, MHA

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


Exploring the Mentorship Relationship from both the Mentor and Mentee

  • Charles Paget, MD, FACS, Associate Professor of Surgery, VTCSOM,Vice Chair for Education, Department of Surgery, Program Director, General Surgery Residency, Medical Director Emergency General Surgery Service

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

  • Define the need and value of the mentorship relationship
  • Describe ways faculty can feel more confident when serving as mentors to students, residents, and fellows​
  • Identify strategies to facilitate the two-way relationship of mentors and mentee in a teaching environment​

PowerPoint: Mentoring Learners

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



Health Systems Science: Population Health and Social Determinants of Health

  • 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
  • Aaron Boush, MHA, Director of Community Health and Outreach, Carilion Clinic

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

  • Define health equity, health disparities, and disparities in health care
  • Identify major determinants of health including behavioral, social/ economic, environmental, and clinical care determinants of health
  • Describe the role of healthcare systems and the role of physicians in addressing health and healthcare disparities to improve population health
  • Provide at least two examples of how Carilion Clinic’s Community Health and Outreach Partnerships improve health in the Roanoke Valley

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



Health Professions Resilience & Well-being for the Educator (and How to Model for Learners)

  • Emily Holt Foerst, MA, Director of Academic Counseling and Enrichment Services, Virginia Tech Carilion School of Medicine
  • David Musick, PhD, Senior Dean, Faculty Affairs and Professor, Department of Internal Medicine, Virginia Tech Carilion School of Medicine

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

  • Describe factors influencing health professions educator resilience and well-being
  • List three strategies you can use to cultivate and maintain well-being
  • Describe resources and services available to health professions educators designed to foster resilience and well-being

PowerPoint: Health Professions Resilience & Well-being for the Educator
Video: (Click here to access the CME Evaluation Form for CME credit)



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

PowerPoint: Health Systems Science: What is it and Why is it Important in Medical Education?

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)


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)

 


Last Updated on July 27, 2021 by Sandra DeHart