Full Agenda

COURSE DESCRIPTION

This two-day conference (with a half-day pre-course) is presented by Icahn School of Medicine at Mount Sinai and the Learning Communities Institute to enhance learning and collaboration among leaders, faculty, staff and students involved in medical school learning communities.  The conference will provide workshops, concurrent presentations on innovations, scholarship, and tools-of-the-trade, and 2 keynote addresses. Conference attendees will also have the opportunity for shared dialog and reflection in “hot topics” sessions.

NEEDS ASSESSMENT

The rise of learning communities (LCs) in medical education is a relatively recent occurrence, with more than half of existing LCs starting after 2007 (Smith S. Acad Med, 2014).  As many LCs are developing new curricula and training new faculty and student leaders, a need exists to provide collaboration across schools, skill building sessions, and sharing of scholarly work.  This conference will offer training for faculty, administrators and students in the skills needed to implement, sustain and enhance LCs in medical schools, and offer opportunities for collegial networking and ongoing development.

LEARNING OBJECTIVES

After participating in this activity, participants should be able to:

  1. Define Learning Communities in medical education

  2. Describe curricular activities that are often delivered within LCs in medical education

  3. List extracurricular activities of Learning Communities in medical education

  4. Cite at least one “best practice” in LCs in undergraduate medical education

  5. Identify opportunities for scholarly activity in LCs

  6. Describe how LCs can enhance connectivity and wellness among medical students.

TARGET AUDIENCE

Deans, administrators, staff, faculty and students involved in or interested in medical school learning communities. 

Course Faculty

Learning Communities Institute Chair

Mark Whipple, MD; University of Washington

Conference / Program Chair

Peter Gliatto, MD; Icahn School of Medicine at Mount Sinai

Conference Co-Chair

Jillian Palmer, MA; Icahn School of Medicine at Mount Sinai

Past Conference Chairs

Caroline Harada, MD; University of Alabama at Birmingham
Jason Noah, MEd; University of Alabama at Birmingham

Future Conference Chair

Lauren Parker, MD; University of Kansas

Administrative Support Lead (ISMMS)

Jillian Palmer, MA; Icahn School of Medicine at Mount Sinai

LCI Administrator Susan Shultz; Johns Hopkins University
Treasurer James Wagner, MD; UT Southwestern
Communications/Website Chair Ralph Aarons, MD; Tufts University

Membership Chair

Michelle Bardack, MD; University of New Mexico

Research/Innovations Chair

Jorie Colbert-Getz, PhD; University of Utah
Sunny Smith, MD; University of California San Diego
Rob Shochet, MD; Johns Hopkins University

Staff/Administrative Chair

KatherineAnderson, MA; Vanderbilt University
Jason Noah, MEd; University of Alabama at Birmingham

Student Conference Leaders

Christine Motzkus, MPH; University of Massachusetts
Meredith Johnson; University of Virginia

ISMMS Student Liaison

Caroline Gentile; Icahn School of Medicine at Mount Sinai

Student Faculty Advisor

Michael Pilla, MD, Vanderbilt University

Awards Chair

Amy Fleming, MD; Vanderbilt University

Pre-Course Chair

Dave Hatem, MD; University of Massachusetts

Pre-course Co-chair

Maya Sardesai, MD; University of Washington

Pre-Course

The Pre-course for the LCI meeting is designed to help faculty and administrators systematically plan for implementation and growth. Utilizing Boyer’s framework for community, the Pre-course will focus on how Learning Communities programs foster principled community building to support all LC constituents.

Objectives

By the end of the Pre-course, participants will be able to:

  1. Describe Boyer’s model of building community
  2. Discuss applications of Boyer’s model to learning community activities
  3. Apply strategies used by Learning Community Schools to design

  • Wellness and Resilience programs and activities
  • Program expansion to other constituent groups like residencies
  • More inclusive programs for individuals and group
  • Celebrative Activities and Ceremonies
  1. Discuss planned growth of home Learning Communities programs based on lessons learned

If questions or concerns about location or logistics of the pre-course, please call the Icahn School of Medicine at Mount Sinai, Office of Student Affairs, 212-241-6691.

LEadership Council

Thursday, September 27, 2018

6:00-8:30pm Leadership Council Meeting (Council members only)

Research Network Agenda

Friday, September 28, 2018
Hess Building, Room 5-101 - 1470 Madison Ave (between 101st & 102nd Sts)

8:00-12:00 PM 
LCI Research Network Meeting (for Research Network members)

Jorie Colbert-Getz, Research Network Director, Rob Shochet and Sunny Smith, Research Network Associate Directors
Hess Building, Room 5-101
Hess Building, Room, 9-101 (10 AM breakout session)

12:00-12:30 PM 
LCI Research Network Lunch (for Research Network members only)

Hess Building, Room 5-101 

12:30-1:00 PM 
LCI Research Network Board Meeting (for Research Network board members only)

Hess Building, Room 5-101 

1:00-2:30 PM

 

LCI Research Network Optional Project Meetings
  • Professional Identity Formation (PIF) Group
    Hess Building, Room 5-101 (for PIF group members only)
  • 1:30-2:30 PM Student Wellness Group
    Hess Building, Room 9-101 (Student Wellness group members only)

 

8:00-12:00 PM 
LCI Research Network Meeting (for Research Network members)

Jorie Colbert-Getz, Research Network Director, Rob Shochet and Sunny Smith, Research Network Associate Directors
Hess Building, Room 5-101
Hess Building, Room, 9-101 (10 AM breakout session)

12:00-12:30 PM 
LCI Research Network Lunch (for Research Network members only)

Hess Building, Room 5-101 

12:30-1:00 PM 
LCI Research Network Board Meeting (for Research Network board members only)

Hess Building, Room 5-101 

1:00-2:30 PM

 

LCI Research Network Optional Project Meetings
  • Professional Identity Formation (PIF) Group
    Hess Building, Room 5-101 (for PIF group members only)
  • 1:30-2:30 PM Student Wellness Group
    Hess Building, Room 9-101 (Student Wellness group members only)

 

Pre-Course Agenda

Friday, September 28, 2018
Hatch Auditorium (Guggenheim Building, Floor 2) - 1468 Madison Ave (at 100th St)

12:00-12:30 PM
Pre Course Registration and Lunch

1468 Madison Ave (at 100th St), Hatch Auditorium (Guggenheim Building, Floor 2)

12:30-12:45 PM 
Introduction and Welcome/Appreciations

Peter Gliatto, LCI Course Director, David Hatem, Maya Sardesai, Pre-Course Co-Directors

1468 Madison Ave (at 100th St), Hatch Auditorium (Guggenheim Building, Floor 2)

1:00-2:30 PM 
Workshop Session 1 (Choose 1)

Annenberg Building, 13th Floor

  1. Room 13-10
    Community as Caring: Program activities that enhance wellness and resilience.
    Michelle Bardack University of New Mexico School of Medicine, Steven Em, David Hatem, University of Massachusetts Medical School.
  2. Room 13-12
    Community as Open and Just: Making our community more inclusive and welcoming within and beyond our walls.
    Molly Jackson, University of Washington, Sara Tariq University of Arkansas
2:30-2:45 PM
BREAK
2:45-4:15 PM
Workshop Session 2 (Choose 1)

Annenberg Building, 13th Floor

  1. Room 13-10
    Community as Disciplined and Purposeful: Growing our programs to promote community or broaden our community
    Jason Noah, Charles Khoury, University of Alabama Birmingham; Maya Sardesai, Mark Whipple University of Washington
  2. Room 13-12
    Community as Celebrative: Creating Inviting Social Events and Ceremonies to promote learning and build community Amy Fleming, Michael Pilla, Vanderbilt University; Heather Burrows University of Michigan; Lauren Parker, University of Kansas; William Agbor-Baiyee, Chicago Medical School: Rosalind Franklin University
4:30-5:00 PM
Reconvening, Wrap up, Next Steps

David Hatem, Maya Sardesai, Pre-Course Co-Directors
Hatch Auditorium (Guggenheim Building, Floor 2)

 

DINNER (OPTIONAL)

Dinner at Carmine’s Italian Restaurant is for participants who pre-registered (Sorry, registration is now closed). Dinner will start at 6:30 PM.

Directions
From the Icahn School of Medicine at Mount Sinai:

  • Take the M96 bus from 97th St and 5th Ave across town to Broadway. From there, you can walk south to the restaurant
  • Cabs are available outside the hospital on the 5th Avenue exit
  • For those who wish to walk, it is about 30 minutes from the hospital, through Central Park.


Main Session

Main Course Description / Goals

The main course for the LCI meeting is designed for leaders, faculty, students and administrators who are currently involved with learning communities or interested in learning more about LCs. The two-day course includes a facilitated series of hot topic discussions, then moves into workshops and oral presentations for all participants.

Keynotes

 We will have two keynote speakers this year.

Oral Presentations

These brief presentations will focus on innovations, research, outcomes, and scholarly activities.

Workshops

Workshops are 90 minute interactive sessions that focus on a single aspect of a broader topic within research, teaching or advising/mentoring. Workshops will provide opportunities for attendees to gain new knowledge, skills, or expertise in an area related to LC activities.

Poster Session

We will highlight the scholarly work of learning communities in an interactive poster session, scheduled on September 29th during a wine and cheese reception to encourage mingling, conversation, and networking. There will be two awards for posters, to be presented the next morning.

Featured Oral Presentations

These selected presentations are of exceptional merit and wide interest. This session will include a presentation by the recipient of the LCI Young Investigator Award.

If you have questions or concerns about location or logistics of the conference, please call the Icahn School of Medicine at Mount Sinai, Office of Student Affairs, 212-241-6691.

 

MAIN SESSION AGENDA

Saturday, September 29, 2018
Stern Auditorium -1468 Madison Ave (at 100th St)

7:15-8:00 AM 
Registration and Breakfast

Annenberg West Lobby

Student Meet and Greet

Student Lounge, 1st Floor Annenberg (grab breakfast first)

8:00-8:15 AM
Welcome from Icahn School of Medicine at Mount Sinai and the Learning Communities Institute

Stern Auditorium

Peter Gliatto, Jillian Palmer (ISMMS) and Mark Whipple (University of Washington)

8:15-9:15 AM
Keynote Address

Stern Auditorium

Keeping Our Medical Students Healthy: Their Voices and Ours
Michael Myers, MD, DFLAPA, Professor of Clinical Psychiatry, SUNY-Downstate Medical Center

9:30-10:30 AM 
Hot Topics in Learning Communities

Each participant will choose ONE of the following rooms/topics:

  1. Suicide among medical students.
    Facilitated by Sunny Smith, Molly Jackson and Michael Myers.
    Annenberg 12-01
  2. How best to coach students who are resistant to change? Facilitated by Michelle Bardack and Jorie Colbert-Getz. 
    Annenberg 13-89
  3. Can LCs tackle issues of racism and implicit bias?
    Facilitated by Sharon Edwards and Alicia Hurtado.
    Annenberg 13-01
  4. How can LC mentors mediate the generation gap between mentors and students? 
    Facilitated by Caroline Harada and Michael Pilla.
    Annenberg 13-10
  5. In what ways do we need to improve our LCs? Student, faculty and leader perspectives.
    Facilitated by Robert Shochet and Maya Sardesai.
    Annenberg 13-12
  6. What new developments in medical education do LCs need to consider?
    Facilitated by David Hatem Location
    Annenberg 13-14
  7. How to involve students in LC structures?
    Facilitated by Jason Noah and Danielle Roussel.
    Annenberg 13-88
  8. How can we coach students to be successful advocates for change in medicine, in the context of tradition and hierarchy of the profession?
    Facilitated by Christine Motzkus.
    Annenberg 13-87
  9. How being in a polarized society affects student, faculty and staff in LCs.
    Facilitated by Amy Fleming and Meg Keeley.
    Annenberg 13-86
  10. Using social media to engage LCs.
    Facilitated by Mark Whipple.
    Annenberg 13-16
10:30-11:00 AM
Break/Travel, poster presenters hang posters in West Lobby

See below for list of Poster Presentations

11:00-12:30 pm
Attendees will choose ONE of the following
(either oral presentations or a workshop)
Oral Presentations 1

Annenberg 12-01

A Faculty Development Program in Mindfulness for LC Leaders

Presenters: Seema Kakar, Robert L. Jayes

Faculty identity assessment for medical educators

Presenters: Silvia Olivares, Miriam Lizzeth Turrubiates Corolla

Mentoring Challenges for LC Faculty

Presenters: Maya Guirish Sardedesai, Alex Molnar, Julie Calcavecchia, Molly Jackson

With You, till The End: Characteristics of Unmatched Students Can Inform Mentoring Responses

Presenters: Amanda Kost, Mark Whipple

Oral Presentations 2

Annenberg 13-01

Introduction of Meditation into PBL Sessions in the Learning Community

Presenter: Krase Kelli, Lisa Gilmer, Brad Barth, Carrie Francis, Lauren Parker

Integrating Wellness into a new curriculum: challenges and lessons learned

Presenter: Jennifer Capra

You should write a book about that - Leveraging student reflections into published material

Presenters: Heather Burrows, Andrew Barnosky

Reflections on the 48th Birthday of a Learning Community

Presenter: Ronald Arky

Workshop 1

Annenberg 13-10

Your Six Word Story - Engaging Even those Most Averse to Reflection Activities

Presenter: Michelle Bardack

Background: In this workshop we will briefly review the literature on developing the skills of reflective practice in our learners and how it can impact professional identity formation. We will think-pair-share obstacles and successes at promoting and practicing reflective activities at our own schools. I will introduce the concept of the “6 Word Story” and we will write and share our own. We will develop strategies on how to bring this fun valuable project back to our Learning Communities.

Learning Objectives:

  • Describe an easy and innovative method to encourage learners to engage in reflection
  • Discuss the role of reflection in the professional identity formation of medical students
  • Identify best practices for your Learning Community to promote personal and professional development through reflective practice
  • Plan how to implement a “Six Word Story” project at their home institution
Workshop 2

Annenberg 13-12

Using Growth Mindset for Advising

Presenter: Daniel Teraguchi

Background: Medical students come from a high achieving environment that often use fixed mindset principles in which character attributes equal success or failure. Fix mindset students when they make an error often focus on external loci reasons for not succeeding, feel as though they are impostures, and fixated on a desire to look smart. Instead of reinforcing the fixed mind set, which advisors often encounter, they can foster a growth mindset and enhance medical students’ professional development both in and outside the curricular space. A growth mindset leads to a desire to learn, see failures as opportunities to grow and improve the process, and foster greater empathy for faculty, classmates, and patients. In addition, Carol Dweck, who authored the book on mindset, found in research studies that growth mindset learners are more likely to accurately reflect their performance while fix mindset learners will inflate how they are performing for fear of not appearing smart. This interactive session offers strategies for advisors to foster a growth mindset environment.

Learning Objectives:

  • Participants will be able to compare and contrast the impact of growth mindset and fixed mindset on professional growth and development
  • Participants will be able to list growth mindset strategies for common student situations encountered in medical school.
  • Participants will be able to identify recommendations for creating a growth mindset environment at their home institution.
Workshop 3

Annenberg 13-14

Using the Safety of Learning Communities to Educate on Bias

Presenter: Lars Osterberg, Bahij Austin, Kevin Moynahan, Molly Jackson, Elizabeth Kaplan

Background: Educating students and faculty on bias can be challenging. We propose a case-based approach to discussing and addressing bias within the safety of the learning communities as a continuous method to effectively deliver this thought-provoking and sensitive curricular topic.

Learning Objectives:

  • Have enriched cultural curiosity and a commitment to building an inclusive community through collaboration
  • Be aware of some of their own biases
  • Realize the value of using role play with case scenarios as an educational approach on teaching about bias
  • Develop strategies for effectively addressing biases through self-reflection and reflecting with others Include identification of biases as well?
  • Develop a best practice for teaching about bias at their own institution
12:30-2:00 PM 
Break / Travel / Pick up lunch

Annenberg West Lobby

The following spaces have been reserved for you to network and eat lunch: Annenberg 12th floor (rooms 12-07 to 12-16) & 13th floor (rooms 13-80 to 13-89) small group rooms. If weather cooperates, Central Park (across 5th Avenue) is also a wonderful place to take a break.

1:00-2:00 PM
Optional Session 

Annenberg 12-01

Faculty Development that Makes a Difference: Facilitating Professional Growth and Development.

Dr. Branch will describe a longitudinal faculty development program that facilitates humanistic teaching and role modeling, and will discuss why he thinks the program works by enhancing professional formation. The program has been used at 30 medical schools. He will discuss future plans to make the program available to additional schools.

12:45-1:15 PM
Student Council Interest Meeting

Annenberg 13-83

2:00-3:30 PM 
Attendees will choose ONE of the following
(either oral presentations or a workshop)
Oral Presentations 1

Annenberg 12-01

Using the Learning Community to aid in emotional support

Presenters: Kira Zwygart, Chad Whistle, James Mayer

Learning communities and social support: effects on professional identity formation of preclinical medical students

Presenters: Michael Lombardo

Developing a Shared Sense of Community: Utilizing Co-Curricular Opportunities to Increase Medical Student Engagement in Orientation and Beyond

Presenter: Julie Johnson, Marcia Wofford, Stacy Schmauss

Implementation of a Novel Peer Support Program for Medical Students

Presenters: Mary McIntosh, Andrew Alix, Patricia Lebensohn, Violet Siwik

Oral Presentations 2

Annenberg 13-01

Evaluation of an Innovative Learning Community

Presenters: Leila Hashemi, Anju Relan, Christina Harris

Optimal Organization of Learning Communities at Tulane School of Medicine

Presenters: Daniel Ho, Sophia Foroushani

A deep dive into social mission for students and learning communities

Presenter: Betsy Jones, Lauren Cobbs

Title: Using Learning Communities to develop patient education material

Presenters:  Jennifer Mendez, Dominique Blanks, Valia Al-Kourainy, Winie Cheung

Workshop 1

Annenberg 13-10

Other Contact with Turtles (ICD 10 diagnosis code W59.29): From wellness innovations to building a wellness curriculum

Presenters: Heather Burrows, Amy Fleming, Chris Golden, Meg Keeley, Sharon Kileny, Len Levine, Kenya McNeal-Trice

Background: Becoming a physician is challenging. Studies support that many medical students experience a deterioration of their mental and physical health during medical school (1). Learning communities are often seen as a source of support and strength for medical students as they navigate the challenges of medical training. Building meaningful relationships can be a mitigating factor during stressful periods. As a result, LCs are often the curricular home for student-wellbeing activities. Wellbeing programing is a rich area of developing research, and we have great opportunities to be innovative in the types of activities that are created. Identifying small, manageable, and inexpensive activities that can be tied back to the medical school curriculum is essential for effective program design. This workshop will discuss important components of wellness curricula and actively expose participants to a variety of examples of fun, and easy to implement, activities with ties to traditional medical school curricula.

Learning Objectives:

  • Appreciate the importance of wellbeing programming as an explicit component of medical school curricula
  • Participate in a variety of brief wellness activities that promote personal resilience and a culture of wellness
  • Create a worksheet of medically relevant wellness activities that can be easily implemented at your own institution
Workshop 2

Annenberg 13-12

Developing Best Practices for Recruiting & Selecting Learning Community Faculty

Presenters: Emily Frosch, Rob Shochet, Gen Chawluk

Background: Learning Communities (LCs) create longitudinal connections between students and faculty that value interpersonal relationships and reflective practice. Recruiting and selecting faculty whose values and practice align with this model is a critical component of a successful LC. This interactive workshop will present the JHSOM approach to recruiting and selecting LC faculty and invite participants to share their perspectives and experiences in seeking to build successful LC faculty groups.

Learning Objectives:

  • Identify 3-5 key skills and qualities that LC faculty should possess and demonstrate.
  • Identify at least 2 ways in which student participation can contribute to the process.
  • Identify optimal questions to ask in recruiting, interviewing and selecting faculty.
Workshop 3

Annenberg 13-14

Peer Mentoring - Unlocking Potential Through LCs

Presenters: Samuel Altonji, Meredith Johnson, Christine Motzkus

Background: Peer mentoring has been noted to provide both professional and psychosocial benefits in a wide variety of settings, including undergraduate medical education, where it is distinguished from peer teaching by its lack of a formal didactic agenda. Among medical students, successful peer mentoring relationships have been associated with reduced levels of anxiety, increased self-confidence, and perceived benefit in academic and clinical performance. These benefits are independent of, and complimentary to, those derived from more traditional mentoring models.

While conceptually simple, the successful implication of peer mentoring programs is made difficult by several factors, all of which Learning Communities are well positioned to address.

Learning Objectives:

  • Identify various methods of matching peer mentors with mentees and describe how the participant’s home LC structure can optimize one or more of these methods
  • Identify unique benefits of successful peer mentorship relationships for both clinical and pre-clinical students and describe how the participant’s home LC structure can capitalize on these benefits
  • Identify specific barriers faced by clinical students to successfully maintain peer mentoring relationships and describe how the participant’s home LC structure can address these barriers
  • Discuss the positive (as well as potential negative) impacts of faculty/administrative involvement in peer mentoring programs and understand how to balance these impacts in the context of their home LC structure
Workshop 4

Annenberg 13-16

Racist and Sexist Behaviors by Patients toward Medical Students: How do we support our students during these harmful encounters

Presenter: Sharon Edwards, Caroline Cromwell, Ann-Gel Palermo, Joanne Hojsak, Joseph Truglio

Background: As Physician Educators it is disheartening that at times our patients display racist and sexist behaviors toward medical students. High anecdotal evidence reported by medical students led to a curricular session on strategies on how to manage such encounters. Evaluations of these sessions highlighted the low capacity among faculty to guide students on how to formally report a mistreatment experience and how to be effective in processing the psychosocial impact of such an encounter. This workshop aims to delineate approaches to support medical students in confronting racist and sexist patient behavior in a manner that is centered on professionalism, teamwork, respect and trust.

Learning Objectives:

  • To identify sexist and racist behaviors toward medical students
  • To discuss empowering strategies to support students
  • To help with skill building to deal with these behaviors
  • To identify reporting entities and resources available
3:30-4:00 PM 
Break / Travel
4:00-5:30 PM 
Poster Session & Reception

Annenberg West Lobby

5:30-7:00 PM 
Student Track

Student Lounge, Annenberg

Advocating for Peers, Patients, and Yourself

As medical students, we are in a position where we often are faced with situations where we are made uncomfortable during the delivery of healthcare. Whether these situations raise concern for patient safety or experience, or if there are concerns for a colleagues well-being, it can be difficult as a medical student to raise these issues due to the hierarchy of leadership imposed on teams in the clinical setting. The student track aims to discuss these important issues while also providing an opportunity for students to network amongst themselves and share experiences from their home institution.

All students are welcome to attend!

Followed by student social: Dinner and beverages will be provided at Mount Sinai. The student track will then officially dismiss. After the official programming adjourns, all students are also welcome to join for an informal night out in NYC!

 
 

Poster Session

Saturday, September 29, 4-5:30 PM
Annenberg West Lobby

TOPIC: Wellness
1

Faculty and Student Role Models for Wellness Activities
Jeffery Fritz, Sandra Pfister, Diane Wilke-Zemanovic, Jose Franco, Sally Twining

2

Medical Students' Expectations for Wellness Promotion in LCs
Jason S. Mizell,Karina R. Clemmons, Sara Tariq, James Graham, Purushottam B. Thapa

3

Wellness Advisory Program for Medical Students
Jocelyn Childs

4

Development and Implementation of a Medical School Near Peer Coaching Program to Promote Coaching Skills and Wellness
Anne Laverty

5 Publishing Medical Students Essays on Their Own Mental Health
Jessie Medina
6

A Learning Community Pilot for Student Thriving
Jessie Medina

TOPIC: Clinical Skills Teaching & Curricular Models
7

Idiosyncratic Amalgamation: Unlocking the Development of Diagnostic Skills
James Smiley

8

Building a longitudinal medical school communications family
Lauren Block, Samara Ginzburg, Alice Formari 

9

Medical Nutrition Therapy for Chronic Disease in the LC Curriculum
Andrew Moore, Amy Robinson

10

Integrated Introduction to Medical Education
Edan Zitelny, Katriel Lee, Philip Maghen

11

How to Effectively Teach Team Building in Medicine: a Hands on, Evidence Based Model
Ammu Vijay, Paul Alvarez, Skender Najibi, Hanna Saltzman, Katie Zurales

12

Clinical Development Via Interdisciplinary Vaccination Clinics
Clare Arroyo

TOPIC: Learning Communities Structure & Innovations
13

Importance of Longitudinal Scholarly Concentrations within Medical School Curricula
Paul Alvarez, Ammu Vijay

14

Preventing Isolation in Medical Students: Restructuring into Learning Communities
Sruthi Sathyakuimar

15

A Structured Learning Community Component: Colloquium Course with Colleges
Curt Pfarr, Maureen Francis, Janet Piskurich, Dan Blunk, Martine Coue, Gordon Woods, Herb Janssen, Mark Francis

16

Cultivating Professional Learning Communities to Redesign Undergraduate Medical Curricula for Active Learning
Daniel Novak, Ronan Hallowell, Ron Ben-Ari

17

I Read It Online: Exploring Online Learning Communities
Robert Huan, Ryan Buckley, Hary Haas, Robert Turer

18

A Model for Student Governance within Learning Communities
Anthony Eid, Laurie Richilin

19

Expanding the Scope of Learning Communities to High Risk Topics: Student and Faculty Perspectives;
Amanda Kost, Sheila Ojeaburu, Rigo Acevedo, Michael Spinelli, Roberto Montenegro, Molly Jackson

20

When Troubles Arise: The Development of a Learning Communities Constitution
Brittany Berk

TOPIC: MENTORING
21

The Buddy System for Enhancement of Mentor Skill Building
Jennifer Bram, David Hatem

22

Engaging Housestaff as Volunteer Mentors in Learning Communities
Charles Khoury

23

What do you mean by "Coach?": Defining the roles
Bradley Barth, Kathryn Istas

24

Peer Coaching Emotional Intelligence SMART Goals
Susan Franks, Didi Ebert, Janet Lieto, April Weichmann

TOPIC: Engagement and Development
25

Ch,ch,ch,changes: Professional Identity Formation over time, from first year to third
David Hatem

26

New Roles: New Skills. Preparing Faculty for a Learned-centered Curriculum
Teresa Beacham

27

Engaging Millennials Through Collaborative Communities
Jennifer Caceres, Elizabeth Gundersen, Jacob Musinsky

28

Engaging Students With Learning Community Enrichment Activities
Mackenzie Dikeman


MAIN SESSION AGENDA

Sunday, September 30, 2018
Stern Auditorium - 1468 Madison Ave (at 100th St)

7:15-8:00 AM 
Registration and Breakfast

Annenberg West Lobby 

8:00-8:10 AM
WELCOME

Stern Auditorium

8:15-9:15 AM
Keynote Address Stern Auditorium
The Intersection of Racism, Equity and Wellness

Presenter: David Muller, MD, Dean for Medical Education, ISMMS

9:30-11:00 AM
Attendees will choose ONE of the following
(either oral presentations or a workshop)
Oral Presentations 1

Annenberg 12-01

Volunteer Outpatients in a Learning Community Clinical Skills Course

Presenter: Joyce Luckin, Emily Frosch, Rob Shochet

Benefits of Learning Communities and Early Intense Introduction to Clinical Skills

Presenters: Jessup Kenyon, Isaac Opole, Glen Cox, Tony Paolo

Improved Patient Care Through Leadership Education

Presenters: Josehp Weistroffer, David M. Wallace

Oral Presentations 2

Annenberg 13-01

Balancing Roles: Faculty Perceptions of Coaching

Presenters: Bradley Barth, Kathryn Istas

Lean on Me: An Anonymous Text-Based Platform for Student Advising

Presenters: Erica Hyman, Jeffrey Druck, Kristina Tocce, Brian Dwinnell, Jeffrey Soohoo, Austin Butterfield

Impact of Academic Societies on students' perception of the educational environment

Presenter: Mauricio Torres

Workshop 1

Annenberg 13-10

The Value and Experience of Composing Medical Student Oaths

Presenters: Craig Katz, Jacob Appel, Peter Gliatto

Background: Medical student oaths embody the ideals to which we expect our students to aspire. Engaging new first year students in collectively developing and ratifying their class’ own oath is an opportunity for reflection and collaboration which has the potential to catalyze the trajectory of their professional development and the emergence of the professional identity of their new class community. In this workshop, we will present one medical school’s experience with student oath ratification by new first year students and then offer attendees a chance to experience their own analogous medical educator oath composition and ratification process.

Learning Objectives:

  • Describe the theory and history behind professional and especially medical oaths.
  • Describe a process for medical student oath ratification.
  • Identify next steps to conducting a student oath ratification process at their own institutions
Workshop 2

Annenberg 13-12

Combating Oppression and Discrimination in Clinical Education

Presenters: Emily Trambert, Chip Peterson, Anthony McClenny, Madiha Bhatti and Aisha Amuda

Background: This workshop offers attendees the chance to learn concrete skills to combat student mistreatment and discrimination seen in clinical education, as well as ways to share these skills at their home institutions. We will begin with discussion on how we conducted required mistreatment and bias trainings at UNC, followed by discussion of scenarios in small groups. The session will conclude with a large group discussion on how to organize similar events at peer institutions and how we can help medical students be advocates for themselves, peers, and minority patient populations.

Learning Objectives:

  • Enhance the attendee’s ability to personally confront witnessed and experienced mistreatment and discrimination.
  • Provide a reproducible educational model to bring to their home institutions.
  • Engage dialogue on novel ways to combat discrimination in clinical training
Workshop 3

Annenberg 13-14

Developing a Student Wellness Curriculum

Presenters: Kristy Smith, Lisa Merlo, Beverly Vidauretta, Heather Harrell

Background: Studies show 25% of medical students are depressed and half experience symptoms of burnout. The distress affects students’ professional behavior and is associated with illicit drug use, poor physical health/self-care, suicidal ideation, and dropping out of medical school. Only 20% of distressed medical students seek help on their own initiative. There are data supporting the benefit of individual interventions such as mindfulness, but results suggest that individual interventions have limited impact. At the UF COM, students are assigned to small “Collaborative Learning Groups” consisting of 8 students and a faculty member, which were created to provide a supportive environment for students throughout medical school and to help identify students in distress. This venue was identified as the optimal learning environment in which to introduce the topic of self-care and wellness. We developed and implemented a longitudinal wellness component to the mandatory curriculum in order to optimize student well-being and success.

Learning Objectives:

  • Describe why medical student wellness is important and the potential benefits of addressing this in the medical school curriculum
  • Demonstrate a wellness practice in vivo
  • Describe the implementation of a longitudinal wellness program into the curriculum
  • Discuss strategies to assist struggling students
11:00-11:30 AM
Break / Travel

Pick up Lunch in Annenberg West Lobby

 

11:30-12:30 AM 
Stern Auditorium

Annenberg MC Level

Featured Oral Presentation 1 - Young Investigator Award
Learning Communities: The effect of the Academic Societies program in students' sense of identity and belonging toward their university

Presenter: German Garza

Featured Oral Presentation 2
How Do Learning Societies Enhance the Medical Student Learning Environment?

Presenter: Patricia Brewer

Featured Oral Presentation 3
Instituting a Professional Identity Formation Curriculum

Presenter: Dustyn Wright

 

12:30-1:30 PM 

 

Stern Auditorium

MC Level Annenberg

LCI Updates and Awards Ceremony

  • Conference reflections
  • LCI year in review
  • Updates on budget, Research Network, Student Council, Membership
  • Arky Award Presentation
  • Poster Award Presentation
  • Announcement about next year’s meeting
  • Slate of candidates for LCI office
  • Announcement about program award

 

12:30 PM 
Conference Concludes
 

This activity has been planned and implemented in accordance with the Essential Areas and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of the Icahn School of Medicine at Mount Sinai and Learning Communities Institute, Inc.  The Icahn School of Medicine at Mount Sinai is accredited by the ACCME to provide continuing medical education for physicians.

The Icahn School of Medicine at Mount Sinai designates this live activity for a maximum of 9.5 AMA PRA Category 1 Credit(s)™.  Faculty should claim only the credit commensurate with the extent of their participation in the activity