Learning Communities Institute 9th Annual Conference

NOVEMBER 3, 2012
AAMC - San Francisco

Opening remarks - Moscone Center

Rob Shochet, Johns Hopkins University School of Medicine          
Joel Gordon, Carver College of Medicine, University of Iowa
Amy Fleming, Vanderbilt University School of Medicine
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View Learning Communities Institute 2012 

KEYNOTE - Moscone Center

From High School to Professional School – The Learning Community (LC) Experience
​​Jeff Gilbert, Principal at Hillsdale High School, San Mateo, CA
Rachel Lotan, PhD, Stanford University School of Education
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View Video Of Hillsdale Student Carlos Duke 

Learning Community Innovations, Part I (Oral Presentations) - Moscone Center

Med Students’ Navigation of Healthcare Systems in LCs
Makia Powers, MD, MPH, FAAP, Morehouse School of Medicine
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Longitudinal Advising in LC in a School with Geographically Separate Campuses – Crossing the Divide  
Kathleen Watson, MD, Ruth Westra, DO, MPH, University of Minnesota Medical School
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LCs to Teach Teamwork, Professionalism, and Determinants of Health in a Community Setting
Joseph Kiesler, MD, Zelia M. Correa, MD, PhD, Anne Gunderson, EdD, GNP
University of Cincinnati College of Medicine
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Developing a Cadre of LC Mentors
Mike Ennis, MD, Dave Hatem, MD, University of Massachusetts Medical School
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Learning Community Innovations, Part I (Poster Presentations) - Moscone Center

Poster #
1

The “POD System”: An Innovative Strategy to Reform GME Teaching Sessions      
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2

Second-Year Medical Student Reflections: A Pilot Study to Prevent Decline in Empathy
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3

Medical Student LCs: Developing Professionalism, Clinical Skills, and Mentoring Relationships 
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4

Maintaining the “Family Atmosphere” through LCs Amidst An Increasing Class Size
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5

Merger of Doctoring Course and Mentoring Program
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6

Analysis of student attitudes about LCs
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7

Functional mentorship in LCs
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8

LC at a new medical school, lessons learned
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9

Evaluating an advisory dean program
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10

Teaching conflict management among peers in LCs
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11

Determining need for structured advising program
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12

LCs and critical events to assist in professional development
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13 LC pilot for underrepresented, underprepared entering medical students
14

LCs within LCs benefits for students and faculty
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15

Competitions in LCs
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16

Using LCs to discuss challenges in clinical learning environment
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KEYNOTE - StANford

The Stanford Medicine 25 – A Means of Continuing Bedside Medicine Education 
Dr. Abraham Verghese, Stanford University School of Medicine
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The Stanford 25 and Bedside Ultrasound: The Future of Bedside Medicine 
John Kugler, MD, Stanford University School of Medicine
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Learning Community Innovations, Part II (Oral Presentations) – Stanford

Academic Evaluation and Medical Student Advising: Conflict of Interest? 
Ban Mishu Allos, MD, Vanderbilt University School of Medicine
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Learning Communities as a Venue for Vertical Mentoring: Clinical Students’ Exploration of Critical Incidents Using Faculty-Guided Reflection
Danica Lomeli, MS, Lars Osterberg, MD, Stanford University School of Medicine
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Longitudinal and Multi-Faceted Student Support: The Evolution of Hybrid Learning Communities at the University of Virginia School of Medicine
Meg G. Keeley, MD, Christine M. Peterson, MD, University of Virginia School of Medicine
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4th-Year Student Co-Facilitators of Preclinical Curriculum through Learning Communities
Sunny Smith, MD, Charlie Goldberg, MD, UCSD School of Medicine
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Learning Communities Innovations, Part II (Poster Presentations) – Stanford

Poster #
1

Clinical skills evaluation
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2

“E-harmony”, peer mentoring system in colleges
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3

Learning community grand rounds
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4

Interdisciplinary LCs basic science and medical
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5

Learning environment

6

Medical student distress and wellness initiatives
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7

Reflection in LCs
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8

Educational outcomes from LC implementation
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9

Curriculum variation in physical diagnosis course through LCs
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10

Faculty benefits in LCs

11

Mock residency interviews
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12

Development of comprehensive guide for wellness programs
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