SEPTEMBER 18-19, 2015

PRE-Course: Developing the Pillars of Learning Communities

Part 1:  Professional Identity Formation: Forming Doctors, Forming Mentors  
Dave Hatem (University of Massachusetts);  Lars Osterberg (Stanford)    
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Part 2:  Mentoring / Advising
Robert Shochet (Johns Hopkins); Meg Keeley (University of Virginia); Amy Fleming (Vanderbilt) 
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What We Know About Learning Communities: The Collegiate Experience  
Emily Lardner, PhD,
Director, National Center for Learning Communities, Evergreen State College   
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Curricular/Structural Innovations
  • Promoting Healthy Habits: UMass Medical Schools’s Wellness Month
    Christine Motzkus-Feagans (University of Massachusetts)
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  • Student Run Free Clinics: Opportunities for Service Learning Community Mentors
    Daniel Kronenberg (UCSD) and Jacinta Leyden (Stanford)
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  • Anatomy Revisited: A Learning Community Framework for Peer-led Reflection
    Cody Cichowitz (Johns Hopkins)
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  • Development and Implementation of an Interprofessional Educational Activity Within the Structure of Academic Communities 
    Charlie Goldberg (UCSD)
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  • A “Hidden Curriculum”: Introducing Interprofessional Education through Learning Communities
    Nick Andresen (University of Iowa)
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Advising and Student Support
  • A Successful Match: Preventive Care, Diagnosis and Treatment
    Alice Chuang (UNC)
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  • Identifying Effective Advising Practices
    Emily Frosch (Johns Hopkins)
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  • The UNC SOM Student Advocate Program: Student Leadership in the Informal Curriculum
    Alexander Plattner (University of North Carolina, Chapel Hill)
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  • Conflict of Interest in Medical Education: The Conversation Continues
    Michael Pilla (Vanderbilt)
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Professional Identity and Community Development
  • Promoting Student Professional Identity Formation through Learning Communities
    David Hatem (University of Massachusetts)
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  • An Analysis to Determine the Most Successful Type of Learning Society Event
    Anna Howell (Georgetown)
  • Designing and Assess Learning community Environments
    Megan McDowell (University of Iowa)
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  • Cloaking as a Community: Re-imagining the White Coat Ceremony with a Medical School Learning Community
    Robert Tamai (Johns Hopkins)
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Skill Building
  • Using Learning Communities to Support Empathy in Medical Students
    Janet Piskurich (Texas Tech)
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  • A New Leadership Development Curriculum for Student Learners in Learning Communities
    Arianne “Cuff” Baker(University of Massachusetts)
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  • Incorporation of Mindfulness in the “Doctoring” Course to Improve Medical Student Well Being
    Michelle Johnson(UCSD)
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  • Sharing a Common View: Can Seeing the Same Situation Through Different Eyes Reduce the Perception of Student Mistreatment?
    Cynthia DeTata (Stanford)
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TOPIC: Clinical Skills
Poster #

Novel Course Introducing Pre-Clerkship Medical Students to Real-Time Clinical Skills 
Sarah Waliany (Stanford)

2 Can Quality Peer Reflection and Feedback in Learning Communities Improve the Acquisition of Clinical Skills? 
Dide Ebert-Blackburn (University of North Texas Health Science Center)
3 Lessons Learned From the First Year of Using an Informal Learning Community to Help First Year Students Prepare for Step 1  
Kathy Spicer (University of Arizona)
4 Our Experience With the Use of Schoology as an Administrative Resource for Organization and Implementation of Academic Societies at Tecnologico de Monterey School of Medicine
Irma Elisa Erana-Rojas (Tecnologico de Monterey)
TOPIC: Reflective Practice and Deliberate Practice
5 Communities of Practice: A Review of the Literature Designed to Facilitate Decision Making
Kathy Spicer (University of Arizona)
6 How Can Learning Communities be Used to Nurture Reflective Practice? The George Washingon University School of Medicine and Health Sciences (GW SMHS) Experience
Rebecca Surrey  (George Washington)
7 Focus Four Globalshet in the Hospitalized Adult Clerkship
Marisa Echaniz  (Denver Health & Hospitals)
TOPIC: Faculty in Learning Communities and Medical Student Mentoring/Advising
8 Changing Faculty Perceptions of Learning Communities Reflected in Word Clouds
Lisa Sherwood (Penn State)
9 Maximizing Global Involvement in LCs via Streamlining the Process of Event Design and Budget Approval
Anna Howell (Georgetown)
10 Mentoring in Academic Societies at Tecnologica de Monterrey School of Medicine using a Learning Management System: a 2 to 1 Challenge 
Claudia Eugenia Hernandez Escobar (Tecnologica de Monterrey)
11 Who ya Gonna Call?  Your Advisor!
Alice Chuang (Univ North Carolina)
13 Matchmaker, Matchmaker, Make Me a Match
Michael Ennis (University of Massachusetts)
TOPIC: Novel Learning Community Programs
14 Promoting Identity and Sense of Belonging in Academic Societies at Tecnologico de Monterrey.  An Intersociety Lecture, Challenge and Gathering
Irma Elisa Erana-Rojas (Tecnologica de Monterrey)
15 Promoting Identity and Sense of Belonging in Academic Societies at Tecnologico de Monterrey.  An Intersociety Physical and Intellectual Challenge 
Irma Elisa Erana-Rojas (Tecnologica de Monterrey)
16 Maintaining Connections with Academic Communities in the Clinical Years
Ramon Aldeceoa
17 The Role of Academic Community Liaisons in the Learning Community Model 
Alyssa Hamlin  (UCSD)
TOPIC: Culture, Wellness, and Student Support
18 Developing Successful Wellness Programs:  How Do We Get Started
Jennifer Meka  (Penn State)
19 Please Let Us Study
Michelle Bardack (University of New Mexico)
20 Learning Communities as Contexts for Cultural Change
William Agbor-Baiyee (Rosalind Franklin University of Medicine and Science)
21 Student Support Services Presentations at Learning Communities Faculty Meetings
Michelle Bardack (University of New Mexico)
22 Strategies to Enhance the Success of URMs in Medical School:  A Collaborative Model Between the Offices of Student and Diversity Affairs
Sharon Edwards (Mount Sinai Hospital)


Professional Identity Formation: 
Moving from “Doing” to “Being”   

Sandra Jarvis-Selinger, PhD,
Associate Dean, College of Pharmacy, University of British Columbia
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YOUNG INVESTIGATOR PRESENTATION:  The Impact of Learing Communities on Medical Student Social and Educational Interpersonal Relationships  
Eve Privman, MD-PhD Candidate (University of Virginia)
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Measuring Learning Outcomes of a Longitudinal Clinical Skills Curriculum Deliversed in Learning Communities
Jorie Colbert-Getz (University of Utah)
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Defining Learning Communities in Medical Education
Robert Shochet (Johns Hopkins)
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WORKSHOP #1:  Interrupting Bias – Building Skills in Cross Cultural Awareness
Molly Blackley Jackson, Kim O’Connor, Genevieve Pagalilauan  (University of Washington)
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WORKSHOP #2:  Teaching Clinical Skills and Faculty Development in LCs
Lars Osterberg (Stanford), Sarah Waliany (Stanford), Sunny Smith (UCSD), Charlie Goldberg (UCSD), Yasmin Aghajan (UCSD), Tina Vajdi (UCSD), Kevin Moynahan (University of Arizona), Yuan He (University of Arizona), Jared Brock (University of Arizona), Erika Goldstein (University of Washington)    
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WORKSHOP #3:  Advisors as Teachers?  Integration of Formal and Informal Curriculum in Professional Development and Wellness
Erin Malloy, Alex Plattner, Alice Chuang (University of North Carolina, Chapel Hill)     View Workshop

WORKSHOP #4:  Bridging the Gap Between Learning Communities and Interest Groups/Clubs in Undergraduate Medical Education  
Daniel Beskind  (University of Arizona), Ashish R. Panchal (Ohio State University, Wexner Medical Center)
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WORKSHOP #5:  Potential Conflicts of Interest in Advising Medical Students:  Managing and Messaging
Peter Gliatto, Sharon Edwards (Icahn School of Medicine at Mount Sinai)
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WORKSHOP #6:  Perfect Practice Makes Perfect:  Utilizing Deliberate Practice to Improve Knowledge and Skill Acquisition
Meg Keeley (University of Virginia), Bill Cutrer (Vanderbilt)

Wellness from a Student Perspective

Monica Bhutiani (Vanderbilt) and Yuan He (University of Arizona)     
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Defining Wellness
Nick Andresen (University of Iowa) and Cody Cichowitz (Johns Hopkins)
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Best Practices from a Student Perspective
Jared Brock (University of Arizona), Eve Privman (University of Virginia), and Robert Tamai (Johns Hopkins) 
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Breakout Discussion Groups
Maggie Grey (Vanderbilt) and Dan Luftig (University of Virginia)
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