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| 2.0 Fully Integrated |
01:14 PM, February 14, 2008
Proposal Deadlines, Upcoming Meetings, and Journal Club
Today's meeting highlighted upcoming deadlines including: AAMC, AEA, and JAMA. They are listed below:
Feb 22, AAMC RIME
Mar 01, JAMA Education Articles
Mar 21, AAMC Small Group
Mar 21, AAMC Workshops
Mar 14, AEA All Areas
Upcoming Professional Meetings include:
March 23-28 American Educational Research Association NYC
April 9 American Psychological Association - Soc Instrustrial and Org Psychol SF
April 27-30 WGEA Asilomar
Oct/Nov 31-5 Association of Americ Med Colleges San Antonio, TX
Nov 5-8 American Evaluation Association Denver, CO
There were a large number of acceptances (posters, oral presentations, and panels) concerning the upcoming WGEA conference in Asilomar. They will be listed on the blog in the next couple of weeks.
12:08 AM, February 03, 2008
Welcome to 2008!
Yohko Murakami (left) presented the Stanford University Minority Medical Alliance Conference Survey to the group. The group provided constructive feedback in a timely manner. The survey was revised based on the input and deployed.
The discussion was animated. Drs. Gabriel Garcia and Kenneth Vosti (left) provided instrumental insights.
We agreed to keep as many of our meetings as open as possible to facilitate discussion and exploration and maintain our informal learning atmosphere. However, our next meetings will include talks from statisticians and related research methodologists. Dr. David Irby, UCSF, has agreed to speak to the group in April.
05:33 PM, December 19, 2007
Accomplishments in 2007
Happy Holidays!
As we bring another year to a close, it is important to reflect on our accomplishments. We have generated new research ideas, provided constructive, collegial feedback, and presented papers and workshops at professional meetings, including the Association of American Medical Colleges and the American Evaluation Association. We have invited speakers, including the editor of MedEdPortal. Many of us have published our work in various journals and books during the year and have plans to continue our scholarly efforts into the next year.
Speaking of plans, we have the following activities on the agenda for next year:
1. preparing to present our successful WGEA proposals (Asilomar - April 27-30)
2. planning for an annual Medical Education Research & Evaluation Conference
3. reviving the Journal Club (4th Thursday of the month from 12-1 in CCSR 4105)
4. continuing our Thur 10:15-11:45 weekly meeting (now held in Redwood T138B) - January 10 is our first meeting of the year (with Yohko presenting)
5. preparing for our next round of AAMC and AEA proposals (February, April, March)
6. publishing our work
7. pursuing funding streams to support our work
Mostly, however, we have built a vibrant research group and look forward to starting up again in the new year.
Here is the schedule for the new year:
Summary:
Medical Education Research and Evaluation Group
Thur 10:15 to 11:45 (first 3 weeks of each month & 4th if there are 5 Thursdays in the month)
Redwood T138B
Journal Club
Thur 12-1 (typically 4th Thur of the month) CSSR 4105
Jan 24 12-1
Feb 28 12-1
Mar 27 12-1
Happy Holidays!
11:46 PM, November 30, 2007
Guest Presenter James Priest: A Study of Rounds
As presented by James Priest (left), the focus of this week's session was on a study of rounds. The study will be conducted at Stanford and the University of Washington.
James presented a clear picture of his planned study. Medical education research and evaluation members provided a useful critique.
Neil Gesundheit (right) helped identify critical variables to consider. Clarence recommended a formula for analyzing the data.
The second half of the session focused on the introduction of new survey questions for the quarterly e*Value course evaluations. A few of the added questions focus on attendance and stress. These questions have implications for the design and implementation of the curriculum. The decision to change the existing survey had philosophical implications.
There are two philosophical camps associated with changes in evaluation machinery (survey questions): the traditionalists and modernist. The traditionalist holds on to the past because it has worked. There is merit in this position because it ensures that the same questions are posed over time - allowing us to track change over time. The modernist understands the importance of changing existing traditions or survey questions to reflect changes in the curriculum. The modernist keeps the evaluation system alive and relevant to stakeholders. The current philosophical position adopted is a combination of both traditions - keeping most of the key questions to allow for long term comparisons, asking some questions annually instead of quarterly (since they were not high yield questions), and replace some questions with completely new ones to reflect current changes and test current questions.
The session, like most, was engaging and productive.
01:53 AM, October 21, 2007
AAMC Presentation
Neil, Jen, and David presented their mini-workshop for the Association of American Medical Colleges' presentation. It is titled, Empowerment Evaluation: A Collaborative Model for Evaluating Medical School Curriculum and Enaging Accreditation Standards.
The opportunity to practice this workshop was invaluable. The group provided useful advice, ranging from trimming down the student comments in the package to adding more detail about the "limbs on the evaluation tree."
The laminated cards, highlighting the empowerment evaluation concepts we want workshop participants to use, were a "hit."
As you can see from the picture above, they finally got me. I am the one who typically takes pictures of everyone for the blog. This time, turn-around was fair play. (I should note these pictures are used to help us record our efforts throughout the year.)
We are all getting close the actual conference presentations at the AAMC and also at the American Evaluation Association, thus the marathon of mock presentations to prepare for the actual events in early November (November 2-7 at AAMC and November 7-11 at AEA).
03:06 PM, October 04, 2007
International Speaker
Maria, from the Karolinska Institute in Sweden, spoke today.
The focus of her talk was on the accuracy of student self-assessment. The findings were powerful (almost statistically significant after running a two-tailed T test).
The second speaker was Sylvia from Stanford. The focus of her talk was on "Fostering Compliance of Title VI of the Civil Rights Act: An Educational Program."
Both presentations invited comments and a critical eye. The group immediately launched into both talks with insightful comments designed to better understand the concepts presented and to help the presenter improve their research and presentation.
As usual the conversation went past the designated hour and into the lunch zone.
03:56 PM, September 23, 2007
Dr. Chris Candler: AAMC MedEdPORTAL Editor
Dr. Candler (left) was our first Journal Club speaker of the year. The Medical Education Research and Evaluation Group, meets every Thursday from 10:15 to 11:45. However, they set the last Thursday of the month aside from 12-1 for guest speakers.
Dr. Clarence Braddock, Associate Dean of Medical Education (right), welcomed our guest and set the presentation's tone.
Dr. David Fetterman introduced Dr. Candler mentioning that he was Associate Dean at the University of Oklahoma before moving to the AAMC. He was also co-director of HEAL. (Dr. Candler's presentation was recorded for those unable to attend.)
Dr. Candler spoke about role of education scholarship and how it should be evaluated. His work builds on the Carnegie Foundation's commitment to the scholarship of teaching.
Dr. Candler provided the group with both an historical context for the scholarship of teaching and some of the latest thinking on the topic. In addition, he demonstrated how MedEdPORTAL is a powerful conduit for publishing in this area, particularly given it is a refereed online journal.
Dr. Candler's presentation stimulated a lively discussion.
There was even speculation about documenting (and in this case analyzing "chunked and coded" video recordings of) teaching as a form of scholarship.
The discussion after the session was also extremely productive. New publication ideas were generated, which were particularly meaningful and relevant given that the ideas were generated with the editor of the journal present.
Colleagues in attendance came from SUMMIT, clerkships, courses, standardized patient programs, evaluation, and various fellowships and residencies.
By way of background, Drs. Braddock, Candler, and Fetterman met with Dr. David Stevenson, Senior Associate Dean for Faculty Affairs before Dr. Candler's presentation. The focus was on the importance of education research and MedEdPORTAL as a vehicle to contribute to that literature. More to the point, the discussion revolved around the legitimacy of this kind of scholarship and need to ensure that A&P committees understand and value the scholarship of teaching.
Dr. Stevenson assured Drs. Braddock and Fetterman that he would bring this to all of the A&P committees and Dean Pizzo as well.
Dr. Fetterman concluded Dr. Candler's visit with a brief tour of the campus including the Rodin sculptures and returning full circle at the Clark Center.
09:37 AM, September 18, 2007
MedEdPORTAL
Dr. Chris Candler, the editor of the AAMC's online journal, will be speaking in the School of Medicine on September 21, 2007. The topic will be: "What is Education Scholarship and How Should it Be Evaluated?"
This presentation conforms to the Carnegie Foundation for the Advancement on Teaching's commitment to scholarship on teaching. According to the Foundation: “The scholarship of teaching must not be confused with ongoing study of one's discipline, which is expected of all faculty. This specialized scholarship, which only some faculty will pursue, involves sustained inquiry into teaching practices and students' learning in ways that allow other educators to build on one's findings. Scholarship of teaching is directed toward other teachers, in one's field and beyond.”
The talk will be located in the Clark Center Room 361. This invited speaker is endorsed by Dean's Pizzo, Stevenson, Prober, Braddock, and Curet. The event is sponsored by the Office of Medical Education, the Division of Evaluation, and the Medical Education and Evaluation Research Group. Contact Dr. David Fetterman, Director of Evaluation, for details concerning the event. (Lunch will be provided and the talk will be taped in case you are unable to attend.)
11:39 PM, September 12, 2007
MedEdPORTAL Submissions
Dr. Nevins requested feedback on his plans to submit a series of MedEdPORTAL submissions at our September 6, 2007 research and evaluation meeting. He provided an LCD presentation concerning his planned submissions. In the process, his presentation became transformed into a group review and critique. It was engaging and productive.
Many of the group's recommended changes were made on screen in front of the group. It was quite empowering because the recommended changes were made in real time and in front of the group.
This presentation was also an excellent demonstration of how the group provides feedback on work in progress. In addition, the discussion helped make the transition to a discussion about education scholarship and the upcoming visit by Dr. Chris Candler, the editor of MedEdPORTAL. The talk will be in the School of Medicine on September 21, 2007. It will be held in the Clark Center from 12:00 to 1:00 in room 361.
03:24 PM, September 08, 2007
Mock Presentations
The next couple of months are booked up with practice sessions, in preparation for our professional association meeting presentations. Two of the more pressing deadlines are for the AAMC and AEA in November.
The September 20th session focused on the AEA session titled, "Using Empowerment Evaluation to Facilitate Organizational Transformation: A Stanford University Medical Center Case Example." The focus is both on the method of empowerment evaluation and crossing boundaries across the medical school curriculum and the hospital, in order to provide a coherent and consistent educational message. (Often students have to "unlearn" what they learned in medical school once they begin their residencies. The aim of our overall effort is to reinforce what was learned throughout the entire educational experience.)
The critique was friendly but focused and extremely helpful. The process was engaging - we did not even notice the time go by. (Speaking of time, look at that clock in the picture on the left top of the screen. How may meetings do you go to that run over well into lunch and folks are still completely absorbed and refining their insights and ideas?)
To best use the group's time for critique, the panel meet before the research meeting to solidify their ideas concerning the themes they wanted to highlight for their session.
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