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Quillen College of Medicine

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QCOM Faculty Development Presentations 2017-2020

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CME Credit Information

To obtain CME Credit for viewing a recorded session, please review the Enduring Materials section of the CME website. Click "Enroll" and then Sign In to view.

[Faculty Development sessions that qualify for CME Credit are indicated below by an asterisk (*) and include links to the Enduring Materials section.]

QCOM Faculty Development Presentations 2019-2020

  • * Demystifying the Promotion and Tenure Process - Karen E. Schetzina, MD, MPH, FAAP (6/24/2020)

    Karen E. Schetzina, MD, MPH, FAAP
    Assistant Professor, Department of Pediatrics
    Quillen College of Medicine, East Tennessee State University

    Resource Audio/Visual

    Learning Objectives

    • Describe resources and procedures for achieving promotion and tenure at ETSU
    • Develop a successful promotion and tenure application
    • Design effective approaches to fostering successful promotion and tenure candidates within departments

  • Student Mistreatment - Patricia Amadio, MD and Karen E. Schetzina, MD, MPH, FAAP (6/3/2020)

    Patricia Amadio, MD
    Course Director for Doctoring 2, Grievance Officer
    Quillen College of Medicine, East Tennessee State University

    Karen E. Schetzina, MD, MPH, FAAP
    Assistant Professor, Department of Pediatrics
    Quillen College of Medicine, East Tennessee State University

    Resource Audio/Visual

    Learning Ojectives

    • Define mistreatment & harassment
    • Describe the impact of medical student mistreatment & harassment
    • Identify different types of student mistreatment at Quillen
    • Identify mistreatment reporting responsibility and pathways

  • * Learning Environment - Patricia Amadio, MD (5/13/2020)

    Patricia Amadio, MD
    Course Director for Doctoring 2, Grievance Officer
    Quillen College of Medicine, East Tennessee State University

    Resource Audio/Visual

     

    Learning Objectives

    • Examine the impact of the learning environment on the ability to learn effectively
    • Distinguish the impact of the learning environment on well-being
    • Describe the current learning environment at QCOM
    • Discuss ideas to improve the QCOM learning environment





  • Working with Students with Disabilities Part I - Jean Daniels, PhD and Mary Little (2/26/2020)[Recording currently unavailable]

    Jean Daniels, PhD
    Academic Support Counselor and Assistant Professor, Department of Learning Resources
    Quillen College of Medicine, East Tennessee State University

    Mary Little
    Director, Disability Services
    Quillen College of Medicine, East Tennessee State University

    Resource Audio/Visual

    • Working with Students with Disabilities Part I (February 26, 2020)
    • Recording currently unavailable

  • Medical Education Journal Club based on the article: Tagawa, M. Development of a scale to evaluate medical professional identity formation BMC Med Educ 19, 63 (2019) - Robert T. Means, Jr., MD(December 12, 2019)[Was available to attendees only]

    Robert T. Means, Jr., MD
    Professor of Internal Medicing

    Resource Audio/Visual

    • Development of a scale to evaluate medical professional identity formation (December 12, 2019)
    • Review of article was available to attendees

    Learning Objectives

    • Summarize measurable elements of professional identity formation
    • Review the evolution of professional identity formation development over the course of training

  • * Implicit Bias and How it Negatively Impacts Your Healthcare - Keith V. Johnson, PhD (11/21/2019)

    Keith V. Johnson, PhD
    ETSU Vice President for Equity and Inclusion
    Quillen College of Medicine, East Tennessee State University

    Resource Audio/Visual

    • Implicit Bias and How it Negatively Impacts Your Healthcare (November 21, 2019)
    • To review with CME credit

    Learning Objectives

    • Define Implicit Bias
    • Focus on Self Reflections
    • Explore the power of communication to minimize implicit Bias
    • Explore long-term impact of Implicit Bias
    • Discuss how implicit bias plays out in health care
    • Discuss ways to overcome implicit bias

  • * Understanding the LCME Accreditation Process - Kenneth E. Olive, MD, MACP (9/24/2019)

    Kenneth E. Olive, MD, MACP
    Executive Associate Dean for Academic and Faculty Affairs, Office of Academic Affairs, Quillen College of Medicine, East Tennessee State University

    Resource Audio/Visual

    Learning Objectives

    • Describe the function and organization of the Liaison Committee on Medical Education (LCME)
    • Summarize the LCME Standards
    • Explain the LCME Accreditation Process
    • Explain the roles of the faculty, institutional bodies, and administrative units in satisfying LCME accreditation standards

  • The Arc of Physician Education:  From Pre-Professional Coursework to Maintenance of Certification - Jerry Mullersman, MD, PhD, MPH and Dawn Tuell, MD (8/27/2019)

    Jerald Mullersman, MD, PhD, MPH
    Professor, Department of Pathology
    Quillen College of Medicine, East Tennessee State University

    Dawn Tuell, MD
    Professor & Interim Chair, Residency Program Director, Vice Chair of Pediatric Education

    Resource Audio/Visual

    • The Arc of Physician Education: From Pre-Professional Coursework to Maintenance of Certification (August 27, 2019)

    Learning Objectives

    • Summarize the rationale behind the reformulation of American medical education set forth by the Flexner Report in 1910.
    • Describe the ways in which both study of basic science topics and clinical education during medical school are foundational to successful entry into residency training and medical practice.
    • Discuss the growing requirements for licensure, board certification, and training beyond medical school.
    • Describe the continuum of medical education from undergraduate medical education through graduate medical education to maintenance of board certification.

  • * Demystifying the Promotion and Tenure Process - Karen E. Schetzina, MD, MPH, FAAP (8/1/2019)

    Karen E. Schetzina, MD, MPH, FAAP
    Assistant Professor, Department of Pediatrics
    Quillen College of Medicine, East Tennessee State University

    Resource Audio/Visual

    Learning Objectives

    • Describe resources and procedures for achieving promotion and tenure at ETSU
    • Develop a successful promotion and tenure application
    • Design effective approaches to fostering successful promotion and tenure candidates within departments

QCOM Faculty Development Presentations 2018-2019

  • The Art and Science of Thriving - Nicholas Hagemeier, PharmD, PhD (5/23/2019)

    Nicholas Hagemeier, PharmD, PhD
    The Art and Science of Thriving

    Resource Audio/Visual

    Learning Objectives

    • Explain the concept of wellbeing and factors that influence it
    • Describe downstream consequences of burnout and distress
    • Analyze personal wellbeing across multiple domains
    • Evaluate the extent to which wellbeing is supported across organization levels
    • Describe interventions that could be implemented to foster a culture of wellbeing

  • * How to Cheat - Amy Johnson, EdD; Anthony Kiech, PhD (05/01/2019)

    Amy Johnson, EdD
    Director of the Center for Teaching Excellence, Quillen College of Medicine, East Tennessee State University

    Anthony Kiech, PhD
    Director of the Academic Technology Services, Quillen College of Medicine, East Tennessee State University

    Resource Audio/Visual

    Learning Objectives

    • How to stem the problem of cheating

  • * Innovation in Medical Education: Using Implementation Science Methods to Make EVERYONE Happy - Jodi Polaha, PhD (3/26/2019; Postponed from 1/29/2019)

    Jodi Polaha, PhD
    Associate Professor, Division of Primary Care Research, Department of Family Medicine, Quillen College of Medicine, East Tennessee State University

    Resource Audio/Visual

    • Innovation in Medical Education: Using Implementation Science Methods to Make Everyone Happy (March 26, 2019)
    • To review with CME Credit
    • To review without CME Credit (YouTube recording)

    Learning Objectives

    • Define Implementation Science (IS) and discuss its attributes, including why it makes everyone happy.
    • Draw parallels between IS application in health care to its application in medical education.
    • Describe a specific example that might be a starting place for use at ETSU's COM.

  • Medical Education Journal Club discussion of the article: "Contexts, concepts and cognition: principles for the transfer of basic science knowledge" - by Kulasegaram KM, Chaudhary Z, Woods N, Dore K, Neville A, & Norman G (2/21/2019)

    Kulamakan M. Kulasegaram, Zarah Chaudhary, Nicole Woods, Kelly Dore, Alan Neville, & Geoffrey Norman
    Authors of "Contexts, concepts and cognition: principles for the transfer of basic science knowledge"
    [Medical Education 2017 Feb; 51(2): 184–195. doi: 10.1111/medu.1314]

    Resource Audio/Visual

    • Group Discussion (February 21, 2019) (YouTube recording will be linked here)

  • Getting Started in Medical Education Research - Ivy Click, EdD (12/13/2018)

    Ivy Click, EdD
    Assistant Professor and Director of the Research Division in Family Medicine

    Resource Audio/Visual

    Learning Objectives

    • Develop an appropriate medical education research question
    • Briefly discuss common educational research methods
    • Identify challenges to medical education research
    • Understand the role of the IRB as it relates to educational research

  • The Top Ten Evidence Based Learning Strategies: What They Are and How to Use Them - Michele Williams, PhD (11/20/2018)

    Michele Williams, PhD
    Student Success Specialist, Gatton College of Pharmacy, East Tennessee State University

    Resource Audio/Visual

    Learning Objectives

    • Overview of academic success and fostering a culture of student self-advocacy and metacognitive awareness.
    • Review of the most effective learning strategies as well as those techniques frequently used by students.
    • Discussion of best practices for teaching these strategies in the classroom and encouraging student use outside of the classroom.

  • Nudging Students Toward Professionalism: Applying a Professional Identity Development Model to Faculty-Student Interactions - K. Ramsey McGowen, PhD (10/24/2018)

    K. Ramsey McGowen, PhD
    Associate Dean for Curriculum, Office of Academic Affairs, Quillen College of Medicine, East Tennessee State University

    Resource Audio/Visual

    • Nudging Students Toward Professionalism: Applying a Professional Identity Development Model to Faculty-Student Interactions (October 24, 2018) (YouTube recording not available)

    Learning Objectives

    • Define professional identity formation
    • Describe stages in the maturation of professional identity
    • Identify student and environmental factors that affect how students develop a professional identity
    • Practice applying techniques to nudge students toward more mature professional identities

  • Choosing Projects for Career Advancement: A Return-on-Investment Approach - Stephen A. Geraci, MD (08/27/2018)

    Stephen A. Geraci, MD
    Professor, Departments of Internal Medicine / Cardiology and Medical Education, Quillen College of Medicine, East Tennessee State University

    Resource Audio/Visual

    Learning Objectives

    • Identify factors to consider when deciding which faculty opportunities and responsibilities to accept.
    • Explain the factors that determine costs and benefits of projects for career development in different situations.
    • Describe a strategy for choosing high value projects that provide meaningful return on investment in terms of career development.

QCOM Faculty Development Presentations 2017-2018

  • Developments in Medical Education and Curricula: Lessons and Future Directions - Bobby Miller, MD, FAAP (06/12/2018)

    Bobby Miller, MD, FAAP
    Vice Dean of Medical Education, Professor of Pediatrics Marshall University, John C. Edwards School of Medicine

    Resource Audio/Visual

    Learning Objectives

    • LCME Findings / University Response

  • Integrating Foundational and Clinical Sciences in the Medical Curriculum - Neil Osheroff, PhD (05/22/2018)

    Neil Osheroff, PhD
    Director, Academy for Excellence in Education and Professor of Biochemistry and Medicine, Department of Biochemistry, Vanderbilt University School of Medicine

    Resource Audio/Visual

    Learning Objectives

    • Identify the educational concepts related to teaching foundational sciences across the curriculum via an integrated sciences course
    • Describe the integration of foundational and clinical sciences at Vanderbilt School of Medicine
    • Reflect on the relevance of integrated science courses to medical education in general and to Quillen specifically

  • Evidence-Based Approach to Teaching Using a Flipped Classroom Model - Craig Wassinger PT, PhD; Kara Boynewicz PT, DPT, PCS, ATC (04/10/2018)

    Craig Wassinger PT, PhD
    Associate Professor of Physical Therapy, Quillen College of Medicine, East Tennessee State University

    Kara Boynewicz PT, DPT, PCS, ATC
    Assistant Professor of Physical Therapy, Quillen College of Medicine, East Tennessee State University

    Resource Audio/Visual

    Learning Objectives
    At the completion of this educational session participants will:

    • Determine course topics that are well suited to be taught using a flipped classroom model
    • Apply specific strategies to initiate using the flipped classroom model
    • List appropriate outcome measures to assess the effectiveness of a flipped classroom
    • Apply specific strategies to initiate a flipped classroom while avoiding less successful approaches

  • Evidence-Based Science Education - David Johnson, PhD(03/13/2018)

    David Johnson, PhD
    Professor, Biomedical Sciences (Biochemistry & Molecular Biology), Quillen College of Medicine, East Tennessee State University

    Resource Audio/Visual

    Learning Objectives
    At the conclusion of this presentation, participants will be able to identify the characteristics of active learning and discuss the following questions:

    • What is active learning?
    • What is the value of active learning?
    • What are some ways we can use active learning to improve student performance and satisfaction?
    • With so many online resources what is the role of faculty?

    Other Information

    • The presentation incorporates information and findings reported in:   Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci. 2014; 111(23); 8410-5

  • The Mindful Learner - Alison Barton, PhD (02/27/2018)

    Alison Barton, PhD
    Associate Professor, Department of Educational Foundations & Special Education, East Tennessee State University

    Resource Audio/Visual

    Resource Links

    Description

    • Do you want students to be truly attentive to your course content?
    • Do you want them to be creative problem-solvers?
    • Do you want them to think more deeply about what they are learning?
    • In this short, highly interactive workshop, Dr. Alison Barton shares the research findings of Dr. Ellen Langer et al., with time for discussion and application of practices that are implied from the research. “Mindful learning,” according to Langer, is a strictly cognitive approach with an emphasis on deliberate focus and attention in the educational setting.  Research-based strategies from this perspective can lead to more effective approaches to teaching and learning, as well as reconsideration of existing myths about how to best promote learning.

  • Enhancing Learning by Assessing Process Skills Observed Through Student Interactions - Patrick Brown, PhD (01/10/2018)

    Patrick Brown, PhD
    Associate Professor, College of Public Health, Health Sciences, Quillen College of Medicine, East Tennessee State University

    Resource Audio/Visual

  • Assessment and Feedback for Medical Trainees - Stephen A. Geraci, MD (12/11/2017)

    Stephen A. Geraci, MD
    Professor, Departments of Internal Medicine / Cardiology and Medical Education, Quillen College of Medicine, East Tennessee State University

    Resource Audio/Visual

  • Faculty Recruitment for Diversity and Excellence: Overcoming Implicit Bias - Antonio Rusinol, PhD and Rachel Walden, MLIS (11/08/2017)

    Antonio Rusinol, PhD
    Associate Professor, Biomedical Sciences, East Tennessee State University

    Rachel R. Walden, MLIS
    Associate Dean/Associate Professor, Department of Learning Resources, Medical Library (Director), Biomedical Communications, Information Technology, East Tennessee State University

    Resource Audio/Visual

  • Evidence-Based Medicine / Fundamental Concepts (MEDU 1312) - Jerry Mullersman, MD, PhD, MPH (10/11/2017)

    Jerald Mullersman, MD, PhD, MPH
    Professor, Department of Pathology
    Quillen College of Medicine, East Tennessee State University

    Resource Audio/Visual

  • Promoting Clinical Problem Solving and Reasoning - Mark Ransom, MD and Ken Olive, MD (09/13/2017)

    Mark X. Ransom, MD, HCLD
    Assistant Professor and Clerkship Director, Department of Obstetrics and Gynecology, Quillen College of Medicine, East Tennessee State University

    Kenneth E. Olive, MD, MACP
    Executive Associate Dean for Academic and Faculty Affairs, Office of Academic Affairs, Quillen College of Medicine, East Tennessee State University

    Resource Audio/Visual

  • Health Literacy - Rachel R. Walden, MLIS (08/25/2017)

    Rachel R. Walden, MLIS
    Associate Dean/Associate Professor, Department of Learning Resources, Medical Library (Director), Biomedical Communications, Information Technology, East Tennessee State University

    www.facebook.com/QuillenLibrary
    www.twitter.com/qcomlib

    Resource Audio/Visual

    Resource Links

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Professional and Classroom Development

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