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Quillen College of Medicine

 

Faculty Development Resources Index

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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

* Understanding the LCME Accreditation Process (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

 

Faculty Development Resources

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Tufts University | School of Medicine

Tufts University | School of Medicine - Includes the following information. 

(Except for the "Additional Documents" section, these documents can also be located through the above link at Tufts University.  All items were under their online pages with a copywrite of 2016 as of 9/27/2018.)

Additional Documents

University of Alabama

University of Alabama School of Medicine

(The following document can also be located through the UAB School of Medicine as of 9/28/2018.)

University of California San Francisco

University of California San Francisco - Pearls on Educational Principles.  Each subject below includes one two-page printed handout prepared by faculty of UCSF (Excellent). Includes the following information.

(These documents can also be located through the above link at the University of California San Francisco. All items were under their online page under "Pearls on Educational Principles" with copywrites between 2014-2018 and noted copywrite as "2018 The Regents of the University of California" as of 9/28/2018.)

Learning Theories

What does the research say?

Videos

UCSF also provides access to recordings of many of their medical education Grand Rounds series (variable relevance and audio-visual quality)

University of Vermont / The Teaching Academy - Robert Larner, M.D. College of Medicine at The University of Vermont

University of Vermont / The Teaching Academy - Robert Larner, M.D. College of Medicine at The University of Vermont

Faculty Development Resources - Videos - These videos are under 10 minutes each and presented by MD's.  (Faculty Development "on the fly.")  Topics include:

Additional Resources

 

Professional and Classroom Development

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Last Update:  10/01/2019

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