|Day 1||Tuesday, March 29|
|8:00 – 5:00 pm||Registration Open|
|9:00 am – 5:00 pm||Preconference Workshop
8647: The ABC’s of Medical Student Education (New Clerkship Directors)
Excellent clinical teachers, as well as newer faculty members, are often identified as candidates to assume the roles of clerkship, site, and sub-I directors. These ever-expanding roles require the educational leader to be knowledgeable about not only the clinical practice of pediatrics, but also the topics of curriculum development and delivery, program evaluation, accreditation, resource management, scholarship, and the support of struggling learners.
This workshop has been developed to prepare newer and emerging leaders to return home and meaningfully engage in all facets of educational leadership. Current members looking to reinvigorate their programs and advance their scholarship will also find content of interest. If you have questions about getting started, want to infuse new elements into a clerkship, need to revise and implement a curriculum, or ponder advising millennial students or your own career development, then this workshop is for you!
|1:00 pm – 5:00 pm||Preconference Workshops
8638: Putting the Clinical Skills Puzzle Pieces Back Together with Students after the Pandemic Shut-down
This workshop will use a mixture of brief didactics and small and large group discussions. Participant engagement will be expected in building solutions that work in various educational contexts. Local medical student and resident trainees will enrich and ground our discussions as key stakeholders in finding solutions. Workshop leaders will foster participant networking as a key method of finding help in building future education solutions in real time. Videos and other interactive technology will be shared in small group context for skill building and problem solving. Participants will leave with a list of resources and new professional relationships to assist in their future educational challenges.
8695: Finding Joy Throughout Your Medical Career
The workshop will start with introductions and an ice breaker. Participants will take and discuss a Finding Joy Self-Assessment. Self-Determination Theory and its impacts on Joy in Work will be discussed. Next, we will review national models for well-being and Joy in Work including the Institute for Healthcare Improvement (IHI) Framework for Improving Joy in Work and the Stanford WellMD Model. In an interactive whiteboard activity, participants will share how they promote Joy in Work at the individual, clerkship, and institutional levels. Finally, we’ll introduce the AMA STEPSforward “Eight STEPS to Minimize Burnout and Improve Mental Health Among Medical Students”. In an equity pause, participants will consider how to promote finding Joy in Work for learners who are underrepresented in medicine. Next, we’ll perform a guided Loving-Kindness Meditation. Then we’ll break into small groups for an interactive session. Each participant will complete a Value Circling Exercise, followed by facilitated analysis in which participants apply their results to finding Joy in Work. Finally, we will review the Joy in Work Toolkit, supporting evidence, and how to apply it to navigating a career in medicine. The tool kit includes the Personal Health Improvement Tool (PHIT), Positive Psychology Techniques, and how to apply the 3 P’s (Passionate about, Paid for, Promotion) technique to decision making. We’ll have a 5-minute dance break and will end with a small group exercise analyzing scenarios using the 3 P’s. Participants will then choose a PHIT project and will be asked to make a commitment to a change that will promote joy where they work.
|Day 2||Wednesday, March 30|
|6:30 am – 5:00 pm||Registration|
|7:00 – 8:00 am||Breakfast
Separate room for the First Timer Attendee Breakfast
We would like to welcome any first timer attendees to this session. We will be discussing what to expect during the meeting and help answer any questions.
|7:00 am – 7:30pm||Posters available for viewing|
|8:00 – 9:30 am||General Session
President’s Address and State of COMSEP
|9:30 – 10:00 am||Break|
|10:00 - 11:30 am||Workshop Session #1 10:00 - 11:30 am
8598: “The Student Becomes the Master:” Teaching Students to Teach
Both the ACGME and LCME have highlighted the important role residents play in the education of medical students, which has led to the creation of residency as teacher program in 80% of residency programs. However, the scope and timing of these programs vary widely (Al Achkar 2017). New interns often are required to jump into a teaching role prior to receiving formal training. Training fourth-year medical students as educators will help them to develop communication and leadership skills (Burk Rafel 2017) and will prepare them for teaching responsibilities expected of interns.
This workshop will provide specific examples of how educational skills, including 1) developing and delivering pocket “chalk” talks, 2) teaching at the bedside, and 3) delivering feedback in the context of psychological safety can be incorporated into the fourth-year curriculum. This session will fill a skills gap by teaching faculty to engage students as educators. Here, we will utilize didactic sessions in combination with small group discussions so that attendees can learn from one another and practice new skills.
8604: Stealth Curriculum: A Covert Mission in Faculty Development
Stealth Curriculum is a “curriculum-within-a-curriculum.” It targets these often-unrecognized deficits among faculty and can be used to address critical topics in which faculty assume they already have facility. Informed by educational principles like Kolb’s Learning Cycle, Stealth Curriculum can be deliberately incorporated into faculty development interventions that focus on faculty as teachers, like Train-the-Trainer curricula.
The goal of this workshop is for participants to learn how to use Stealth Curriculum to develop and refine faculty development endeavors. Participants will collaborate with co-leaders and each other to better inform their own faculty development curricula.
8658: Finding DEI in LGBTQIA Diversity in your Environment
LGBTQIA diversity typically is not at the forefront when speaking of diversity, equity and inclusion (DEI) but overlaps with many issues including gender politics, discrimination, inclusivity, safety, racism, and nonconventional forms of expression. The challenges of the LGBTQIA community are at best cursorily understood to medical educators and faculty. By empowering better self-awareness, we may begin to create conversations and efforts for positive change addressing issues with colleagues, patient care delivery, and the current paucity of confidence in supporting LGBTQIA students, applicants and patients. This workshop highlights basic language, core definitions, and central issues that need to be understood in order to create such opportunities to successfully incorporate LGBTQIA topics into student curricula, faculty development (particularly creating safe learning environments and workspaces), professionalism, scholarship, and advocacy.
This workshop will be of value to any faculty member actively delivering undergraduate or postgraduate health professional education.
8678: The Best Tools for the Job: Key Resources for Pediatric Career Advisors
As the residency match landscape continues to evolve rapidly, COMSEP members often find themselves thrust into the role of career advisor for medical students interested in matching to a pediatric residency without having any training for this crucial advising role. In light of increasing concern over recruitment to the future pediatric workforce, advisors should feel informed about the continuum of advising from pre-clerkship through the MATCH. This workshop will explore the critical resources needed for COMSEP members to serve as effective pediatric career advisors to students. Participants will employ methods derived from career coaching to guide students across the UME continuum as they pursue a residency in pediatrics. Participants will leave with an enhanced understanding of the key tools to support their role as career advisor, including practice with an instrument to help assess a student’s competitiveness for residency.
8682: 5 Steps and a Pause: Continuing the Journey Towards Equity
As we journey toward equity, many educators struggle with navigating conversations on social determinants of health, racism, health care disparities and inequities. It is imperative that medical educators learn facilitation skills to talk about racism and other forms of oppression and their resulting health inequities with their peers and students. This workshop aspires to “train the trainer” by providing skills to facilitate an “Equity Pause”. Much as the procedural “Time Out” is designed to review critical information before, during and after an operation to improve patient surgical outcomes, a non-procedural equity “timeout” can be applied to address inequities. The idea of an Equity Pause was introduced in industry and elementary education be applied to the medical context With an Equity Pause tool, facilitators will feel more equipped to deconstruct challenging health inequity scenarios for more effective teaching experiences.
This workshop will define a 5-step framework to guide a facilitator in deconstructing health inequities in clinical and teaching scenarios. By applying this framework through case scenarios, the participants will leave with a new tool for creating reflection on how to discuss, educate and interrupt health inequities.
8716: Changing our Approach to the System to Help Change the System: Best Practices in Supporting and Advancing UIM Medical Students in their Journey
Research shows that diversity enhances the creativity of groups and improves problem solving. However, the medical field has been stagnant for the past 40 years in moving towards developing a workforce that is representative of its patient population. Medical students from underrepresented backgrounds face unique needs while undergoing training. Along with the challenges of the rigorous curriculum, they often encounter racism, sexism/gender discrimination, microaggressions, and imposter syndrome when in unsupportive and non-inclusive environments. This workshop aims to identify skill gaps that contribute to worsening outcomes for UIM students, as well as provide tools to build culturally aware mentoring skills. All faculty and administrators who encounter medical students should have the skill sets necessary to support students from all backgrounds to ensure that the physician pipeline continues to diversify.
8723: Comfortable Being Uncomfortable: Inclusion of the Clerkship Administrator
Administrators are often the face of the clerkship being that we coordinate the rotations and work with students from the beginning to the end of the clerkship. We are often the "minority" in a room of physician leaders during meetings and discussions. With this comes the challenge of having our ideas conveyed and implemented when decisions are being made about process improvements, student issues, and other matters that we experience first-hand (at times before our directors) during the course of our jobs.
|11:30 am – 12:45 pm||Networking Lunch – Hot Topics|
|11:45 pm – 2:30 pm||Administrators General Session|
|1:00 – 2:00 pm||Professor Rounds Posters
Works in Progress Posters
|2:30 – 4:00 pm||Miller Sarkin Fun Run-Walk/Dancing|
|5:00 – 7:00 pm||Poster Reception & Programs and Partners|
|Day 3||Thursday, March 31|
|6:30 am – 5:00 pm||Registration|
|7:00 – 8:00 am||Breakfast|
|7:00 am – 3:00 pm||Posters available for viewing|
|8:00 – 10:00 am
8:00 – 8:45 am
8:45 – 10:00 am
Awards and Recognitions
Miller Sarkin Lecture – Dr. Nancy Spector
|10:00 – 10:15 am||Break|
|10:15 am – 12:15 pm||Collaborative Sessions #1|
|12:30 - 1:45 pm||Research Presentations and Lunch - 12:30 - 1:45 pm
8614: Impact of Practice Step 2 Clinical Skills/Clinical Reasoning Nots on Mid-Year OSCE Performance
Objective Structured Clinical Exams (OSCE) have been shown to correlate with USMLE Step 2 performance.1 Although USMLE Step 2 Clinical Skills (CS) was suspended, the notes required for that exam emphasized clinical reasoning that approximates the medical decision making (MDM) required for Evaluation and Management (E/M) services implemented in 2021 by the American Medical Association (AMA) and Center for Medicare and Medicaid Services (CMS).2 Medical College of Georgia (MCG) students completed simulated CS notes with attending feedback during the Pediatrics clerkship during Academic Year (AY) 2019 and AY2020. CS notes required documentation of pertinent history, pertinent exam, and prioritized differential diagnosis with supporting history and exam findings. Students completed a mid-year OSCE half-way through core clerkships that assessed written documentation of history, exam, and differential diagnosis. Pediatrics and Medicine clerkships were taken during opposite halves of the year and Pediatrics was the only clerkship requiring practice CS notes.
8690: A Hybrid Social Determinants of Health Experience
Education on the social determinants of health (SDOH), specifically social inequities in healthcare, should be incorporated throughout medical education. Experiential models have been proven to impact both knowledge and attitudes, thus we built a curriculum that allowed students to explore how the SDOH affected different populations within our city. Due to the COVID pandemic, we transitioned to a hybrid virtual-in person experience.
8696: The ABC’s of OTCs: A Video-based Curriculum Regarding Over-the-Counter Pediatric Products
Over-the-counter (OTC) products (cough/cold medications, antipyretics, gas drops, topical creams, nutritional supplements) are widely used by families with young children.(1) Specific recommendations and guidance on their use is limited, and learners can be unfamiliar with many OTC products.(2) Modern, portable and engaging curricula in this area is needed (3) to educate future pediatricians and ensure the health and safety of children under their care.
8702: How do Medical School Experiences Differ Between Students from Low vs. Higher-Socioeconomic Status Backgrounds? A Multicenter U.S. Survey Study
Efforts to prioritize medical student diversity to reduce health care disparities often focus on visible identities (e.g., race, gender). However, invisible diversity aspects, such as socioeconomic status (SES), must also be addressed. Low-SES students remain underrepresented in medicine, the impacts of which on medical student experiences remains rarely studied and poorly understood.
|2:00 - 3:30 pm||Workshop Session #2 - 2:00 - 3:30 pm
8618: Naming Loss in our Professional and Personal Lives
While loss is a part of being human, physicians often experience grief both at an increased frequency and more intimately than the general population. We are witnesses to the emotional complexities of difficult social situations, serious illness and death. There is vulnerability in the choice to be involved in the loss of others. This vulnerability also permeates our personal lives. Our hearing the grief of friends and family validates their experiences, but this role is in addition to our personal loss. In the last 18 months, the COVID-19 pandemic created a surplus of grief for health care providers. We also experience grief in our careers. The promotion is delayed, efforts are not rewarded with title, manuscripts are rejected.
Our cumulative losses often go unaddressed leading to emotional fatigue, poor work performance, low job satisfaction, family conflict or mental health issues. The current COVID-19 pandemic requires that physicians be even more aware of their own grief and resiliency skills. This interactive workshop aims to help physicians identify sources of personal and professional grief. We will teach verbal and non-verbal narrative techniques that improve coping. Physicians can utilize these tools in stressful times to purposefully name emotions and actively express grief narratives
8623: Let’s Do this Together! Enhancing your Scholarship Productivity through Community
A key determinant in academic advancement for clinician educators is producing scholarship.1 However, the lack of formal training, mentorship, and dedicated time are a few of the factors that prevent clinician educators from successfully designing and completing research.2 Scholarship communities and networks have been proven to offer the support needed to overcome barriers and lead to increases in group and individual productivity.3-5 This workshop will guide participants in building their own productive scholarship community.
A scholarship community is an intentional group that promotes productivity in many interdependent ways including: (1) establishing clear goals, (2) maintaining a focus on research, (3) ensuring frequent communication, (4) identifying gaps and increasing resources, (5) promoting project teamwork, and (6) offering mentorship and accountability.4,6 Scholarship communities may exist within a single institutional department or span multiple locations and areas of expertise. Whether you are taking tentative first steps toward scholarship, looking for continued research growth, or are ready to act as a mentor at your own institution, this workshop will provide tools and guidance for enhancing your medical education scholarship productivity by collaborating with colleagues and building an intentional community of support.
8652: One-Minute Observer: Using Brief Direct Observation Experiences to Improve Narrative Comments
Trainees need to be directly observed with patients in order to accurately assess and improve their history-taking, physical examination, and communication skills. In addition, direct observation can mitigate bias in narrative assessments by facilitating more objective, behaviorally based comments. However according to the 2020 AAMC Graduation Questionnaire, over 20% of students reported that they were observed gathering H&P data with real patients five or fewer times over the entire course of medical school. In busy clinical practice, preceptors may cite lack of time as a barrier or may not feel confident identifying opportunities for observation. This train-the-trainer workshop will guide attendees to create strategies and materials that enable clinical preceptors to incorporate impromptu direct observation of students into their day-to-day teaching routines, in ways that minimize disruption of clinical workflow and maximize learning opportunities.
8666: Leveraging your Program and your People in the Clerkship
A fundamental task of clerkship leadership is program evaluation. Clerkship leaders must strive to improve the functioning of their rotations, engaging in a continuous quality improvement (CQI) process. This CQI process allows the leader to identify strengths, weaknesses, opportunities, and threats. This workshop is tailored for early to mid-career clerkship directors and administrators who are comfortable in their routine roles and responsibilities. Through participation in this workshop, participants will enhance their skills and knowledge of clerkship program evaluation with the goal of optimizing the functioning of their clerkship, using all available resources including staff, faculty, and students.
8677: Promoting Your Students: Best Practices for Furthering Your Students’ Success
This workshop will provide members with faculty development and key strategies to further their students’ and mentees’ careers. Providing formal training in skills that are expected of most education faculty will provide members with the ability to better advise and further students in pediatrics as well as promote better practices at their institutes. This workshop will reach members interested in pre-clerkship engagement, clerkship faculty, and faculty engaged in mentorship. It also offers participants tools and resources from multiple institutions to implement strategies throughout the medical students’ curriculum to enhance their mentorship. Furthermore, it is a collaboration of at least 7 institutions of various sizes and backgrounds, with unique experiences in navigating challenges and successes of promoting students to excellence in pediatrics. The presenters are active members from the pre clerkship and clinical skills collaborative, as well as other collaboratives.
8685: Pipeline Construction and Management- Towards a More Supportive Pathway
In 2020, 12.4% of people in the United States were Black or African American and were the second largest minority population following the Hispanic/Latino population, which constituted 19% of the U.S. population (1). Yet, 2018-2019 medical school graduates were only 6.2% Black and 5.3% Hispanic/Latino. Unsurprisingly, medical school faculty are also a dismal 3.6% Black and 5.5% Hispanic/Latino. (2) Pipeline programs started as a way for underrepresented minority (URM) students to achieve equity in the admissions process, but don’t begin until college for many institutions, with limited support once the students’ matriculate. The fact that we have not significantly increased the number of URM doctors in the >40 years that pipeline programs have been in effect reflects a failure in our system. There are several levels where these failures may occur, from poorly performing elementary schools, to inadequate shadowing opportunities for high school and college students, to limited academic support in the preclerkship years. Participants in this workshop will leave with an action plan to improve their current pipeline programs.
8694: “Tech”-tonic shift: Integrating Technology into your Teaching
This workshop aims to introduce strategies to incorporate technology into your teaching to create a more active learning environment in both the in-person and virtual settings. We will highlight several well- and lesser known, widely available technological tools, and demonstrate their use in active teaching. Real-time examples will be used during to demonstrate tools in the small group interactive experience, where participants can trial the technologies while brainstorming ideas to incorporate them into their teaching. Within each small group leaders will facilitate an interactive, round robin style session, guiding hands-on demonstrations of each tool. Facilitators in each breakout group will answer questions about implementation and assist workshop attendees with suggestions and tips to personalize the tools. For a final activity, attendees will complete a reflection exercise, including a needs-assessment for a challenging area of medical education in their own practice, and then develop a plan to integrate one or more of the tools to address this challenge. At the conclusion of the workshop, facilitators will share a toolkit of resources for all the technological tools presented to help participants launch a trial when they return to their own institution.
8725: Continuous Improvement 101: The Administrator’s First Steps to Process Improvement
In industry and in health care today, a great deal of attention is being paid to understanding how an organization is performing: can they work more efficiently while reducing errors and cost; and can they do things faster and still be effective. Quality Improvement (QI) has been adopted as a systematic, formal approach to the analysis of practice performance which translates into improved performance. This approach is not limited to large organizations who often use a top-down approach. The best results are achieved when the frontline workers are involved in determining and reviewing their process incrementally and make recommendations for change.
A Clerkship Administrator’s work includes numerous complex tasks that require significant time and are dependent on collaborating with others. By using the Continuous Process Improvement (CPI) approach to QI, the administrator can begin to identify the bottlenecks in their work; strategies for possible improvement can be developed; and process improvement checks can identify what improvements were made. This workshop will explore the basic steps of continuous process improvement (Plan, Do, Check, Act), from a non-statistical approach.
|4:00 - 5:00 pm||Panel Discussion
What does Diversity in Pediatrics Look Like?
As an organization, COMSEP is composed of people who have taken different paths to enhancing the art and science of educating medical learners. As we continue to explore inclusivity in pediatric medical education, we should also pause to review the diversity within our body of scholars. Focusing on our colleagues (and their stories) will allow us to acknowledge their unique struggles and successes and identify steps needed to foster better outcomes for our patients, trainees, and the organization. This panel discussion aims to highlight perspectives of several of our members and invited guests and permit timely reflection as we press forward to improve diversity, equity, and inclusion in pediatrics.
W. Christopher Golden, MD Associate Professor of Pediatrics; Director, Core Clerkship in Pediatrics, Johns Hopkins University School of Medicine.
Gary L. Beck Dallaghan, PhD Research Associate Professor of Pediatrics; Director of Educational Scholarship, University of North Carolina School of Medicine
Mindy Hoang Second Year Medical Student, University of Cincinnati College of Medicine
Joseph A. Jackson, MD Associate Professor of Pediatrics; Assistant Dean for Student Affairs, Duke University School of Medicine
Kenya A. McNeal-Trice, MD Professor of Pediatrics; Chief Graduate Medical Education Officer; ACGME Designated Institution Official (DIO); Senior Associate Dean for Graduate Medical Education, University of North Carolina School of Medicine
Nancy D. Spector, MD Professor of Pediatrics; Vice Dean for Faculty, Drexel University College of Medicine; Executive Director, Hedwig van Ameringen Executive Leadership in Academic Medicine® Program; Miller-Sarkin Lecturer, COMSEP 2022 Annual Meeting
|6:00 – 10:00 pm||Offsite Dinner and Dancing – Cincinnati Museum Center at Union Terminal|
|Day 4||Friday, April 1|
|6:30 am – 12:00 pm||Registration|
|7:00 – 8:00 am||Breakfast|
|8:00 – 9:30 am||Collaboratives Sessions # 2|
|9:30 – 9:45 am||Break|
|Workshop Session #3 - 9:45 - 11:15 am
8612: The Post-Pandemic Professional Brand: A 5-Point Reset
Academics expect to grow a career with steady, measured, and deliberate progress. Instead, the past two years gave us an extra dose of ambiguity. Disruption has positive and negative influences including goal derailment, disillusionment, added clarity, or even acceleration, making a solid case for a 2022 career reset. Big businesses know that to be relevant, their brand must connect with people. Your brand helps stakeholders and potential collaborators understand how your strengths and interests add value for them (Diaz & Gottenborg, 2020). Every academic is the CEO of their own career, and this workshop offers an intentional guided structure for considering our current brand(s) and how we can share them.
8659: Mentorship 2.0: Mentoring Strategies for Junior and Overextended Mentors
Literature on mentorship typically focuses on benefits for the mentee and mechanisms by which to build sustainable and successful programs. There is less written about how to take a more practical approach to building network maps and how to direct faculty development on the reassessment of existing mentorship schemas. Recent literature on “developmental networks” offers a framework for building a mentorship team, but our workshop seeks to expand this further to purposefully incorporate collective mentoring and peer mentoring when the mentor agrees to a mentor-mentee relationship.
This workshop becomes even more relevant to this year’s theme of continuing the journey of diversity, equity and inclusion (DEI) as there are many studies that highlight the challenges in developing a pipeline of underrepresented-in-medicine (URM) mentors and the limitations of classic dyadic mentoring relationships that are typically prescribed in medical school and residency. Collective mentoring, particularly when affinity-based, better meets the ever-growing needs of mentees, who may not only be seeking like-minded mentors when it comes to strict career guidance, but also mentors who can build relationships to best understand their personal goals, provide psychosocial support and serve as role models.
8697: Inclusion at the Table: Cooperative Leadership to Foster Creativity and Enhance Group Function
Teams are common in the field of medicine, including the educational learning environment and often team members can feel disengagement when the team does not promote contribution from team members. Learning how to guide and enhance group function and promote cooperative leadership can facilitate leadership development in all team members. This workshop will address this gap through examining ways to enhance relationship building, facilitate open and honest communication, practice the art of group consultation and encouragement of individuals expressing autonomy through cultivating individual initiative.
8704: Setting up our Students for Success: An innovative Task and Time Management Curricula for Medical Students
Medical students with better time management and task prioritization skills have stronger academic performance.1 Once in residency, early development of these skills also helps promote future career success and prevent burnout by creating a better work-life balance. In addition, residents who have difficulty in this area can require a significant amount of resources to remediate. While the American Association of Medical Colleges (AAMC) does not have an entrust able professional activity (EPA) focused on time management, both EPA 9 and EPA 10 are linked with the milestone Patient Care 3 (Organize and prioritize responsibilities to provide care that is safe effective and efficient).
Unfortunately, there is no structured time incorporated into the medical education that focuses on time management. The Covey’s Time Management Matrix Technique (TMMT) is one strategy that can be used to enhance these skills. This method uses a visual 4x4 table to categorizes tasks based on importance and urgency. Our workshop aims to empower educators to use the Covey’s TMMT when working with learners.
8711: Early Comprehensive Mentoring for Medical Students
While faculty development for mentorship of students is often geared towards a successful residency match, there is little development of formal faculty development on mentoring of students early in their medical career. This time period is critically important for student professional development, can change the trajectory of a students’ career, and can even influence their ultimate career choices. Being able to successfully guide students to early research, volunteer, and leadership activities in pediatrics is vital during their formative years. By intentionally addressing this gap in mentoring and focusing on early career mentoring in medical school, faculty can better set their students up for success, intervene earlier for struggling students, and expose and attract students to the field of pediatrics.
8717: How to Avoid that Little (Work) Shop of Horrors: The Workshop on Workshops
Workshops emphasize active learning and skill-building. Most COMSEP members will create workshops at some point for either faculty development or student skill-building. As a significant avenue for participants engagement, workshops are a valued feature of medical education meetings, particularly at COMSEP. Despite their importance, relatively little faculty development is geared toward the specific skills and strategies needed to design and implement successful workshops.
|11:30 am – 12:00 pm||Closing Ceremonies|
**Schedule subject to change