Learning Communities Institute 12 th Annual Conference. September 18-19, 2015

Transcription

1 Learning Communities Institute 12 th Annual Conference September 18-19, 2015 University of California, San Diego School of Medicine Medical Education and Telemedicine building La Jolla, CA Jointly provided by: University of California, San Diego School of Medicine and the Learning Communities Institute, Inc. 1

2 Learning Communities Institute 12 th Annual Conference COURSE DESCRIPTION: This 1.5-day conference with a half-day pre-course is presented by UC San Diego School of Medicine and Learning Communities Institute to enhance learning and collaboration among leaders, faculty, staff and students involved in medical school learning communities. The conference will provide plenaries on timely topics, workshops to enhance skills, and concurrent presentations on innovations and scholarship within learning communities. Conference attendees will also have the opportunity for shared dialog and reflection about their learning in small learning groups. NEEDS ASSESSMENT: The rise of learning communities (LCs) in medical education is a relatively recent occurrence, with more than half of existing LCs starting after 2007 (Smith S. Acad Med, 2014). As many LCs are developing new curricula and programs, and training new faculty and student leaders, a need exists to provide educational support in this area. This course will offer training for faculty and students in the skills needed to implement, sustain and enhance LCs in medical schools, and offer opportunities for collegial networking and ongoing development. LEARNING OBJECTIVES: After participating in this CME activity, participants should be able to: 1. Define Learning Communities in medical education 2. Describe the rapid increase in the number of medical schools utilizing Learning Communities 3. Describe curricular activities that are often delivered within Learning Communities in medical education 4. List extracurricular activities of Learning Communities in medical education 5. Cite at least one best practice in Learning Communities in undergraduate medical education 6. Identify opportunities for scholarly activity in Learning Communities TARGET AUDIENCE: Deans, administration, faculty and students involved in or interested in medical school/health professions school learning communities. COURSE FACULTY Chair: Co-Chairs: Administrative Staff: Treasurer: Communications/Web site: Research Chair: Workshop Chair: Student Chairs: UCSD Site Co-Chairs: Learning Groups Co-Chairs Mentoring Co-Chair: Awards Chairs: Pre-Course Co-Chairs Sunny Smith, MD; University of California San Diego Amy Fleming, MD: Vanderbilt University Robert Shochet, MD; Johns Hopkins Susan Shultz; Johns Hopkins University Mark Whipple, MD; University of Washington Ralph Aarons MD; Tufts University Molly Jackson, MD; University of Washington Lars Osterberg, MD; Stanford University Monica Bhutiani; Vanderbilt University Yuan He; University of Arizona Eve Privman; University of Virginia Charlie Goldberg MD; UC San Diego Marianne McKennett MD, UC San Diego Marianne McKennett MD; UC San Diego Rob Shochet MD; Johns Hopkins Rob Shochet MD; Johns Hopkins Erika Goldstein, MD; University of Washington Meg Keeley MD; University of Virginia Dave Hatem MD; University of Massachusetts Lars Osterberg MD: Stanford 2

3 12 th LCI Conference Pre-Course* Agenda at a Glance 7:30-8:00 AM Registration and Continental Breakfast 8:00-8:15 AM Welcome- Drs. Hatem and Shochet 8:15-10:45 AM Track 1 Faculty Track: Developing the Pillars of Learning Communities (Choose 2 workshops, each will be 75 minutes) Professional Identity Formation Curriculum Teaching Clinical Skills Mentoring/Advising Student Community Track 2 Student Track: Learning Communities 101: Students as Learners and Leaders Introduction All about your learning communities Student leadership development 11:00-11:50 PM Crossover discussion of Track 1 and 2 participants *Separate registration required- registration limited to 25 participants in each track 3

4 12 th LCI Conference Main Session-Agenda at a Glance Friday, September 18, 2015 Medical Education Telemedicine (MET) Building 12:00-1:00 PM Registration and Networking box lunch; Poster set-up 1:00-1:15 PM Welcome from UCSD, LCI- Drs. Smith, Moynahan, UCSD leaders Introductions of participants, conference schedule. MET Lower Lecture Hall 1:15-2:15 PM Plenary- What We Know About Learning Communities: The Collegiate Experience Emily Lardner, PhD, Director, National Center for Learning Communities, Evergreen State College MET Lower Lecture Hall 2:15-3:00 PM Learning Groups (introductory session) - break out rooms (MET 2 nd, 3 rd floor) 3:00-3:15 PM Break 3:15-4:30 PM Concurrent abstracts (MET 2 nd, 3 rd floor break out rooms) 4:30-5:30 PM Poster session - MET :00-8:00 PM Optional Sunset Dinner at the beach (La Jolla Shores Hotel) Saturday, September 19, 2015 Medical Education Telemedicine Rooms :30-8:00 AM Breakfast/Networking & Mentoring 8:00-9:00 AM Plenary- Professional Identity Formation: Moving from Doing to Being Sandra Jarvis-Selinger, PhD, Associate Dean, College of Pharmacy, University of British Columbia MET Lower Lecture Hall 9:00-10:00 AM Featured Presentations: Young Investigator; Innovations in Learning Communities 10:00-10:15 AM Break 10:15-11:45 AM Concurrent Workshops and abstract presentations (MET 2 nd, 3 rd floor) 11:45-12:30PM Tour of UCSD Medical Education Telemedicine building (in Learning Groups) 12:30-1:30 PM Lunch and UCSD Community Cup Activity 1:30-2:20 PM Students Teaching Faculty about Learning Communities (MET ) 2:20-3:00 PM Learning Groups- 2 nd meeting (MET 2 nd, 3 rd floor) 3:00-3:15 PM Break 3:15-4:00 PM Project/Discussion Groups (MET 2 nd, 3 rd floor) 4:00-4:30 PM LCI Updates and Awards Ceremony- Dr. Moynahan & LCI Leadership Council 4:30-4:50 PM Closing Activity- Drs. Smith, Shochet and Fleming Accreditation and Credit Designation Statements This activity has been planned and implemented in accordance with the Essential Areas and Policies of the Accreditation Council for Continuing Medical Education through the joint providership of University of California San Diego ) School of Medicine and the Learning Communities Institute, Inc. The University of California, San Diego School of Medicine is accredited by the ACCME to provide continuing medical education for physicians. AMA: The University of California, San Diego School of Medicine designates this live activity for a maximum of AMA PRA Category 1 Credit(s). Physicians should claim only the credit commensurate with the extent of their participation in the activity. Please note the maximum number of credits available for participation in the following session(s): Pre-Course: 3.75 AMA PRA Category 1 Credits available. Main Conference: 9.0 AMA PRA Category 1 Credits available. Pre-course and Main conference: AMA PRA Category 1 Credits available. 4

5 12 th Annual LCI Conference UCSD, September 18-19, 2015 CONFERENCE COMPONENTS Learning Groups Objective: Share, reflect on, and apply new learning at the LCI sessions in a team-based approach. Description: Attendees are assigned to small learning groups facilitated by senior LCI faculty that will meet 2 times at the conference Plenary Presentations Objectives: Achieve greater clarity on an important topic in LC research or education relevant to LC leaders, faculty and learners. Description: Large group lecture with question and answer, demonstrations, and community discussion. Concurrent Abstract Sessions: Innovations and Scholarship Objective: Become familiar with current dilemmas and innovative solutions relevant to developing and improving learning communities in medical education. Description: Breakout sessions with multiple, 10-minute abstract presentations followed by brief, facilitated group discussion. Concurrent Session: Workshops Objective: Provide opportunities skill building, reflection, and meaningful dialog on innovative ideas for learning communities in medical education. Description: Breakout sessions with multiple concurrent, participatory workshops on a variety of topics pertinent to new and experienced learning community faculty, staff and students. Project/Discussion Groups Objective: Provide opportunity for conference participants to learn actively by collaborating on LC topics of personal or scholarly interest in LC s. Description: Participants generate menu of topics of interest and aggregate into groups based on area of personal interest. Students Teaching Faculty Session Objective: Provide learning community faculty and leaders with new insights into medical students perspectives of learning communities. Description: Student leaders from multiple LC schools present topics and dilemmas for audience reflection and discussion. Mentoring Objective: Provide new learning community faculty and leaders with opportunities to discuss issues related to their professional development in LC work. Description: Advance sign-up for 30 to 60-minute meetings with a senior faculty learning community mentor. 5

6 Disclosure: It is the policy of the University of California, San Diego School of Medicine to ensure balance, independence, objectivity and scientific rigor. All persons involved in the selection, development and presentation of content are required to disclose any real or apparent conflicts of interest. All conflicts of interest will be resolved prior to an educational activity being delivered to learners through one of the following mechanisms: 1) altering the financial relationship with the commercial interest, 2) altering the individual s control over CME content about the products or services of the commercial interest, and/or 3) validating the activity content through independent peer review. All persons are also required to disclose any discussions of off label/unapproved uses of drugs or devices. Persons who refuse or fail to disclose will be disqualified from participating in the CME activity. Cultural and Linguistic Competency: This activity is in compliance with California Assembly Bill 1195 which requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. Cultural competency is defined as a set of integrated attitudes, knowledge, and skills that enables health care professionals or organizations to care effectively for patients from diverse cultures, groups, and communities. Linguistic competency is defined as the ability of a physician or surgeon to provide patients who do not speak English or who have limited ability to speak English, direct communication in the patient s primary language. Cultural and linguistic competency was incorporated into the planning of this activity. Additional resources can be found on the UC San Diego CME website. 6