University of Michigan Medical School Academy for Educational Excellence and Scholarship Monthly Seminar – December 3, Academy updates 2.Discussion: “Threats to the socratic method of teaching: Can we still call on learners to answer questions?” For more information, check out our web site at: Next Academy Meeting: Mon January 27, :30 – 7:00 pm Danto Auditorium, CVC

Competitive Funding Opportunity (50% protected time for two years) KEY DATES JANUARY 7, 2014 Informational Webinar FEBRUARY 26, 2014 Deadline for receipt of applications APRIL 25, 2014 Notification of Finalists JUNE 25–26, 2014 Interview of Finalists JUNE 27, 2014 Notification of Scholars and Sponsoring Schools SEPTEMBER 1, 2014 Appointment begins For more information see: FacultyScholars_Brochure_2014_web.pdf

Save the date!!! Medical Education Day Monday April 7, 2014  Featured speaker: Dr. Olle ten Cate, University of Utrecht, “Entrustable Professional Activities”  Deadline to submit abstracts is March 7, d_day.htm d_day.htm  Conjunction with the AMA’s Accelerating Change in Education initiative meeting which will bring representatives from all 11 grantee schools to Ann Arbor

Academy applications to Date: 137! Anesthesiology2 Biological Chemistry2 Cardiac Surgery2 Cell Developmental Biology2 Dermatology1 Emergency Medicine6 Family Medicine25 Human Genetics3 Internal Medicine21 Medical Education5 Microbiology & Immunology3 Molecular & Integrative Physiology6 Neurology5 Neurosurgery2 Obstetrics and Gynecology17 Ophthalmology1 Orthopaedic Surgery1 Otolaryngology - Head & Neck Surgery4 Pathology3 Pediatrics and Communicable Diseases2 Pharmacology1 Physical Medicine & Rehabilitation4 Psychiatry5 Radiation Oncology1 Radiology4 Surgery8 Urology1 Total Applications137

Academy Steering Committee & Work-Group Leads 1. Peer Review and Mentorship Sandro Cinti Internal Medicine Michael Englesbe Surgery Bev Yashar Human Genetics 2. Faculty Development and Monthly Conferences Norah Naughton Anesthesiology Ken Pituch Pediatrics Joe Hornyak PMR 3. Membership/Selection/Recognition Robert Lash Internal Medicine Linda Selwa Neurology 4. Scholarship Michael Hortsch Cell & Development Biology Mark Prince Otolaryngology 5. Valuing Education Clifford Craig Orthopaedic Surgery Rachel Glick Psychiatry Chair, Joe Kolars ✔ ✔

PEER REVIEW AND MENTORSHIP GROUP Peer Review and Mentorship Group

Co-Chairs: Beverly Yashar, Michael Englesbe, Sandro Cinti Participants: Carol Bradford, Jim Sisson, Sun-Kee Kim, Hilary Haftel, Kelly Espinoza Meetings: , ,

Peer Review in Medical Education  We typically don’t do it –We do peer review for clinical and research work  Not much literature on how to do it  What do we peer review? –Lectures, clinic, rounds, OR, procedures

Peer Review Pilot  Develop a tool for peer review  Match reviewer and reviewee in different specialties –Surgeon evaluates IM clinician  Peer review lectures and clinical rounds –Expand to other settings later  Publish results of pilot

Peer Review Tool 1) preparation/organization; 2) encouragement of student participation in discussions, 3) encouragement of student-student interactions; 4) effectiveness of responses to student questions; 5) encouragement of student-directed versus instructor-directed learning; 6) quality of oral presentations; 7) overall rating. Risley, MS. Medical Science Educator, 2013

Mentorship in Medical Education  We don’t do this currently –We do have research and clinical mentors

M1 Histology Histology Review by Dr. Pomposity Department of Histological Sciences Industry Relationship Disclosures: No Industry Supported Research and Outside Relationships

Identify the cells indicated by the red arrows. What are these cells doing ?

Identify the cell indicated by the red arrow. Where does this cell come from? Where is this cell found and how can you recognize it ? Where will this cell go? What is the main function of this cell ?

Lessons Learned from Other Academies 10 Jan 2013

Audience response using your own phone or computer (Poll Everywhere) Please: 1.Open up web: PollEv.com/kolars or 2. Prepare to text on your phone turn off sounds!!!

Question #1

Question #2

Question #3

AAMC Graduate Questionnaire Please indicate the frequency you were publically embarrassed during medical school. Year of graduationNeverOnceOccasionallyFrequentlyrespondents Univ of Michigan %18.6%27.9%3.6%140 All Schools %18.1%27.5%1.5%13,014

AAMC Graduate Questionnaire Please indicate the frequency you were publically humiliated during medical school. Year of graduationNeverOnceOccasionallyFrequentlyrespondents Univ of Michigan %12.8%9.2%0.7%141 All Schools %11.8%10.8%0.7%13,011

AAMC Graduate Questionnaire Sources of “publicly humiliated” Univ of Michigan (%)All Schools (%) Pre-clerkship faculty: Clerkship faculty (in classroom) Clerkship faculty (in clinical settings) Resident/Intern Nurse Administrator Other institution employee Student Number of respondents14313,146

Question #4 An M3 is on the second day of their inpatient internal medicine rotation. On rounds, outside of the patients room, the attending turns to the student and asks sternly “give me three common etiologies for atrial fibrillation”. The patient in question was not familiar to the student. Atrial fibrillation had not been covered yet in the rotations curriculum. The student is unable to come up with any etiologies during a period of uncomfortable silence before the attending states “you need to be reading during this rotation”.

Question #4 (cont.)

An M3 is on the second day of their inpatient internal medicine rotation. On rounds, outside of the patients room, the attending turns to the student and asks sternly “give me three common etiologies for atrial fibrillation”. The patient in question was not familiar to the student. Atrial fibrillation had not been covered yet in the rotations curriculum. The student is unable to come up with any etiologies during a period of uncomfortable silence before the attending states “you need to be reading during this rotation”. “If you were the student involved, would you label this as mistreatment?” 1.Strongly Disagree 2.Disagree 3.Neutral 4.Agree 5.Strongly Agree M3’s n= % 13% 22%

Question #5  In the Operating Room, while the team is performing a Whipple procedure, an M3 student (who is retracting) is asked by the attending for the differential diagnosis of painless jaundice. The student manages to stammer out, “pancreatic head mass” to which the attending quickly replies, “that’s not specific enough – what specific types?” The student, while thinking further, allows the retractor tension to drift a bit. The surgeon, noticing this, firmly grasps the student’s hand and jerks it back 3 inches to the original position.

Question #5 (cont.)

In the Operating Room, while the team is performing a Whipple procedure, an M3 student (who is retracting) is asked by the attending for the differential diagnosis of painless jaundice. The student manages to stammer out, “pancreatic head mass” to which the attending quickly replies, “that’s not specific enough – what specific types?” The student, while thinking further, allows the retractor tension to drift a bit. The surgeon, noticing this, firmly grasps the student’s hand and jerks it back 3 inches to the original position. “If you were the student involved, would you label this as mistreatment?” 1.Strongly disagree 2.Disagree 3.Neutral 4.Agree 5.Strongly agree M3’s (n=112) 25% 38% 20% 13% 4% Univ of MI Faculty Leadership (n=44) (n=18) (n=14) (n=16) 17% 29% 35% 13% 37% 29% 36% 43% 17% 12% 0% 25% 22% 24% 29% 13% 7% 6% 0% 6%

Discussion  Should we be challenging our learners with questions that they answer publically?  If yes, what are the right ways? The wrong ways?

Next Academy Meeting January 27, :30 – 7:00 pm Danto Auditorium, CVC