1. University of Michigan Medical School Academy for Educational Excellence and Scholarship Monthly Seminar – September 21, 2015 1.Academy Business (15 minutes) 2. GREAT Debate: “Should routine, live lectures for medical students be abandoned?” Moderator – Rob Lash (IM) 'Yes' ‐ Charles Friedman (Learning Health Sciences) 'No' ‐ Gary Faerber (Urology) Student responders – LeeAnne Flygt (M4), Meg Allison (M3/MSTP), Korie Zink (M3), Eric Lloyd Ross (M2) or Spencer Lewis (M3), Seth Klapman (M1) For more information, check out our web site at: http://msa.med.umich.edu/academy-of-medical-educators Next Academy Meeting: October 20, 2015 – BSRB Seminar Rooms

2. Poll Everywhere Laptop or tablet type PollEv.com/kolars on the web address line of your internet browser or Cellphone Type 22333 as the number you are texting to type KOLARS as the message and send to join

3. Academy Business 1.Restatement of Purpose 2.Call for new members & capturing engagement 3.Focus on peer review and teaching skills in the upcoming year 4.Announcements

4. The Academy for Educational Excellence and Scholarship Purpose: The Academy for Educational Excellence and Scholarship (Academy) at the University of Michigan Medical School is intended to recognize and augment the educational rigor and innovation of its faculty, to promote faculty development in education/mentoring, foster the visibility of UMMS educational leadership nationally and internationally, and to mobilize these talents to improve educational outcomes.

5. Academy Steering Committee & thematic areas 1.Peer Review and Mentorship 2.Faculty Development and Monthly Conferences 3.Membership/Selection/Recognition 4.Scholarship 5.Valuing Education Chair, Joe Kolars Sandro Cinti IM-Infectious Diseases Clifford Craig Orthopedic Surgery Gary Faerber Urology Rachel Glick Psychiatry Joseph Hornyak Physical Med and Rehab Michael Hortsch Cell and Developmental Biology Steven Kasten Plastic Surgery Robert Lash IM-Metabolism, Endocrine, and Diabetes Norah Naughton Anesthesiology Mark Prince Otolaryngology-Head and Neck Surgery Linda Selwa Neurology Beverly Yashar Human Genetics THEMES

6. http://msa.med.umich.edu/academy-of-medical-educators

7. Activities Community of practice - steering committee - advisory committee - monthly seminars - newsletter Work-groups/activities to shape the future

8. Academy for Educational Excellence and Scholarship Expectations of Members 1. peer-review service 2. mentoring 3. citizenship to the academy 4. dissemination More than an honorific society

9. Engagement survey you will be receiving by email after every seminar

10. Academy Business 1.Restatement of Purpose 2.Call for new members & capturing engagement 3.Focus on peer review and teaching skills in the upcoming year 4.Announcements: - Nominations for League of Education Excellence due Oct 16; dinner Dec 1, 2015 - CRLT small grant applications ($10K) due Oct 21 - Academy Pilot Award Recipient Jill Cherry-Bukowiec, MD - Assistant Professor of Surgery “Multidisciplinary Clinical Nutrition Elective”

11. Poll Everywhere Laptop or tablet type PollEv.com/kolars on the web address line of your internet browser or Cellphone Type 22333 as the number you are texting to type KOLARS as the message and send to join

12. How would you identify yourself? AnswersResponsesPercent Faculty4967.12 Other Faculty11.37 Student or trainee (e.g. Resident/fellow/post-doc)1621.92 Staff/admin, etc79.59 Total Responses73

13. Should routine, live lectures for medical students be abandoned ? AnswersResponsesPercent Strongly disagree1620.51 Disagree2532.05 Neutral67.69 Agree2430.77 Strongly agree78.97 Total Responses78

14. Should routine, live lectures for medical students be abandoned? Academy of Medical Educators September 21, 2015

15. Charles Friedman “Feel the learn” Gary Faerber “Feel the burn? Appointments are still available.”

16. Come gather 'round people Wherever you roam And admit that the waters Around you have grown And accept it that soon You'll be drenched to the bone If your time to you Is worth savin' Then you better start swimmin' Or you'll sink like a stone For the times they are a-changin’.

17. Listen: Billy Pilgrim has come unstuck in time.

18. “Should Routine, Live Lectures for Medical Students be Abandoned?” Academy of Medical Educators Meeting, Sept 19, 2015 Gary J. Faerber, MD Edward J. McGuire Research Professor Department of Urology

19. Debate contestants-Qualifications BS and MS in Physics, Massachusetts Institute of Technology PhD in Education, University of North Carolina- Chapel Hill Post-graduate studies in Medical Information Science, Stanford University Chief Scientific Officer of the Office of National Coordinator for Health Information Technology: U.S. Department of Health and Human Services 2007-2009 : US deputy national coordinator for health IT Associate editor: Journal of the American Medical Informatics Association UCSD, Washington University BA- Biology MD-Temple University Gen Surgery/Urology residency University of Michigan Faculty in Urology Glorified plumber Charles P. Friedman, PhD Gary J. Faerber, MD, FACS

20. What to do when the odds are against you?

22. What I expected when first invited to give a M2 lecture Perception Reality

23. Lectures Efficiently convey information to a large group Straightforward method of imparting knowledge to students quickly Instructors have control over what is being taught because they are the sole source of information Provide a forum for questions/answers Lectures are oftentimes easier to create than other methods The Anatomy Lecture of Dr. Nicolaes Tulp Rembrandt A lecture at the University of Bologna in Italy in the mid- fourteenth century.

24. Lectures Auditory learners find lectures fit their learning style (30% learners) Visual learners find contemporary lectures fit their learning style (60% learners)

25. Yijk = cj + B0ijk¯1j + S0ijk¯2j + T0ijk¯3j + Lecture0ijk¯4j + ²ijk: (1) ²ijk = ¹i + »j + ºk + Ãijk (2) Yijk = cj + B0ik¯1j + sk + T0ijk¯3j + Lecture0ijk¯4j + ¹i + »j + Ãijk: (3) : ¢Yi = cm ¡ cs + B0i(¯1m ¡ ¯1s) + S0i(¯2m ¡ ¯2s) (4)+T0im¯3m ¡ T0is¯3s + Lecture0im¯4m ¡ Lecture0is¯4s + ´ i where ¢Yi = Yim ¡ Yis and ´i = »m ¡ »s + Ãim ¡ Ãis. Bias(c¯4) =Cov(¢L^ecture; = Cov(¢Lecture; V ar(¢L^ecture) V ar(¢L^ecture)

26. “students taught by teachers, who devote more effective teaching time to lecture style presentation rather than letting students solve problems on their own or with the teacher’s guidance, learn more ….” Conclusion Schwerdt G and Wasserman AC Program on Education Policy and Governance Harvard Kennedy School 2010

27. Lectures are the best teaching method for many students Lectures exploit the human aptitude for spoken communication A formal lecture is a mutually beneficial “collusion” between class and lecturer Lectures builds trust between lecturer and class Bruce Charlton Professor of Theoretical Medicine University of Buckingham

30. “A great lecture is not a rote mechanical reading of notes, but a kind of dance, in which lecturer and listeners watch, respond to, and draw energy and inspiration from each other”. Professor Richard Gundermann, MD, MS Atlantic Magazine 2013

31. Post Graduate Education “Learning isn’t voluntary, its a mandatory exercise.” Gary Faerber, MD

32. 2015 AUA Resident Bowl

33. Texting adversely affects interpersonal development. “functionally illiterate when it comes to reading inflection and facial expressions. Kids today have fear of face-to-face conversation. 'Someday, but certainly not now, I want to learn to have a conversation.' Americans ages 18- 29 send and receive an average of nearly 88 text messages per day The End of Verbal Conversation? MIT psychologist Sherry Turkle

35. “Really Achieving Your Childhood Dream” Randy Pausch www.youtube.com/watch?v=ji5_MqicxS o Commencement Speech Stanford Steve Jobs www.youtube.com/watch?v=VHWUC X6osgM

36. “What I Learned from Bo” John U Bacon 2009 University of Michigan Golden Apple Teaching Award www.youtube.com/watch?v=4Dux4ugCoXM Great Live Lectures: structured, real purpose, and delivered with passion

37. “Rather than abandon lectures as a means of learning, we should attempt to understand better the features that distinguish effective, engaging lectures from those that leave learners limp, the lecturer despondent and the entire learning exercise wanting. The lecture as we know it is not dead, (it) just needs to be reincarnated within the innovative environment of modern medical education.” Trevor Gibbs, MD Professor and Consultant in Medical Education

38. Gary Larson “The Far Side”

39. 1.Lectures without engagement with the audience turns students into passive observers. Research shows that participation increases learning. There is no rule stating that lecturers are forbidden to turn lectures into interactive learning sessions. 2.Our ability to retain information falls off badly after 10-20 minutes. Most lectures are too long. Who’s to prevent a lecturer from putting breaks in their presentations. 3. Lectures rely on students taking notes, yet note-taking is seldom taught and as a result effectiveness of the lecture is reduced. UM students are given notes and slides for the lecture. For some active note taking was beneficial in retention of knowledge. Top 5 Reasons Lectures Should be Abandoned

40. 4.If something is not understood on first exposure there is no opportunity to pause, reflect, or seek clarification. Place timely stops in a lecture “I know that this may be a difficult concept” How are you guys doing? Body language cues Great advantage of doing live lectures. 5.Lecturers put too much information in their talks and students can’t process it all. A well-organized, well structured, and well-presented lecture can be both entertaining, can convey significant amounts of knowledge and convey powerful messages. Top 5 Reasons Lectures Should be Abandoned

41. Final cumulative histology scores of students attending lectures in person and/or using online lecture videos. Figure updated from D. Selvig, L. Holaday, J. Purkiss, and M. Hortsch Anat. Sci. Educ. 8:1-11 (2015).

42. Statistical analysis of students’ reported behavior when watching a histology lecture as a video. J. Burk-Rafel, A. Zureick, J. Purkiss, M. Hortsch (unpublished)

43. Should routine, live lectures for medical students be abandoned ? (After debate) AnswersResponsesPercent Strongly disagree1625.4 Disagree2641.27 Neutral34.76 Agree1320.63 Strongly agree57.94 Total Responses63