Programs and Resources for your Professional Development
Programs and Resources for your Professional Development
GW Tempietto
   Programs and Resources for your Professional Development - March 2023

In This Issue of the CFE Newsletter

  1. Call for Proposals: SMHS CFE Medical and Health Sciences Education Research Grants. Submission Deadline is Wed. April 12th, 2023
  2. Register for the “Elevating Other with Your Words: Spring Seminar Series” Letters of Support for Faculty Promotion on April 18th
  3. CHEERS Education Research Consultation Service - Next session on April 25th
  4. An updated CFE Self-Paced Module for Best Practices for Scientific Presentations is now available
  5. Kudos to the SMHS Academy of Education Scholars for a Productive Year!
  6. Recap of our March Mid-Career Development Workshop
  7. Raise High for Social Justice - GW Supporting the Women of Iran Event Recording & Recap
  8. Faculty Focused Resources: 
  • Resources on ChatGTP
  • Register for the “The Social” - Health Professions Education Research Session
  • Register for AAMC Webinar Series focused on Scholarly Publishing
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School of Medicine and Health Sciences Call for Proposals: Medical and Health Sciences Education Research Grants

The Center for Faculty Excellence would like to invite all interested regular and active status SMHS faculty to submit an education research proposal for up to $10,000 for one project.  Proposals are due April 12, 2023. Proposal requirements and funding details can be found here.
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Elevating Others with Your Words - Letters of Support for Faculty Promotion
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CHEERS Education Research Consultation Service

The Office of the Associate Dean for Evaluation and Educational Research is teaming up with the Collaborative for Health Education Evaluation, Research, and Scholarship (CHEERS) to offer a monthly education research consultation service. Designed as an opportunity to consult with social science researchers and other GW colleagues in a friendly group setting, the consultation service is open to any student, trainee, or faculty member affiliated with SMHS.  
The next open session will be held on Tuesday, April 25th, 12-1 pm via Zoom.
  • Zoom Link to join:
  • Upcoming Sessions: May 23rd and June 26th
If you're interested, please feel free to join. You don't have to present; you can simply listen or provide your own thoughts and insights. This is a collegial group that strives to support each other in the pursuit of high-quality education scholarship. For more information on CHEERS and to request a consultation, visit our website.
If you have questions, please feel free to contact Dr. Artino ( or Dr. Zaidi (
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An updated CFE Self-Paced Module is now available

In addition to the current Tips for Creating Effective Slide Presentations, the CFE has recently updated the following resources to assist with slide and presentation development. 
The "Best Practices for Scientific Presentations" course provides an overview of the best techniques for designing, developing, and delivering a scientific presentation. This information is also relevant and applicable for creating and presenting a didactic session. The self-paced module can serve as a checklist guide that provides updated how-to considerations for presentation organization, the effective visual design of slides, and best practices in delivery in either in-person or virtual environments. 
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Kudos to the SMHS Academy of Education Scholars for a Productive Year!

The SMHS Academy of Education Scholars, led by Dr. Patricia Latham, the CFE’s Associate Director for Education Research & Scholarship,  had an amazing 2022!
On topics specific to educational scholarship, collective achievements by members of the Academy included: 
  • 51 Recently published works (i.e., abstracts, articles, book chapters, etc.)
  • 20 Awarded grants
  • 68 Presentations, posters, podcasts, and educational sessions as an invited speaker or workshop moderator 
Take a look at a sampling of what the members of The SMHS Academy of Education Scholars published in 2022:
  • KM Brown. Teaching with Laboratories. In K Huggett, W Jeffries, and KM Quesnelle (Eds). An Introduction to Medical Teaching: The Foundations of Curriculum Design, Delivery, and Assessment. Springer. Chapter in press
  • Gilium JB, DeVaul N, Ghannouchi S. 2022. Post-baccalaureate pre-medicine programs: A non-traditional route to graduate medical education. Handbook of Research on Advising and Developing the Pre-Health Professional Student. IGI Global. 
  • Mountasser Kadrie (2023). Chapters 8, 9, 10, 11. "Digital Health Care: Perspectives, Applications, and Cases." Jones & Bartlett Learning. Burlington, MA. (2023). ISBN: 9781284153859
  • Schwartz, L., Luban, N., Hall, A., McQuail, D., & Haywood, Y. (2022). The mentored experience to enhance opportunities in research (METEOR) program. Medical Education Online, 27:1,2014290, 
  • Zaidi Z, Teaching: An Expression of Freedom (2022). Medical Education, 787-790. 
  • Zaidi Z, Sewell JL, Schumacher D, Sukhera J, Hunderfund AL, Balmer DF, LaDonna, K. A. (2022). Can I Ask a Question About URiM Awards That I Don't Know the Answer to? Designing an Award for Underrepresented Medical Education Researchers. Academic Medicine, 10-1097 
  • Ward, M. C., Corr, P. G., Fernes, V. A., & Wang, T. (2022). How an Anti-Racist Organizational Change Model Can Build Capacity to Support Historically Excluded Students: A Guide for Advisors and Administrators of Pathway Programs. In R. Ganjoo, & L. Schwartz (Ed.), Handbook of Research on Developing Competencies for Pre-Health Professional Students, Advisors, and Programs (pp. 389-414). IGI Global.
  • Ward, M.C. and Ganjoo, R.. (2022). When I say…Health equity. Medical Education.1-2 doi: 10.111/medu.14962. Article available at
  • Ganjoo, R., Schwartz, L. (co-editors). (2022). Handbook of Research on Developing Competencies for Pre-health Professional Students, Advisors, and Programs. IGI Global Publishers: Hershey, PA. DOI: 10.4018/978-1-6684-5969-0. 
  • Artino, A. R., Youmans, Q. R., & Tuck, M. G. (2022). Getting the most out of surveys: Optimizing respondent motivation. Journal of Graduate Medical Education, 14(6), 629-633.
  • Johnson, W. R., Artino, A. R., & Durning, S. J. (2022). Using the think aloud in health professions education: An interview method for exploring thought processes: AMEE Guide No. 151. Medical Teacher. Advance online publication. doi: 10.1080/0142159X.2022.2155123 
A more detailed summary of The SMHS Academy of Education Scholars accomplishments can be found on our website.
We appreciate your hard work and dedication to advancing educational research at SMHS. You inspire us all!
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Thank you to our Mid-Career Development Workshop Participants & Speakers!

Mid-Career Development Workshop
2023 Mid-Career Development Workshop Participants:
  • Lisa Schwartz, EdD
  • Trudy Mallinson, PhD
  • Paul Marvar, PhD
  • Ray-Chang Wu, PhD
  • Alberto Bosque, PhD
  • Mandi Pratt-Chapman, PhD
  • Brad Moore, MD
  • Ramin Javan, MD
  • Janelle Vaughns, MD
  • Sephora Morrison, MD
  • Susan Knoblach, PhD
  • Shilpa Patel, MD
We also want to thank our wonderful Speakers and Panelists; Dr. Jim Scott, Dr. Mary Warner, Dr. Ray Lucas, Dr. Alison Hall, and Dr. Lee Beers
For more information on participating in this workshop for future offerings, please visit our website.

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Raise High for Social Justice - GW Supporting the Women of Iran Event Recording & Recap

Pictured (from left): Yeganeh Torbati, Yasameen Ganji, Ahdeah Pajoohesh-Ganji, Lisa Schwartz, Roya Hakakain, Mahnaz Afkami, and Melanne Verveer.
Pictured (from left):  Yeganeh Torbati, Yasameen Ganji, Ahdeah Pajoohesh-Ganji, Lisa Schwartz, Roya Hakakain, Mahnaz Afkami, and Melanne Verveer.
The Raise High for Social Justice - GW Supporting the Women of Iran event was held on March 22nd, 2023 at the Jack Morton Auditorium to raise awareness regarding the human rights' violations in Iran and served as a call to action among GW community members. Spearheaded by SMHS faculty member, Dr. Ahdeah Pajoohesh-Ganji, the university-wide event was a collaborative effort between the Clara Bliss Hinds Society, the GW Iranian Student Association, and the GW Global Women's Institute. Event attendees were able to visit an art exhibit featuring photographs and videos of Iranian protesters and artists, as well as the traditional Haft-Seen table celebrating the Persian New Year. The program began with a student statement read in the presence of President Wrighton, who offered opening remarks. The opening remarks were followed by comments by speakers Mahnaz Afkami and Roya Hakakain and a panel discussion moderated by Yeganeh Torbati, a reporter from The Washington Post. Closing remarks were offered by Ambassador Melanne Verveer.
We hope by watching the recording of the event, the viewers come to the realization so powerfully stated by Dr. Martin Luther King Jr: "Injustice anywhere is a threat to justice everywhere."
Recording of the Event
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Faculty Focused Resources

Resources on ChatGTP
We asked ChatGTP about its advantages and disadvantages using it in medical and health education and the bot listed several as follows:
Possible Advantages: 
  • Reference tool: Students can ask ChatGPT for definitions, explanations, and clarification on medical terms and concepts. It generates supplemental information about medical conditions, treatments, and procedures.
  • Active learning: ChatGTP can be used to facilitate active learning by faculty encouraging students to ask questions and engage in discussions about clinical cases or topics. This can help students to develop critical thinking skills and deepen their understanding of complex medical concepts.
  • Simulation scenarios: ChatGPT can be used to create virtual simulations of clinical scenarios, allowing learners to practice their diagnostic and problem-solving skills in a safe and controlled environment. Learners can interact with the AI model to work through the simulation, receiving feedback and guidance along the way.
  • Assessment and evaluation: ChatGPT can be used to assess and evaluate learners' understanding of medical concepts and clinical skills. Learners can interact with the AI model to answer questions or work through case studies, with their responses and interactions being recorded and analyzed for assessment purposes.
  • Adaptive learning: ChatGPT can be used to provide personalized and adaptive learning experiences for medical learners. The AI model can analyze learners' interactions and responses to tailor the learning experience to their individual needs, helping them to master medical concepts and skills.
Other advantages are possible: creating multiple explanations of a complex idea based on age/difficulty in understanding, developing asking questions and generating question prompts, listing (anatomy/topical, etc.), helping with research, summarizing, paraphrasing, editing, curating, and writing, in general, providing examples with deductive and inductive reasoning, speeding up analytical and synthesizing work, ideating/brainstorming, creating study guides, exam preps, checklists, feedback, and role-playing scenarios based on various personas. 
  • Lack of human interaction
  • Limited scope of knowledge - while ChatGPT has access to a vast amount of information and can answer many questions, it does not have the same depth of knowledge as a medical expert with years of experience. 
  • Difficulty picking up on the nuances or context of a question in the same way a human instructor would. This could lead to misunderstandings or incomplete answers.
  • Potential for errors and biases as it relates to information collected from English-based resources, skewing cultural perspectives.
Other disadvantages: opportunities for cheating in written assignments because anti-plagiarism tools are ineffective, the data is not up to date -the current cutoff is September 2021, elimination of personal voices, and the AI tool still provides inaccurate citations. It cannot help with self-reflection work or any assignments that are not text-based. 

For more information, check out the list on ChatGTP Resources
ChatGTP-4 is the new version of the bot that promises significant upgrades such as those listed on their website
  • Creativity: It can generate, edit, and iterate with users on creative and technical writing tasks, such as composing songs, writing screenplays, or learning a user’s writing style.
  • Visual Input: GPT-4 can accept images as inputs and generate captions, classifications, and analyses.
  • Longer context: GPT-4 is capable of handling over 25,000 words of text, allowing for use cases like long-form content creation, extended conversations, and document search and analysis.
Upcoming Workshops/Sessions
Register for the “The Social”: Health Professions Education Research Session
Research Design: Conceptual Frameworks and Methods
May 1st, 2023 5:30 pm - 7:00 pm
For more information, view the full announcement here.

Register: AAMC Webinar Series focused on Scholarly Publishing
Register for a monthly webinar series hosted by the editorial teams of the AAMC’s 2 peer-reviewed journals, Academic Medicine and MedEdPORTAL. Sessions will cover the importance of publishing your education scholarship and practical suggestions for how to do so successfully, and will include interactive exercises to practice what you have learned and time for Q&A with the editorial teams of Academic Medicine and/or MedEdPORTAL. While this series features the editorial teams of the AAMC’s journals, the topics and recommendations presented will also apply to other types of medical education scholarship and to submissions to other journals and publications. These sessions are open to all so please consider sharing with your peers, students, and others interested in these topics. 
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