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| Programs and Resources for your Professional Development - March 2024
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In This Issue of the CFE Newsletter
- Call for Proposals: Medical and Health Sciences Education Research Grants Submission Deadline is April 10th, 2024
- SMHS CFE Academy of Education Scholars Upcoming Event & Sessions
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SOPHE’s 2024 Dorothy Nyswander Health Equity Award Recipient - Dr. Maranda Ward, EdD, MPH
- CFE SMHS March Staff Spotlight - Jalina Booker
Faculty Focused Resources:
- 2024 AAMC Northeast Group on Educational Affairs (NEGEA) Annual Conference Registration Open!
- Faculty Publications - Dr. Zareen Zaidi, MD, PhD
- CFE Faculty Education Technology Support Office Hours
- READ.AI - A Cool Tool for Virtual Team Meetings
- Book Synopsis, Part 1: Pedagogical Tips from the book “Small Teaching” by James M. Lang
- AAMC IDEAS Webinars - Developing the Next Generation of Physicians as Policy Advocates to Advance Health Equity
- National Center for Faculty Development and Diversity (NCFDD) - Free resource for faculty
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SMHS CFE Call for Proposals: Medical and Health Sciences Education Research Grants
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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 $15,000 for one project. Proposals are due April 10, 2024.
For more information on the proposal requirements and funding details please visit our website.
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SMHS CFE Academy of Education Scholars Upcoming Events
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Invited Speaker Series
MedEdMentor AI-enhanced Virtual Mentor to Support Your Educational Scholarship - April 16th, 2024 (12:00-1:00 pm) from presenter Dr. Geoff Stetson, MD, UCSF. This session is virtual. For more information please see the full announcement here. Register for the session here.
Strategies and Tools for Deidentifying Human Subjects' Data for Sharing - May 2nd, 2024 (12:00-1:00 pm) from presenters; Emily Blumenthal, PhD, Deborah Bezanson, Ann James, PhD, Drew Moger, Ben Horn, Cristina Grigore, Cynthia Gates, JD. This session is virtual. For more information please see the full announcement here and register for the session here.
Using NVivo for Qualitative Research: Software Tool Designed for Qualitative Data Management and Analysis - May 30th, 2024 (12:00-1:00 pm) from presenter Dr. Patrick Corr, EdD. This session is virtual. For more information please see the full announcement here and register for the session here.
DEI and Professionalism - June 11th, 2024 (12:00-1:00 pm) from presenter Dr. Saleem Razack, MD, UBC. This session is virtual. More information and registration is forthcoming.
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Skill Based SessionsSurvey Development: Designing Better Surveys for Education and Research - May 13th, 2024 (5:30-7:00 pm) from presenter Dr. Tony Artino, PhD. This session will be fully in-person, Ross Hall 117. For more information please see the full announcement here. Please register here.
All of our Academy of Education Scholars events are listed on our website. If you’d like to lead an Academy session, please contact Zareen (zzaidi@gwu.edu) or Tony (aartino@gwu.edu).
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Congratulations to Dr. Maranda Ward on the SOPHE’s 2024 Dorothy Nyswander Health Equity Award
We congratulate Dr. Maranda Ward for her recent achievement being honored with The Society for Public Health Education (SOPHE) Dorothy Nyswander Health Equity Award. This esteemed award is presented to individuals or groups who epitomize and champion an inclusive society, actively advancing health equity through their work in research, practice, and teaching.
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CFE March Staff Spotlight - Jalina Booker
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Join the CFE as we highlight Jalina Booker, BS, MS, who discusses her roles as the Diversity Officer and Program Manager of the SMHS Office of Diversity and Inclusion. Jalina oversees many programs within the office, including the DC Health and Academic Prep Program (DC HAPP) and the GW SMHS Anti-Racism Coalition (ARC). Jalina highlights the future of the office and the importance of investing in education in the future of the healthcare field. Read the full interview here.
Do you know of a GW faculty or staff member who demonstrates excellence in supporting teaching & learning, career development, leadership development, or educational research? Please complete this brief form to tell us more about it.
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Faculty Focused Resources
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2024 AAMC Northeast Group on Educational Affairs (NEGEA) Annual Conference
Registration for the 2024 AAMC Northeast Group on Educational Affairs (NEGEA) Annual Conference is now open! Join us in “Cultivating Creativity and Collaboration: Unleashing Innovation in Medical Education,” featuring a pre-conference “Prompt-a-thon” workshop on May 29 where participants will advance their skills in using generative AI.
Enhancing Presentations Using Audience Engagement and Technology
Date/Time: Tuesday, April 30th, 2023 (12:00-1:00pm) - Virtual
Join our free online webinar, igniting the spark in your scientific presentations, perfectly timed for the NEGEA 2024 conference. Bring a second device to be immersed in interactive virtual technologies such as Padlet, Poll Everywhere, and Nearpod as you discover the secrets of engaging your audience through impactful slide design and seamless tech integration, curated by instructional design and educational technology experts. Plus, be prepared to participate in a lively breakout session where we will tap into our collective best practices. Register for this session here. Bring a second device.
Presenters: Jennie Peck MS, University of Rochester Medical Center, Teodora Hristov, MEd, George Washington University School of Medicine & Health Sciences, Lisa Brown, EdD, MS, University of Rochester Medical Center
This year’s NEGEA Conference is hosted by NYU Langone Health, a collaboration between NYU Grossman School of Medicine and NYU Grossman Long Island School of Medicine.
Dates: Wednesday, May 29 – Friday, May 31
Location: New York, NY
More Information is available on the Conference Website here.
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Faculty Publications - Dr. Zareen Zaidi, MD, PhD
Congratulations to Dr. Zareen Zaidi on her recent publication in the AMA Journal of Ethics on “Why Competency Frameworks Are Insufficiently Nuanced for Health Equity Teaching and Assessment”
Zaidi Z, Ölveczky D, Perez NA, Martin PC, Fernandez A, Duncan P, Anderson HL. Why Competency Frameworks Are Insufficiently Nuanced for Health Equity Teaching and Assessment. AMA Journal of Ethics. 2024 Jan 1;26(1):12-20. doi: 10.1001/amajethics.2024.12
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CFE Faculty Education Technology Support Office Hours
Wednesdays from 12:00 - 1:00 p.m.
Do you need help designing an educational session or using a new teaching technology? Teddy Hristov, the CFE Senior Instructional Designer, holds weekly office hours to support faculty.
These office hours are designated for discussing and practicing the best use of educational technology and pedagogical teaching/learning methods. If you have questions about completing a session design worksheet, do not hesitate to contact her.
If Wednesday at noon does not work for you, please schedule an appointment directly with Teddy: teddy.hristov@gwu.edu.
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READ AI - A Cool Tool for Virtual Team Meetings
Please exercise caution when using this tool due to privacy concerns with FERPA and HIPPA regulations. The tool records meeting content and backend data.
Read.ai is a plug-in AI tool for virtual meetings in Zoom, WebEx, and other conference platforms. It provides a detailed recap of a virtual meetup along with a transcript, and comparison reports on participants' engagement in the session. It seamlessly attends and records scheduled meetings. The dashboard is accessible for free on major video conferencing platforms.
Unlike other similar tools, it can join a session before everyone else, and once in, it posts in the chat area who included it in the invitation. Read.ai is a virtual assistant that syncs with personal/professional calendars and attends all scheduled events unless it is manually removed. There are two ways to stop it from sneaking into virtual meetings. One option is to text the tool to leave a particular session via the chat. The second way is to disable it in its Calendar settings.
After a session ends, READ.AI emails participants a web-based but downloadable report that includes the following:
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The idea of small teaching is to implement incremental techniques persistently in every session. For example, brief 5- to 10-minute practice questions in a session can have a long-lasting educational effect. Classroom communication and instructional tweaks are opportunities for small teaching and they can make big changes in the course learning outcomes. The author partitioned the book into three sections: Knowledge, Understanding, and Inspiration. The Knowledge part describes three techniques: retrieving, predicting, and interleaving. These small teaching techniques are listed below.
Retrieving - This technique relates to the action of recall from memory students had from previous learning and classroom experiences.
Faculty can use the Retrieving teaching approach by having students complete:
- Short and frequent low-stake quizzes on previous sessions’ content.
- Formative questions/cold calling with the option for writing down answers, with immediate feedback from faculty and peers.
- Open or close the class by asking students to tell or write down the most important concept.
- Open or close the session by asking students to tell or write down a question of confusion.
Predicting - Studies identified that students who are asked to make predictions about the subject matter of their future learning are more likely to retain the information better and longer.
Faculty can use the Predicting teaching approach by having students do:
- Oral discussions are more productive when students are asked to prep by making predictions.
- Polling questions solicit perspectives and involve students in a deeper dive into the subject matter.
- Ungraded pretests where students make predictions on upcoming content and receive immediate feedback to clarify misconceptions.
- Students infer conceptual knowledge from cases explored in class or as homework.
- Students provide solutions for cases based on conceptual knowledge predictions.
- Faculty ask students questions about the next session's content to spark curiosity.
Interleaving - This technique relates to a spiral weaving of repeated old with new knowledge to connect information facts and concepts at a deeper level.
Faculty can use the Interleaving teaching approach by modifying their framework to allow for more time for practice and repetition: Students better distinguish between problems and assess contexts when they have varied options of cases during their case-based decision-making time.
- Incorporate review sessions in new sessions to interleave old with new knowledge.
Include staggered quizzes to review previous content.
Use an online course management system, utilizing out-of-class resources to interleave old and new material.
Space out learning to make it stick because processing time for consolidating and organizing the new knowledge is needed. Spaced-out content allows students to transfer knowledge and skills across situations and solutions.
- Students better distinguish between problems and assess contexts when they have varied options of cases during their case-based decision-making time.
Each of these tips can be combined and modified to suit the faculty’s teaching and student needs. Each category encompasses the previous. In our next newsletter, we will include Part 2: Understanding and its three small teaching techniques: connecting, practicing, and self-explaining. They enhance the initial three of retrieving, predicting, and interleaving.
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The AAMC IDEAS Learning Webinars are free resources for registered members. AAMC membership is also free. The IDEAS Learning Webinars are led by experts to provide "comprehensive, reliable information." These educational series are helpful to health and medical faculty, staff, and students who want to be proactive in their efforts to foster inclusive environments and promote equity in medical schools. The Inclusion, Diversity, Equity, and Anti-racism Series page outlines all recorded webinars, upcoming sessions, and additional resources.
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National Center for Faculty Development and Diversity
The George Washington University is an Institutional Member of the National Center for Faculty Development and Diversity (NCFDD). The NCFDD is an independent faculty development center dedicated to supporting academics in successful career transitions. For more information and to activate your free personal NCFDD membership, click on this link.
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