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Understanding the background of medical education so as to provide a context for current educational issues and problems
General Assessment Criteria
General Assessment Criteria
Summarizes the relevant context (e.g. historical, clinical, intellectual, political, organizational) relating to the current issue or undertaking.
Analyzes the relevant context relating to the current issue or undertaking.
Applies contextual understanding and analysis to the current issue or undertaking.
Submission Tips - Things to Think About
Submission Tips - Things to Think About
Context can be narrow (personal scale) or broad (specialty-wide, national, international). Any level of scale is acceptable for demonstrating the HEC competency.
Webinars
Webinars
Learning Environment
Learning Environment
Facilitator: Larry Gruppen
Facilitator: Larry Gruppen
Competency: Health Education Context
Competency: Health Education Context
The learning environment is usually invisible. It’s like the water in a fish bowl – invisible to the fish until it dries up or turns green. However, when you think about the context in which you work and learn, you quickly realize how important and complex it us. This session will focus on the learning environment as part of the Health Education Context competency. We will consider how to diagnose problems in the environment and potential interventions. The attached paper(s) describes a theoretical model for understanding the learning environment and we will use that to guide our discussion.
Formative Feedback
Formative Feedback
Competencies: Health Education Context, Assessment, and Organizational Leadership
Competencies: Health Education Context, Assessment, and Organizational Leadership
Facilitator:
Facilitator:
Allison Ruff, MD, MHPE
Allison Ruff, MD, MHPE
alliruff@med.umich.edu
alliruff@med.umich.edu
Associate Professor of Internal Medicine and Co-Director Patients and Populations Branch, University of Michigan Medical School
Associate Professor of Internal Medicine and Co-Director Patients and Populations Branch, University of Michigan Medical School
Background Reading
Background Reading
Focusing on the Formative: Building an assessment system aimed at student growth and development. Konopasic, et al. Acad Med 2016;91:1492-97.
Session Objectives
Session Objectives
Compare and contrast the concepts of Evaluation and Assessment in Education
Review the concept of Formative Feedback in Medical Education
Discuss potential strategies for evaluating new processes in feedback
Review a novel process for assessment of formative feedback
Facilitator:
Larry Gruppen, PhD
Director, MHPE Program
Professor, Department of Learning Health Sciences
University of Michigan Medical School
Competency: Health Education Context
Competency: Health Education Context
This session will address the Health Education Context competency, which applies to essentially all the EPAs. We will:
Talk about context and how much attention one should pay it
Review a theoretical framework for thinking about context
Apply an analysis of context to several of the projects or problems participants might bring to the discussion.
Session Preparation
Session Preparation
READ this article prior to the webinar
Conceptualizing Learning Environments in the Health Professions. Gruppen, et al. Acad Med. 2019;94:969–974. First published online March 12, 2019. doi:10.1097/ACM.0000000000002702
Facilitator
Facilitator
Kyriaki ( Kiki ) Marti, DMD, MD, MHPE, PhD, FEBOMFS
Kyriaki ( Kiki ) Marti, DMD, MD, MHPE, PhD, FEBOMFS
Adjunct Clinical Assistant Professor
University of Michigan School of Dentistry
Department of Periodontics and Oral Medicine
Email: kyriaki@umich.edu
Health Education Context: Share the "bigger story" to which your project connects
Health Education Context: Share the "bigger story" to which your project connects
Facilitator: Patricia Mullan (pbmullan@umich.edu)
Facilitator: Patricia Mullan (pbmullan@umich.edu)
Learning Environment
Learning Environment
The Learning environment, what is it and how do you fix it. Slide Presentation by Larry Gruppen
The Educational Environment, Ch 49. Gruppen LG, Rytting ME, Marti K.
Resources
Resources
Medical Education in the United States and Canada, 2010. Anderson MB, Kanter SL. Acad Med 2010;85:S2-S18. doi:10.1097/ACM.0b013e3181f16f52.
Editorial: Reform without change? Look beyond the curriculum. Bloom SW. Am J Public Health 1995;85(7): 907-908.
Social accountability: Medical education's boldest challenge. Boelen C. MEDICC Review 2008;10(4):52.
Gaps in residency training should be addressed to better prepare doctors for a twenty-first-century delivery system. Crosson FJ, Leu J, et al. Health Affairs 2011;30(11):2142-48. doi: 10.1377/hlthaff.2011.0184
The history of calls for reform in graduate medical education and why we are still waiting for the right kind of change. Ludmerer KM. Acad Med 2012;87(1):34-40. doi: 10.1097/ACM.0b013e318238f229.
Medical Education in the United States and Canada, 2020. McOwen KS, Whelan AJ, et al. Acad Med 2020;95(9S):S2-S4. doi:10.1097/acm.0000000000003497.
Scholarly Conversations in Medical Education. O'Brien B, et al. Acad Med. 2016;91(11):S1-S9. doi:10.1097/ACM.0000000000001378.
A decade of reports calling for change in medical education: What do they say? Skochelak SE. Acad Med 2010;85:S26-S33. doi:10.1097/ACM.0b013e3181f1323f.
figure social determinants.pptLypsonHPEChange.pdfPage updated
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