Education Committee


  • Turner

    Education Committee
    Teri Lee Turner, MD, MPH, Med (2019)
    Baylor College of Medicine
    3006 Mandale Road
    Friendswood, TX 77546
    Phone: (832) 822-3441
    Teri.Turner@bcm.edu


Education Committee/Chair Responsibilities



Core Programs and Activities

Activities During Term

  • Create executive committee/task forces to implement agenda and appoint key leaders for activities as needed.
  • Engage committee members in the review of abstracts for PAS workshops and presentations.
  • Review responsibilities of position with incoming chair.

Awards

The Education Committee Chair is responsible for coordinating the following awards provided by the APA:

Organization/Communication Responsibilities

  • Communicate with membership regarding opportunities and activities via emails, surveys, tweets, APA wiki etc.
  • Provide updates to general membership via APA newsletter write ups
  • Review and provide updated website materials to the APA web manager to ensure accuracy of content

Responsibilities as an APA Board Member

  • Review, update and participate in the implementation of the APA Strategic Plan
  • Submit annual report to the board
  • Participate in bimonthly phone calls (third Tuesday 12-1:30pm ET)
  • Attend fall and spring board meetings
  • Attend appropriate regional meetings

PAS Meeting Responsibilities

  • Chair Education Committee Meeting at PAS meeting
    • Develop annual/triennial agenda
  • Attend APA board meeting, past officers breakfast, membership meeting, board/awardee dinner meeting



April 2017 Newsletter Article

Education Committee Meeting at PAS:  Sunday, May 7, 11:00-12:30, Nob Hill A&B in the Marriott Marquis Hotel

Agenda

  • Brief Update on Core Educational Programs
  • Teaching Faculty Awards Presentation
  • Overview of APA Strategic Plan
  • Small group brainstorming sessions
    • Identifying needs, topics, and platforms for educational e-learning opportunities for members
    • Educational rewards and recognition programs for APA members (Academy of Distinguished Educators)
    • How to develop and promote educational research
    • Engagement of mid- and senior level APA members in addition to mentoring
  • Large group report out
  • Open discussion on other ideas of how the APA Educational Committee can support its members

           
APA Teaching Program Award and the APA Annual Teaching Award for Junior and Mid-Career Faculty

The APA Education Committee is pleased to announce the recipients of the following national awards

 The APA Teaching Program Award:  Urban Health and Advocacy Track, Boston Combined Residency Program (BCRP).  Boston Children's Hospital.  Team Members:  Scott Hadland, MD, MPH, Kate Michelson, MD, MMSC, Christine Cheston, MD, Ted Sectish, MD, Bob Vinci, MD, and the entire BCRP Leadership Team. 

BCRP Leadership Team

The Urban Health and Advocacy Track (UHAT) of Boston Combined Residency Program devotes ample resources to the training of its pediatric residents with the goal of cultivating a community of diverse pediatricians focused on caring for underserved and marginalized children. UHAT residents believe that reducing health disparities is central to their lives as pediatricians, whether in primary care, subspecialty, or acute settings. The scholarly output of the program is quite Impressive and includes publications and presentations in prestigious conferences. Innovative teaching models and a streamlined funding allows residents to fully foster their interests in public health, health policy, advocacy, general academic pediatrics, community pediatrics, and global health and become nationally recognized leaders in these areas.  The Urban Health and Advocacy Track (UHAT) of Boston Combined Residency Program can become a model for the development of similar programs around the country. The committee is pleased to recognize such a special and impactful program!

The APA Annual Teaching Award - Mid-level Faculty:  Michele Etterbeek Long, MD, Associate Professor of Pediatrics, Director, UCSF Education in Pediatrics Across the Continuum (EPAC), University of California, San Francisco
Michele Long
Michele Long is known in the pediatric education community for her enthusiasm for teaching and for her support and engagement of learners across the continuum and across disciplines. She is passionate as a patient-centered teacher who focuses on reflection and empowerment, highlighting teachable moments with her learners.   She has committed her scholarly career to collaborative projects that support all interested in medical education, having published articles on effective teaching and presented countless workshops for peers. For Dr. Long, mentorship is a priority, and she consistently helps peers and learners achieve scholarly goals related to their individual passions.   Michele is a graduate of the APA Educational Scholars Program, and in 2016 she was inducted into UCSF's Academy of Medical Educators.  She is active at the national level as a COMSEP curriculum Task force Co-Leader, and is the director of the AAMC-sponsored EPAC Pilot Project at UCSF, which is focused on developing a pediatric training pathway that spans the UME-GME continuum and follows a competency-based Core EPA framework.  Michele has built a career on not only educating learners, but also on changing how we educate learners and faculty. She co-created the AAP, APA sponsored national Advancing Pediatric Educator eXcellence (APEX) Teaching Program for pediatric hospitalists. She is truly a remarkable individual who has made a significant impact on medical education across the country.

The APA Annual Teaching Award - Junior Faculty:  Elizabeth Reed Hanson, MD, MA, Associate Professor of Pediatrics, Associate Program Director, Pediatric Residency Program, Interim Director of Pre-Clinical Education, UT Health San Antonio School of Medicine
Liz Hanson
Dr. Liz Hanson, the recipient of the 2017 APA Teaching Award for Junior Faculty is a thoughtful and dedicated educator.  As a general pediatrician with a strong background in the basic sciences, she has worked to understand the interplay between social determinants and basic biomedical underpinnings of health.  It is this complex understanding that Dr. Hanson strives to bring to her learners. Nothing brings Dr. Hanson more joy then to see that light go on in their eyes when they are able to bring the pieces together and glimpse at that whole picture of what it means to be a physician who truly promotes health in their patients and community.  Dr. Hanson is very involved in teaching at the University of Texas Health San Antonio School of Medicine (Associate Program Director for the Pediatric Residency Program, Module Co-Director for the MS1 Molecules to Medicine Course, Interim Director of the Pre-Clinical Curriculum). She is also active at the national level and has taken a leading role in the development of a new National Child Poverty Curriculum through her work in the Education Subcommittee of the APA Child Poverty Taskforce.  

Opportunities for Engagement. 
Faculty Development SIG Co-chair
The Faculty Development SIG is soliciting members interested in serving as a new Faculty Development SIG co-chair. If you are interested, please send a CV and a brief statement of interest (less than one page) to both emails below no later than Friday, April 28th. In your subject line, type: FAC DEV SIG CO-CHAIR.   An interested member will be selected to serve a 3-year term as co-chair. We will stagger chair terms to allow for a smooth transition. Please feel free to contact us with any questions regarding the position.  We are excited to involve new members and continue to meet the needs of the Faculty Development SIG!

SIG Co-Chairs:
Natalie Burman
Natalie.j.burman.mil@mail.mil
Miriam Bar-On
Mbar-on@medicine.nevada.edu

Teaching Tip.  Using "Think-Time" instead of "Wait Time."
In reviewing the educational literature, I came across the concept of "think-time."  The construct was proposed by Stahl (1985) to better label the importance of giving students and trainees distinct periods of uninterrupted silence (3-5 seconds) so that there is time for processing information, feelings, and actions.  I agree with Stahl in the preference of the term "think-time" instead of "wait-time" as it names the primary academic purpose of the activity of this period of silence.   Try counting to at least three in your mind (one mis-sis-sip-pi, two mis-sis-sip-pi, etc.) before repeating the question or rewording it.  When you ask Higher-order questions that require more thought than the simple recall questions, extend your wait time from 3 seconds to 6 to 10 seconds.  The advantages of "think-times" are numerous.  "For example, when students are given 3 or more seconds of undisturbed "wait-time," there are certain positive outcomes:

  • The length and correctness of their responses increase.
  • The number of their "I don't know" and no answer responses decreases.
  • The number of volunteered, appropriate answers by larger numbers of students greatly increases.
  • The scores of students on academic achievement tests tend to increase.
  • When teachers wait patiently in silence for 3 or more seconds at appropriate places, positive changes in their own teacher behaviors also occur:
  • Their questioning strategies tend to be more varied and flexible.
  • They decrease the quantity and increase the quality and variety of their questions.
  • They ask additional questions that require more complex information processing and higher-level thinking on the part of students."

Stahl RJ. Using think-time and wait-time skillfully in the classroom. ERIC Digest. ERIC Clearinghouse for Social Studies.
Social Science Education. Bloomington, IN. ED370885. 1994.
http://files.eric.ed.gov/fulltext/ED370885.pdf

Read the entire article to learn about the 8 categories of "Periods of Silence."

Web application for Teaching:  Nearpod (https://nearpod.com/)
The Nearpod platform enables teachers to use their Tablet to manage content on students' mobile devices. It combines presentation, collaboration, and real-time assessment tools into one integrated solution. Nearpod allows teachers to:

  • Create Content: - Teachers log in to www.nearpod.com to create multimedia presentations with interactive features such as quizzes, videos, polls, drawing tools, and more. They can also access featured presentations from certified publishers and fellow educators.
  • Engage: - In the classroom, teachers log in to the Nearpod app to share content with their students and manage the flow of the lecture. Students use the Nearpod app on their devices to receive curricular content, participate in activities and submit responses.
  • Assess: - Teachers can see students' answers in real time on the Nearpod app. Additionally, teachers can log in to www.nearpod.com to access post-session data and obtain detailed activity reports.

Article worth reading (and sharing) - Facilitated Reflective Performance Feedback….
In addition to the great articles published in Academic Pediatrics, consider reading the article describing an evidence-and theory-based model for facilitating reflective performance feedback.  The authors have also submitted their materials for applying this model to MedEdPORTAL.

Sargeant J, Lockyer J, Mann K, Holmboe E, Silver I, Armson H, Driessen E, MacLeod T, Yen W, Ross K, Power M. Facilitated reflective performance feedback: developing an evidence-and theory-based model that builds relationship, explores reactions and content, and coaches for performance change (R2C2). Academic Medicine. 2015 Dec 1;90(12):1698-706.

Evidence-Informed Facilitated Feedback:
The R2C2 Feedback Model
https://www.mededportal.org/publication/10387

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