Learning to Be Better Teachers

The 2023 Learning to Be Better Teachers conference will be hosted in person on Jan. 9. Registration and workshop selection is open November 30 through December 19.

Conference Registration

January 9, 2023

8:30 - 9:30 AM Keynote Address

A Converstation on Advocacy

David A. Acosta (AAMC)

Session A Workshops 9:45 - 10:45 AM

A Conversation with Affinity Groups -- Why it Matters

David Acosta (AAMC)
Sheryl Heron (emergency medicine)

Join Dr. Acosta and leaders of SOM affinity groups for a conversation about how to enhance connections, belonging, and the experiences of learners, faculty, and staff at Emory.

Active Learning Environments

Todd Taylor (emergency medicine)

In this session, we will differentiate between passive learning and active learning. While giving attendees the overview we will also dive into specific examples and prompts.

The Intersection of the LEAN Methodology, QI, and Teaching

Karima Benameur (neurology)

During this workshop participants will learn the principles of the LEAN methodology, the principles of Quality Improvement per the IHI, and how to apply both to your teaching.

Coaching in Medical Education

Michael Greenwald (emergency medicine)

This workshop will provide an overview of a new movement in Medical Education: Coaching. This approach has demonstrated the benefits of reducing burnout and improving retention among faculty, residents and students.

Session B Workshops 11:00 - Noon

Anchoring your Teaching in the Learning Objectives

Ashima Lal (family & preventive medicine)

In this workshop participants will use experimental learning to construct an
objective mapping grid, build their curriculum through the use of objectives and learning environments and compose methods of assessment or providing feedback.

What are the Interprofessional Education Collaborative Competencies and How Can I Use Them?

Linda Lewin (pediatrics)

Wondering what interprofessional education (IPE) has to do with you? Want to know how to be part of it while teaching in your current roles? Just interested in the future of health professions education? Join us as we introduce a framework that we can all use to make IPE part of our everyday teaching. This session is appropriate for educators from all health professions including public health.

Engaging and Empowering Gen Z: Teaching Joy and Transformation in Healthcare

Jordan Cattie (psychiatry & behavioral sciences)

This workshop will introduce learning styles, preferences, and needs of Gen Z learners that can help educators to understand and connect with students.

Becoming a More Inclusive Teacher

Holly Gooding (pediatrics)
Sheryl Heron (emergency medicine)
Jeremy Amayo (family and preventative medicine)
Nathan Spell (medicine)

Whether you teach in the classroom, small groups, or at the bedside, learn principles to create an environment where all learners, regardless of their background and learning preferences, have a chance to fully engage with the subject and demonstrate mastery.

Session C Workshops 1:30 - 2:30 PM

Case Competition 101: Using Case Competitions for Foster Innovation & Systems Level Change

Shub Agrawal (medicine)
Alex Galloway (medicine)
Joey Sharp (medicine)

This workshop will focus on how medical educators can use case competitions to encourage learners to design innovative solutions to problems facing healthcare today.

Problem-Based Learning: Maximizing Your Impact

Anna Von (internal medicine)
Joshua Wallensten (emergency medicine)

Problem-Based Learning or “PBL” is an often-misused term assigned to any educational session involving one or more clinical vignettes, when it in fact has a much more specific role and format within medical education. The presenters will contrast PBL with other small group “case-based” learning and highlight the role of PBL in developing skills of clinical reasoning. Participants will learn best-practices for designing and facilitating PBL sessions to maximize the impact of their teaching.

"Didactic Teaching”: A Personal Experience in Remote Digital Environment

George Deeb (pathology and laboratory medicine)

The workshop will demonstrate transformation of a conventional didactic lecture to three-step process: A session delivering practical theoretical knowledge based on the lecturer experience, then providing learners with a handout (practical reference) and case studies in digital-microscopic slide format to review and return free-text diagnoses, and finally a second session discussing the learners’ word-cloud responses, differential diagnoses, and accurate answers.

What We Learned from Transitioning a Core Course from Face-to-Face to Distance Learning

Calli Cook (SON)
Cindy Powell

In the fall of 2022 the Emory School of Nursing transitioned their NP curriculum to distance learning. This session will focus on adapting a large lecture style face-to-face course to a distance learning platform.

Session D Workshops 2:45 - 3:45 PM

OPEX - Outpatient Experience for First-year Medical Students

Maria Ribeiro (hematology and medical oncology)

During this workshop participants will discuss the experiences of faculty and students.

Taking Simulation Debriefing to the Bedside

Casey Albin (neurology)
Prem Kandiah (neurology)
Erika Sigman (neurology)

This workshop will introduce the principles of "Good Judgement" - including the "curiosity model" and advocacy-inquiry question styles in a 15 min introduction didactic session.

Optimizing PowerPoint and Presentation Skills

Aarti Sekhar (radiology and imaging science)

This workshop will include a 25-minute didactic talk on PowerPoint storytelling principles, with 30 minutes of practicing techniques in PowerPoint.

The Emory University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians. The Emory University School of Medicine designates this live activity for a maximum of 5.0 AMA PRA Category 1 CreditsTM. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Emory Nursing Professional Development Center (ENPDC) is accredited as a provider of nursing continuing professional development by the American Credentialing Center’s Commission on Accreditation. Attendees to this CNE activity will be awarded contact hours by ENPDC. No conflict of interest has been found with the speaker for this CNE activity nor with the members of the planning committee.