Learning to be Better Teachers - Schedule

The 2022 Learning to be Better Teachers conference will be hosted in person on January 10. Registration and workshop selection is open November 18 through December 20.

Conference Registration

January 10, 2022

8:30 - 9:30 AM Keynote Address

Re-Imagining the 21^st Century Curriculum: Innovation, Co-design, and Alignment

Robert Martello, PhD
Associate Dean for Curriculum an Academic Programs
Olin College of Engineering

Session A Workshops 9:45 - 10:45 AM

Keynote Follow-up, Deeper Dive, and Consultations

Robert Martello, PhD

In this session you are invited to meet with the keynote speaker, ask follow-up questions, apply the mentioned techniques to specific case studies, and explore the issues raised in greater depth.

Creating Flexible Learning Environments: Intro to Universal Design for Learning (UDL)

Jamika Hallman-Cooper, MD
Erica Lee, PhD

The UDL framework is based on research into how humans learn and aims to optimize teaching and learning for all people despite existing learning barriers. Apply it to your teaching scenarios.

Educational Scholarship in a Nutshell

Maha Lund, DHSc, PA-C, DFAAPA
Linda Lewin, MD

Become familiar with basic concepts in educational scholarship and walk through an example project in order to consider implementing a small scholarship project in your own educational activities.

The Importance of Educator Wellbeing: You Can’t Teach on an Empty Tank

William Boarder, MD, MPH
Gordon Tuttle, PhD
Deniz Peker, MD

Explore the issue of educator burnout, skill-up on ways to mitigate it, and learn how to apply the principles of Wellness-Centered Leadership to your role as an educator.

Diagnosing Your Learner: Teaching And Assessing Reasoning Skills in the Clinical Environment

Varun Phadke, MD

In this workshop, participants will learn about and apply principles from established frameworks for diagnostic and management reasoning to develop an approach to teaching and assessing these skills in learners in the clinical environment.

Session B Workshops 11:00 - Noon

What Would You Really Do? An Interactive Workshop For Upstanders

Kimberly Manning, MD, FACP, FAAP

As we grow more adept at understanding bias, how it leads to microaggressions, and the tools of upstanding, many of us are still paralyzed by the bystander effect and don’t act. In this interactive workshop, attendees are thrust into the moment and enter a new zone of development as supportive team members.

A Primer on Interactive Teaching

David Schulman, MD
Jennifer Spicer, MD, MPH

Avoid speaking to passive learners by attending this workshop, where you will gain techniques to keep the audience engaged with interactive delivery.

Using Art and Museums to Enhance Learning in Health Professions Education

Paul Desandre, DO
Holly Gooding, MD, MSc
Ali John Zarrabi, MD

Experience the power of Museum-Based Education by participating in a Visual Thinking Strategies exercise and learn how to use these tools in your own teaching practice.

Teaching Notetaking (and How to Use Notes)

Devon Greene, MD, MPH

How do we help learners best use their limited time? Apply learning theory to the creation and use of notes as an effective learning strategy.

Session C Workshops 1:30 - 2:30 PM

A Goal-oriented Approach to Course and Curriculum Design

Robert Martello, PhD

This session will introduce and explore a student-centered, goal-oriented approach to course and curriculum design and redesign. Participants will discuss the theory and practices embedded in the “GAPA” model, and will have an opportunity to explore how this approach might apply to their own projects.

Smile! You’re on Camera: The Non- Videographer’s Guide to Creating Engaging & Educational Videos

Jeremy Amayo, PA-C

In this workshop, participants will learn how to draft, record, edit, and upload short educational videos intended for the flipped classroom or as supplemental pre-/post-lecture media. This will be hands on, so please bring your laptops (mac/pc) and/or phones (iPhone/android).

55 Word Stories: A How-to Guide for Writing, Teaching, and Debriefing Them

Hughes Evans, MD, PhD

In this workshop, participants will be taught how to write 55 word stories and learn how to both teach and debrief this reflective writing tool for maximal benefit.

Curriculum Infusion in Healthcare Training: Weaving Well-being into Your Teaching

Philip Shayne, MD, FACEP
Janice Harewood, PhD
Cherie Hill, MD
Rebecca Seidel, MD

As faculty, how do we overcome barriers to addressing mental health and integrate well-being topics into our clinical training programs?

Session D Workshops 2:45 - 3:45 PM

Equity in the Classroom: Meeting Students Where They Are

Melissa Stec, DNP, CNM, APRN, FACNM, FAAN

Learn to transform the classroom using educational technology and differentiated instruction to help level the educational playing field for students.

Beyond Apprenticeship: Using Evidence Based Educational Methods to Teach in the OR

Jennifer Goedkin, MD
John Louis-Ugbo, MD

Review evidence-based teaching methods for surgical fields and apply those to vignettes and your own experiences.

What is a Master Adaptive Learner - Wrestling with a New Educational Construct

Linda Lewin, MD
Nathan Spell, MD
Hugh Stoddard, MEd, PhD

Master Adaptive Learners are self-regulated, life-long learners. In this workshop you will appreciate details of the construct and be asked to ponder how as educators we develop Master Adaptive Learners.

Adapting Simulation Debriefing Principles to Training on the Wards: Providing “Good Judgement” Feedback

Casey Albin, MD
Prem Kandiah, MD

Learn debriefing with “good judgement” which uses advocacy-inquiry statements to uncover learners “frames.” Although pioneered in simulation literature, this technique is well suited for giving feedback to trainees in the clinical setting.

Conference Registration PDF Schedule

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.