Revitalizing Mid-Career Academic Faculty in Today's Academic Medical Environment: Support Flourishing Now to Create Tomorrow's Senior Leaders
Course Overview
For myriad reasons, mid-career academic faculty are struggle to maintain career engagement and professional vitality. Enter the stressors of the current academic health care environment and it is a recipe for career dissatisfaction, burnout, and worsening faculty retention among a highly successful and skilled cohort of clinician-educators. In this workshop, presenters will discuss what is known about the barriers to professional vitality among mid-career academic faculty. Through a powerful self-reflection exercise and small group breakout sessions, participants will learn key strategies to support the mid-career faculty member in assessment of current career satisfaction, building a mentorship "board of directors," addressing personal and institutional resilience, and strengthening negotiation skills. This workshop will culminate in a large group discussion that will help all participants create an action plan for supporting this group of important and necessary faculty members to help program directors, clerkship directors, chairs and DIOs create the senior academic medical leaders of tomorrow.
Speakers
Sharon Wretzel, MD
Raquel Belforti, MD
Reham Shabaan, MD
Additional Information
Year Published: 2024 - AIMW 2024
Can We Agree? Exploring the Shared Mental Model in Assessing Student Write-Ups Using the RIME Framework
Course Overview
As the discipline strives for equitable and unbiased assessments in education and moves towards competency and criterion-based assessments, one promising approach is the analysis of student write-ups as a measure of their clinical skills over time in clerkships. To ensure the effectiveness of any assessment method, reliability among different users is crucial. The reporter-interpreter-manager-educator (RIME) framework has been shown to better demonstrate student growth over time and was proposed to promote educational equity of clinical evaluations. The workshop presenters, spanning three different institutions, have reviewed and adjudicated nearly 100 student write-ups using the RIME framework. After collectively adjudicating just 10 notes, the team achieved rapid inter-rater reliability reaching a Kappa of 0.642. This workshop creates a safe space for faculty members to assess sample student write-ups and establish and practice scoring writeups with a shared mental model. Participants will receive a basic review of the RIME framework applied to the assessment of write-ups, then be asked to individually categorize a sample student write-up into RIME categories. In small groups, participants will discuss their assessment and explore unique perspectives. In the large group, team will share adjudication of the sample note and explore the small group conclusions. Participants will then independently review a second sample write-up. Responses will be recorded, and the large group will explore the results and evaluate together the ability to quickly create and possibly improve interrater reliability and how it might be applied to individual learning environments.
Speakers
Zeb Saeed, MBBS
Louis Pangaro, MD, MACP
LeeAnn Cox, MD
Christiana Renner, MD
Additional Information
Year Published: 2024 - AIMW 2024
Words Matter: A Workshop to Minimize Bias in Narrative Assessment (2024)
Course Overview
The overarching goal of this workshop is to equip participants with the knowledge, skills, and tools necessary to write high-quality narrative assessment of peers, superiors, and learners that are free from unintentional biases. First, it aims to provide participants with background knowledge regarding the disparities that persist in academic medicine including individuals who identify as female and who are from historically excluded or marginalized groups with a particular focus in academic medicine. Secondly, the workshop aims to educate participants on the literature demonstrating variability in the ways that people from different backgrounds are assessed with special attention to differences in narrative language and potential downstream implications of those differences. The overarching goal of this workshop is to equip participants with the knowledge, skills, and tools necessary to write high-quality narrative assessment of peers, superiors, and learners that are free from unintentional biases. First, it aims to provide participants with background knowledge regarding the disparities that persist in academic medicine including individuals who identify as female and who are from historically excluded or marginalized groups with a particular focus in academic medicine. Secondly, the workshop aims to educate participants on the literature demonstrating variability in the ways that people from different backgrounds are assessed with special attention to differences in narrative language and potential downstream implications of those differences. The workshop provides a five-step framework for approaching assessments in a way that mitigates and minimizes bias with an emphasis on competency-focused language. Finally, the workshop has a hands-on skills practice where participants practice learned skills by rewriting a narrative assessment. All participants will be provided with a "one pager" summarizing the data discussed and the five-step approach with examples of unbiased and competency-focused language to be used in practice.
Speakers
Virginia Sheffield, MD
Kathryn Levy, MD
Mary Finta, MD
Additional Information
Year Published: 2024 - AIMW 2024