Needs assessment on the knowledge about general care and management of problems related to tracheostomy tubes in children

Cherie Torres-Silva
Cincinnati Children's Hospital

Effectiveness of the Adolescent Medicine Rotation in Improving Pediatric Residents Skill and Confidence Caring for Youth

Emily Ruedinger
University of Minnesota

Predictors of Medical Student Performance: MCAT, GPA, MMIs

Rafeeq Ahmed Habeeb
University of Cincinnati College of Medicine

Improving the Pediatric ICU (PICU) Curriculum for Pediatric Residents: Interim Analysis of a Qualitative Longitudinal Study

Kelly Kadlec
University of Nebraska Medical Center

Identifying the supports and barriers to the implementation of an educational intervention to promote hematology and oncology residents' use of Evidence-Based Medicine: a knowledge translation study

Chantal Cassis
Jewish General Hospital / McGill University

Bill Cutrer Spotlight

 

Tell us a little about yourself.
I received my Bachelor of Arts degree in Biology from Hardin-Simmons University in Abilene, Texas, and my M.D. with high distinction from the University of Kentucky College of Medicine. I completed a Pediatrics residency, chief residency and Pediatric Critical Care fellowship at Baylor College of Medicine and Texas Children’s Hospital. I am currently an Associate Professor of Pediatrics in the Division of Pediatric Critical Care Medicine at Vanderbilt University School of Medicine (VUSM). 

As advisory college mentor for Batson College, I am responsible for providing wellness guidance, career advising and professional development for more than 100 medical students. In addition to my direct student contact, I am also actively involved in the curricular revision process at Vanderbilt. I direct the Learning Communities, the professional development component of Vanderbilt University School of Medicine’s Curriculum 2.0 and the advisory colleges.  I also serves as the Assistant Dean for Undergraduate Medical Education and have focused on the design, implementation, and ongoing improvement of the Immersion Phase of Curriculum 2.0, the two-year, post-clerkship phase that advances fundamental knowledge in the context of clinical settings.

How is the program helping your professionally?
The program provided me a very solid foundation for launching a career as a medical educator. Knowledge obtained and lessons learned during the program allowed me to jump into the curricular revision process quickly after joining the faculty at VUSM.  The program provided me with a systematic approach to curricular design and assessment, as well as a solid foundation for educational scholarship. I utilize expertise developed in the program daily as I seek to tackle new opportunities for ongoing curricular and assessment improvement here at VUSM. The program gave me a systematic way of thinking about educational issues that continues to allow me to contribute to problem-solving.  I am incredibly thankful for this solid educational foundation developed in the program.

What educational and research projects are you working on?  

I am passionately interested in understanding how students learn in the workplace and how to help them more effectively.  I have published and presented widely on these topics. This driving interest has led to my participation in several national initiatives.  I have the privilege of co-leading the AMA’s Accelerating Change in Medical Education initiative Master Adaptive Learner Working Group  which is thinking deeply about how to develop adaptive expertise in medical trainees through a staged self-regulated learning process.  How do we develop and encourage lifelong learning? How do we know if lifelong learning is happening?  These questions drive my inquiry and work. I am also a member of the Vanderbilt core team participating in the AAMC pilot project Core Entrustable Professional Activities for Entering Residency (Core EPAs). The group is thinking deeply about entrustment and the transition of learners from UME to GME training.

What do you see as a challenge for medical education today?

There are many challenges for medical education today, but I currently find two the most interesting. First, as noted above, I think the development and assessment of lifelong learning is an issue that is central to so many other issues within medical education.  How do we foster this type of mindset and behaviors in our trainees? How does the learning environment impact lifelong learning?  So many intriguing questions!  The second major challenge I see is related to the tension between true competency-based education and normative grading/ranking so often requested by GME programs. I think there is much to be learned in our field about this tension, and the impact it has on learner growth and development.

Assessing the Efficacy of a Competency-based Anesthesiology Residency Boot Camp

Christopher Hudson
University of Ottawa

Efficiency of Task Switching and Multi-tasking: Observations of Pediatric Resident Behaviors when Managing Interruptions to Daily Workflow

Jennifer DiRocco
University of Hawaii

Perspectives about success during residency

Mohamed Soliman
University of Texas Medical Branch - Galveston

How Faculty Members Use an Entrustment Rating Scale: A Qualitative Analysis of Entrustment Rating Decisions in an Internal Medicine Residency

Matthew Kelleher
University of Cincinnati

Matching Medical Imaging Technology Students With Their Clinical Site Rotation: A Mixed Methods Assessment

Whitney Bowen
University of Cincinnati

A Single Method of Assessment is not Enough: Development, Pilot Testing and Validity Evidence for a Novel Paracentesis Competency Assessment Tool

Dana Sall
University of Cincinnati

Aligning Resident and Medical Student Teaching Programs: Assessment of a novel training approach for future physician educators.

Robyn Bockrath
Ann & Robert H. Lurie Children's Hospital

An Operative Performance Rating System for Plastic Surgery Residents

Kim Bjorklund
Nationwide Children's Hospital

Rater stringency and variability in entrustment decisions about anesthesiology residents: A mixed-methods pilot study

Diana Noseworthy
Northern Ontario School of Medicine

New travel reimbursement benefit available

Recognizing, supporting and encouraging scholarship within our program is important to our overall program goals. To help support current students and graduates within the past year who are presenting at a national or international conference on a project that came out of a program course or their final master’s project, we are making available a limited number of travel awards, up to $300 each, to help offset costs that are not otherwise reimbursed or funded.

Eligibility and Limitations

Students and recent alumni who meet the following criteria could apply for funding up to $300.

• You must be a current student, in good standing, or a graduate within the past year.
• Your presentation must be at a national or international conference on an outcome from one of your courses in the program or from your final master’s project.
• The funds you request, up to $300, can be for registration and/or travel costs that will not be reimbursed or paid by your home institution or another funding source.
• If you are Cincinnati Children’s faculty and staff, the payment cannot replace or offset divisional funds, pro funds, grant funds, or other sources of travel funding, or cover travel costs in excess of hospital travel expense guidelines.

Cost and restrictions

Please keep the following in mind:

• Students cannot receive more than one award in a fiscal year (July 1 – June 30).
• Students cannot receive more than two awards in total.
• A maximum of 10 awards totaling up to $3000 will be awarded in any single fiscal year.

Process

Prior to your presentation at the conference, submit the request form to the program coordinator.

The request will be reviewed for eligibility by program faculty, and you will be emailed acceptance or denial or a request for additional information if needed.

We ask that you share a copy of your presentation with us.

After the presentation, submit detailed receipt(s) for the expense. Payment will be made after receipt of the proof of expense.

Congratulations Fall 2016 Graduates!

Congratulations Graduates!

Our Fall 2016 graduating class included three from the master's program and four from the certificate program. Congratulations to everyone!

Certificate

• Matthew Hirschfeld - University of Rochester Medical Center
• Alexzandra Hollingworth - HonorHealth John C. Lincoln Medical Center
• Heather Pim - University of Montreal
• Annette Rebel - University of Kentucky

Masters

• Christopher Bugnitz - Dayton Children's Hospital
• Amanda Heitzman - Cincinnati University Hospital
• Deborah Kroeker - University of Kansas School of Medicine

Whitney Bowen Spotlight

Tell us a little about yourself.
Born and raised in the small town of Proctorville, Ohio, I never imagined I would attend the University of Cincinnati upon high school graduation and later find Cincinnati as my home. I am a full-time faculty member in the University of Cincinnati College of Allied Health Sciences Advanced Medical Imaging Technology Program. My primary duty here is Clinical Coordinator to both the Nuclear Medicine and Magnetic Resonance Imaging students. Working with students and watching them grow into amazing imaging technologist is such a joy. In September 2016, I was elected President-elect to a local medical imaging organization, the Society to Advance Radiologic Technology (START), and look forward to continuing my role in this organization for many years to come. In my spare time, I enjoy refinishing antique furniture, supporting Bearcats basketball and football teams and spending time with my husband and our two dogs.

How is the program helping you professionally?
The Medical Education program has helped tremendously with my professional development. The program has not only allowed me to increase my knowledge of curriculum principles but also the application of those principles which has allowed me to add incremental value in the work environment. All of this has played a significant role in my transition from my previous staff position to my current full-time faculty role. This new role has given me the opportunity to begin teaching many courses in the College of Allied Health Sciences. Each program course provided me with information and tools to shape my personal experience of emerging into education at a new level. I look forward to continuing to grow as an educator, perfecting my teaching skills, and expanding my course load.

What educational and research projects are you working on?
Currently I am completing a project to research best practices to assign students to their medical imaging clinical rotations. I foresee most of my future research being directly related to student experiences, curriculum improvements and medical education. I am so thankful the program has given me the knowledge and tools to complete my current and future research endeavors.

What do you see as a challenge for medical education today?
One challenge I see in medical imaging education is ensuring that each student is making the most of their experiences and seeing the value in each clinical rotation experience. Younger generations of students tend to want to do the bare minimum at times and it can be very difficult for faculty to ensure these students are fully engaged in their learning and development.

The Role of Critical Thinking in Respiratory Care

Amanda Heitzman
University of Cincinnati Hospital

A Virtual Reality Curriculum for Pediatric Residents Decreases Rates of Influenza Vaccine Refusal

Francis Joseph Real
Cincinnati Children's Hospital Medical Center

Health Literacy and Clear Communication Training for Pediatrics Interns

Christopher Bugnitz
Dayton Children's Hospital

Outcomes of a Faculty Development Conference in Mongolia

Deborah Kroeker
University of Kansas School of Medicine