Professionalism and Culture: A Qualitative Study Examining the Intersection of Professional Identity Formation and Social Media

Maya Eady
Morehouse School of Medicine

Infant Safe Sleep Knowledge, Attitudes, and Behaviors by Physicians at an Academic Children’s Hospital

Erinn Schmit
University of Alabama at Birmingham

“Bumping Into Stone Walls”: A Pilot Study Investigating The Barriers to Obtaining Dental Care For People with Acute Special Healthcare Need.

Jade Duncan
Montefiore Medical Center

Addressing the Gap in Laparoscopic Common Bile Duct Exploration Training for Rural Surgeons: Imparting Procedural Ability is Not Enough

Ryan Campagna
Northwestern University Feinberg School of Medicine

Implementing the Behavioral and Mental Health Entrustable Professional Activity: Insights for a Path Forward

Victoria Wurster Ovalle
Cincinnati Children's Hospital

Comparison of Webinar-based Lecture and Simulation-based Training for a Breathing Simulator

Kimber Catullo
IngMar Medical Products

Assessment in Pediatric Fellowship Training: Feasibility of Entrustable Professional Activities as a Workplace-Based Assessment Tool

Eric Velazquez
University of Minnesota

Hand Expression Simulation: A Staff Education Intervention to Improve the Provision of Maternal Breast Milk for Infants Admitted to the NICU

Lisa Marie Piwoszkin
Cincinnati Children's Hospital

Cross-Coverage as an Experiential Learning Strategy for Pediatric Sub-Interns

Laura Lockwood
University of Colorado

Factors associated with algorithm adherent care in the pediatric emergency department: Does the presence of trainees change our adherence?

Caitlin Valentino
Cincinnati Children's Hospital

What does teaching on pediatric family-centered rounds actually look like?

Lindsay Koressel
Ann & Robert H. Lurie Children's Hospital

Development and Establishment of Validity Evidence for a Novel Tool for Assessing Trainee Admission Notes

Danielle Weber
University of Cincinnati

Adolescent Depression Curriculum Impact on Pediatric Residents' Knowledge and Confidence to Diagnose and Manage Depression

Michael Colburn
University of Iowa Children's Hospital (Project completed while at Cincinnati Children's Hospital)

Knowledge, skills, and beliefs of third year medical students regarding oral health

Jennifer Cully
Cincinnati Children's Hospital

Longitudinal Evaluation of Pediatric Residency Didactics Transition from Noon Conference to an Academic Half Day

Kristel Montano
University of New Mexico

A Curriculum to Introduce Milestone-based Feedback in a Pediatric Residency Program

Barry Gelman
Jackson Memorial Hospital

Health Research Methodology Education in Canadian Emergency Medicine Residency Programs: A National Needs Assessment

Allison Meiwald
Schulich School of Medicine and Dentistry

The Development of Pediatric Resident Autonomy on the Inpatient Services: A Qualitative Study

Stephanie DeLeon
The University of Oklahoma Health Sciences Center

Welcome Emily Myers - new instructor

As an Assistant Director for the Center for Academic Technology, Educational Resources & Instructional Design at the University of Cincinnati College of Nursing, Emily Myers manages a team of instructional designers and instructional technologists to partner with faculty from the online MSN and DNP programs to create innovative online learning using Blackboard, Canvas, and iTunes U. Additionally, she works with onsite BSN faculty to design and develop instruction that incorporates active learning strategies using the iPad. The team also provides faculty professional development opportunities focused on leveraging technology to integrate active learning into both the face-to-face and virtual classroom.

Emily holds a Master of Science in Education with a focus in Instructional Design and Technology from Old Dominion University in Norfolk, Virginia and a Bachelor of Science in Special Education from Indiana University in Bloomington, Indiana. She is also a certified Adobe Education Trainer and Apple Learning Academy Specialist. Prior to working as an instructional designer, she was a special education teacher in Virginia Beach City Public Schools for six years. In this setting, she worked to provide innovative and individualized instruction for learners with a variety of needs and ability levels.

Emily will be teaching CI7083 Instructional Design and Technology in Medical Education starting summer 2019.

Eric Velazquez spotlight

“You have more to teach than you think!”

As a current second year pediatric endocrinology fellow at the University of Minnesota, I teach medical students, pediatric residents and my co-fellows. Through the master’s courses, I’ve discovered my style of teaching falls under the categories of “personal model” and “facilitator;” I use real-world cases to teach concepts to learners who have less experience than me in the world of pediatric endocrinology.

This past October my department chair asked my first-year co-fellow and me if we wanted to teach review courses to endocrinology fellows in Africa. A part of the European Society for Pediatric Endocrinology (ESPE), the Pediatric Endocrine Training Centers for Africa (PETCA) helps train pediatricians from Sub-Saharan African countries to be pediatric endocrinologists in their home countries. Fellows in this program are selected from around the continent and undergo 18 months of intensive training in Kenya and their home countries. The program culminates in a primary research project, oral boards, and a written examination. We were being asked to help the fellows review material before their board exams.

Teaching material that I was still learning, to learners who’d been practicing pediatric endocrinology longer than I had, and who came from radically different healthcare systems than I knew was mildly overwhelming.

Trying not to panic, I drew on my “personal model” of teaching. I wrote up collections of cases to allow open discussions of patient care instead of rote didactic lectures. Over the course of multiple days, and we engaged in deep conversations with the four fellows that touched on material from pathophysiology to treatment options to patient care communication techniques. We covered many topics, including bone health, adrenal function, and thyroid disease.

Most of what I ended up teaching was not what I thought I was going to teach, but instead was what my learners wanted to know. We discussed the cost of diagnostic testing and prioritization of tests, how to discuss sensitive diagnoses with families, and how to educate new mothers on the etiology and importance of therapies for neonatal endocrine disorders. The fellows helped me improve my cultural competency for managing endocrine disorders in persons from East African countries.

While far from perfect, this experience allowed me to let go of my anxiety over teaching in new settings and be more confident that I truly did have things other people wanted to learn. The biggest thing I learned from the PETCA program is that no matter the setting, all of us have something we can teach and learn from others if we’re open to learning.