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Sessions and Workshops

Welcome to Teaching Camp

Welcome Message from Dr. Roy Ziegelstein

Dr. Roy Ziegelstein, the Vice Dean for Education at the Johns Hopkins University School of Medicine, welcomes participants to the Institute for Excellence in Education's 2020 Summer Teaching Camp.

Roy C. Ziegelstein, MD, MACP
Sarah Miller Coulson and Frank L. Coulson, Jr., Professor of Medicine
Mary Wallace Stanton Professor of Education
Vice Dean for Education, Johns Hopkins University School of Medicine

Foundations of Teaching and Learning

Teaching is an essential part of the tri-partite mission of Johns Hopkins Medicine. Many Hopkins faculty members who teach regularly have noted they have never had formal training in teaching skills.

The IEE, in partnership with the Office of Faculty Development and the Johns Hopkins Faculty Development Program, is pleased to offer a half-day course on the Foundations of Teaching and Learning (FTL). This course is designed to cover the highest-yield teaching skills topics in a brief time. The course is designed for new faculty, faculty who may want a “refresher”, or faculty seeking additional skills. We believe that even expert, senior faculty will enjoy, and benefit, from the course.

FTL Facilitators:

  • Michael A. Barone, M.D., M.P.H.
  • Natasha M. Chida, M.D., M.S.P.H.
  • Joseph Cofrancesco Jr., M.D., M.P.H., F.A.C.P. (Course Leader)
  • Rachel B. Levine, M.D., M.P.H. (Course Leader)
  • Divya Srikumaran, M.D.

Course Resources:

Lunchtime Forums

Day One:
Topic: The Joy of Teaching: Ways to Bring Joy and Mindfulness to Your Everyday Teaching

  • Sanjay V. Desai, M.D.
  • Khalil G. Ghanem, M.D., Ph.D.
  • Mariah Robertson, M.D.
  • Roy C. Ziegelstein, M.D., M.A.C.P.

Day Two:
Topic 1: Leaders in Medical Education

Facilitators:

  • Jessica Bienstock, M.D., M.P.H.
  • Peter Espenshade, Ph.D.
  • Todd Dorman, M.D.
  • Roy C. Ziegelstein, M.D., M.A.C.P.

Topic 2: Emeritus Academy: Coaching

Facilitator:

  • Janet R. Serwint, M.D.

Forum Resources:

Workshops

Microaggressions: How to Avoid Them and How to Respond

Microaggressions are identified as brief, commonplace indignities that disrespect persons based on their race/ethnicity, gender, sexual orientation, religious practice, and/or disability. These negative experiences may impair learners' relationships with patients, parents, and colleagues and decrease engagement in and enjoyment of clinical medicine. Many practicing physicians have experienced and/or witnessed such disrespect, yet may be uncomfortable in identifying all types of these behaviors, confronting the aggressors, and counselling learners in these situations. This workshop aims to enhance the professional development of medical educators by teaching methods of identifying and preventing microaggressions, supporting learners experiencing such affronts, and promoting diversity and safe learning environments. The faculty presenting this workshop come from six different academic institutions from across the United States and represent a diversity of experience and thought on the subject.

At workshop’s conclusion, attendees will be able to:

  1. Identify all forms of microaggressions
  2. Recognize microaggressions against medical students (by patients, fellow students, physicians, and staff) in clinical environments.
  3. Intervene with specific tools to mitigate instances of microaggressions, improving allyship and advocacy while promoting inclusion.

Facilitators:

  • Heather L. Burrows, M.D., Ph.D.
  • Amy Fleming, M.D., M.H.P.E.
  • W. Christopher Golden, M.D. (Workshop Leader)
  • Meg Keeley, M.D.
  • Sharon Kileny, M.D.
  • Kenya McNeal-Trice, M.D.
  • Valencia Walker, M.D., M.P.H.

Workshop Resources:

Online Teaching and Learning

This three hour workshop will focus on Online Teaching and Learning.  After a welcome and introduction, we will review Learning Principles, then present an overview of Available Technology. Participants will then have the opportunity to work in smaller groups on two of four technologies: Zoom, Qualtrics, Blackboard or Panopto. After a break, participants will then work on building a session for either teaching in the classroom or teaching in the clinical setting, practicing skills in real time. We’ll all wrap-up as a big group and share what we have learned.  This workshop will be conducted via the Zoom program.

Facilitators:

  • Danelle O. Cayea, M.D., M.S.
  • Joseph Cofrancesco Jr., M.D., M.P.H., F.A.C.P.
  • Harry R. Goldberg, Ph.D.
  • Robert Kearns, M.S.E.
  • Rachel B. Levine, M.D., M.P.H. (Workshop Leader)

Workshop Resources:

Visual Thinking Strategies (VTS)

In this highly interactive, arts-based workshop, participants will experience two Visual Thinking Strategies (VTS) sessions relevant to health professions education. VTS is a pedagogical framework --developed by a cognitive psychologist and museum educator -- that builds skills demonstrated to be transferable to healthcare settings, including observation, critical thinking, implicit bias awareness, and tolerance of ambiguity.

The workshop will offer a brief presentation of the history, process and evidence for VTS, as well as an opportunity to see VTS in action via a guided open-ended discussion of one work of art with the large group. Participants will then break into small groups for the opportunity to practice VTS themselves. Participants will gain VTS knowledge and teaching skills, which we hope will inspire further exploration and implementation at their home departments/institutions. Additional resources will be distributed at the conclusion of the session.

Facilitators:

  • Kamna S. Balhara, M.D., M.A.
  • Margaret S. Chisolm M.D. (Workshop Leader)
  • Sarah L. Clever, M.D., M.S., F.A.C.P.

Workshop Resources:

Teaching Camp Wrap Up

  • Joseph Cofrancesco Jr., M.D., M.P.H., F.A.C.P. (Camp Co-Director)
  • Rachel B. Levine, M.D., M.P.H. (Camp Co-Director)

Camp Wrap Up Slides

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