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WHEA Fellowship Graduation March 24 2022 5 30 6 30 pm

About Us Formed in 2017 the Woodruff Health Educators Academy WHEA brings together educators across the health sciences at Emory to promote and support the practice and scholarship of teaching and learning The program s vision is to foster an interprofessional community of educators across the health sciences at Emory Order of Events WELCOME OVERVIEW PRESENTATION OF GRADUATES CLOSING Taryn Taylor MD MEd Co Director WHEA Teaching Fellowship Graduates will share either a one of their most memorable moments during the program OR b one lesson learned that they have applied or look forward to applying Ulemu Luhanga PhD Co Director Woodruff Health Educators Academy WHEA

Graduates 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Abeer AbouYabis MD Alhamza Al Bayati MD Ruba Al Ramadhani MD Vaidehi Avadhani MD Andrea Crowell MD Swapan Dholakia MD Michael Fiedorek MD Theresa Goodman PhD J Sonya Haw MD Heather Hipp MD Candace Hobson MD H Joon Kim MD Deepika Koganti MD Jimi Malik MD Sarah Markley Webster MD Meredith Maxwell MD Julie Mitchell DO Yolaine Nozile RN Jeanne Overby David Reinhart DNP MBA RN CNOR Sara Rizk MD Mildred Sattler DNP Veketa Smith MMSc Marsha Stern MD Odinae Sullivan Cynthia Thomas Ratna Vadlamudi MD Cherry Wongtrakool MD

Teaching Fellows

INPATIENT MANAGEMENT OF SICKLE CELL PAIN CRISIS TEACHING PROGRAM FOR HEALTHCARE PROVIDERS started each topic with a slide about common SCD related myths Teach em I integrated Fink s Taxonomy of learning assessment techniques by incorporating entry multiple choice questions MCQs following a case presentation to assess learners foundational knowledge on the topic Afterwards evidence based data is presented in a concise way to guide learners to the correct MCQ answer Abeer AbouYabis MD Assistant Professor Hematology Medical Oncology Emory University School of Medicine WHAT PROBLEMS WILL BE ADDRESSED Developing a teaching program addressing inpatient management of SCD pain crisis in a standardized way that enables HCP to improve outcome of hospitalized SCD patients WHAT WILL BE TRIED The program integrated Kern s 6 steps into ADDIE s Model An initial questionnaire will assess learners foundational knowledge and help learners self identify deficiencies that affect their ability to deliver quality patient care with confidence I applied Gagne s 9 stepwise approach in program design Hook em Teach em Assess em Assess em Exit MCQs allowed each learner to reflect on the ways the new information changed their management choices WHAT LESSONS DO WE HOPE TO LEARN Incorporate Poll everywhere to accommodate remote learners To assess learners knowledge on the spot and engage them in the learning process To get feedback In the beginning and end assessing the change in the learner s self determined level of confidence in patient management human dimension At the ends using the 3 2 1 method name 3 things learned 2 Hook em In addition to the self assessment questionnaire I added an Objectives Slide in the beginning of each teaching session Attempting to capture learners attention to common pitfalls in current practices I things plan to implement and one thing to add to future sessions

IMPLEMENTING STRUCTURED NEURO INTERVENTIONAL EXPOSURE DURING NEUROLOGY TRAINING neuro angiography procedural aspects understanding cerebrovascular anatomy and physiology from a neurointerventionalist lens and postprocedural patient care These skills can prepare future neurologists for inpatient and outpatient referral future vascular neurologists for collaborating with neuro Alhamza Al Bayati MD Assistant Professor of Neurology Emory University School of Medicine WHAT PROBLEM WAS ADDRESSED Historically and nationally Neurology trainees residents and rotating medical students do not have structured neuro interventional education and clinical exposure This subsequently could set them back amongst other cross specialty applicants during their fellowship application Furthermore learning the nuances of cerebrovascular medicine has an impactful role in diagnosing and treating plethora of acute neurological diseases WHAT WAS TRIED Design and implement curricular rotation during which trainees will have detailed exposure to competencies such as but not exclusive of identifying neuro intervention candidates for diseases such as acute ischemic stroke and subarachnoid hemorrhage weighing the risks and benefits of neuro intervention procedures counseling and preparing patients and their families for neuro endovascular procedures basics of intervention teams andassist potential future neurointerventionalists with career planning and early education WHAT LESSONS WERE LEARNED Developing learners curiosity prior to diving into the overwhelming details would elevate their interest and enhance early learning skills This would ultimately yield to amore engaged audience and optimize their overall performance In addition peer educators and students feedback are crucial keys for ongoing successful scholarly mission This would help ameliorate the curricular content and provide flexible and practical educational framework

RE INTRODUCING CLINICAL NEUROANATOMY FOR PEDIATRIC NEUROLOGY TRAINEES person Educational materials will be provided to trainees to present a topic to their peers during the curriculum All trainees will be taking a short 10 minute assessment test at the end of each lecture to assess their immediate understanding of the topics presented WHAT LESSONS DO WE HOPE TO LEARN Ruba Al Ramadhani MD Associate Professor Department of Neurology Emory University School of Medicine We hope to provide clinically WHAT PROBLEM WILL BE ADDRESSED Neuroanatomy is one of the most clinically relevant subjects studied in the first years of residency program that can be used medical school During training years there is no dedicated teaching course to provide comprehensive reinforcement of clinical neuroanatomy knowledge its clinical application and the diagnosis and management of different rare and common neurological syndromes WHAT WILL BE TRIED Our goal is to create a short 8 week course that covers all the high yield relevant clinical neuroanatomy topics for pediatric neurology residents to clearly and concisely cover clinical neuroanatomy clinical neuroscience and their relationship cover clinical neuroanatomy clinical neuroscience and their relationship clearly and concisely with clinical practice The course will be an hourlong weekly lecture held in person and virtually to the trainees who is covering inpatient service and cannot attend in relevant neuroanatomy introduction to trainees in pediatric neurology in clinical setting to improve neurological localization and differential diagnosis

DEVELOPMENT OF AN EFFECTIVE ONLINE ACTIVE LEARNING CURRICULUM FOR POSTGRADUATE EDUCATION IN CYTOPATHOLOGY WHAT WAS TRIED We implemented our idea using the Canvas platform to make teaching modules for our incoming cytopathology residents and fellows Each module is structured to encompass text material power point presentations with audio and AVI based slide review videos made using the Studio app within Canvas Freely available onlinelectures will be curated and added to the course for easy and Vaidehi Avadhani MD Assistant Professor Department of Pathology Laboratory Medicine Emory University School of Medicine WHAT PROBLEM WAS ADDRESSED For decades microscopic slides and one onone teaching at the microscope have been central to cytopathology teaching With the recent advent of COVID 19 significant changes have been imperative to maintain social distancing and thus disrupting this well accepted method of trainee education Moreover with the changes in the business models and administration of healthcare trainees rotate in multiple hospitals with completely different systems faculty and patient populations Online education has been implemented very well at the undergraduate level However postgraduate education has largely been limited to self learning We intend to make a teaching resource for trainees and staff involved with our laboratory specific to our clinical case exposure and workload organized accessibility Quarterly online assessment of learning was added to help fellows prepare for their board exams WHAT LESSONS WERE LEARNED This is an ongoing project so we have started collecting data and feedback regarding the utility and efficacy of an online structure for active learning Till date our experience suggests an online curriculum is feasible and acceptable in achieving targeted learner s objectives Using the Gagne s principles we are continuously adapting the curriculum Through this project we are experimenting with different assessment techniques and hope to create an innovative teaching and assessment tool that can be adapted to the different subspecialty pathology settings

PEER SUPERVISION FOR PSYCHOTHERAPY SUPERVISORS TO IMPROVE CONSISTENCY OF RESIDENT LEARNING OF CORE PRINCIPLES OF PSYCHOTHERAPY Andrea Crowell MD Assistant Professor Psychiatry and Behavioral Sciences Emory University School of Medicine WHAT PROBLEMS WILL BE ADDRESSED Learning in residency consists of both a structured didactic program as well as less early in training will be invited to participate in a monthly peer supervision group to discuss their experiences with resident supervision and to collaboratively create a set of core concepts and skills that should be incorporated into resident psychotherapy supervision In addition physicians in the group can provide context to other supervisors about when and how psychotherapy training fits into residents overall landscape of psychiatric training Pre Posttesting of supervisors will assess for acceptability and subjective efficacy of this intervention for providing a more consistent supervisory experience to residents Pre Post testing of residents will assess objective efficacy of this intervention by assessing resident knowledge of core concepts in psychotherapy structured learning that occurs in the context of supervised patient encounters In psychiatry training psychotherapy is a required competency for all trainees Unlike most treatment modalities that physicians learn in their clinical training psychotherapy is commonly offered by and taught by nonphysicians Supervision of psychotherapy is thus often provided by qualified therapists who have limited familiarity with the training background and particular needs of psychiatry residents WHAT WILL BE TRIED Psychotherapists MDs and non MD clinicians who are providing supervision to psychiatry residents WHAT LESSONS DO WE HOPE TO LEARN It is hoped that with this multidisciplinary peer supervision group individual group members will better understand the particular needs of psychiatry residents who are learning psychotherapy and that as a training program we will be able to provide a more consistent learning experience for residents

WHAT IS NOT TAUGHT IN RESIDENCY AND FELLOWSHIP PROGRAMS A LESSON IN BILLING AND CODING document what level of care was provided and in getting appropriately reimbursed for the service provided The content will be delivered teach em in the form of a lecture on billing and coding as well as hands on training during patient encounters Learners will then be assessed assess em by pairing them with each other to review each other s documentation and assess if appropriate billing and coding procedures were Swapan Dholakia MD Assistant Professor of Neurology Emory University followed WHAT LESSONS DO WE HOPE TO LEARN WHAT PROBLEMS WILL BE ADDRESSED I hope to incorporate a lesson on Medical residents and fellows are trained billing and coding procedures into extensively in their chosen specialty but residency and fellowship training receive limited instruction in proper billing curricula Many residents and and coding procedures In addition to fellows complete their medical medical knowledge for independent practice training without adequate upon completion of residency or fellowship knowledge on this topic Utilizing training it is equally important to learn the correct billing and coding procedures Many learners are not aware of the recent changes in billing and coding procedures that came about last year WHAT WILL BE TRIED Gagne s nine events of instruction will be utilized to develop a lesson on proper billing and coding procedures in the outpatient clinic setting This will begin with gaining the learners attention hook em by discussing why this is a critical element to Gagne s nine events of instruction I hope to embed this important lesson as a part of the overall curriculum in our training programs

EMORY PEDIATRIC ANESTHESIOLOGY FELLOWSHIP POINT OF CARE ULTRASOUND CURRICULUM educational modalities but will focus on live scanning for much of the year As one of pediatric POCUS strengths is the rapid diagnosis of relatively rare pathology each fellow will save his or her obtained images during live scans to share with the group This will better enable each learner to recognize uncommon pathology from non stock POCUS images WHAT LESSONS DO YOU HOPE TO LEARN Michael Fiedorek MD Assistant Professor of Anesthesiology Emory University School of Medicine I hope to use feedback from both WHAT PROBLEMS WILL BE ADDRESSED proficiently reach our educational Point of care ultrasound POCUS is an goals I hope that this project extremely valuable skill to master for improves my curriculum design and anesthesiologists training to care for children While POCUS has been an emerging diagnostic tool for many years many of our fellows have very little exposure and practice In addition to learning pediatric perioperative POCUS it is our goal to also help our fellows pass the anesthesiology board s OSCE which includes POCUS for the first time this year 2022 WHAT WILL BE TRIED We will provide a dedicated POCUS curriculum that spans the year of our fellowship with special emphasis on teaching the necessary knowledge and skills tested on the OSCE board exam We will utilize multiple learners and educators to improve the learning experience and more teaching methods and enables our fellows to accomplish their goals of clinical excellence

PRIMARY CARE NURSE PRACTITIONER RESIDENCY IMPROVE ENGAGEMENT WITH ADULT LEARNERS teach em and assess em principles to redesign the STI module and the Men and Women Health Module Theresa Goodman Ph D MSN NP C Director Primary Care Nurse Residency Program Atlanta VA Health Care System WHAT PROBLEMS WERE ADDRESSED The Primary Care Nurse Practitioner Residency program is a one year program designed to improve the confident level and efficiency of newly graduating NPs in providing quality care to their patients The program consists of a robust curriculum and clinical experiences to help assist NPs in emerging as primary care providers This program has a diverse population of adult learners therefore I needed a method to certify that all learners have a great learning experience However the current curriculum is composed mostly of lecture type presentations but this approach may not appeal to all learners The goal was to develop modules to influences all level of adult learners and keep them engaged and interactive during the learning process WHAT WAS TRIED The Principle of Gagne Nine Level of Learning was applied to two learning modules in the Primary Care Nurse Practitioner Residency Program I used the hook em Hook em In the hook em phase I developed measurable objectives and used a mixture of methods to get the learners attention I incorporated an interactive game that was designed based of the television game Jeopardy but the categories and answers were based on STI content This game fostered teamwork and enabled me to assess the learners prior knowledge before the lecture The idea of playing a game called Jeopardy grabbed their attention immediately I also used the Kahoot software to develop an interactive game called Truth or Myth which was modified because the approval for the full program was delay and the trail only included 3 players Additionally several astounding statistics and facts were encompassed into my lecture such as Every four minutes a person dies as a result of a Stroke Teach em In the Teach em phrase I revised my PowerPoint presentations to conform with many of Gagne s suggestions such as using strategies to make sure slides were concise and simple I also embedded several thought provoking questions throughout the presentations and linked them to the Residents clinical experiences This enabled Residents to learned material and apply it to their clinical experiences Additionally I proposed case study like questions to assess what actions Residents would take in a given situation This allowed them

PRIMARY CARE NURSE PRACTITIONER RESIDENCY IMPROVE ENGAGEMENT WITH ADULT LEARNERS to think through the process and share with each other During the lecture I used several techniques to engage the learners by going around the room and asking questions such as have you seen this in your clinic what would you do or is there anything else you suggest This enabled them to participate in the lecture and add to the discussion Asses em Feedback about knowledge retention was assessed with questions throughout the lecture and this allowed me to provide feedback to the Residents and allowed them to reflect on their own knowledge An in paper evaluation was conducted to collect immediate feedback on the Residents opinion on the interactive games A didactic evaluation was completed after each module to assess the satisfaction of the content and the instructor s ability to teach the module WHAT LESSONS WERE LEARNED I learned adult learners have different learning needs and educators I need to ensure that all module courses and curriculum are diverse enough to meet the needs of all learners I learned that using Gagne s nine step instructional design framework can guide you in developing modules and curriculum which are engaging and appealing to all level of learners Additionally I learned that incorporating interactive games into adult learning is a great way to keep learners engaged

STREAMLINING EDUCATION ON TRANSGENDER CARE FOR RESIDENTS AND FELLOWS WHAT WILL BE TRIED To ensure more opportunities for hands on learning and streamline transgender care education among Internal Medicine residents and Endocrinology fellows a case based series of lectures were developed These require role play and interactive discussion with the learners and the option to have someone play a standardized patient The case series cover competencies from practicing how to ask about pronouns and chosen names basic J Sonya Haw MD Assistant Professor of Medicine Emory University School of Medicine knowledge of starting hormone therapy to addressing more complex nuances of gender affirming care WHAT PROBLEMS WILL BE ADDRESSED U S population based surveys of transgender individuals cite lack of knowledgeable physicians as a major barrier to accessing health care for gender diverse individuals Medical education on transgender and gender An assessment of the learners competency in providing genderaffirming care will be implemented before and after the case series to provide feedback for improvement affirming care is sparse and inconsistent Additionally learners have varied prior WHAT LESSONS DO WE HOPE TO experiences with transgender topics making LEARN traditional lectures less applicable for some I hope to learn if an interactive learners Currently one traditional lecture is case based series will improve the given to Internal Medicine residents and average knowledge base and Endocrinology fellows per year on transgender competency in transgender medicine care with opportunities for some learners to for residents and fellows I am rotate in specific gender clinics This less hopeful that despite varied clinical than optimal curriculum creates highly exposure to transgender patient care variable levels of competency in transgender learners will feel more confident and care with most lacking adequate exposure and confidence to provide gender affirming care after training better equipped to care for transgender patients

TEACHING VAGINAL ULTRASOUND SKILLS WITH SIMULATION TECHNOLOGY simulation model that includes a variety of pelvic pathology There will be assessment both before and at the end of the rotation to ascertain areas of strength and weakness WHAT LESSONS DO WE HOPE TO LEARN The hope is that learners leave their rotations with increased confidence in vaginal ultrasounds skills and awareness of their weaknesses in this imaging Heather Hipp MD Assistant Professor of Gynecology Obstetrics Emory University School of Medicine modality There will also be more WHAT PROBLEMS WILL BE situations of rare or unique patient ADDRESSED case situations As an educator I Vaginal ultrasound skills are difficult to think a pre test before learn and require intimate patient exams simulation and post test after for completion Learning is often done piecemeal at bedside rather than through a standardized curriculum It can be difficult to attain confidence with the skill especially given the high stake circumstances of some of the examinations Vaginal ultrasounds are however critical education for Gynecology residents and fellows to be able to both perform and to read accurately WHAT WILL BE TRIED We plan to create a stepwise curriculum with weekly sessions that include a mix of didactics and hands on training with a opportunities for direct skills feedback to learners especially in simulation will also teach me what areas of skills need more educational focus

NEUROTOLOGY LECTURE SERIES FOR OTOLARYNGOLOGY RESIDENTS something even practicing otolaryngologist struggle to understand The audience was mixed in person and over Zoom Over the course of two hours information was presented in a problem based manner and learners participated by responding to polls as well as with group discussion We additionally engaged in peer to peer learning as residents shared their own experiences and knowledge with each other WHAT LESSONS WERE LEARNED Engaging residents in a lecture with Candace Hobson MD Assistant Professor of Otolaryngology Emory University School of Medicine multiple methods of active participation is useful for generating interest and maintaining the attention of often WHAT PROBLEMS WERE ADDRESSED Otolaryngology like most medical specialties is comprised of several subspecialties While residents are responsible for mastering all aspects of the fatigued and distracted residents In future lectures incorporating more case discussions a post course knowledge assessment and survey will be helpful to specialty not all topics interest all residents gauge the effectiveness of the lecture Additionally fatigue and clinical responsibilities can distract from independent study or attention in a lecture My goal is to create an educational experience that engages otolaryngology residents and overcomes these barriers to learning particularly for the more complex or less interesting topics of neurotology WHAT WAS TRIED A lecture was created focused on deficiencies in resident knowledge based on observations in a clinical setting The topic was dizziness

CREATION OF A SURGICAL LADDER FOR OCULOPLASTIC SURGERY FOR PHYSICIANSIN TRAINING Review of surgical steps i e books and videos Resident participation in portions of the surgical procedure Resident completion of an entire surgical procedure which will be recorded Surgical video conference reviewing the surgeries performed by the resident Post test feedback H Joon Kim MD Associate Professor of Ophthalmology Emory University School of Medicine WHAT LESSONS DO WE HOPE TO LEARN To determine which procedures are appropriate for the level of WHAT PROBLEMS WILL BE ADDRESSED training My project will be creating an optimal surgical ladder that will allow ophthalmology residents to become familiar with the conceptual and hands on portions of oculoplastic surgery WHAT WILL BE TRIED My goal for the surgical ladder will be to perform the following steps throughout the residency Creation of a pre test to determine their pre rotation knowledge Fundamental suturing skills session Cadaver dissection session Determination of appropriate surgeries based on level of training Informal one on one weekly discussions focusing on 1 3 topics To determine which portions of the surgical ladder the residents found the most helpful

DEVELOPMENT OF A FORMAL ASSESSMENT AND FEEDBACK CURRICULUM FOR TRAUMA SURGERY FELLOWS trauma scenarios and retention of their real time experiences in the trauma bay WHAT WILL BE TRIED A multi pronged approach of video learning simulation and feedback will be implemented The video learning would involve filming the fellows in various trauma scenarios in the trauma bay The fellows would then watch the video with a faculty member and first provide a selfevaluation commenting on their strengths and areas for improvement The faculty member would then facilitate further points of learning Video sessions would start at the beginning of the fellowship and continue throughout so that fellows can track their Deepika Koganti MD Assistant Professor of Surgery Emory University School of Medicine WHAT PROBLEMS WILL BE ADDRESSED The two year critical care and trauma surgery fellowship at Grady and Emory is a fast paced learning environment that involves caring for a high volume of patients often in critical own progress and achievement of milestones WHAT LESSONS DO WE HOPE TO LEARN The trauma bay is a high stakes environment where learning is done actively given the time sensitive nature I hope to clinical situations The majority of fellow education comes from learning in real time in the trauma bay and operating room Time and identify if video learning is an effective tool quick decisions are crucial in these traumas which does not allow for formal didactic replaying the scenarios I hope the fellows teaching but rather learning by experiencing Current feedback for trauma fellows is through written evaluations that are given to the fellows actions since it can be difficult to remember a month after they finish their rotations The fellows to be actively involved in self evaluations are general feedback with little detail on specific situations The goal of this project is to allow for more directed evaluation and feedback of the trauma fellows clinical directed learning while having faculty decision making and skills Through this feedback a secondary goal is to increase their learning potential comprehension of different for trauma surgery fellows in this environment By reviewing videos and are able to more closely scrutinize their all the details during a trauma resuscitation My goal with this tool is to encourage oversight Moreover through video learning the goal is to also identify knowledge gaps in a fast paced environment to allow for more directed teaching and retention of knowledge

RESPONDING TO IMPOSSIBLE STATEMENTS THROUGH EXPERIENTIAL LEARNING 1 Concrete experience through roleplay of an impossible statement 2 Abstract conceptualization is facilitated after the initial roleplay 3 Active experimentation though a second role play of an impossible statement followed by reflections of the experience WHAT LESSONS WERE LEARNED The feedback from the two sessions I have been able to facilitate this past year has been especially helpful The Jimi Malik MD Assistant Professor of Family Preventive Medicine Emory University School of Medicine learners have expressed feeling the WHAT PROBLEMS WERE ADDRESSED contrast from the traditional one Regardless of the learners stage in their sided lecture The learners also found career there will always be impossible that keeping the concepts minimal statements or questions presented to them was key as time is limited to one by patients families or medical teams that hour For this reason we discuss no will be jarring As a Palliative Medicine more than two or three concepts per physician I have been able to sit in many of session In the future I hope to these moments Through a curriculum of develop this session for third year experiential learning I hope to increase medical students While their clinical learners comfort and confidence in hearing experience is much more limited than and responding to these types of statements fellows all third year Emory medical experiential learning concept has been more engaging and a nice students have a one week rotation WHAT WAS TRIED with PalliativeCare As a curriculum Based on foundational work by David Kolb a for medical students this session is a one hour experiential learning session of tremendous opportunity to provide spiral learning has been developed The foundational experience for learners session is broken down into three parts in the earlier stages of their clinical experience

REIMAGINING ENDOCRINE CORE CONFERENCE FOR INTERNAL MEDICINE RESIDENTS Sarah Markley Webster MD Assistant Professor Emory University School of Medicine WHAT PROBLEMS WILL BE ADDRESSED Endocrinology is an area where Internal Medicine residents spend less time and subsequently score lower in on their intraining ITE and board exams Core conference is dedicated time over three years to provide high yield information to the residents that they will need for their careers and exams but historically has been bland and difficult to obtain learner interest and engagement from the beginning much less maintain their interest and improve their knowledge The goal of this project is to 1 identify high yield low scoring topics that residents from their in training exams to focus in on zones needing improvement and 2 to make the content engaging and interactive so that the residents are actively learning which will also promote retention of the subject matter WHAT WILL BE TRIED ITE results from prior years will be reviewed to determine a topic list that will be rotated through over 3 years Residents will be divided into groups to work through deidentified cases that provide clear examples of where thought processes went awry and promote discussion of better problem approaches PollEverywhere will be used to facilitate audience response and allow for anonymity of responses when in large group MKSAP and NEJM Knowledge questions will be integrated into the cases Pre and post tests surveys will be given to assess improvement in knowledge WHAT LESSONS DO WE HOPE TO LEARN As this has not been completed it remains to be seen what will be learned but I hope to continue to evolve Core Conference based on resident feedback of which techniques were effective and which were not to ensure Core Conference remains focused on effective communication of necessary knowledge

DEVELOPMENT OF AN OUTPATIENT PALLIATIVE CARE CURRICULUM FOR FELLOWS learning outcomes For the purpose of maximizing access to content and flexibility for our learners an online curriculum will be created using the Canvas platform The curriculum will include modules corresponding to the learning outcomes created and these modules will include consideration for teaching principles that apply to adult learners WHAT LESSONS DO WE HOPE TO LEARN Meredith Maxwell MD Assistant Professor of Family Preventive Medicine Emory University School of Medicine Creating a baseline curriculum WHAT PROBLEMS WILL BE ADDRESSED about teaching this very important The subspecialty of Palliative Care and content On a personal level I am Hospice is still relatively new and is actively hopeful that the act of creating a developing This is especially true for the curriculum that incorporates the practice of palliative care in the outpatient information learned during my setting Our yearlong Palliative Care and WHEA fellowship will solidify my Hospice Fellowship aims to adequately understanding for future projects prepare physicians for the practice of palliative care in a variety of practice environments including both inpatient and outpatient settings As the nature of an outpatient palliative care practice is still being defined there is no standard in terms of fellowship curriculum specific to this type of practice An increasing number of fellows enter outpatient practice following fellowship It is important we ensure that our fellows are adequately prepared WHAT WILL BE TRIED We will draw from the experiences of palliative care faculty who practice in the outpatient setting in development of a set of creates the opportunity to gather feedback and improve the way we go

TELEMEDICINE INTEGRATION INTO CLINICAL CURRICULUM A PALLIATIVE CARE APPROACH this process we will assess the impact of the use of telemedicine on trainee s knowledge skills and attitudes such as empathy and compassion by way of survey based assessment both prior to and after receiving the intervention The intervention itself will be a short interactive session using evidencebased teaching behaviors and skills shown to be effective in adult learning A potential expansion of this project could include conduction of a retrospective reflection assessment in Julie Mitchell DO Assistant Professor of Family Preventive Medicine Emory University School of Medicine order to evaluate the effectiveness of the curriculum WHAT LESSONS DO WE HOPE TO WHAT PROBLEMS WILL BE ADDRESSED In the midst of the COVID 19 pandemic telemedicine has become one of the most important venues for quality care The likelihood of health systems continuing to utilize this method of care in the future is high However there has been little implemented within the curriculum of gradate medical trainees to address appropriate integration of telemedicine into their practice WHAT WILL BE TRIED This project aims to address this curricular gap by designing a program to teach second year internal medicine residents on their established and required Palliative Medicine rotation at Emory Midtown the knowledge and skills to successfully conduct videoconference based family meetings In LEARN My overarching goal is to enhance resident ability to provide quality care via telemedicine specifically for vulnerable patients at the end of life I seek to evaluate the effectiveness of this intervention and to enhance my own learning by way of application of some of the skills I have gained in this Fellowship

TEACHING STUDENTS FOR SUCCESS learner The teaching model on the nursing students will be virtual utilize zoom with the electronic features and enable breakout rooms to create small group discussions videos and reading lectures to engage the students WHAT LESSONS DO WE HOPE TO LEARN It facilitates the nursing students to succeed in the ABSN program Understanding the diverse ways students learn can advance teaching Yolaine Nozile RN Rapid Response Nurse Adjuct Faculty Emory Healthcare and help learners to accomplish WHAT PROBLEMS WILL BE ADDRESSED their barriers allows the nurse Teaching and learning in an academic educator to apply their knowledge environment present many educators and skills related to teaching challenges Nevertheless educators should learning and creating an optimum attempt to recognize who their students are educational atmosphere their level of training and their potential Before educators begin teaching they must assess their readiness and teaching methods Plan to encourage educators to assess and deliver high quality interactive and appealing virtual class sessions The learners are nursing students in the accelerated bachelor Student Nurse ABSN program who will be in their 2nd semester in the nursing program doing their clinical hours virtually WHAT WILL BE TRIED Teaching is a learned skill that the educator must know how to deliver with tact and expertise Strategies implemented to overcome barriers and motivate the adult their goals Incorporating strategies to assist the students in getting over

INCREASED LEARNER ENGAGEMENT AMONG POST BACCALAUREATE NURSE RESIDENTS IN THE CLASSROOM SETTING Jeanne L Overby MSN RN Nurse Educator Atlanta VA Health Care System WHAT PROBLEMS WILL BE ADDRESSED I serve as the Post Baccalaureate Registered Nurses PB RNR Program Director for the Atlanta VA Health Care System The PB RNR Program is a 12 month structured federally funded new RN graduate nurse residency program Nurses who participate in the PBRNR program are in their first role as registered nurses In the role of program director over the past five years I have observed mostly our Millennial and now the Generation Z students become quickly disengaged when the PowerPoint and lecture teaching strategy is utilized in the face to face classroom setting WHAT WILL BE TRIED I will discuss why I chose the Assess em concept of Gagne s 9 Events of Instruction as a teaching strategy to keep this group of learners actively engaged during a face toface didactic session Gagne s Assess em is an excellent method for assessment of performance enhancement of retention and increased learner engagement The concept of a simulated escape room was introduced as a method for assessment The topic which I selected to utilize this concept was Recognizing the Changing Patient Condition After the PowerPoint and Lecture was completed a patient scenario was given to the nurse residents prior to the beginning of the simulated escape room activity After the initial patient history and background information was given the simulated escape room was initiated The nurses had five stations which they had to navigate to ensure proper nursing care was administered to prevent further deterioration of the patient s condition These five stations consisted of puzzles games and quizzes which gave the nurse residents clues as to which subsequent nursing interventions should be taken to prevent further deterioration If the nurses did not complete each station within the designated time their patient would unfortunately go into cardiac arrest and require advance life saving measures WHAT LESSONS DO WE HOPE TO LEARN Through this pilot study I hope to incorporate evidence based teaching techniques into an ambulatory setting to improve resident engagement and success as well as develop the basis of a curriculum for integration into core residency education

CREATING A PERIOPERATIVE ELECTIVE FOR UNDERGRADUATE BSN PROGRAM identification a collaboration partnership between Chamberlain SON Association of Perioperative Registered Nurses AORN and Emory Healthcare was formalized in fall of 2021 to create an undergraduate course titled Introduction to Perioperative Nursing IPN This course will be offered to senior undergraduate nursing students interested in perioperative nursing The course will include QSEN undergraduate competencies key David Reinhart DNP MBA RN CNOR System Coordinator Perioperative Residency Program Emory Healthcare infection prevention concepts WHAT PROBLEMS WAS ADDRESSED surgical attire the surgical suite The global population is aging 5 and the surgical team communication and demand for surgical services will increase as professionalism Needs assessment the proportion of older adults rises 6 Health for targeted learners Information care organizations will need OR nurses to regarding background and course provide safe and efficient perioperative care content was dissemination to junior for a growing number of surgical patients and senior nursing students at Global shortages of specialty nurses Chamberlain College An informal especially OR nurses present staffing survey was conducted to collect challenges and it is common for hospital numbers on interested students The administrators to report difficulties in response was very positive recruiting and retaining OR nurses 7 Interviews on all interested students Additionally perioperative nursing curricula is almost nonexistent in undergraduate nursing programs 6 which may result in fewer nurses choosing to work in the OR The active recruitment of new and experienced nurses must be a priority to have enough OR nurses to care for future surgical patients WHAT WAS TRIED Using Kern s six step approach the problem guidelines on how to prevent surgical complications and courses such as were conducted to see who was truly passionate about a perioperative nursing career Goals and objectives A modular program organization will be used based on the students completing 18 AORN IPN modules Education strategies will be post module completion clinical exposure to the perioperative settings Preadmission Testing Preop

CREATING A PERIOPERATIVE ELECTIVE FOR UNDERGRADUATE BSN PROGRAM Operating room and Postop within the Emory system Assignments will be coordinated across all Emory facilities that provide perioperative services Post 8 week practicum a final examination on 18 IPM modules will be given Implementation of the Introduction to Perioperative Nursing class started in the January spring 2022 year Clinical rotations will begin in May of 2022 At the end of the course students will receive a digital badge indicating their successful participation within the course The graduating students will present this badge during job interviews demonstrating their time invested and interest in the perioperative career tract Evaluation and feedback individual feedback provided by students to both Chamberlain and Emory faculty unit educators and preceptors in the clinical setting WHAT LESSONS WERE LEARNED Collaborating professional nursing associations universities and healthcare systems to promote academic exposure to nursing programs can become complex Clear goals and objectives for all parties is vital The benefits to including perioperative nursing curriculum to undergrad programs will allow new nurses to experience and consider a nursing profession within surgical services When all parties involved are focused and energized to make an important initiative happen such as this new curriculum the operational complexities are assessed and creative interventions are expedited in a timely manner

ONBOARDING TEACHING CURRICULUM FOR NEW FACULTY completed at the individuals own pace as well as in person zoom meetings in real time Faculty within the School of Medicine who have expertise in adult learning and clinical teaching will be contacted with requests to be part of a flipped classroom to help engage the faculty in conversation surrounding this topic and review any concerns they may have This is meant to be generalizable among specialties and Sara Rizk MD Assistant Residency Program Director Gynecology Obstetrics Emory University School of Medicine WHAT PROBLEMS WILL BE ADDRESSED Most faculty are expected to provide residents and medical students with formal teaching such as didactics bedside teaching and teaching of various procedures but do not have any training in how to best provide said teaching The teaching provided by our faculty is expected to help learners prepare for their in service exams and boards and provide a framework to help mold future doctors This important job deserves dedicated training WHAT WILL BE TRIED A concise curriculum that provides the faculty with tools to help them excel as teachers The expectation will be for each onboarded faculty to complete this teaching curriculum as part of their orientation The proposed curriculum will likely be a combination of modules that are to be topics Small groups will allow the new faculty to develop relationships that will allow for collaboration and exchange of ideas both during the meetings and in future endeavors WHAT LESSONS DO WE HOPE TO LEARN Faculty members play several roles in their job By creating a teaching curriculum designed to morph with changing needs we hope to prepare our faculty for their role as a teacher to adult learners Different generations learn in different ways therefore this will likely require refresher courses for the faculty We anticipate needing an optional short refresher course for the faculty approximately every 2 years

NEW IMPROVEMENTS TO THE EMORY PROFESSIONAL LATTICE ADVANCING PROGRAM PLAN Presented new material via PowerPoint face to face and individual meetings on purpose the eligibility requirements advancement evaluation and maintenance processes PLAN model clarification of roles lattice premiums checklist and forms electives and tool kits and where to turn in professional portfolios with dates of submission and compensation Mildred Sattler DNP Corporate Director of Nurse Retention and Career Development Emory Healthcare CONTEXT All clinical nurses and nurse leaders who participate in the clinical lattice program called the PLAN Professional Lattice Advancing Nurses at Emory Healthcare Setting Zoom Virtual Webinars Individual meetings with clinical nurses facilitated professional projects and answer questions Feedback given clinical nurse with confirmation information and analytical recommendations Checklists created for each role to ensure that the clinical nurse met the criteria for the clinical lattice role SELECTED TEACHING LEARNING TOPIC Using Gagne s Model project focused on getting the clinical nurse s attention on how much they knew and understood the current PLAN Professional Lattice Advancing Nurses program PLAN objectives determined including performance criteria standard performance advancement on the clinical lattice program and established instruction on who what where when and how to develop nursing professional goals professionally Created a Monkey survey to see what the learners knew and understood about the pre existing PLAN PLAN advancements monitored and shared with nurse leaders and all clinical nurses to enhance retention Tool kits and selflearning instructions created for project planning references and templates WHAT LESSONS WERE LEARNED Zoom is efficient for both time and didactic training Open question and answers forums encouraged the clinical nurses to ask appropriate questions geared to the PLAN

NEW IMPROVEMENTS TO THE EMORY PROFESSIONAL LATTICE ADVANCING PROGRAM PLAN program Nurses had a better understanding of the concepts Nurses fully understood an evidence based practice EBP project with the help of step by step guide and toolkit Every learner learns subject content differently and that educators need to be mindful of generational computer skills Post monkey survey nurses had a better understanding of advancing in the PLAN PLAN webinars and making the new improvements allowed nurses to understand the knowledge skills and attitude for professional advancement IMPLICATIONS FOR FUTURE PRACTICE In the future all nurses will learn about the PLAN program during their orientation Zoom monthly scheduled educational webinars are available for all clinical nurses Provide education to PLAN council and host monthly meetings Educate all PLAN council members of all new improvements

traditional learning assessment tools to ensure instructional objectives are being met WHAT WILL BE TRIED An infectious disease review module is being created that will review the basics of clinical microbiology common infectious disease pathogens bacteria mycobacteria fungi viruses and parasites antimicrobial selection and Veketa Smith MMSc Assistant Professor Family Preventive Medicine Emory University School of Medicine infectious diseases by body system WHAT PROBLEMS WILL BE ADDRESSED Physician Assistant certification exam performance data reported by the National Commission on Certification of Physician design model I plan to Assistants revealed that Emory PA students have been scoring below the national average in infectious disease topics Infectious disease curriculum is interspersed throughout the didactic training of Emory PA students within the Foundations of Medical Science course and each fundamental body systems module The decision was made to create a dedicated non graded infectious disease review module to present previously covered infectious disease content in an organized format helping students to better understand how to approach patients with infectious diseases The module is presented near the transition from didactic curriculum to clinical curriculum The challenge is creating an engaging module with multiple non The module will be synchronous and engaging for adult learners using strategies from Gagne s instructional constructively align learning assessment techniques such as baseline knowledge questionnaires entry and exit tickets group case studies and jig saw activities with the intended learning outcomes for the module WHAT LESSONS DO WE HOPE TO LEARN I aim to learn how to engage adult learners in a non graded module while simultaneously incorporating programmatic assessment to guide learning and continue to inform quality curriculum improvement of this module annually

CREATION A COMPREHENSIVE CURRICULUM MAP topics covered but does not allow for a sortable database For this project we will use a web based tool AirTable to organize our module inventories This will allow us to examine the curriculum by module topics speaker and post graduate year It will also allow us to use tags to identify common threads among lectures Marsha Stern MD MPH Assistant Professor Psychiatry Behavioral Sciences Emory University School of Medicine WHAT PROBLEMS WILL BE ADDRESSED Emory s general psychiatry residency has a four year modular based curriculum with faculty having various areas of expertise leading each module The curriculum contains twenty five modules with more than one hundred faculty and adjunct faculty providing lectures for residents This format allows for modular leaders to have a large degree of autonomy in developing their individual modules but can also create siloed smaller curricula within the larger framework It is not always apparent whether topics are being duplicated among different modules Similarly it makes it difficult to identify gaps in the overall curriculum WHAT WILL BE TRIED In years past the program has archived all resident didactic calendar schedules by PGY class This allows program leadership to look back at information on speakers and WHAT LESSONS DO WE HOPE TO LEARN The objective of this project is to create a unified and comprehensive curriculum map This would allow for a broader understanding of the topics covered in each module and how these topics dovetail with each other During this process we have learned that it requires all stakeholders to be involved in the process including learners module leaders speakers and program coordinators We hope to gain a better understanding of redundancies or gaps to ensure a well rounded curriculum

EMPOWERING PROGRAM COORDINATORS WITH NEW INNOVATIONS WORKSHOP TRAINING success of our program coordinators The Big Picture goal of this initiative is to engage our learners in being proficient users of the residency database system New Innovations Odinae Sullivan Graduate Medical Education Program Coordinator Emory University School of Medicine WHAT PROBLEMS WILL BE ADDRESSED As a new hire all residency and fellowship program coordinator participate in our Graduate Medical Education GME New Program Coordinator Onboarding Training Currently our onboarding training is a 2hour long session that covers an array of topics including ACGME Program requirements PC core responsibilities program deadlines administrative duties and lastly our residency database management system New Innovation After some reflection our office recognized that our PC onboarding training required some revisioning with more applicable GME workshops in addition to additional New Innovations NI training WHAT WILL BE TRIED Pertaining to the New Innovations portion of our training it was important to me to design and develop training materials that will contribute to the knowledge base and Using the ADDIE model it was important to analyze design develop implement and evaluate the current training processes As part of the analysis and outcome assessment our program coordinators were given a survey to help identify desired areas of training and knowledge base gaps The feedback from the survey highlighted certain modules and tasks correlating to the lack of utilization of the residency fellowship database system NI As an instructor it was essential to develop a series of workshops specific to program coordinator core responsibilities using NI WHAT LESSONS DO WE HOPE TO LEARN There was certainly opportunity for growth as outlined in the evaluation of the first workshop installment The post training feedback from the coordinators was incredibly positive Many said that they found the training helpful informative and detailed However a major lesson learned is that a learner s retention and efficiency is determine by the teaching support and resources To maintain and advance our PC NI knowledge base our GME trainings should be intentionally and periodic Moving forward our department has explored the idea of implemented quarterly PC trainings

IMPLEMENTATION I used Analysis Design Develop Implement Evaluate ADDIE s model as my curriculum design I conducted literature reviews for best teaching strategies for this course The PBRNR Program Directors and I scheduled several meetings with PBRNR and RN TTP faculty and Nurse Educators to assign roles and determine necessary resources to complete the training To maximize learner engagement various teaching strategies were Cynthia Thomas Nurse Educator Atlanta VA Health Care System WHAT PROBLEMS WILL BE ADDRESSED Post Baccalaureate Registered Nurse Residency PB RNR and RN Transition to Practice RN TTP Programs are structured 12 month nurse residency programs for new graduate registered nurses RNs Successful transition from novice to competent registered nurses requires an effective preceptor preceptee relationship Skill acquisition a solid foundation of nursing knowledge critical thinking skills confidence and professional development are key components in establishing competent new graduate registered nurses To accomplish these goals providing preceptors with the necessary skills and knowledge to support new graduate nurses is imperative for successful role transition and successful patient outcomes This capstone aims to outline an effective process for designing a preceptor development training course incorporated Nurse Educators and faculty provided two 4 hour face to face training sessions in the auditorium A posttest was distributed to the participants to evaluate learning Additionally to determine program satisfaction surveys were distributed to participants LESSONS LEARNED For future classes we should consider conducting a learners needs assessment and devising a pretest I would consider other teaching strategies such as Poll Everywhere or Jeopardy that would promote learner engagement Because some preceptors weren t able to attend the training a recorded training would allow other preceptors to view the training later

ADULT CARDIAC ANESTHESIOLOGY ACTA FELLOW TRANSESOPHAGEAL ECHOCARDIOGRAPHY TEE BOOTCAMP WHAT LESSONS DO WE HOPE TO LEARN I realized as I detailed in my small teaching report that while this was a helpful start it could only be a start to a larger and more comprehensive introductory TEE curriculum Therefore I plan to create a longer curriculum which will utilize multiple educational methods lecture case based use of TEE simulator and be based on Gagne s 9 events copied from my Ratna Vadlamudi MD FASE Program Director Adult Cardiothoracic Anesthesiology Fellowship Associate Professor Department of Anesthesiology small teaching report Hook em Share a patient case where TEE WHAT PROBLEMS WILL BE ADDRESSED expertise helped guide ACTA trainees come into fellowship with care management varying levels of experience and knowledge Review objectives in this case in TEE my goal is to create an introductory comprehensive TEE views TEE curriculum so all fellows can begin the Simple pre test to assess each year with a minimum standard of knowledge and skill WHAT WILL BE TRIED I started their didactic weekly didactics with a one hour introductory lecture on TEE Indications Safety learner s level of knowledge precurriculum Teach em Classroom based didactics TEE simulator patient cases Assess em Comprehensive exam views from the Go through a patient case with American Society of Echocardiography each fellow First discuss their This lecture was followed by TEE reading assessment of their performance of exams to review the comprehensive followed by constructive views total of 2 hours for this evaluation of their strengths and introductory lecture and TEE reading weaknesses

DEVELOPING A CURRICULUM ON USING VIDEO TELEHEALTH VISITS FOR PULMONARY MEDICINE FOR PULMONARY FELLOWS The limited amount of time allocated to a clinic visit can be spent ineffectively if a patient s complaints are less suitable for a video telehealth because the fellow must ask additional questions to gather information that would otherwise have been quickly evident during an in person visit Thus learning how to identify patients for which video telehealth visits are appropriate and learning about tools Cherry Wongtrakool MD Associate Professor of Medicine Emory University School of Medicine WHAT PROBLEM WAS ADDRESSED Due to the COVID 19 pandemic use of video telehealth visits to deliver medical care became a necessity and institutions rapidly integrated them into their healthcare delivery structures However this integration occurred without any formalized training for trainees or faculty Many trainees and faculty learned through trial and error and learned there were occasionally mismatches between the patient s needs and the delivery of care through video telehealth Because video telehealth visits will continue to be an acceptable form of healthcare delivery a formalized curriculum is needed for pulmonary fellows and such a curriculum has not been implemented to date WHAT WAS TRIED Because no curriculum exists at this time all of the education around video telehealth visits currently occurs around patient visits during pulmonary fellows continuity clinic to effectively use time will be important parts of the curriculum WHAT LESSONS WERE LEARNED The goal of this capstone project is to develop a curriculum on using video telehealth visits by applying adult learning theories I hope to learn which teaching methods will be most useful to create an effective but compact curriculum on utilizing telehealth effectively and appropriately in pulmonary medicine