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Fostering the ongoing connectedness of health professions educators committed to transforming health care delivery and education.


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#MedEdPearls Team:

  • Jean Bailey – Central Michigan University College of Medicine

  • Carrie Bowler – Mayo Clinic

  • Diane Brown –  Medical College of Wisconsin

  • Megan Haak – Medical College of Wisconsin Affiliated Hosptitals

  • Larry Hurtubise (HCE2.0 '16) – Nationwide Children's Hospital The Ohio State University

  • Machelle Linsenmeyer  – West Virginia School of Osteopathic Medicine

  • Linda Love – University of Nebraska Medical Center

  • Leah Sheridan – The Ohio University Heritage College of Osteopathic Medicine

  • Mark Terrell – Lake Erie College of Osteopathic Medicine

November #MedEdPearls: Trust Me – I’m a Doctor

Competency based medical education (CBME) is an outcomes-based time-independent concept that is informing curricular innovation across the country and beyond. The roll out of Entrustable Professional Activities (EPAs) has incited discussion about workplace-based assessment in the context of entrustment.

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October #MedEdPearls: Resources to ease MCQ test writing anxiety

School is back in full swing, and it is a good time for refreshing multiple-choice question (MCQ) exams. Download the following one-page guide for 5 basic steps of item writing.

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September #MedEdPearl – Small Group Instructional Diagnosis

Even though it seems classes just started, it is time to prepare for mid-semester evaluations. Unlike evaluations at the end of the semester, mid-semester evaluations are great tools to provide feedback to the instructor in time for adjustments to be made. This semester, consider a SGID—Small Group Instructional Diagnosis. A SGID is a short, 20-minute formative assessment activity that involves having a trained facilitator meet with student focus groups to discuss what’s working, what needs improvement, possible changes to the course, and how students see they are meeting course learning objectives. 

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ACGME 2019 Faculty Development Requirements

The Accreditation Council for Graduate Medical Education (ACGME) updated Common Program Requirements (CPRs) for faculty development in July 2019. Moving forward, all core faculty who educate, supervise, and evaluate trainees will be required to participate in at least four (4) faculty development areas annually: as educators; in quality improvement and patient safety; in fostering their own and their trainees’ well-being; and, in patient care based on their practice-based learning and improvement efforts.

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Peer Observation #MedEdPearls from #IAMSE19

At the 2019 IAMSE conference in Roanoke, Virginia a collaborative group of Central Group on Educational Affairs and Southern Group on Educational Affairs members facilitated an interactive workshop on implementing a Peer Observation of Instruction program. The process proposed is similar to the findings reported by Adriane Bell, Holly Meyer and Lauren Maggio this month in Teaching and Learning in Medicine. They found that most peer observation programs are voluntary and provide formative feedback with the sole purpose of teaching improvement. They also found that most programs use a three-phase process with a pre-observation meeting for goal setting, direct observation of teaching, and a post-observation meeting with feedback. The IAMSE workshop leveraged the Peer Observation of Teaching Handbook by Lori Newman, David Roberts, and Richard Schwartzstein.

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Appreciative Advising: Advising with the Student in Mind

The American Association of Colleges of Osteopathic Medicine annual conference was packed full of thought-provoking sessions, including an interesting discussion on appreciative inquiry (specifically appreciative advising).

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Guest — Subha Ramani

Very illuminating

Thanks for sharing this. I plan to adapt these principles to my feedback work. Subha
Tuesday, 18 June 2019 12:12 PM
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You have heard of microaggressions—“everyday subtle put downs directed towards a marginalized group which may be verbal or non-verbal and are typically automatic.” When these actions happen, whether in or out of the classroom, we’re often at a loss for how to address them.

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Peer Instruction-A Med Ed Pearl from the 2019 Annual CGEA Conference

At the 2019 Central Group on Educational Affairs Conference in Grand Rapids, Michigan, Irina Overman and Brenda Roman from the Wright State University Boonshoft School of Medicine shared their experiences with Peer Instruction (PI). PI is a learner‐centered instructional approach developed at Harvard University by Eric Mazur and a straight forward method for encouraging active learning.

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The Role of Emotionality in Teaching and Learning

Emotion and learning have been viewed largely as separate entities, often with the role of emotions in learning (e.g. anxiety) as hindering. However, recent research has pointed to the interdependence between emotions and learning, suggesting that emotions are important, and perhaps even central to the cognitive learning process. Biologically, emotions are powerful motivators of learning because they activate brain mechanisms (e.g amygdala) that originally evolved to manage our basic survival. When reflecting on past educational experiences, the best teacher most quickly recalled is usually one with whom an emotional bond existed. To maximize student understanding and transfer of educational experiences into real-world skills and careers, medical educators must find ways to leverage the emotional aspects of learning by:

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The Role of "Instructor Talk" in the Classroom

You can impact student success simply by the way you speak in the classroom! Instructor Talk is a term coined by researchers who looked at the impact non-content related language had on student success. Non-content language is the little things we say to students during a class session that foster a positive learning environment. Just by switching up how we talk to students can impact their perceptions. For example, switching from, “I have extended the deadline for the project” to “I have extended the deadline for the project to give you additional timeor from “We will begin today discussing . . .” to “To get you prepared, we will begin today discussing . . .” can help.

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Admin User

Great Advice

I really liked the idea of how adding a few additional words like “To get you prepared, we will begin today discussing . . .” to t... Read More
Wednesday, 20 February 2019 12:12 PM
Melissa Alexander

Important Tips for Directing A...

Thanks for some really useful phrases for directing learners’ attention!
Sunday, 24 February 2019 5:05 PM
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A New Year, A New You: What's Your Intention?

The rollout of a new year results once again in countless goals established that over time are soon forgotten. While goal setting is key, taking a step back first and reflecting upon “who do I want to become (e.g., intention)” is essential to achieve your goals. Goals are specific, external achievements that can be easily presented on a checklist versus intentions which are the inner relationship with yourself and others. It’s greater than any goal; it’s about who you are at the moment.

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Question Bursts: An Innovative Strategy to Address the Wicked Problem of Gender Inequity within Academic Medicine

This #MedEdPearls highlights the problem solving workshop facilitated by Linda Love, Gary Beck Dallaghan, Carrie Bowler, Shanu Gupta, Larry Hurtubise, Kari Simonsen, Jessica Snowden, and David Way at The Generalists in Medical Education - #TGME18.

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Assessing Clinical Reasoning: Identifying the GAP

At the end of a case presentation, you ask your learner “what’s the patient diagnosis?”, and you think to yourself “what’s the learner diagnosis?” 

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#MedEdPearls October 2018 - Microaggressions

Microaggressions are “brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative . . . slights and insults” (Sue et al., 2007).

Microaggressions can have a macro affect, particularly when considering the cumulative burden for individuals and organizations over time. Microaggressions show up everywhere in society including in our classrooms, clinics, hallways, on social media, in our neighborhood watch app, and at the grocery store!

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#MedEdPearls September 2018 - A different approach to questioning

Looking for a quick, engaging activity for your course? Try a slightly different approach to using questions that facilitates peer instruction, promotes deeper learning, and allows for knowledge application. Similar to Team-based Learning, this activity can also give student teams an opportunity to provide rationale for their responses while also providing you feedback on how well students are understanding the material.

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Admin User

great article

great article
Tuesday, 11 September 2018 7:07 PM
Lori R. Newman


Great article and an interesting way to assess your learners' knowledge and engage in peer teaching.
Tuesday, 02 October 2018 12:12 AM
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#MedEdPearls August 2018 - Questioning to assist in Supervision Levels and Entrustable Professional Activities (EPAs)

What levels of supervision are required for physician trainees? This month’s #MedEdPearl focuses on faculty supervision levels using a prospective, summative entrustment scale that fosters physician trainee progression toward autonomy.  As trusting propensity is an important component in supervision and entrustment, ten Cate and colleagues have developed an easily understood model for communicating aspects of entrustment through level of supervision for trainee assessment. The model describes elements of progression and decision-making that can foster autonomy in the learner.  As a complement to ten Cate's model, the #MedEdPearls team offers the following questions to quickly assess the required level of supervision for a learner while encouraging learner growth.

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Feedback PLeaSe! A #MedEdPearl from #IAMSE18

The Feedback PLeaSe model has three phases: Preparation, Listening, and Summarizing.  During the Preparation phase, the faculty facilitator announces the intention to conduct face-to-face feedback sessions, discuses effective behaviors, and provides a model to use when giving feedback. In the Listening phase, the presenters at the conference suggested using a model called the STAR model. STAR is an acronym that reminds learners that effective feedback is Specific, Timely, Actionable, and Received. Those providing feedback can use the STAR model to give one positive observation and one area for growth. The receiver is encouraged to listen while the facilitator takes notes to send at a later date. Finally, in the Summarizing phase, the receiver demonstrates active listening by giving a short verbal synthesis of key points of the observations.

During the session at the conference, the presenters shared anecdotal data from their experiences using the Feedback PLeaSe model. Additional qualitative and quantitative data is available in their article. They also led an excellent faculty development activity. During the activity, participants formed small groups and received a realistic scenario, assumed roles, and practiced conducting a face-to-face feedback session.

How do you prepare learners and faculty to provide effective feedback? Share your strategies at #MedEdPearls.


Szarek JL. Medical Science Educator April Article Review http://www.iamse.org/medical-science-educator-april-article-review-from-dr-john-l-szarek/

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What Can YOU Design?: Innovative Thinking in Medical Education

The American Association of Colleges of Osteopathic Medicine annual conference was packed full of thought-provoking sessions, including an interesting discussion on Design Thinking.

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#MedEdPearls May 2018 - Flipping with TBL

Flipping the classroom with team-based learning (TBL) is becoming common practice in medical education.  Key to its success as a learner-centered teaching strategy is its scalability to large classrooms through the employment of high-performing learner teams, requiring less faculty time/numbers compared to other learner-centered strategies such as problem-based or case-based learning.  Individual learners are motivated to come to class prepared by both a readiness assurance process (i.e., quiz) and team accountability.  Class time is then focused on application of knowledge through problem solving and clinical reasoning. 

Compared to traditional teaching strategies such as lecture, TBL not only significantly increases knowledge scores1, but also offers opportunities for developing and measuring competencies of contemporary healthcare such as professionalism, communication, team work, and even team reflexivity2. As a pedagogical framework, TBL further facilitates integration of additional teaching strategies3 to optimize learning, retention, and teaching satisfaction.  As an opportunity for scholarship, there is a dearth of flipped classroom literature reporting measurement of outcomes other than knowledge gains.  So why not flip for TBL?

Check out the TBL Collaborative, MedEdPortal, or the following resources to get started!

  1. Fatmi M, Hartling L, Hillier T, Campbell S, Oswald AE. The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30. Med Teach. 2013. Nov;35:1608-1624. Doi: 10.3109/0142159X.2013.849802. https://www.ncbi.nlm.nih.gov/pubmed/24245519
  2. Schmutz JB, Kolbe M, Eppich WJ. Twelve tips for integrating team reflexivity into your simulation-based team training. Med Teach. 2018. Apr:1-7. doi: 10.1080/0142159X.2018.1464135.https://www.ncbi.nlm.nih.gov/pubmed/29703126
  3. Domans D, Michaelsen L, van Merrienboer J, van der Vleuten C. Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds! Med Teach. 2015. Apr;39(4):354-359. doi: 10.3109/0142159X.2014.948828. https://www.ncbi.nlm.nih.gov/pubmed/25154342 

Leah Sheridan, PhD, is a medical educator in physiology. Leah currently holds a position as Associate Lecturer at Ohio University Heritage College of Osteopathic Medicine. Leah’s areas of professional interest include teaching effectiveness, assessment for learning, and pedagogy. Leah can be reached at This email address is being protected from spambots. You need JavaScript enabled to view it..

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#MedEdPearls April 2018 - 21st Century Scholarship from #theCGEA

#theCGEA 2018 conference in Rochester Minnesota was hosted by @mayoFacDev. There were schools like @OhioStatemed and scholars like @stanhamstra. Publications @JournalofGME, @MedEdPORTAL and @TLMedEd were represented, editors like @anna_cianciolo and @debsimpson3  participated.
The first 279 characters of this #MedEdPearl demonstrate the proliferation of social media in medical education #SoMe. During these times of unfavorable news about social media one pearl was reiterated by #SoMe scholars  like Daniel Cabrera (@CabreraERDR) and power users like Gary Beck Dallaghan (@GLBDallaghan) at @theCGEA:
Whether your interest is teaching, research or patient education, determine your purpose and intended audience before using social media.  Let your goals drive your decisions about platform, strategies and connections.
The University of Nebraska Medical Center hosts a blog with several useful articles about #SoMe at https://connected.unmc.edu/category/social-media/    It includes a quick start, Lingo, Tips to Grow Your Twitter Followers, Common  Mistakes, Tweet Chats, and the power of using twitter at conferences.
Share the #SoMe resources do you recommend at #MedEdPearls
Larry Hurtubise @hur2buzy and  
Linda Love @2LindaMLove
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