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  • Scholarly Writing: Publishing Medical Education Research - 3/31/2025
    Contains 2 Component(s) Includes a Live Web Event on 03/31/2025 at 12:00 PM (EDT)

    In this session, the skills of scholarly writing will be explored through the lens of analyzing a manuscript that was accepted for publication. The participants will examine review criteria that are used by healthcare education journals and apply them to a sample manuscript. In discussing scholarly writing the participants will make a decision about the type of feedback they would give to the authors of the sample paper.

    In this session, the skills of scholarly writing will be explored through the lens of analyzing a manuscript that was accepted for publication. The participants will examine review criteria that are used by healthcare education journals and apply them to a sample manuscript. In discussing scholarly writing the participants will make a decision about the type of feedback they would give to the authors of the sample paper. 

    At the end of this session, participants will be able to:

    1. Identify the components of a scholarly publication;
    2. Discuss how to frame a problem statement;
    3. Identify an effective Research Question;
    4. Discuss whether the Design/method is appropriate to the question;
    5. Discuss whether the authors have applied the best data collection methods to the appropriate sample;
    6. Understand the Results section and how to present results in a clear manner.

    Recordings will be made available for viewing following the completion of each workshop. Viewing of recordings may not be substituted for participation in live workshops.

    This workshop is a part of the MERC Virtual Workshop 2025 - Series 1.

    Katie Huggett

    Dr. Katie Huggett is the Robert Larner Professor in Medical Education, Director of the Teaching Academy, and Assistant Dean at the University of Vermont Larner College of Medicine. As Director of the Teaching Academy, Dr. Huggett leads and develops faculty development programs to support inclusive teaching, assessment, curricular design, mentoring, and educational leadership. She leads medical education research activities and works with faculty to foster educational scholarship. Her research and publications address academic program quality, curricular innovation, interprofessional education, and mentoring. She is co-editor of the book, An Introduction to Medical Teaching: The Foundations of Curriculum Design, Delivery, and Assessment, now in its third edition.

  • Data Management and Preparing for Statistical Consultation - 3/24/2025
    Contains 2 Component(s) Includes a Live Web Event on 03/24/2025 at 12:00 PM (EDT)

    This workshop helps participants prepare their data for analysis and be able to answer questions about their data that a statistician will likely ask when providing consultation.

    This workshop helps participants prepare their data for analysis and be able to answer questions about their data that a statistician will likely ask when providing consultation. 

    At the end of the workshop the participants will be able to:

    1. Collect data;
    2. Set up data files;
    3. Enter data into data files;
    4. Check and clean data prior to analysis;
    5. Compare my sample to my population;
    6. Address statistical issues discussed during consultation with a statistician (e.g., Type I & II errors, power, effect sizes).

    Recordings will be made available for viewing following the completion of each workshop. Viewing of recordings may not be substituted for participation in live workshops.

    This workshop is a part of the MERC Virtual Workshop 2025 - Series 1.

    Cayla Teal

    Dr. Cayla R. Teal is the Associate Dean for Assessment and Evaluation and an Education Associate Professor in the Department of Population Health at the University of Kansas School of Medicine (KUSOM).  Dr. Teal received her B.A. degree in Chemistry from William Jewell College and her M.A. and Ph.D. in Community/Clinical Psychology from Wichita State University, with emphases in applied research methods and psychometrics. She completed a post-doctoral fellowship in Health Services Research at the Center of Innovation in Quality, Effectiveness and Safety at the Michael E. DeBakey Houston VA Medical Center.  She served as the Director of Educational Evaluation and Research at Baylor College of Medicine and an Assistant Dean for Academic Affairs and Associate Dean for Evaluation and Assessment at Texas A&M College of Medicine prior to coming to KUSOM.  Dr. Teal is responsible for the assessment of student performance in and program evaluation of the KUSOM’s curriculum and a member of its continuous quality improvement team.  She is a mixed-methods medical education researcher, an Associate Editor for Medical Education Online, a Deputy Editor for Teaching and Learning in Medicine, teaching faculty for AAMC Medical Education Research Certificate (MERC) program, and a 2022 AMA Scholar in Health Systems Science.  Dr. Teal recently completed her two-year term as the national chair for the Medical Education Scholarship, Research and Evaluation (MESRE) section at the AAMC’s Group on Educational Affairs (GEA) and serves as the Treasurer for the Society of Directors of Research in Medical Education (SDRME). 

  • Introduction to Qualitative Data Collection Methods - 3/17/2025
    Contains 2 Component(s) Includes a Live Web Event on 03/17/2025 at 12:00 PM (EDT)

    This workshop is intended for physicians and generalists in medical education, as well as faculty and staff involved in student affairs, who wish to develop perspectives and skills for collecting qualitative data, such as data from focus group discussions, interviews, observation field notes, and responses to open-ended questions—used in admissions processes, program development, curriculum evaluation, needs assessments, performance evaluation, and various scholarship and research applications.

    This workshop is intended for physicians and generalists in medical education, as well as faculty and staff involved in student affairs, who wish to develop perspectives and skills for collecting qualitative data, such as data from focus group discussions, interviews, observation field notes, and responses to open-ended questions—used in admissions processes, program development, curriculum evaluation, needs assessments, performance evaluation, and various scholarship and research applications.

    After participating in this workshop, learners will be able to:

    1. Demonstrate applied knowledge of the appropriate selection, use, and standards for rigor of some common methods for collection of qualitative data;
    2. Generate research questions appropriate for qualitative studies and choose appropriate data collection methods;
    3. Demonstrate applied knowledge of approaches to achieve rigor in the design of qualitative studies and collection of qualitative data;
    4. Demonstrate essential skills required for conducting focus groups

    Recordings will be made available for viewing following the completion of each workshop. Viewing of recordings may not be substituted for participation in live workshops.

    This workshop is a part of the MERC Virtual Workshop 2025 - Series 1.

    Beth Bierer

    Dr. Beth Bierer is professor of medicine and director of assessment and evaluation at the Cleveland Clinic Lerner College of Medicine (CCLCM) of Case Western Reserve University. In this role, she oversees CCLCM’s portfolio-based assessment system and program evaluation activities. She also teaches graduate-level courses in research methods and facilitates professional development seminars and workshops. Dr. Bierer served as national and regional chair of the AAMC’s Medical Education Scholarship, Research, and Evaluation (MESRE) section and received the medical education Laureaute Award from the AAMC’s Central Group on Educational Affairs. Her research interests focus on competency-based education, programmatic assessment, outcomes evaluation, and educator development.  

  • Program Evaluation and Evaluation Research- 3/10/2025
    Contains 2 Component(s) Includes a Live Web Event on 03/10/2025 at 12:00 PM (EDT)

    This workshop introduces participants to fundamental principles of educational program evaluation, and provides participants with a strategy for developing an evaluation plan.

    This workshop introduces participants to fundamental principles of educational program evaluation, and provides participants with a strategy for developing an evaluation plan. 

    After participating in this workshop, learners will be able to:

    1. Describe program evaluation and its purposes;
    2. Identify barriers to program evaluation;
    3. Identify models used in evaluation;
    4. Describe the steps of an evaluation;
    5. Develop an evaluation plan.

    Recordings will be made available for viewing following the completion of each workshop. Viewing of recordings may not be substituted for participation in live workshops.

    This workshop is a part of the MERC Virtual Workshop Series 2025 - Series 1.

    Karen Richardson-Nassif

    Karen Richardson-Nassif, PhD, Professor Emeritus, was the Associate Dean for Faculty and Staff Development and Diversity in the Office of the Dean, College of Medicine.  She was previously the Predoctoral Director and Director of Research in the Department of Family Medicine and Director of Assessment in the Office of Medical Education at the University of Vermont College of Medicine.  She has served on numerous committees on curriculum change, program evaluation, and leadership. She was an advisor for the LEAD AAMC program and Advisor to the Women’s Mentoring Program and the New Hampshire/Vermont Schweitzer Fellowship Program.  She is also a reviewer for several journals.  She attended the Harvard Macy Physician Educators Scholars Program in 1999 and the Evaluator’s Institute in 2000 and 2001.  In 2005, she received the Vermont Women in Higher Education Jackie M. Gribbons Leadership Award.  She received the Research in Medical Education Best Paper Award, AAMC, in 2008 and Outstanding Service Award from the Northeast Group on Educational Affairs in 2010.

  • Measuring Educational Outcomes with Reliability and Validity - 3/3/2025
    Contains 2 Component(s) Includes a Live Web Event on 03/03/2025 at 12:00 PM (EST)

    This workshop introduces participants to the principles of score reliability and validity, using a combination of didactics and review of medical education research projects. The workshop is divided into two parts with group exercises designed to reinforce understanding of the main principles.

    This workshop introduces participants to the principles of score reliability and validity, using a combination of didactics and review of medical education research projects. The workshop is divided into two parts with group exercises designed to reinforce understanding of the main principles.

    After participating in this workshop, learners will be able to:

    1. Identify three types of reliability (inter-rater, test-retest, and internal consistency);
    2. Match types of reliability with appropriate statistical measures;
    3. Describe the relationship between reliability and validity;
    4. Describe multiple forms of evidence for validity;
    5. Select an approach to reliability and validity assessment for a particular study.

    Recordings will be made available for viewing following the completion of each workshop. Viewing of recordings may not be substituted for participation in live workshops.

    This workshop is a part of the MERC Virtual Workshop 2025 - Series 1.

    Jorie Colbert Getz

    Jorie Colbert-Getz, PhD, MS, is Associate Professor in Internal Medicine and the Assistant Dean of Education Quality Improvement for the Spencer Fox Eccles School of Medicine at the University of Utah School of Medicine. She is also an adjunct faculty member for Johns Hopkins Masters of Education in the Health Professions. At the national level, Dr. Colbert-Getz serves on the Research in Medical Education (RIME) program planning committee. She has also served on the executive committee for the Society of Directors of Research in Medical Education, was the Medical Education Scholarship, Research, and Evaluation chair for the Western Region Group on Education Affairs and was the founding director of the Learning Community Institute Research Network. She has over 50 publications in medical education, mostly focused on assessment.  Her overarching mission is to ensure assessments measure developmentally appropriate learning objectives / milestones. To that end, her research focuses on validity frameworks and other elements of assessment utility, survey design, and program evaluation. Dr. Colbert-Getz received her MS degree in Psychology from Illinois State University and her PhD degree in Educational Psychology from the University of Utah.

  • Holistic Student Support Webinar Series
    Contains 8 Product(s)

    Our Holistic Student Support webinar series, initiated in November 2023 and continuing through January 2025, aims to explore these critical junctures and the framework of support surrounding them. We invite you to join us not only as participants but as active contributors to candid discussions about the utility of the framework and strategies for enriching it further.

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    In the ever-evolving landscape of medical education, our commitment to the well-being and success of our students remains paramount. As professionals dedicated to supporting our future physicians, it is essential that we understand and effectively address the critical junctures in their educational journey. From matriculation through the transition to residency, medical students face numerous shared points where they must meet a predefined performance standard to advance to the next curricular phase. A student's experience navigating these points depends as much on institutional culture, structures, and supports as on their individual preparedness and ability.

    Our Holistic Student Support webinar series, initiated in November 2023 and continuing through January 2025, aims to explore these critical junctures and the framework of support surrounding them. We invite you to join us not only as participants but as active contributors to candid discussions about the utility of the framework and strategies for enriching it further. Your engagement is crucial to our collective success. Whether you're directly involved in student services, educational affairs, or simply passionate about the evolution of medical education, this webinar series is designed with you in mind. Let’s collaborate to champion a holistic approach that ensures every medical student is poised for success.

    About the Holistic Student Support Working Group

    The charge of the Holistic Student Support Working Group is to identify or develop tools and resources to facilitate coordination of student services and educational affairs to holistically support a diverse cohort of medical students. We encourage you to join the Holistic Student Support Virtual Community to learn more about our work and to access resources to assist you in providing holistic support to your students.

  • Questionnaire Design and Survey Research - 2/24/2025
    Contains 2 Component(s) Includes a Live Web Event on 02/24/2025 at 12:00 PM (EST)

    This workshop will provide some basic principles in questionnaire/survey design and give workshop participants an opportunity for hands-on experience designing a questionnaire.

    This workshop will provide some basic principles in questionnaire/survey design and give workshop participants an opportunity for hands-on experience designing a questionnaire. 

    Following participating in this workshop, learners will be able to:

    1. Design a blueprint for a survey/questionnaire appropriate to their own application;
    2. Construct and edit questions to avoid common problems in wording and framing;
    3. Select an appropriate response format from a menu of alternatives;
    4. Design the overall format of the survey/questionnaire to facilitate data management and analysis.

    Recordings will be made available for viewing following the completion of each workshop. Viewing of recordings may not be substituted for participation in live workshops.

    This workshop is a part of the MERC Virtual Workshop 2025 - Series 1.

    Janet Hafler

    Dr. Janet P. Hafler is Associate Dean for Teaching and Learning and a Professor of Pediatrics at the Yale School of Medicine. As an institutional priority to support the YSM mission, the Center for Medical Education (the Center) was created under the leadership of Dr. Hafler. In this role, Dr. Hafler oversees two important entities, Continuing Medical Education (CME) and the Teaching and Learning Center (TLC). Both entities are organized under the Center to meet the increasing needs of medical educators in Undergraduate, Graduate Medical Education and Continuing Medical Education.

    Dr. Hafler received her master's degree in education specializing in maternal and child health from Columbia University and her doctorate in Education from Harvard University. She focuses on assisting faculty, students, and residents to explore innovative ways to effectively promote learning in both the classroom and the clinical settings. Promoting, influencing and nurturing a climate in which physicians, residents and students can teach — and learn — has been foremost among her career objectives.

    Through the TLC, Dr. Hafler continues to direct the Medical Education Fellowship for faculty educators as well as the Master of Health Science-Medical Education Pathway Degree. She also collaborates with Yale New Haven Hospital Graduate Medical Education overseeing Resident-as-Teacher programs for all Yale residents. Dr. John Encandela leads the TLC as its Executive Director overseeing student, faculty and program assessment and additional programs offered to YSM educators and departments.

    Dr. Hafler leads the CME office, which is under Allison Rentfro, PhD as its Executive Director. Together they will expand the focus of the CME office to include continuing professional development (CPD), with a broader focus on professional development while continuing to provide courses on clinical medical education. YSM CME is positioned to broaden their scope to include a greater national presence and a new global outreach.

    Dr. Hafler runs an active research program applying qualitative research methods in medical education. She collaborates with and mentors faculty on the elements of qualitative research in the field of medical education and medical care. In turn, mentored faculty members have learned to develop and demonstrate the tools necessary to effectively teach and lead others. Dr. Hafler is very widely published with book chapters, curriculum materials and original articles in medical education and clinical journals. She frequently serves as visiting professor internationally and has been invited to present regularly at regional and national professional meetings.

  • Applications for New Medicare-funded Positions Through Sections 126 and 4122 - February 12
    Contains 2 Component(s) Includes a Live Web Event on 02/12/2025 at 2:00 PM (EST)

    This webinar will cover background information for the Section 126 and Section 4122 programs, updates to the distribution methodology for Section 126 slots, and key differences between Section 126 and Section 4122 programs.

    The Association of American Medical Colleges (AAMC) is hosting a webinar to review two opportunities for new Medicare-funded graduate medical education (GME) positions. These slots, available under Section 126 of the Consolidated Appropriations Act, 2021 (CAA) and Section 4122 of the CAA, 2023,  will award up to 200 FTEs each to qualifying hospitals, but there are differences between the distribution programs that stakeholders should know prior to submitting applications. This webinar will cover background information for the Section 126 and Section 4122 programs, updates to the distribution methodology for Section 126 slots, and key differences between Section 126 and Section 4122 programs. Applications are due to CMS by March 31, 2025, and awarded positions will be available starting July 1, 2026.

    Bradley Cunningham

    Bradley Cunningham is a Lead Policy and Regulatory Analyst at the Association of American Medical Colleges (AAMC), working within the Health Care Affairs cluster. Bradley completed law school in Washington, DC, and since joining the AAMC, has focused on policy issues related to graduate medical education.

  • Searching and Evaluating the Medical Education Literature - 2/10/2025
    Contains 2 Component(s) Includes a Live Web Event on 02/10/2025 at 12:00 PM (EST)

    This workshop is intended for individuals, medical educators, and clinician educators who want to learn how to effectively search the published medical education literature and to evaluate the value of those searches. After participating in this workshop, learners will be able to:

    This workshop is intended for individuals, medical educators, and clinician educators who want to learn how to effectively search the published medical education literature and to evaluate the value of those searches. 

    After participating in this workshop, learners will be able to:

    1. Formulate an effective approach to searching the medical education literature;
    2. Conduct a search using relevant MeSH headings;
    3. Communicate effectively with a research librarian;
    4. Evaluate the search results using specific review criteria.

    Recordings will be made available for viewing following the completion of each workshop. Viewing of recordings may not be substituted for participation in live workshops.

    This workshop is a part of the MERC Virtual Workshop 2025 - Series 1.

    John Cyrus

    As part of the Research and Education Department at the Virginia Commonwealth University Health Sciences Library, John works with physicians, students, and residents in the VCU School of Medicine and at VCU Health to support research, learning, and patient care. John also served as Interim Co-Head of the Research and Education Department for 2020-2021. His scholarly interests include uncertainty in evidence-based practice and decision-making, evidence synthesis methods, and assessment of consultative library services. Before joining the faculty at VCU Libraries in 2012, he was a health sciences librarian at Louisiana State University in Shreveport, Louisiana. John earned his MLIS from Louisiana State University in 2009.

  • February 2025 MCAT® Testing Year Update for Examinees - February 6
    Contains 2 Component(s) Includes a Live Web Event on 02/06/2025 at 3:00 PM (EST)

    Learn about updates to the 2025 MCAT® testing year, registration process, and MCAT preparation resources to get ready for the exam.

    Learn about updates to the 2025 MCAT® testing year, registration process, and MCAT preparation resources to get ready for the exam. Live Q&A to follow the presentation.