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  • Managing the PDWS Interview Scheduler (Advanced) - August 6

    Contains 2 Component(s) Includes a Live Web Event on 08/06/2020 at 1:00 PM (EDT)

    This is the second of two webinars that goes over interview scheduling in the PDWS.

    This is the second of two webinars that goes over interview scheduling in the PDWS. Learn to navigate PDWS Interview Scheduler and receive expert consultation from the AAMC’s ERAS technical support specialists.   This webinar builds on the PDWS Overview Part I Webinar and PDWS Interview Scheduler Overview Webinar.  

    Topics covered:   

    • Managing interviewers with the Interview Scheduler  
    • Filtering for applicant scheduled dates
    • Creating templates for messages
    • Pairing interviewers with applicants
    • Entering interviewer notes and scores
    • Using private events to your advantage
    • Q & A

    Richard Peng
    Sr. Training Specialist, ERAS

  • PDWS Interview Scheduler Overview (Intermediate) - August 4

    Contains 2 Component(s) Includes a Live Web Event on 08/04/2020 at 1:00 PM (EDT)

    This is the first of two webinars that goes over interview scheduling in the PDWS.

    This is the first of two webinars that goes over interview scheduling in the PDWS. Learn to navigate PDWS Interview Scheduler and receive expert consultation from the AAMC’s ERAS technical support specialists. This webinar builds on the PDWS Overview Part I Webinar.  

    Topics covered:   

    • Setting up the Interview Scheduler  
    • Private events vs RSVP events
    •  Creating RSVP events  
    • Sending invitations  
    • Managing interview statuses and responses
    • Using waitlist automation
    • Q & A

    Richard Peng
    Sr. Training Specialist, ERAS

  • PDWS Overview Part II (Advanced) - July 30

    Contains 2 Component(s) Includes a Live Web Event on 07/30/2020 at 1:00 PM (EDT)

    This is the second of two webinars that go over reviewing and filtering applications.

    This is the second of two webinars that go over reviewing and filtering applications. Learn to navigate the PDWS and receive expert consultation from the AAMC’s ERAS technical support specialists.   This webinar assumes that you have completed the PDWS Overview Part I webinar.  

    Topics covered:   

    • Creating and using custom scores, statuses, and attributes  
    • Assigning reviewers and entering reviewer notes/scores
    • Bulk actions to multiple applicants
    • Customizing export templates
    • Advanced filter functions
    • Extra tools to help manage applications
    • Q & A

    Richard Peng
    Sr. Training Specialist, ERAS

  • PDWS Overview Part I (Basic) - July 28

    Contains 2 Component(s) Includes a Live Web Event on 07/28/2020 at 1:00 PM (EDT)

    This is the first of two webinars that go over reviewing and filtering applications.

    This is the first of two webinars that go over reviewing and filtering applications. Learn to navigate the PDWS and receive expert consultation from the AAMC’s ERAS technical support specialists.   This is a great starting webinar for new users and those that would like a refresher getting back into the PDWS.  

    Topics covered:   

    • Navigating the PDWS dashboard  
    • Reviewing applications and documents  
    • Exporting applications and reports  
    • Basic filter functions  
    • Communicating with applicants  
    • Interview statuses  
    • Ranking statuses  
    • Q & A

    Richard Peng
    Sr. Training Specialist, ERAS

  • 2020 GBA/GIP Virtual Programming: Going from Funds Flow Model to Hard Wiring Through Financial & Budget Management Systems Webinar - July 24

    Contains 2 Component(s) Includes a Live Web Event on 07/24/2020 at 11:00 AM (EDT)

    The fiscal constraints related to a funds flow model drive a critical need for financial and budget management systems and tools that allow for appropriate hard wiring of fiscal management.

    The fiscal constraints related to a funds flow model drive a critical need for financial and budget management systems and tools that allow for appropriate hard wiring of fiscal management. Over the last two years, the Emory School of Medicine (ESOM) Fiscal Affairs team has worked to implement technology solutions that allow for improvements in budgeting, forecasting, compensation planning, and reporting. This has allowed for a higher level of on-going, real-time data analytics too and enabled oversight and adherence to the principles of ESOM Financial Strategic Alignment. During this session, presenters will provide previews of the tools and insights into how the tools have enabled the ESOM to improve financial funds management and strategic decision-making.

    Learning Objectives: 

    1. Understand the approach to developing a roadmap for prioritizing improvement initiatives 
    2. Develop key reports and approaches to improve budgeting, forecasting, reporting and compensation planning 
    3. Collaborate across many audiences to identify needs, develop solutions, and work through continuous process improvement and on-going roadmap development  

    Speakers:

    Beth Boatwright, CPA
    Chief Financial Officer
    Emory University School of Medicine 

    Heather Hamby, MPH
    Executive Associate Dean
    Emory University School of Medicine

    Robb Merritt, BS 
    Controller
    Emory University School of Medicine

    Ann Uher, BS
    Director, Accounting & Analytics
    Emory University School of Medicine 

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    The AAMC is registered with the National Association of State Boards of Accountancy (NASBA) as a sponsor of continuing professional education on the National Registry of CPE Sponsors. State boards of accountancy have final authority on the acceptance of individual courses for CPE credit. Complaints regarding registered sponsors may be submitted to the National Registry of CPE sponsors through its website:  www.nasbaregistry.org 

    Attendance at this webinar – "GBA/GIP 2020 Virtual Programming:  Going from Funds Flow Model to Hard Wiring Through Financial & Budget Management Systems" will provide 1 hour of Continuing Professional Education credits in the area of Business Management and Organization. The program level for this meeting is basic. The delivery method is Group-Live – presented online due to COVID-19. No prerequisites or advance preparation is required. Participation in this webinar is free.  For questions about CPE credit, please contact Heather Sacks at hsacks@aamc.org.

    After completing this webinar, you will be able to:   

    • Understand the approach to developing a roadmap for prioritizing improvement initiatives.
    • Develop key reports and approaches to improve budgeting, forecasting, reporting and compensation planning.
    • Collaborate across many audiences to identify needs, develop solutions, and work through continuous process improvement and on-going roadmap development.
  • AAMC Tools for a Successful Residency Application - July 15

    Contains 2 Component(s) Includes a Live Web Event on 07/15/2020 at 3:00 PM (EDT)

    To help ease the stress and anxiety surrounding the 2021 residency application process, the Association of American Medical Colleges will host an instructional webinar featuring new AAMC T2R tools.

    To help ease the stress and anxiety surrounding the 2021 residency application process, the Association of American Medical Colleges® (AAMC®) will host an instructional 1-hour webinar titled, “AAMC Tools for a Successful Residency Application” for 2021 residency applicants (US MD, DO, and IMG’s). 

    This “bundled” webinar will feature new AAMC T2R tools such as, 

    • New and improved Careers in Medicine website
    • New data released from Diminishing Returns
    • Residency Explorer now open for 2021 residency applicants
    • ERAS 2021 Residency timeline
    • Virtual Interview guidelines

    These tools will help applicants apply smarter, devise an effective application strategy, more easily submit their applications in MyERAS, and prepare for virtual interviews during these uncertain times. 

    Gemma S. Costa, MS NCC
    Sr. Learning & Development Specialist, Careers in Medicine

    Bobby Naemi
    Manager, Admissions and Selection Research

    Angelique Johnson
    Senior Director, Integrated Learner Services

    Amy Mathis
    Senior Director, ERAS

    Amy Addams
    Director, Student Affairs Alignment and Holistic Review

  • Using AMCAS Data to Support Holistic Review - July 14

    Contains 2 Component(s) Includes a Live Web Event on 07/14/2020 at 2:00 PM (EDT)

    As medical schools begin to receive and review applications for the 2021 application cycle, we invite you to join us for a webinar on Using AMCAS Data to Support Holistic Review.

    As medical schools begin to receive and review applications for the 2021 application cycle, we invite you to join us for a webinar on Using AMCAS Data to Support Holistic Review on Tuesday, July 14 from 2:00 – 3:30 pm ET. This 90-minute presentation will help schools better understand the different frameworks and approaches within holistic review and how they can use AMCAS data in their selection and recruitment process to support holistic review.

    Topics will include:

    • Understanding the different approaches and available resources of holistic review
    • Using key data points to support holistic review
    • Understanding the data in the AMCAS application
    • Identifying indicators that are not self-reported or tied to academic metrics

    The Holistic Review team will share best practices, AMCAS will present on important related indicators, and a constituent will share examples of how an institution can best utilize indicators as part of their holistic review process. 

    There will be time for attendees to share their experiences and ask questions.

    Patrick Fritz
    Senior Director, AMCAS
    AAMC

    Michelle Shader
    Director, Holistic Initiatives and Learning
    AAMC

    Jerrod White
    Supervisor, AMCAS Service Delivery
    AAMC

    Leila Amiri, Ph.D.
    Assistant Dean, Admissions and Recruitment
    University of Illinois College of Medicine 

    Christina Grabowski, Ph.D.
    Associate Dean, Admissions and Enrollment Management
    The University of Alabama at Birmingham

  • "Driving the Golden Spike That Unites Learning Outcomes with Teaching Activities" & "Data Sharing and Collaboration for Health Professions Education and Credentialing" - June 30

    Contains 3 Component(s)

    “MedBiquitous Community Connection” is a series of free one-hour webinars featuring health professions educators and technology innovators from around the globe.

    11:00am-11:30am ET - Driving the Golden Spike that Unites Learning Outcomes with Teaching Activities 

    In 2018, 84% of medical schools reported being in curriculum renewal. Implementation of a modern curriculum, defined by Irby, Cooke, and O’Brien (2010), demands an infrastructure to collect, aggregate, and report student performance data. The long-standing model of medical education (2 years of classroom followed by 2 years of clinical apprenticeship) required little attention to individual students’ progress. Curricular modifications to implement contemporary, outcomes-based education focus on individualization of content and delivery. In this model, data about students’ performance is the unifying element of teaching and learning. This session will present logic and conceptual technical models for curriculum change and explicate the value of data to successfully execute those changes.

    11:30am-12:00pm ET - Data Sharing and Collaboration for Health Professions Education and Credentialing

    Data standards allow us to share and collaborate across silos and systems. We often hear that data standards are intimidating or only for the tech savvy. We want to help demystify what data standards are and how they can help in such a turbulent and unprecedented time. 

    We invite you to come learn about the fundamentals of data standards and how they enable collaboration and sharing for education administration and accreditation; teaching activities and educational content; as well as credentials and certification. The common language that data standards provide improve costs and efficiency which is greatly needed in our current resource limited environment.


    “MedBiquitous Community Connection” is a series of free one-hour webinars featuring health professions educators and technology innovators from around the globe. “MedBiquitous Community Connection” provides a forum for community experts to share how digital technologies are promoting improvement and better outcomes across the continuum of health professions education. A portion of each webinar will reserve time for a brief Q&A session, allowing attendees the opportunity to dialogue with guest speakers.

    Hugh A. Stoddard, MEd, PhD

    Assistant Dean for Medical Education Research, Emory University School of Medicine

    Hugh Stoddard, MEd, PhD, is the Assistant Dean for Medical Education Research at Emory University School of Medicine and a Professor in the Department of Medicine. Prior to joining the Emory faculty in 2013, he was the Assistant Dean for Medical Education at the University of Nebraska College of Medicine where he also held the position of Director of the Curriculum and Educational Research Office. 

    Dr. Stoddard earned his PhD in Educational Studies (Administration, Curriculum, and Learning) and his Master of Education (Economics Education) from the University of Nebraska – Lincoln. He received his Bachelor of Arts from St. Olaf College in Philosophy and Anthropology. Before launching his career in medical education research in 2004, he was a high school teacher and coach in Nebraska, Saudi Arabia, and Colombia. 

    Dr. Stoddard is a member and contributor to the American Educational Research Association, the National Council on Measurement in Education, the Association of American Medical Colleges, and the Society of Directors of Research in Medical Education. He was elected President of SDRME 2009-12, the Chair of The Generalists in Medical Education 2017-2020, has been the Co-Chair of the MedBiquitous Curriculum Inventory Working Group since 2014, and was Program Chair for AERA Division I Annual Meeting in 2015. 

    Dr. Stoddard’s primary research interests include: organization of educational programs and educational quality improvement, assessment of medical student performance, increasing the number of medical students from underrepresented groups, and implementation of educational technology.

    Jess Bowling, BFA, CTS, CSM

    IT Manager (Curricular Support), Emory University School of Medicine

    Jess Bowling is an IT Manager with the Emory School of Medicine and leads the Office of Information Technology Services’ Curricular Support team, which is responsible for providing technical support and consulting for systems relating to the education component of the School of Medicine’s tripartite mission. A part of the Emory community since 2007, Jess has designed and implemented a spectrum of IT and audiovisual solutions pertaining to medical simulation, standardized patient-based education, video-based learning, student computing, and online assessment.

    Having recently earned a certificate in Artificial Intelligence Management from Georgetown University’s School of Continuing Studies, Jess’ recent activities include critically analyzing how AI, machine learning, and deep learning systems can be incorporated into medical education and academic health programs for formative and summative purposes. As an MBA candidate at Boston University’s Questrom School of Business, Jess is interested in creating novel management techniques that enable strategic, effective, and ethical use of AI, ML, and DL systems for academic and business purposes.

    Robby Robson, PhD

    CEO, Eduworks Corporation

    Member IEEE Standards Association Board of Governors
    Chair IEEE Standards Education Committee

    Robby Robson is a researcher, entrepreneur, and standards professional who is co-founder and CEO of Eduworks Corporation and serves as a member of the IEEE Standards Association Board of Governors and as chair of the IEEE Standards Education Committee.  During his career he has contributed to areas ranging from pure mathematics to web-based learning, digital libraries, and applications of AI to learning systems and has been involved in developing interoperability and data standards for over 20 years with organizations such as the IEEE, the IMS Global Learning Consortium, the W3C, and ISO/IEC JTC1. 

    Robby is currently leading the Competency and Skills System (CaSS) project, which is developing next-generation competency management and talent analytics solutions, and a related new national science foundation project called "Bridging the Healthcare Skills Gap" that seeks to increase healthcare capacity by guiding people to credentialing opportunities based on skills inventories. These projects make essential use of open data standards related to competencies, learner profiles, and credentials, including those developed by MedBiquitous, and in his various standards governance capacities he has worked with groups developing standards related to eBooks, machine learning, adaptive instructional systems and many other areas.  He is looking forward to sharing insights into what open data standards accomplish and the benefits they bring.

  • Supporting Minority Medical Student Mental Health - June 26

    Contains 3 Component(s)

    This webinar is designed to explore the impacts of today’s social climate on minority medical student wellbeing.

    Minority students enter medical school carrying the weight of years of racial trauma, socioeconomic and educational inequities, and disproportionate health disparities. This weight is exacerbated by the culture of academic medicine. Data suggest that minority medical students frequently report feelings of isolation and exclusion during preclinical and clinical training. The coupling of social isolation with grief, anxiety, trauma, and reduced psychological safety resulting from the Coronavirus pandemic and the recent civil unrest due to ongoing systemic racism and oppression has heightened the need for attention to the mental health of students in minority and marginalized populations. With minority medical students already experiencing lack of community, the increased isolation caused by national quarantine may place them at a greater risk of diminished mental health. 

    This webinar is designed to explore the impacts of today’s social climate on minority medical student wellbeing, discuss the compounded trauma minority medical students may be experiencing, and share strategies to create institutional climates and policies that can reduce risk and mitigate psychological distress and mental health crises.

    Learning Objectives
    1. Understand the multi-layered trauma minority medical students may be experiencing at the nexus of structural racism, national health crisis, and the toxic culture of academic medicine
    2. Identify the mental health risk factors created by this trauma
    3. Share resources to support minority medical student mental health and wellbeing
    4. Discuss the importance of institutional climates and policies to reduce risk and mitigate mental health crises

    Moderator:
    Geoffrey Young, PhD
    Senior Director, Student Affairs and Programs, AAMC

    Speakers:
    Annelle Primm, MD, MPH
    Senior Medical Director, The Steve Fund

    Lee Jones, MD
    Associate Dean for Students
    Health Sciences Clinical Professor of Psychiatry
    UCSF School of Medicine

    Kaosoluchi Enendu, M4
    University of California Irvine SOM and Co-chair SNMA Mental Health Initiative

    Donna Tran, M3
    Michigan State University College of Human Medicine
    Interim President, Asian Pacific American Medical Student Association (APAMSA)

    Jeunice Owens-Walton, M3
    Medical College of Georgia 
    Co-chair SNMA Mental Health Initiative

  • AAMC Maternal Health Equity Series Part Three: Advancing Maternal Health Equity in Refugee Communities - June 24

    Contains 3 Component(s)

    Advancing Maternal Health Equity in Refugee Communities

    According to the Centers for Disease Control and Prevention (CDC), Black, American Indian, and Alaska Native (AI/AN) women are two to three times more likely to die from pregnancy-related causes than white women—and this disparity increases with age. Pregnancy-related deaths for Black and AI/AN women older than 30 are four to five times higher than for white women.  The AAMC Maternal Health Equity Webinar Series highlights the unique role of academic medicine in the fight for maternal health justice and features physicians, community leaders, and researchers who are committed to eliminating these inequities. The third installment of the AAMC Maternal Health Equity Webinar Series focuses on the maternal health disparities faced by refugee women.  

    Advancing Maternal Health Equity in Refugee Communities

    Dr. Crista Johnson-Agbakwu, founding director of the Refugee Women’s Clinic at Valleywise Health, will provide an overview of  the global refugee crisis with special attention to the vulnerabilities faced by refugee women and the challenges providers face in the delivery of high quality culturally competent care. A specific lens will focus on the cultural practice of Female Genital Cutting as well as the current COVID-19 pandemic crisis.  As a practicing Obstetrician Gynecologist, Dr. Johnson-Agbakwu will share her perspectives regarding innovative models of patient care for refugee women and best practice strategies in the provision of linguistically and culturally-appropriate care that optimizes reproductive health outcomes, and promotes the healing, health and wellness of refugee women. 

    Crista Johnson-Agbakwu, MD, MSc, FACOG

    Founding Director, Refugee Women’s Health Clinic, Valley Wise Health

    Crista Johnson-Agbakwu, MD, MSc, FACOG, is an Obstetrician/Gynecologist at Valley Wise Health, Phoenix, AZ, where she is the Founding Director of the Refugee Women’s Health Clinic. She is also a Research Assistant Professor of the Southwest Interdisciplinary Research Center (SIRC), which is a NIH-funded National Center of Excellence in minority health and health disparities at Arizona State University. She received her undergraduate degree from The Johns Hopkins University, medical degree from the Weill Medical College of Cornell University, and completed her residency in Obstetrics & Gynecology at the George Washington University Medical Center. She subsequently completed a fellowship in Female Sexual Medicine at the University of California, Los Angeles and then became a Robert Wood Johnson Foundation Clinical Scholar at the University of Michigan where she obtained her Masters in Health and Health Care Research examining disparities in reproductive health care among refugees/immigrants through mixed-method Community-Based Participatory Research. She has presented nationally and internationally on the challenges faced by health care providers in the care of refugee women as well as the opportunities to improve the quality of care for this vulnerable population. Her current research focuses on investigating strategies to improve reproductive health outcomes for newly-arrived refugee women, particularly those who have undergone Female Genital Cutting (FGC) as well as Sexual and Gender-Based Violence (SGBV); with the aim of improving health care access and utilization, reproductive health education, counseling, community engagement, as well as health care provider cultural competency.