While academic medicine encourages teamwork, empathy and altruism, a culture of incivility persists that permits workplace bullying. Bullying involves offenders abusing authority positions and targeting individuals in order to impede their education or career growth. Bullying also affects patient care and causes some individuals to leave the workforce. This webinar will help participants/organizations recognize workforce bullying and discuss tools to disrupt this uncivil behavior.

Learning Objectives:

After participating in this webinar, attendees should…

1. …be able to describe the scope of bullying in academic medicine, behaviors that constitute as bullying, and the impact it has on the careers of its targets.

2. …be able to examine strategies to mitigate bullying if you are the target, bully, upstander, or leader.

3. … understand components of effective institutional anti-bullying policies.

About IDEAS
The AAMC IDEAS (Inclusion Diversity, Equity, Antiracism) Webinar series provides actionable information about DEI strategies that you can put into practice to become a more effective and successful leader, educator, and member of the academic medicine community.   

Please use Google Chrome, Firefox, Edge or Safari on this site.  Internet Explorer will not function properly as it is too old to be compatible with the system. 

This discussion will provide an overview of the development of the AAMC GME Leadership Competencies (GMELCs) and an update on the current fourth revision of the document. Participants will be engaged to contribute input and perspectives into the document and will be invited to share feedback on the current revision via survey link provided during the session. Discussion will focus on identifying and codifying the competencies, attributes, and skills essential for successful GME leadership.

This session will be relevant to GME leaders across the continuum, including: DIOs/associate deans of GME, and institutional coordinators/GME directors, program directors and associate program directors, and program coordinators/managers.

By the end of the session, participants will be able to:

• Describe the GMELCs model.
• Identify how the GMELCs can be used to promote excellence in GME leadership.
• Provide input on the next iteration of the GMELCs.

Please use Google Chrome, Firefox, Edge or Safari on this site. 

Alexis Ruffin, MS
Director, Constituent Engagement, Association of American Medical Colleges

Maggie Hadinger, EdD, MS, ACC
Director, Academic & Student Affairs, OnlineMedEd

Karen Broquet, MD, MHPE
DIO and Associate Dean for Graduate Medical Education, Southern Illinois University School of Medicine

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.

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

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).

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

This 60-minute session will address the strategies and processes for choosing and applying to away rotations with insight from the advisor, Home, and Host institution perspectives on the decision-making process. This informative webinar will help advisors better understand the general timeline of students applying to away rotations, how to support your students in developing an effective away rotation application strategy, and what your students should consider when evaluating their options.

Please use Google Chrome, Firefox, Edge or Safari on this site. 

Dr. Carolina Quezada
Dr. Quezada is the Assistant Dean of Clinical Education at A.T. Still University School of Osteopathic Medicine in Arizona (ATSU-SOMA) and also the Regional Director of Medical Education at the Family Healthcare Network (FHCN) Community Health Center (CHC) site. At FHCN, she is the Director of Clinical Education, overseeing the educational programs at FHCN, including ATSU-SOMA and ATSU Master of Science in Physician Assistant Studies Program. She practices Internal Medicine – Pediatrics in a rural FHCN health center site in Woodlake, CA. She went to medical school at Michigan State University and completed her Med-Peds residency at LAC+USC.

She also serves as a mentor in the MiMentor, Central California chapter and holds the position of Chief Admissions Office for the Alliance in Mentorship Advisory Board for MiMentor. In addition, she is also an Advisory Board Member for Latino Medical Student Association for the Western Region.

Adriane Lopez
Engagement Specialist, VSLO
Association of American Medical Colleges

Since 2020, the AAMC Electronic Residency Application Service® (ERAS®) and the AAMC’s assessment and psychometric experts have collaborated with a variety of specialties, programs and schools/advisors to conduct extensive research on new ERAS content through the supplemental ERAS application.

The AAMC teams developed and refined this new content to better facilitate holistic review and improve the application screening process. To help students share more about themselves, the supplemental application asked residency applicants to:

• Provide geographic preference information;
• Provide streamlined information about their work, volunteer, and research experiences; and
• Send signals of interest to their top program choices.

Join AAMC Staff during this hour and a half long webinar to learn more about:

• Current supplemental ERAS application research findings from the ERAS 2023 cycle.
• Plans for the ERAS 2024 season including:
  • How the MyERAS content is evolving for ERAS 2024.
  • Specialty participation and how to elect to utilize programs signals.

Please use Google Chrome, Firefox, Edge or Safari on this site. 

Jayme Bograd
Director of Pilot Administration Admissions Selection Research and Development

Michele Oesterheld
ERAS, Director

Deconstructing Racism in Medicine through Curricular Review

During this presentation, participants will learn about the history of racism in medical education. The presenter will share Boston University Chobanian and Avedisian School of Medicine’s journey to evaluate and address racism in their curriculum and the outcomes of that work. Throughout the presentation, anti-racism curricular tools and resources will be shared that can be used by individuals and institutions to address areas commonly faced when addressing racism in medical education. Finally, participants will think about continuous quality improvement and competency-based practices to address racism in the learning environment.

Please visit the AAMC Building Better Curriculum Webinars webpage for a complete list of future events and special programming.

Since 2020, the AAMC Electronic Residency Application Service® (ERAS®) and the AAMC’s assessment and psychometric experts have collaborated with a variety of specialties, programs and schools/advisors to conduct extensive research on new ERAS content through the supplemental ERAS application.

TThe AAMC teams developed and refined this content to better facilitate holistic review and improve the application screening process for programs. To help students share more about themselves, the supplemental ERAS application asked residency applicants to:

• Provide geographic preference information.
• Provide streamlined information about their work, volunteer, and research experiences; and
• Send signals of interest to their top program choices.

Advisors can expect to leave this webinar with a better understanding of:

• Supplemental ERAS application evaluation and research results from the ERAS 2023 application cycle.
• What supplemental ERAS application research is still ongoing.
• How the MyERAS application is evolving for the ERAS 2024 season.

Please use Google Chrome, Firefox, Edge or Safari on this site. 

Jayme Bograd
Director of Pilot Administration Admissions Selection Research and Development

Michele Oesterheld
ERAS, Director

Please join the AAMC-Vizient Clinical Practice Solutions Center (CPSC) for a webinar discussing final policies for the Shared Savings Program and Year 7 (2023) of the Quality Payment Program (QPP) in the Medicare Physician Fee Schedule final rule on December 12, 2022 at 3:00 pm (EST). During this 60-minute webinar, AAMC and Vizient staff will present on final policy changes for Accountable Care Organizations (ACOs), the merit-based incentive payment system (MIPS), and Advanced APMs. For the Shared Savings Program, topics include changes to payments to ACOs, transition to performance-based risk, and benchmark and health equity adjustments. For the QPP, topics include changes to MIPS framework, MIPS category weights and performance threshold, the MIPS Value Pathways (MVPs) reporting option, and changes related to Advanced APMs.

Participants will have the opportunity to ask questions once the presentation has concluded.

Please use Google Chrome, Firefox, Edge or Safari on this site. 

Gayle Lee, JD
Director, Physician Payment Policy and Quality

Gayle Lee is the Director of Physician Payment Policy and Quality at the Association of American Medical Colleges. Ms. Lee has an expansive background in health care law, regulation, advocacy, and policy. She is responsible for educating and advocating on federal regulations and policies that impact teaching hospitals and physicians. Prior to joining AAMC, Ms. Lee served as Senior Director of Health Finance and Quality at the American Physical Therapy Association (APTA) where her key areas of responsibility involved Medicare, Medicaid, HIPAA and health care reform regulations impacting rehabilitation. Before APTA, Ms. Lee was the Assistant Counsel and Policy Coordinator at the American Rehabilitation Association where she worked on issues that affected rehabilitation hospitals and units. Ms. Lee received her law degree at the Washington College of Law at the American University DC and completed her undergraduate work at Pennsylvania State University located in University Park, Pennsylvania.

Phoebe Ramsey, JD
Manager, Regulatory Payment Policy and Quality

Phoebe Ramsey is a Manager of Regulatory Policy at the Association of American Medical Colleges focusing on issues relating to health care quality measurement, health information technology, and health equity within the AAMC’s Center for Health Justice. She also provides insight on alternative payment models, with expertise in accountable care organizations. Prior to joining the AAMC she led the Next Generation and Pioneer ACO Models at CMS’s Center for Medicare and Medicaid Innovation. She earned her law degree with honors from American University’s Washington College of Law and her bachelor’s degree with honors from Syracuse University’s Maxwell School of Citizenship and Public Affairs.

Jenna Stern, JD
AVP, Regulatory Affairs & Public Policy

Jenna Stern is AVP of Regulatory Affairs & Public Policy at Vizient. She supports Vizient’s government relations, monitors federal regulatory and legislative developments, and helps communicate Vizient’s positions on those developments which are most relevant to Vizient and its members. Prior to joining Vizient, Jenna was the Director of Health Policy for the American Pharmacists Association and a senior associate with Avalere, a DC-based healthcare consulting firm. Jenna received her law degree with a concentration in health law from Case Western Reserve University and is a member of the Maryland bar. She is also a graduate of Brock University where she received her bachelor of science in health sciences.

Ki Stewart, JD
Analyst, Physician Payment Policy and Quality

Ki Stewart is a Policy and Regulatory Analyst specializing in physician payment and quality policy at the Association of American Medical Colleges. Her portfolio includes Medicare payment, telehealth, behavioral health, veterans affairs, and other issues. Prior to joining the AAMC, Ki worked as a federal contractor for the Department of Justice in the Civil department, combatting Medicare fraud and abuse. She has also completed an externship with The Center for Medicare and Medicaid Innovation. Ki earned her J.D. with a concentration in Health Law from the University of Maryland Francis Carey School of Law and is a member of the D.C. Bar. She earned her B.A. in Political Science from American University.

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
   

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