AAMC Building Better Curriculum Webinar Series

The AAMC Building Better Curriculum monthly one-hour webinar series is an opportunity for curriculum deans, leaders, administrators, teaching faculty, and staff to learn about and explore innovations in curriculum and curriculum mapping. It also provides a venue for AAMC to provide updates on Curriculum Inventory developments. Attendees can see show demonstrations of new reports, preview upcoming publications, brainstorm issues related to gathering, entering, aggregating, reviewing, and reporting on curriculum data, and provide input regarding next steps in reports and publications. 

Registration is required.

  • AAMC Building Better Curriculum Webinar - December 9

    Contains 2 Component(s) Includes a Live Web Event on 12/09/2020 at 1:00 PM (EST)

    Please join us for a new presentation in our continuing series on Building Better Curriculum.

    Curriculum Development Lessons Learned from the Newly Launched Kaiser Permanente Bernard J. Tyson School of Medicine.  

    The Kaiser Permanente Bernard J. Tyson School of Medicine opened in July 2020. Opening a new medical school has provided an amazing opportunity to apply best practices and lessons learned from the educational literature, environmental scanning, and the wisdom of experience of the school’s leaders who came from various institutions across the country. This presentation will describe the curriculum including its guiding principles and lessons learned from the curriculum development process.

    Please visit http://www.aamc.org/cir/webinars for a complete list of past and future events. 

    If you would like to register for the entire series, please click here. Check back for additional webinars that are added to the series.

    Abbas Hyderi

    Senior Associate Dean for Medical Education, Kaiser Permanente School of Medicine

    Dr. Abbas Hyderi joined the Kaiser Permanente School of Medicine (KPSOM) as Senior Associate Dean for Medical Education and Professor of Clinical Science in July 2018 having come from the University of Illinois at Chicago (UIC) College of Medicine, where he was Associate Professor in the Departments of Family Medicine and Medical Education as well as Associate Dean for Undergraduate Medical Education with principal oversight of all four years of the curriculum. He led the University of Illinois College of Medicine team when it participated in the Association of American Medical Colleges Core Entrustable Professional Activities (Core EPA) Pilot for which he was also the national co-chair of the Entrustment Concept Team and the national chair of the EPA 13 Team. He is a certified Team-Based Learning (TBL™) Collaborative Trainer-Consultant and has delivered faculty development workshops and given presentations internationally on topics including learner-centered education, TBL™, and competency-based medical education including EPAs. 

    Dr. Hyderi has been recognized at both the medical school and residency program levels with several awards, including the 2010 Illinois Academy of Family Physicians Teacher of the Year Award and the 2016 UIC College of Medicine Emerging Innovator Award, which recognizes the contributions of one graduate within the past 15 years.  He has produced over 100 peer-reviewed presentations and publications related to medical education.

    For more information about Dr. Hyderi, please click here.

    Angela Blood (Moderator)

    Director, Curriculum Resources, AAMC

    Ms. Blood is the Director of Curriculum Resources at the Association of American Medical Colleges (AAMC).  She oversees the AAMC Curriculum Inventory (CI) program including data collection and resources.

  • AAMC Building Better Curriculum Webinar - November 11

    Contains 2 Component(s)

    Please join us for two presentations in our continuing series on Building Better Curriculum.

    Part 1: "Identifying Opportunities and Creating Buy-in for Curriculum Mapping" 

    At the end of this presentation, participants will be able to identify key resources for collecting data as it relates to curriculum mapping. The philosophies of forwards and backwards mapping will be discussed, and this information can then be used to help faculty drive the mapping process. Tools, potential timelines, and general insights will be shared that are appropriate for novice mappers or for institutions wanting to do a major process design.

    Part 2: "FAU’s Developmental Approach to Problem-Based Learning"

    This presentation will focus on Florida Atlantic University’s unique and innovative developmental progression of PBL formats across the first three years of the med school curriculum. To improve our students’ independent clinical reasoning and self-directed learning skills, and to better prepare them for their clinical clerkships, we redesigned our small group case-based sessions during the pre-clinical curriculum. Faculty oversight is gradually eliminated in order to progressively increase student independence, autonomy, and leadership responsibilities in a developmental manner while maintaining knowledge acquisition and fostering lifelong learning and problem-solving

    Please visit http://www.aamc.org/cir/webinars for a complete list of past and future events. 

    If you would like to register for the entire series, please click here. Check back for additional webinars that are added to the series.

    Clair Collins

    Director of Faculty Development and CME, College of Osteopathic Medicine at Sam Houston State University

    Clair Collins currently serves as the Director for Faculty Development and CME and joined the SHSU staff in 2017 in order to start the College of Osteopathic Medicine. In her daily role, she works with both faculty and staff across all of medical education to provide training opportunities on an array of topics from curriculum mapping, to teaching modalities to diversity, equity, and inclusion issues, to tech trainings.

    Madeleine Denison

    Educational Program Coordinator, College of Osteopathic Medicine at Sam Houston State University

    Ms. Denison has over 10 years of higher education experience in various roles, working with students, faculty, and administrators.  Her experience includes areas of advising, evaluation, accreditation, curriculum data collection, tracking, and reporting. She has been in her current role at SHSU since March 2019 and has been part of developing and implementing curriculum mapping.

    Sarah K. Wood

    Senior Associate Dean for Medical Education, Schmidt College of Medicine at Florida Atlantic University

    Dr. Sarah Wood is the Senior Associate Dean for Medical Education at the Schmidt College of Medicine at FAU and a board-certified pediatrician. She graduated magna cum laude with Honors in Psychology from Yale University, then earned her MD degree at Harvard Medical School. She completed her residency in pediatrics at Boston Children’s Hospital, followed by a year as Chief Resident there. Dr. Wood helped launch FAU's new medical school in 2011. Since 2015, Dr. Wood has led FAU’s medical education program as the Senior Associate Dean for Medical Education. Her interests include innovative education, longitudinal integrated clerkships, and enhancing life-long-learning and professionalism.

  • AAMC Building Better Curriculum Webinar - October 14

    Contains 3 Component(s)

    Please join us for two presentations in our continuing series on Building a Better Curriculum.

    Part 1: “Capturing CI Data Within the Clinical Years”

    The Indiana University School of Medicine (IUSM) is the largest medical school in the country, with nine regional campuses located throughout the state of Indiana. We will share our methods for documenting the clinical curriculum in ways that robustly capture the curriculum while maintaining an accurate representation of the shared student experiences across all of our campuses. 

    Part 2: “Challenges in Mapping an Integrated Curriculum”

    This presentation will chronicle the process of strategy development and evolution for mapping the integrated parts of the curriculum at Nova Southeastern University’s Dr. Kiran C. Patel College of Allopathic Medicine.

    Please visit http://www.aamc.org/cir/webinars for a complete list of past and future events. 

    If you would like to register for the entire series, please click here. Check back for additional webinars that are added to the series.

    Stephanie Freed

    Clinical Sciences Curriculum Specialist – Phase 3, Indiana University School of Medicine

    Stephanie joined the IUSM Medical Student Education Team in 2018 during a time of renewed focus on the Phase 3 (fourth-year) student experience. Since joining the team, she has participated in rapid and ongoing curriculum changes aimed at enhancing the Phase 3 curriculum. Before working for the IUSM, Stephanie served in various science education roles at the Undergraduate and Secondary levels. While completing her Master’s Degree at the University of Notre Dame, she earned several teaching awards and honed her passion for education administration. 

    Neelum Safdar

    Clinical Science Curriculum Specialist – Phase 2, Indiana University School of Medicine

    Neelum works with the Phase 2 Assistant Dean for Curriculum in the Clinical Sciences, at the Indiana School of Medicine, to manage clinical curricular programs and activities for the third year of Undergraduate Medicine. This includes the development, implementation, evaluation and maintenance of the statewide clinical medical school curriculum at all IU School of Medicine (IUSM) campuses. She also works with clerkship teams to collate curriculum data to upload to the AAMC.  In addition, she acts as a project manager for various curriculum development initiatives and serves in an advisory capacity on a variety of curriculum committees. Before joining the IUSM school of medicine, Neelum worked as a Microbiologist for 15 years and then transitioned to teaching Chemistry and AP Biology.  She completed her Masters Degree in Education while serving as a Vice Principal in a private K-12 school. 

    Christine Nelson

    Director of Curricular Affairs, Dr. Kiran C. Patel College of Allopathic Medicine, Nova Southeastern University

    Christine Nelson has served in an administrative role at NSU MD since April 2017. Hired as the Curriculum Content Manager (curriculum mapper), she transitioned to the role of Director of Curricular Affairs in 2018 just prior to the start of the charter class. Previously she was the Program Manager for the Biomedical Informatics Program in NSU’s Osteopathic Medicine school for almost 10 years. She has also done medical case management for a non-profit serving the HIV+ low income community, was employed at a camp for children with chronic/terminal illness, and spent four years working in retention at the University of Miami. 

  • AAMC Building Better Curriculum Webinar - August 12

    Contains 3 Component(s)

    Please join us for two presentations in our continuing series on Building a Better Curriculum.

    Presentation 1: 2020 CI Data Upload Season Check-in. 

    During this session, we’ll continue to share CI updates, review new CI Portal features and reports, and curriculum documentation given COVID-19.  

    Presentation 2: Turning Virtual Educational Activities into Scholarship through MedEdPORTAL. 

    In this session, participants will be introduced to MedEdPORTAL, the journal of teaching and learning resources of the AAMC. MedEdPORTAL is a MEDLINE-indexed, open-access, electronic journal that is an avenue for educators to publish their teaching activities for worldwide dissemination and use. In addition, this presentation will highlight the current Virtual Learning Resources collection, which features peer-reviewed teaching resources that can be used for distance learning, including self-directed modules and learning activities that could be converted to virtual interactions. Educators are encouraged to bring ideas and consider submitting their work to this collection. 

    Please visit http://www.aamc.org/cir/webinars for a complete list of past and future events. 

    If you would like to register for the entire series, please click here. Check back for additional webinars that are added to the series.

    Angela Blood

    Director, Curriculum Resources, AAMC

    Ms. Blood is the Director of Curriculum Resources at the Association of American Medical Colleges (AAMC).  She oversees the AAMC Curriculum Inventory (CI) program including data collection and resources.

    Kathy Kreutzer

    Associate Editor, MedEdPORTAL

    Ms. Kreutzer has over 35 years of experience in curriculum design and evaluation, faculty development and continuing professional education, and program accreditation.  She currently works primarily in supporting faculty recognition and service and professionalism in the learning environment.  She has received  multiple recognitions for her medical ethics teaching.  Ms. Kreutzer served as Chair of the AAMC Southern Group on Educational Affairs (SGEA) (2015-2017),  SGEA MESRE Representative (2007-2009), and Interim SGEA CEI Representative (2015).  She was a founding faculty member in the SGEA (Now AAMC) Leadership Education and Development (LEAD) Certificate Program.   She joined MedEdPORTAL as a peer reviewer at its inception.   Ms. Kreutzer is an advisory member of the VCU Health Innovation Consortium (2019-), serves on the VCU Center for Human-Animal Interaction Executive Committee (2013-), and is a performing member and music librarian in the Richmond Concert Band and a founding member of the VCU Health Orchestra. 

  • AAMC Building Better Curriculum Webinar - July 8

    Contains 3 Component(s)

    Please join us for two presentation in our continuing series on Building a Better Curriculum.

    Presentation 1: Comprehensive Curriculum Evaluation

    This presentation describes the comprehensive approach the University of Missouri-Kansas City School of Medicine uses to evaluate each curricular phase and the whole curriculum. We will describe our rotating curriculum review cycle, including our processes for reviewing content, instructional methods, assessment methods, learning outcomes, educational resources, and the learning environment. We will share the evaluation forms we use, along with examples of the content, instructional methods, and assessment methods maps we use to inform the review process. Additionally, we will describe the collaborative relationship between the Council on Curriculum and the Office of Assessment and Quality Improvement that facilitates our comprehensive approach to curriculum evaluation. 

    Presentation 2: 2020 CI Upload season – What’s new? 

    During this session, we’ll review new features and reports, and curriculum documentation given COVID-19.  To get the most out of this session, attendees are encouraged to visit the CI website, especially the new CI Portal User Guide and our guidance on CI data collection given COVID-19

    Please visit http://www.aamc.org/cir/webinars for a complete list of past and future events. 

    If you would like to register for the entire series, please click here. Check back for additional webinars that are added to the series.

    Jennifer Quaintance, PhD

    Assistant Dean for Assessment and Quality Improvement, Associate Professor Department of Graduate Health Professions in Medicine, University of Missouri-Kansas City

    Dr. Quaintance leads the Office of Assessment and Quality Improvement, with responsibility for providing data-driven guidance to the UMKC School of Medicine in the areas of accreditation and quality improvement, curriculum development and evaluation, assessment methods, and instructional methods. She oversees the school’s ongoing planning and continuous quality improvement processes that are used to improve the quality of our educational programs. Dr. Quaintance supports educational programs by providing routine and ad hoc outcomes data as well as guidance in interpreting the data in order to guide policy, procedural, and curricular improvements.

    Nurbanu Pirani, MD, FACP

    Associate Dean for Curriculum, Assistant Professor Department of Internal Medicine, University of Missouri-Kansas City

    Dr. Pirani is the Associate Dean for Curriculum at UMKC School of Medicine.  In this role she serves as the chair of the Curriculum Council by which she ensures compliance with all LCME accreditation standards.  She works to integrate council policies and procedures and coordinate the overall structure and goals of the council.  In this role Dr. Pirani works closely with the Office of Assessment and Quality Improvement.  She is engaged in continuous review and development of curriculum initiatives.  Dr. Pirani is an Internal Medicine physician she practices at Truman Medical Center which is a primary affiliate site of the School of Medicine.  She serves as a Docent or mentor for students in the medical program.

    Angellar Manguvo, PhD

    Instructional Designer, Office of Assessment and Quality Improvement, Associate Teaching Professor, Department of Graduate Health Professions in Medicine, University of Missouri-Kansas City

    Dr. Angellar Manguvo manages UMKC School of Medicine’s Curriculum Inventories. She reviews courses and clerkship documents to ensure that learning objectives, curriculum content and structure, and assessment systems are accurately documented and properly aligned with the school’s objectives and national benchmarks. She determines gaps and redundancies in the curriculum and helps formulate strategies to address the deficiencies. She also mentors faculty on implementing and evaluating curricular innovations. Dr. Manguvo helps oversee the assessment of student learning outcomes in relation to established benchmarks and utilizes the data to set targets for improvement. She also helps with formulating key initiatives to track and monitor identified areas of focus, strategic plan goals, as well as selected standards and elements as part of compliance monitoring and the school’s commitment to quality improvement.

    Angela D. Blood

    Director, Curriculum Resources

    Ms. Blood is the Director of Curriculum Resources at the Association of American Medical Colleges (AAMC).  She oversees the AAMC Curriculum Inventory (CI) program including data collection and resources.

  • AAMC Building Better Curriculum Webinar - June 10

    Contains 2 Component(s)

    The Flexible Learning Environments eXchange is an open education resource (OER) and global community of faculty, learning space designers, and educational technology specialists who are dedicated to creating effective environments that engage students in active learning.

    Topic: FLEXspace & LSRS – Tools & Resources to Design Innovative Active Learning Environments

    The Flexible Learning Environments eXchange is an open education resource (OER) and global community of faculty, learning space designers, and educational technology specialists who are dedicated to creating effective environments that engage students in active learning. This unique portal, created by educators - for educators - enables users to search hundreds of campus-contributed examples, connecting instructors and learning design experts from around the world. 

    This presentation features a hands-on tour and case examples that offers practical guides, research, and designs to ideate, plan, catalog, contribute, utilize and assess learning spaces. 

    Please visit http://www.aamc.org/cir/webinars for a complete list of past and future events. 

    If you would like to register for the entire series, please click here. Check back for additional webinars that are added to the series.

    Lisa Stephens

    Asst. Dean, UB School of Engineering and Sr. Strategist – Academic Innovation, SUNY

    Dr. Lisa Stephens serves as Assistant Dean for Digital & Online Education in the UB School of Engineering and Senior Strategist for Academic Innovation in the Office of the SUNY Provost. In her Asst. Dean role, Lisa is responsible for strategic development of online programs within the School, promoting interdisciplinary opportunities, and helping to coordinate operational program delivery. Her SUNY portfolio includes serving as Program Manager of the Innovative Instruction Technology Grant (IITG) seed fund program to support the Chancellor's strategic innovation plan, leadership of the SUNY Online Coursera initiative, and Interim Director of FLEXspace™ (Flexible Learning Environments eXchange) a global open education repository launched by SUNY.  Lisa is a member and past-chair of the SUNY Faculty Advisory Council on Teaching & Technology (FACT2) and elected co-chair of the UB Faculty Senate Teaching & Learning Committee; she enjoys an adjunct faculty appointment in the UB Department of Communication. Research interests include administrative choice of technology adoption, with publications in EDUCAUSE Quarterly, the Encyclopedia of Distance and Online Learning, the College and University Media Review, as well as various presentations and research reports.  Lisa holds a PhD in Higher Education Administration (University at Buffalo), an MS in Television, Radio and Film (S.I. Newhouse School of Public Communications - Syracuse University) and a BFA in Communication Design (Rochester Institute of Technology).  Lisa.Stephens@suny.edu Twitter @sailorstephens

    Rebecca V. Frazee

    Adjunct Faculty, Learning Design & Technology, San Diego State University, and Managing Director, FLEXspace.org

    Dr. Rebecca Frazee is an adjunct faculty member in the Learning Design and Technology graduate program at San Diego State University, a performance improvement consultant, and Managing Director of the Flexible Learning Environments Exchange initiative (FLEXspace.org). Rebecca works as an instructional designer, coach, instructor and consultant in the areas of educational technology, learning environment design, online and HyFlex learning, research and evaluation, workplace training and development, and organizational learning and performance systems. Rebecca serves a range of educators and leaders across higher education, business, government, military, and non-profit sectors.  

    rfrazee@sdsu.edu | Twitter:@rebeccafrazee  

    Brent Babb

    Assistant Director of IT Infrastructure Multimedia, Information Systems, Wake Forest University

    Immersed in higher education for 23 years, Brent Babb understands the importance of data-based decisions for faculty and student-friendly learning spaces. Brent began as a network technician at Hollins University in Virginia. His career developed and deepened at Davidson College, where he wore many IT hats over 16 years including network administrator, cable TV support specialist, designer, project manager, and classroom technology designer. In 2015, Brent Babb joined Wake Forest University as the Assistant Director of Infrastructure with an emphasis on AV technology. At Wake Forest University, Brent manages a team of five that supports about 400 campus technology spaces including classrooms, common areas, and event spaces. He is also the Chair of the Wake Forest Learning Spaces Committee, a University-wide advisory group of faculty, staff, and administration that recommends evidence-based and data-driven classroom design for renovations and construction.

    Kyle Bowen

    Executive Director, Learning Experience, Arizona State University

    Kyle Bowen is the executive director of Learning Experience at Arizona State University where he leads university efforts to enable innovative uses of technology that transforms education across disciplines and modalities. Kyle oversees a portfolio of functions including faculty support, collaborative platforms, and learning spaces. Previously the director of innovation for teaching and learning with technology at Penn State University, he advanced university efforts in research, learning space design, student creativity, and data science. Kyle also formerly served as the director of informatics at Purdue University, a role that shaped the university’s strategy to advance student success through emerging technologies. Kyle is an entrepreneur and regular speaker on innovation in higher education. He has co-authored and edited more than 20 books in the areas of design, development, and usability. His work has appeared in the New York Times, USA Today, and the Chronicle of Higher Education. 

  • AAMC Building Better Curriculum Webinar - May 13, 2020

    Contains 2 Component(s)

    Topic 1: Teaching Medical Students to Identify, Understand, and Engage in Reporting Medical Errors Topic 2: Outcomes of a Longitudinal Quality Improvement and Patient Safety Pre-clerkship Curriculum

    Presentation 1: Teaching Medical Students to Identify, Understand, and Engage in Reporting Medical Errors

    This presentation describes a curriculum at the Geisel School of Medicine at Dartmouth for teaching medical students to identify, understand, and engage in reporting medical errors, which is situated in their third-year clerkship in internal medicine.  We will describe the design, context, and evaluation of the curriculum.  Additionally, we will show how it is currently taught (with examples of the cases students write about and illuminate through peer dialogue) and conclude with a perspective on the components of a successful patient safety curriculum for medical students.  There will be time at the end of the presentation for questions and comments about best practices, as well as ideas for teaching patient safety to medical students at the end of the presentation.  

    Presentation 2: Outcomes of a Longitudinal Quality Improvement and Patient Safety Pre-clerkship Curriculum

    This presentation describes a study that evaluated whether quality improvement (QI) and patient safety (PS) training in pre-clerkship medical education resulted in students’ development and retention of knowledge, application-based and perceived skills, and attitudes throughout clerkships. A longitudinal QI/PS curriculum with multimodal curricular components was implemented in the pre-clerkship curriculum between 2015 and 2017 at the Warren Alpert Medical School of Brown University, Rhode Island. Assessment of this curriculum model yielded findings that suggest the incorporation of pre-clerkship QI/PS training results in improvements in knowledge, application-based and perceived skills, and attitudes that are retained throughout clerkships.

    Please visit http://www.aamc.org/cir/webinars for a complete list of past and future events. 

    If you would like to register for the entire series, please click here. Check back for additional webinars that are added to the series.

    Joel Bradley, MD

    Adult and Pediatric Hospitalist, Assistant Professor of Internal Medicine and Pediatrics, Geisel School of Medicine at Dartmouth

    Dr. Bradley graduated from Williams College and University of Massachusetts School of Medicine with a passion for the humanities and education.  During his residency in internal medicine and pediatrics at Tufts/Maine Medical Center, his training extended to quality, safety, and clinical ethics, with a particular interest in combining them.  He currently works as an adult hospitalist at the White River Junction VAMC in Vermont, and for the Children’s Hospital at Dartmouth, where he teaches internal medicine and pediatric residents, and medical students throughout the preclinical and clinical years.  He is also an alumnus and faculty member of the VA Chief Residency in Quality and Safety Program, focused on national curriculum development with colleagues at the VA National Center for Patient Safety. 

    Hilary F. Ryder, MD, MS, FACP, FHM, HEC-C

    Associate Professor of Medicine, Medical Education and The Dartmouth Institute, Geisel School of Medicine at Dartmouth; Director, Internal Medicine Residency Program, Dartmouth-Hitchcock Medical Center

    Dr. Ryder graduated from the University of Chicago and Yale University School of Medicine. She completed her residency training at Dartmouth-Hitchcock Medical Center joining the Geisel School of Medicine faculty as a hospitalist in 2007.  She earned a Masters in Science through The Dartmouth Institute in 2012. Currently, Dr. Ryder is the Associate Professor of Medicine, Medical Education and The Dartmouth Institute at The Geisel School of Medicine at Dartmouth in Hanover, New Hampshire.  She is also the Program Director for the Internal Medicine Residency Program. Dr. Ryder has a special interest in medical education research.  She served as Medical Editor for SIMPLE, the most widely used on-line, case-based third-year medical clerkship curriculum.  She is the author of several papers focused on educating patients, providers and lay readers of scientific journals.  Her current work focuses on the meaning and role of assessments in undergraduate and graduate medical education, and understanding moral distress medical students face when encountering ethical dilemmas.  Dr. Ryder also mentors students and residents with interest in medical education research and is most proud of the papers she co-authors with learners.  She is active in the Association of Program Directors in Internal Medicine (APDIM), and serves on the governing councils of Clerkship Directors of Internal Medicine (CDIM) and the Alliance for Clinical Education (ACE).

    Greg Ogrinc, MD, MS

    Senior Vice President Certification Standards and Programs, American Board of Medical Specialties (ABMS)

    Greg Ogrinc is the Senior Vice President, Certification Standards and Programs at the American Board of Medical Specialties (ABMS).  He provides strategic leadership for the ongoing evolution and implementation of ABMS board certification standards and programming. Before joining the ABMS in 2020, he was the Senior Associate Dean for Medical Education at the Geisel School of Medicine at Dartmouth and Professor of Medicine and of the Dartmouth Institute.  Dr. Ogrinc graduated from Case Western Reserve University School of Medicine, residency in internal medicine at MetroHealth Medical Center, and the VA National Quality Scholars Program at WRJ VA.  Dr. Ogrinc is the lead author of the Fundamentals of Healthcare Improvement textbook and co-leader of the Standards for Quality Improvement Reporting Excellence (SQUIRE) guidelines, a set of publication guidelines for sharing quality improvement work through published literature.

    Luba Dumenco, MD, MEHP, FACP

    Assistant Dean for Medical Education, Office of Medical Education and Continuous Quality Improvement, The Warren Alpert Medical School of Brown University

    As Assistant Dean for Medical Education, Luba Dumenco is responsible for first year medical school curriculum and the horizontal and vertical integration across the four-year curriculum.  Dr. Dumenco is a course leader for a first year course, General Pathology, and a second year course, Hematology. Dr. Lumenco’s areas of interest include quality improvement and patient safety, interprofessional education, peer-review, and educational pedagogy. 

    Kristina Monteiro, PhD

    Director for Assessment and Evaluation, Office of Medical Education and Continuous Quality Improvement, The Warren Alpert School of Brown University

    As Director of Assessment and Evaluation at AMS, Kristina Monteiro is responsible for evaluating the four-year medical school curriculum. Dr. Monteiro is also a course leader for the Research Methods in Population Medicine course in the Master of Science program and the Health Systems Science course in the MD program. Dr. Monteiro’s areas of interest include quality improvement and patient safety, interprofessional education, and collaborating with medical students by providing research design and statistical analysis support on their projects.

  • AAMC Building Better Curriculum Webinar - April 8, 2020

    Contains 3 Component(s)

    Topic: Enhancing Integration through Team Teaching

    Topic: Enhancing Integration through Team Teaching

    Enhanced integration of basic and clinical sciences at the session level promotes meaningful knowledge connections for increased retrieval in clinical settings.  In this session, participants will learn about team teaching models and how to apply them to achieve enhanced session-level integration.  Facilitators will introduce an integration rubric as a tool to evaluate and improve upon session-level integration.  Facilitators will introduce strategies to enhance cognitive integration by optimizing the design and delivery of key content.  In addition, facilitators will explore the challenges and solutions to implementing team teaching in integrated curricula.    

    Session Objectives: 

    Participants will be able to:

    • Differentiate the levels of integration within curricula, courses, and individual sessions. 
    • Articulate the need for enhanced integration and the role of team teaching in achieving cognitive integration. 
    • Map current practices and new ideas to the integration rubric.   

    Please visit http://www.aamc.org/cir/webinars for a complete list of past and future events. 

    If you would like to register for the entire series, please click here. Check back for additional webinars that are added to the series.

    Amber J. Heck

    Associate Professor of Physiology at the TCU and UNTHSC School of Medicine

    Dr. Amber J. Heck is an Associate Professor of Physiology at the TCU and UNTHSC School of Medicine. She earned her Ph.D. in Biomedical Sciences at UNTHSC. Her current responsibilities include curriculum design and development, and active learning facilitation in cell biology and physiology for medical students. She has nine years of experience as a facilitator using multiple learning modalities within integrated preclinical medical education curricula. She has three years of experience developing integrated active learning courses and has been founding faculty at two new medical schools. Dr. Heck’s current interests include creating faculty development interventions where participants develop tangible solutions to challenges imposed by modern medical school curriculum practices. She has been active in IAMSE for six years and has presented two focus sessions, one oral presentation, and four poster presentations at the IAMSE annual meetings. She is involved in research and mentoring nationally and internationally and was a 2016 IAMSE fellow. Dr. Heck currently serves as Chair of the IAMSE Educational Scholarship Committee and serves on the IAMSE Board of Directors.

    Amanda J. Chase

    Associate Professor of Medical Education at Nova Southeastern University College of Allopathic Medicine

    Dr. Amanda J. Chase is an Associate Professor of Medical Education at Nova Southeastern University College of Allopathic Medicine. She earned her Ph.D. in Cellular and Molecular Medicine at Johns Hopkins University School of Medicine. She has seven years of experience facilitating in integrated medical curricula and has taken part in the development and implementation of curriculum and assessment at two new medical schools. Her approach to facilitation is problem-centered, in which she engages learners by asking questions, designing integrative activities, and developing case-based scenarios for small group discussion. Dr. Chase’s research interests center on the integration of communication into the preclinical years to increase learner proficiency with the application of biomedical knowledge to clinical practice. She participates in faculty development with a focus on course design and the implementation of case-based instructional methods to integrate the basic and applied sciences.

  • AAMC Building Better Curriculum Webinar - March 11, 2020

    Contains 2 Component(s)

    Topic: AAMC Curriculum Inventory (CI) features for 2020.

    AAMC Curriculum Inventory (CI) features for 2020: We will showcase some of our latest developments and projects, including the new technical platform upgrade, curriculum reports available on the CI Portal, data quality efforts, keywords, and more.

    Please visit http://www.aamc.org/cir/webinars for a complete list of past and future events.

    If you would like to register for the entire series, please click here. Check back for additional webinars that are added to the series.

    Angela D. Blood

    Director, Curriculum Resources

    Ms. Blood is the Director of Curriculum Resources at the Association of American Medical Colleges (AAMC).  She oversees the AAMC Curriculum Inventory (CI) program including data collection and resources.

  • AAMC Building Better Curriculum Webinar - February 12, 2020

    Contains 3 Component(s)

    Topics: Presentation 1: The Hidden Curriculum of Compassionate Care: Can Assessment Drive Compassion? Presentation 2: Project Wholehearted

    Presentation 1 Topic: The Hidden Curriculum of Compassionate Care: Can Assessment Drive Compassion

    Medical schools are expected to promote compassionate care among learners. Assessment is a key way to communicate values to learners but can create a hidden curriculum. Assessing compassionate care is challenging; however, not assessing it can communicate to students that such care is not valued. This presentation will describe a study that explored how current assessment strategies promote or suppress the idea that caring behaviors are valued learning objectives. 

    Presentation 2 Topic: Project Wholehearted: Promoting Humanism, Resilience, and Compassion in Medical Education

    Learning to organize, collaborate and lead positive change within our immediate community is the essential rite of passage as physicians and community advocates. The students at New York Medical College (NYMC) recognizes that identifying and uplifting positive change within our own community will better enable us to contribute to societal healthcare justice or larger medical education reform in the future. Join the call to learn more about Project Wholehearted – an attempt to centralize humanism and compassion in medical education.  

    Please visit http://www.aamc.org/cir/webinars for a complete list of past and future events.

    If you would like to register for the entire series, please click here. Check back for additional webinars that are added to the series.

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    Sarah Wright
    Scientist, Michael Garron Hospital & Wilson Centre Assistant Professor, Dept. of Family and Community Medicine, University of Toronto

    Dr. Sarah Wright’s research program explores the (un)intended consequences of educational action that occurs in the intersections between assessment theory and practice. Her work is inspired and informed by a decade of experience as a psychometrician at Newcastle University Medical School (UK).  This practical experience has given her insight into how assessment frameworks can limit or support educational goals such as fostering compassionate practitioners or striving for social change. For example, she has combined psychometric and critical approaches to investigate the ways in which admissions policies often work to favour culturally and socially privileged medical students, thereby limiting attempts to improve student diversity. Through improved understanding of how emerging education goals transpire within existing education structures, her research seeks to improve education practice.

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    Victoria Boyd
    PhD Student, Health Professions Education, University of Toronto

    Victoria Boyd is a PhD student in health professions education research at the Institute of Health Policy, Management and Evaluation, in collaboration with the Wilson Centre, University of Toronto. She completed a Master of Professional Communication from Ryerson University and an Honours Bachelor of Arts in English and Sociology from the University of Toronto. Informed by critical theory and critical pedagogy, Victoria’s doctoral research will explore if and how teaching health professionals to enact critically reflective practice influences practice outcomes and patient experiences for children with disabilities and chronic conditions who receive health services and supports at school.

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    Alexa Cohen
    MD Candidate, Class of 2021, New York Medical College

    Alexa Cohen graduated from Brown University in 2016 with a Bachelor of Science in Cognitive Neuroscience. While at Brown, she completed research on neurobiological aspects of anhedonia, including how the manipulation of neurotransmitter levels, sex, and early life stress affects anhedonic responses. After her undergraduate graduation, she worked as a research assistant at the University of North Carolina at Chapel Hill. Here, she investigated socioeconomic disparities and how these differences among individuals affect one’s health status and access to health care. Since her matriculation at NYMC, Alexa has served as a member of the school’s Wellness Committee. In this role, she has been an active supporter and advocate for improved mental health in medical school students. She is a co-founder of NYMC’s Resiliency Curriculum, focusing her efforts on content development for the Curriculum’s sessions, as well as researching evidence-based practices for improving one’s resilience and mental health.

    Jessica McMillin
    MD Candidate, Class of 2022, New York Medical College

    Jess graduated from Amherst College in 2015 with a degree in Anthropology while completing pre-medical studies. She worked for three years in public health on a grant to increase equitable access to food and exercise in Environmental Justice populations in rural Massachusetts. As a medical student at New York Medical College (NYMC), she is interested in pursuing primary care with a public health and social justice lens. In her capacity as Resiliency Program Co-Coordinator and Humans of NYMC Co-Director, Jess seeks to foster community resilience and care in an effort to create a movement of students dedicated to humanizing medical education and beyond.