Humanities and Arts Program Evaluation – Spring 2022

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Join us to design more effective program evaluations and assess impact of arts and humanities-based curricula!

The new AAMC Humanities and Arts Program Evaluation Course is designed to train educators to more effectively evaluate curricula or programs that integrate the humanities and arts within health professions education. This pilot course will aim to increase the educator’s ability to design and assess the impact of humanities and arts programs for learners across the educational continuum, including in interprofessional settings. 

The course includes four live virtual, interactive sessions as well as educational resources, an asynchronous discussion board, individual coaching, and application exercises. Participants must enter the course with a current or future educational curricula or program (work under development and pilots are allowed) and will leave the course with a robust evaluation plan. Course requirements include attending (or watching recordings of) all four sessions, submitting an evaluation plan for their program, and providing feedback about their participation in the course. Those who complete all requirements will receive an AAMC Certificate of Completion. 

Session dates: 

·  Friday May 6, 2022; 3-5pm EST: Module 1 – Defining program evaluation

·  Friday May 20, 2022; 3-5pm EST: Module 2 – Exploring program evaluation models

·  Friday June 3, 2022; 3-5pm EST: Module 3 – Determining scope of program evaluation

·  Friday June 17, 2022; 3-5pm EST: Module 4 – Disseminating and leveraging program evaluation findings

This course is part of the ongoing AAMC strategic initiative "The Fundamental Role of the Arts and Humanities in Medical Education" (FRAHME) and is supported by a grant from the National Endowment for the Humanities.

For more information please email FRAHME@aamc.org

Asma Ali, PhD

Dr. Ali is an Advanced Fellow in Health Professions Education, Evaluation, and Research at the Michael E. Debakey VA  in Houston, TX. She is a program evaluation, outcomes, and applied social science researcher who brings over a decade of experience to her teaching and projects. An immediate past- president of the Chicagoland Evaluation Association, Dr. Ali's work focuses on the intersection of design, evaluation, and assessment development. Specializing in the engagement of non-technical audiences in the research process, she uses design principles to support healthcare, education, and community development organizations, and their stakeholders. Dr. Ali has utilized design principles to support evaluation and research stakeholder engagement through her work at the Center for Community Health at Northwestern University, the American Society for Clinical Pathology, and the Alliance for Continuing Education in the Health Professions. She is a 2021-22 American Board of Medical Specialties Visiting Scholars Program cohort member, which supports her study of professionalism in medical education. She is a popular speaker at regional and national association meetings for non-research audiences and has blogged for the American Evaluation Association on design, survey development, and other assessment topics.

Andrea Berry, MPA

Course Director

Andrea Berry is the Executive Director of Faculty Life at University of Central Florida College of Medicine. In this role, she develops and implements faculty development and continuous professional development programs to renew or assist the diverse faculty in their multiple roles.  Using modalities aligned with principles of adult learning, the office leads programs to enhance teaching and education, research and scholarly activity, clinical practice, academic leadership and management, and faculty affairs, including faculty advancement, retention, and vitality.  Andrea has worked in medical education for over two decades and has a strong perspective of both the student and faculty experience in the field. She is particularly interested in the clinical curriculum and has created several regionally recognized programs designed to support physicians in their medical education roles. She is chair-elect of the SGEA, chair of MESRE’s Professional Development Committee and past-chair of the Academies Collaborative.  Andrea has given over 100 invited lectures on clinical teaching topics. Her research interests include geriatric curriculum and education, workplace-based learning and assessment, program evaluation, innovative curricula and professional identity formation.

Erik Black, Ph.D., MPH

Dr. Black is an Associate Professor of Pediatrics and Education at the University of Florida, Associate Director of the UFHealth Office of Interprofessional Education, and a Consultant, Undergraduate Medical Education for the Association of American Medical Colleges. Dr. Black is a health professions and public health educator with more than 15 years of experience. Dr. Black’s research and practice focus on teaching, learning, assessment, and evaluation in complex environments across a range of ages and developmental stages. At the University of Florida, he oversees the design and facilitation of interprofessional learning involving more than 2000 learners, 150 faculty, and 200 volunteer families across the six UF Health Science Colleges and two partnering academic institutions at three geographically diverse campuses. He has authored more than 100 journal articles, book chapters, and one book. His research has been funded by the United States Department of Education, the National Institutes of Health, the United States Health Resources and Service Administration, and the Josiah H. Macy Foundation. He has more than 10 years of experience teaching and facilitating patient safety and quality improvement initiatives in inpatient and outpatient clinical learning environments as well as community settings.

He received his Bachelor’s degree in Business from Virginia Tech, a Master of Arts in Counseling and Human Services from The College on New Jersey, and a Ph.D. in Educational Technology as well as an MPH from the University of Florida.

Meg Chisolm, MD

Dr. Chisolm is Vice Chair for Education and Professor of Psychiatry and Behavioral Sciences at Johns Hopkins University, with a secondary appointment in the department of Internal Medicine. Board-certified in general psychiatry and addiction medicine, she has 3 decades of clinical experience in these fields. Dr. Chisolm has served as PI or co-investigator on multiple nationally funded research projects, and published over 100 scientific, clinical, and medical education papers on psychiatric disorders and humanistic medical practice, as well as two textbooks and a book for patients and families living with mental illness. She has provided mentorship to all levels of trainees, as well as junior faculty in psychiatry, internal medicine, and other fields locally, nationally, and internationally. Dr. Chisolm is a member of the Miller Coulson Academy of Clinical Excellence and the Director of the Paul McHugh Program for Human Flourishing where she uses the arts and humanities to explore the ‘big questions’ - what it means to be human, to be a physician, and to lead a good life (for doctors and patients) - with medical learners. She completed the Harvard Macy Institute Art Museum-based Health Professions Education fellowship and is a certified Visual Thinking Strategies facilitator.

Annette Mallory Donawa, PhD

Dr. Annette Mallory Donawa is the Assistant Provost, Office of Continuing Professional Development at Thomas Jefferson University in Philadelphia, Pennsylvania, a Jointly Accredited provider. She is a Senior Consultant on Continuing Professional Development for the AAMC, and an international and national speaker, having presented in China, Canada, West Africa, and throughout the US. Her experience in education and industry spans 30 years. Prior to joining Thomas Jefferson University, she served as the Assistant Dean for the Office of Continuing Medical Education at Johns Hopkins University School of Medicine for eight years. Her contributions to continuing medication education and accreditation over the past 15 years include serving on the ACCME Board of Directors and the Accreditation Review Committee (ARC) since 2019; steering committee member for ACCME’s annual conference (2020 and 2021); and Chair of the Program Committee for the Society for Academic Continuing Medical Education (SACME) for three years. Dr. Donawa earned a Bachelor of Science Degree in Mass Communications, with a minor in English from Towson University, a Master’s Degree in Education with a focus on instructional design and curriculum development from Northern Illinois University, and a Ph.D. in Higher Education and Administration from Morgan State University. 

Elizabeth Gaufberg, MD, MPH

Course Director

Dr. Gaufberg is an Associate Professor of Medicine and Psychiatry at Harvard Medical School, Director of Professional and Academic Development at the Cambridge Health Alliance, and a Senior Consultant to the AAMC FRAHME initiative. She co-founded and co-directs the Harvard Macy Institute Art Museum-based Health Professions Education Fellowship.  From 2012-2018 Liz served as the Jean and Harvey Picker Founding Director of the Arnold P. Gold Foundation Research Institute during which time she developed a community of practice of researchers, educators and advocates dedicated to advancing humanism in healthcare. For the past 18 years, Liz has led the Harvard Medical School Cambridge Integrated Clerkship Developing Physician Course. Her areas of professional interest include exploring assumptions about teaching and learning, developing innovative models of medical education and humanities and arts-based pedagogy.

Cheryl Woods Giscombe, PhD, RN, PMHNP, FAAN

cheryl.giscombe@unc.edu

Dr. Cheryl Giscombe is the LeVine Distinguished Professor of Quality of Life, Health Promotion, and Wellness. She is a social/health psychologist, psychiatric nurse practitioner, holistic health coach, and Fellow of the Academy of Behavioral Medicine Research and the American Academy of Nursing. She is Past-President of the International Society of Psychiatric-Mental Health Nurses, co-founder of the International Society of Contemplative Research, and a summer faculty member for the Harvard School of Public Health’s Health and Happiness Center, in collaboration with the University College in London. Dr. Giscombe’s research focuses on stress- and coping-related biopsychosocial factors influencing health disparities. She is an Inaugural Fellow/Design Partner for Harvard Macy Institute’s Art Museum-Based Health Professions Education Fellowship. Her research has been consistently funded since 2004 by the American Psychological Association, NIH, SAMHSA, HRSA, the Robert Wood Johnson Foundation, and the Josiah Macy Jr. Foundation. She currently leads a National Institute of Minority Health and Health Disparities R01-funded study to examine culturally-relevant, self-care interventions to reduce cardiometabolic risk in Black women and director of the Giscombe Health, Equity, and Arts Lab. Her research, practice, and teaching integrate mindfulness practices in clinical, community, and educational settings to promote optimal health, wellbeing, and equity for all.

Gabriel Harp

Gabriel Harp is the Director of Research and Creative Practice Development in the Taubman College of Architecture & Urban Planning at the University of Michigan, Ann Arbor. Gabriel oversees research development activities within the college to support new research initiatives; assists in developing new research opportunities and strategic partnerships; and works directly with faculty, staff, and external partners to build capacity and administer the research and creative practice enterprise. Gabriel’s background includes a mix of skills and organizational experience that spans design research, strategic foresight, climate-health impacts preparedness and prevention, and the arts. Prior to his current role, he led a Mellon Foundation-supported research program with Arts Engine and the Alliance for the Arts in Research Universities (A2RU). That work utilized hundreds of interviews with faculty, academic leadership, students, staff, practitioners, and community members to better understand and characterize the roles and impacts of the fine, performing, and applied arts and design on student learning outcomes, teaching, professional development, and research activities. Gabriel was trained in Evolution, Ecology, and Behavior at Indiana University, Bloomington (BA/MA) and Art & Design at the University of Michigan, Ann Arbor (MFA).

Lisa Howley, Ph.D., MEd

Course Director

Dr. Howley is the Senior Director of Strategic Initiatives and Partnerships in Medical Education at the AAMC. She is an Educational Psychologist who has spent over 25 years in the field of medical education supporting learners and faculty, conducting research, and developing curricula. She joined the AAMC in 2016 to advance the continuum of medical education, support experiential learning, and curricular transformation across its member institutions and their clinical partners. Prior to joining the AAMC, she spent eight years as the Associate DIO and AVP of Medical Education and Physician Development for Carolinas HealthCare System, one of the largest independent academic medical centers in the U.S. In that role, she led a number of medical education initiatives across the professional development continuum, including graduate medical education accreditation, as well as physician leadership development for the large integrated healthcare system. She holds an adjunct faculty appointment at the University of North Carolina School of Medicine. She began her career as a member of the medical education faculty at the University of Virginia School of Medicine where she designed and led performance based assessments and simulation-enhanced curricula. She received her Bachelor’s degree in Psychology from the University of Central Florida, and both her Master of Education and Ph.D. in Educational Psychology from the University of Virginia.

Brandy King, MLIS

Course Director

Brandy King is a health sciences librarian and a Senior Consultant for the AAMC FRAHME initiative. She has spent two decades helping nonprofits find, organize and share information. Brandy has worked with organizations such as Boston Children's Hospital, the Arnold P. Gold Foundation, Harvard Macy Institute's Art Museum-based Health Professions Education Fellowship, and Berklee College of Music where much of her work has centered on the intersections between arts, humanities and medicine. She is a Fellow of the Special Libraries Association and has been heavily involved in planning and supporting association-wide activities and initiatives. Brandy received her Bachelor's degree in English and Women's Studies from Smith College and her Master of Library and Information Science from Simmons College.

Tracy Moniz, PhD

Tracy Moniz is an associate professor in the Department of Communication Studies at Mount Saint Vincent University and affiliated scientific staff at the IWK Health Centre in Halifax, Canada. She has a PhD in Communication and Culture, a Master of Arts degree in Journalism, and an Honours Bachelor of Arts degree in English Literature. Her research and teaching interests include health humanities, narrative, writing practice and pedagogy, health communication, and qualitative research methods. As a researcher, she explores the role of writing to advance humanistic care in medical education and practice, focusing on (1) the uses of reflective writing in medical education and (2) the lessons learned from the narratives that health professionals, patients, and family caregivers write about their experiences of illness and care. As an educator, she coaches learners in developing their writing and communication skills in a variety of genres. She has expertise in narrative and life writing and facilitates workshops on narrative medicine and writing for reflection and resilience across the health professions.

Heather Stuckey, MEd, DEd

Heather Stuckey is Associate Professor of Medicine, Humanities and Public Health Sciences and the co-Director of the Qualitative and Mixed Methods Core at Penn State Health. Her purpose is to improve psychosocial outcomes for chronic disease using multiple ways of knowing. She was lead qualitative investigator for an international study involving over 10,000 people with diabetes and their families. Dr. Stuckey was keynote speaker for Dartmouth-Hitchcock Arts and Humanities Symposium (Jan 2020), NOAH (Sept 2019), and PA NOAH Regional Network Symposium (May 2019). She had been the Director of Research for the Foundation for Arts and Healing from 2005-2015, where she published her keynote review in arts and health (2010).  Since then, she has published over 75 articles in the behavioral and social sciences.

Key:

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Module 1 – Defining program evaluation
Live Session 1: Module 1 – Defining program evaluation; Friday May 6, 2022; 3-5pm EST
05/06/2022 at 3:00 PM (EDT)   |  120 minutes
05/06/2022 at 3:00 PM (EDT)   |  120 minutes
Slides: Module 1 - Defining program evaluation
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Open to download resource.
Module 1 Objectives
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Open to download resource.
Required Reading 1 of 3: The Fundamental Role of Arts and Humanities in Medical Education
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Required Reading 2 of 3: The Integration of the Humanities and the Arts in Higher Education: Branches From the Same Tree
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Required Reading 3 of 3: How Are the Arts and Humanities Used in Medical Education? Results of a Scoping Review
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Assignment 1
Assignment 1
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Open to download resource.
Module 2 – Exploring program evaluation models
Live Session 2: Module 2 – Exploring program evaluation models; Friday May 20, 2022; 3-5pm EST
05/20/2022 at 3:00 PM (EDT)   |  120 minutes
05/20/2022 at 3:00 PM (EDT)   |  120 minutes
Slides: Module 2 - Exploring Program Evaluation Models
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Open to download resource.
FRAHME Program Evaluation - Logic Model PDF
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Open to download resource.
Assignment 2
Required Reading -- Approaches for Diverse, Equitable, and Inclusive Evaluation
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Section 1 of Worksheet -- K2 Model for Educational Program Evaluation
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Module 3 – Determining scope of program evaluation
Live Session 3: Module 3 – Determining scope of program evaluation; Friday June 3, 2022; 3-5pm EST
06/03/2022 at 3:00 PM (EDT)   |  120 minutes
06/03/2022 at 3:00 PM (EDT)   |  120 minutes
Slides: Module 3 – Determining scope of program evaluation
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Open to download resource.
Please provide feedback on Module
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Assignment 3
Sections 2 and 3 of Worksheet - K2 Model for Educational Program Evaluation
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Module 4 – Disseminating and leveraging program evaluation findings
Live Session 4: Module 4 – Disseminating and leveraging program evaluation findings; Friday June 17, 2022; 3-5pm EST
06/17/2022 at 3:00 PM (EDT)   |  120 minutes
06/17/2022 at 3:00 PM (EDT)   |  120 minutes
Slides: Module 4 – Disseminating and leveraging program evaluation findings
Open to download resource.
Open to download resource.