SCHEDULE

Friday, March 3, 2006

Introduction (8:00-8:15 am)
Felix Ankel, MD, Regions Hospital

Finding your Niche (8:15-9:00 am)
Amal Mattu, University of Maryland
At the end of this session, participants will be able to describe why developing an area of special interest or focus (niche) as opposed to a variety of interests in emergency medicine is important to academic faculty and their career goals, understand how to choose and then develop this focus, and list ways in which involvement in the various national organizations can help in developing a niche.

My First Year Out (9:00-10:00 am)
Patrick Holland, MD, Madigan Army Medical Center
A first year attending is often faced with multiple tasks and challenges. At the end of this session, participants will identify the skills necessary to balance the needs of a department with their long-term academic goals.

Break (10:00-10:15 am)

10 Mistakes of Junior Faculty (10:15-11:00 am)
Robert Barish, MD, University of Maryland
The definitions of academic excellence and productivity may vary among academic departments and medical schools. This former emergency medicine chief, currently serving as a vice-dean, will describe common challenges to academic advancement. At the end of this session participants will be able to describe what is important to promotions and tenure committees, and recognize common pitfalls of faculty career advancement.

Panel: What is Faculty Development (11:00-12:00 noon)
Moderator: Felix Ankel, MD, Regions Hospital
Amal Mattu, MD, University of Maryland
Patrick Holland, MD, Madigan Army Medical Center
Robert Barish, MD, University of Maryland
Panel members discuss specific case examples of transitioning into an academic career, finding a mentor, developing a niche, and pacing one's career.

Lunch on your own (12:00-1:00 pm)

Joint sessions with Best Practices Track --

Generation X (1:00-2:00 pm)
Breda Bova, PhD, University of New Mexico Click here for brief bio of Breda Bova
What are the qualities of Generation X and what are their needs? How does this generation differ from their predecessors? This discussion will answer those questions and describe methods to effectively communicate and teach members of Generation X. At the end of this session participants will be able to list the attributes, goals, and aspirations of Generation X members, describe successful methods for teaching them, and list methods to support their strengths and help them overcome their weaknesses.

Leadership (2:00-3:00 pm)
Jim Adams, MD, Northwestern University
Academic physicians are asked to provide leadership in personnel management and supervision as well as in administrative affairs. What are the attributes of the successful leader, what are the elements of effective leadership, and how do leaders organize a team or individual for success? At the end of this session participants will be able to state the attributes of the successful leader, state the most important elements of leadership, and discuss the methods to ensure success of individuals and teams.

Mentoring (3:00-4:00 pm)
Stephanie Abbuhl, MD, University of Pennsylvania
Data has shown that those who are mentored are more productive, more successful, and more satisfied with their careers in academic medicine. This discussion will review the traditional model of one-on-one mentoring, including the key elements of mentoring, describing the successful mentoring relationship, the role of race and gender, and suggestions on how to initiate and sustain a successful association. A newer model of “group-mentoring” will also be discussed and data will be presented about the experience with this model at academic medical centers that have such programs. At the end of this session participants will be able to describe the qualities of the successful mentor and mentee, describe the successful one-on-one mentoring relationship, describe the successful group-mentoring experience, and describe how mentoring builds organizational effectiveness

Question and Answer (4:00-4:45 pm)
Gloria Kuhn, DO, PhD, Wayne State University
Jim Adams, MD, Northwestern University
Stephanie Abbuhl, MD, University of Pennsylvania
Breda Bova, PhD, University of New Mexico

Saturday, March 4, 2006

Simulation (8:00-10:00 am)
Steve McLaughlin, MD, University of New Mexico
Mary Jo Wagner, MD, Synergy Medical Education Alliance
Simulators, mannequins and models are tools that can be used to assess clinical performance and procedural skills. Each of these tools has strengths and weaknesses. The presenters will discuss the spectrum of modalities available and what they have to offer emergency medicine training. Low-budget simulation models for common emergency medicine procedures will be presented in addition to the more costly options. At the end of this session participants will be able to list the various simulators, mannequins and models available for emergency medicine training, and discuss the strengths and weaknesses of each modality.

Break (10:00-10:30)

Organizational Skills (10:30-11:30 am)
Jim Adams, MD, Northwestern University
Organizational skills are critical for a busy academic emergency physician. Techniques for organizing your activities and using your time more efficiently will be highlighted. Learners will be able to list techniques for keeping track of their activities and accomplishing their goals in the allotted time they have. At the end of this session participants will be able to develop techniques for keeping track of activities, recognize ways to accomplish goals, and integrate organizational skills into everyday life.

Translating Ideas into Publications (11:30 am - 12:30 pm)
Michelle Biros, MS, MD, Hennepin County Medical Center
Getting started is often the most difficult step in research. Dr. Biros will provide guidance to faculty so they can formulate a plan to complete a successful research project. Manuscript rejection can be a source of great frustration. Common causes for manuscript rejection will be discussed by Dr. Biros, the editor of Academic Emergency Medicine, one of the major Emergency Medicine journals. At the end of this session participants will be able to identify ways to get started in research, and recognize common pitfalls of researchers.

Lunch (12:30 – 2:00) provided
Implementing Competency Frameworks in Residency Education: Lessons From a Nation-wide Program
Jason R. Frank MD MA(Ed) FRCPC
Competency-based education is a hot topic for those involved in residency training around the world. EM program directors are working hard to ensure that residents acquire the ACGME competencies, but are finding this challenging in aspects of both teaching and assessment. Canadian program directors have been working with a similar framework that was used by the ACGME, called the "CanMEDS Roles". In this session, participants will hear about some of the lessons, pitfalls, and innovations encountered in nearly 15 years of the CanMEDS initiative. By the end of this session, participants will be able to: 1) discuss the idea of competency-based residency education; 2) contrast the ACGME & CanMEDS competency frameworks; and 3) Describe 3 useful innovations for making competency frameworks work for GME
Handout 1
Handout 2

Intelligent Slide and Handout Techniques (2:00-2:30 pm)
Jim Colletti, MD, Regions Hospital
Process is as important as content when giving presentations. During this session, participants will learn effective and efficient PowerPoint and handout techniques.

Context-Based Teaching (2:30-3:00 pm)
Edward Callahan, MD, Medical College of Wisconsin
Programs are searching for alternatives to the traditional five hours per week of didactic conferences. This speaker will describe opportunities to modify conventional lecture format. At the end of this session participants will be able to describe strategies to effectively teach adult learners, including students and residents, and identify unique teaching interventions during conference time.

Speaking Like a Pro (3:00-4:00 pm)
Diane Birnbaumer, MD, Harbor-UCLA Medical Center
The ability to give an efficient and effective presentation is integral to teaching in a didactic forum. The ability to present content in a concise, clear and interesting manner will be emphasized in this discussion. At the end of this session participants will be able to describe the attributes of a successful presenter and will be able to utilize both efficiently and effectively the instructional strategy of lecture.

Effective Presentation of Knowledge (4:00-5:00 pm)
Moderator: Amal Mattu, MD, University of Maryland
Diane Birnbaumer, MD, Harbor-UCLA Medical Center
Edward Callahan, MD, Medical College of Wisconsin
Jim Colletti, MD, Regions Hospital
Panel members will discuss specific examples of effective speaking, slide making and handout techniques. At the end of the session participants will be able to discuss the importance of context when presenting educational content.

Sunday, March 5, 2006

Teaching Medical Students (8:00-9:00 am)
David Manthey, MD, Wake Forest University
Medical students have a sparse experience of clinical medicine. Tailoring their experience in the emergency department can prevent them from being overwhelmed, improve upon their knowledge, and begin laying a foundation for appropriate behavior in an emergency situation independent of their future career goals. At the end of this session participants will be able to list methods most appropriate for didactic and bedside teaching of medical students, and actions to structure their experience in the emergency department.

Advising Medical Students/Letters of Recommendation (9:00-10:00 am )
Felix Ankel, MD, Regions Hospital
At the end of this session the participants will understand the legal ramifications of writing letters of recommendation, will be able to state the most common questions asked by medical students who are interested in going into the specialty of emergency medicine, will understand techniques that will identify successful candidates for emergency medicine, and will know which questions cannot be asked during the interview session.

Break (10:00-10:15 am)

The Academic Process: Preparing Yourself During Residency for an Academic Career (10:15-11:00 am)
Gillian Schmitz, MD, University of North Carolina
Marc Martel, MD, Hennepin County Medical Center
Terri Gunnerson, MD, Regions Hospital
The rigors of residency often preclude future planning for an academic career. This speaker will describe opportunities, both within and outside residency training, to prepare one's self for a successful academic career. At the end of this session participants will be able to describe residency challenges in preparing for an academic career, identify opportunities to develop a niche in academics, and list resources for resident academic development.
Handout 1    Handout 4
Handout 2    Handout 5
Handout 3

Panel Discussion (11:00 am - 12:00 noon)
Moderator: Edward Callahan, MD, Medical College of Wisconsin
David Manthey, MD, Wake Forest University
Felix Ankel, MD, Regions Hospital
Gillian Schmitz, MD, University of North Carolina
Panel members will discuss specific examples of how to build a quality medical student program, tips for advising students, and helpful ways to prepare for an academic career while a resident.

Lunch on your own(12:00-1:30 pm)

Effective Communication and Conflict Management Skills (1:30-2:30 pm)
Tracy Sanson, MD, University of Southern Florida, Tampa
The inability to negotiate and effectively communicate can challenge a career. These skills are vital to success. At the end of this session participants will be able to list effective negotiating and communication techniques.

Educator's Portfolio (2:30-3:30 pm)
Gloria Kuhn, DO, PhD, Wayne State University
Many institutions are using the educator's portfolio as a method of documenting scholarly activity. At the end of this session participants will be able to list the uses of the portfolio, and be able to customize a portfolio for documenting their own scholarly activities.
Handout
Handout

Course wrap up with Question and Answer with Faculty (open mic) (3:30-4:30 pm)
Course faculty will answer specific questions related to faculty development and provide suggestions to faculty returning to their institutions.

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