Announcements

 
The Teaching Academy is Still Open… Virtually!  You can reach us online Monday through Friday, 8:00 AM to 4:30 PM.

See our website for a new page Resources for Remote and Online Teaching.

Coming Soon!

The Teaching Academy will soon be announcing plans for a virtual Essentials of Teaching and Assessment course on Thursday, September 17 and Friday, September 18, as well as monthly Zoom Grand Rounds for the year ahead.

Congratulations to the newest graduates of the Medical Education Fellowship Program

The group completed the monthly, cohort style program for College of Medicine educators who seek additional preparation for teaching across the medical education continuum. 

Daniel Ackil, DO, Assistant Professor, Surgery

Deepak Gupta, MD, Assistant Professor, Neurological Sciences

Emily Hadley Strout, MD, Assistant Professor, Medicine

Sakshi Jasra, MD, Assistant Professor, Medicine

Tiffini Lake, MD, Assistant Professor, Anesthesiology

Valerie Riss, MD, Assistant Professor, Pediatrics

Bei Zhang, MD, PhD, Associate Professor, Pathology and Laboratory Medicine

Applications are now welcome for the 2020-2021 Medical Education Fellowship Program offered by the Teaching Academy
The Medical Education Fellowship Program is a monthly, cohort-style program for Larner College of Medicine faculty who seek additional preparation for teaching and educational scholarship across the medical education continuum. Participants will review principles of learning and development, discuss teaching and learning issues with colleagues, and develop instructional and assessment strategies. Participation in the program will also include mentorship for a scholarly project in education suitable for presentation and publication. The program consists of interactive, seminar-style sessions and readings. The program starts September 25.  Visit the Teaching Academy website for details and the application form.  The deadline to apply is July 27, 2020.

2020 Frymoyer Scholars Program Recipients

Sarah Harm, MD; Leigh Ann Holterman, PhD
Kids in the Lab: An Interactive Laboratory-based Education Program for Pediatric Patients and their Families

Kids in the Lab is an interactive learning program that invites pediatric patients with chronic disease and their families into the pathology laboratory to engage in activities designed to teach them about the necessity of sample collection as well as the role of laboratory testing in their long-term care plan. The program aims to enhance patient engagement, health literacy, satisfaction, and comfort with care by providing hands-on education from a coordinated team of multidisciplinary teachers including laboratory technologists, physicians, residents, medical students, and hospital staff. 

• Lili Martin MSN, RN, PCCN; Jane Nathan, PhD
  Nursing Stress Management and Resiliency Training for Nursing Students  
  Mental health issues among nursing students is on the rise. Chronic stress in nursing students and nurses can lead to adverse patient outcomes, increased risk of burnout, and suicide. The purpose of this project is to implement the evidence-based, Benson Henry Institute (BHI), Stress Management & Resiliency Training (SMART) program with nursing students at UVM in an effort to decrease perceived stress, anxiety, and depression symptoms with the goal of promoting resiliency. Nursing students will participate in weekly SMART sessions during the fall, 2020 semester facilitated by SMART - Certified Healthcare Practitioner and LCOM faculty, Jane Nathan, PhD and CNHS Clinical Nursing Faculty, Lili Martin, MSN, RN, PCCN.

Congratulations!

A new leadership role was announced for Kathryn N. Huggett, PhD: NEGEA Steering Committee 2020-2021 Member-at-Large

 The 2020 Teaching Academy Curriculum Development and Educational Scholarship Award was awarded to  Jonathan N. Flyer, MD FACC  for his proposal: Active learning in the clinical years: Improving pediatric ECG interpretation competency through a novel PACE (Pediatric ACtive Learning Electrocardiography) module.

Teaching Academy Members and Staff received a 2019 NEGEA Collaborative Research Grant: “The Use of the AAMC Core Personal Competencies and the Multiple Mini-Interview in Medical School Admissions Procedures”
Raiel Barlow, MD; Laura Greene, MD; Leigh Ann Holterman, PhD; Liesel Copeland, PhD; Jennifer Welsh, MS; Jan Gallant, MD; Alison Howe, MS; Cary Jewkes, MA; Elizabeth McElhinney, MD; Cate Nicholas, EdD Institutions: Robert Larner, MD College of Medicine at the University of Vermont: Rutgers Robert Wood Johnson medical School; SUNY Upstate Medical University’s College of Medicine

Questions about The Teaching Academy?
Please contact:teaching.academy@med.uvm.edu

New Publications from Teaching Academy Members

A Perfect Match? A Scoping Review of the Influence of Personality Matching on Adult Mentoring Relationships—Implications for Academic Medicine
Huggett K, Borges N, Blanco M, Wulf K, Hurtubise LL. A Perfect Match? A Scoping Review of the Influence of Personality Matching on Adult Mentoring Relationships—Implications for Academic Medicine. Journal of Continuing Education in the Health Professions. 40(2):89-99, Spring 2020. doi: 10.1097/CEH.0000000000000290

A Residency Interview Training Program to Improve Medical Student Confidence in the Residency Interview
Donaldson K, Sakamuri S, Moore J, Everett E. A Residency Interview Training Program to Improve Medical Student Confidence in the Residency Interview. MedEdPORTAL. 02 Jul 2020.  https://doi.org/10.15766/mep_2374-8265.10917

Position Statement on the Clinical Management of Hyperkalemia: A Narrative Review
Palmer BF, Carrero JJ, Clegg DJ, Colbert GB, Emmett M, Fishbane S, Hain DJ, Lerma E, Onuigbo M, Rastogi A, Roger SD, Spinowitz BS, Weir MR, MD12. Position Statement on the Clinical Management of Hyperkalemia: A Narrative Review. Mayo Clinic Proceedings, 2020: In Press (A US National Expert Panel Report on Hyperkalemia Management supported by AstraZeneca Pharmaceuticals LP). 

Page kidney complicating kidney biopsy after stopping Apixaban: A physician's dilemma
Onuigbo MA, Sharma V, Balogun O, Ghimire A. Page kidney complicating kidney biopsy after stopping Apixaban: A physician's dilemma. Indian J Nephrol 2020;30:201-203. 

Decongestive diuresis using combination intravenous loop diuretics plus chlorothiazide in type 1 acute cardiorenal syndrome and worsening acute kidney injury; a neglected paradigm in resource-poor settings
Onuigbo MAC. Decongestive diuresis using combination intravenous loop diuretics plus chlorothiazide in type 1 acute cardiorenal syndrome and worsening acute kidney injury; a neglected paradigm in resource-poor settings. J Nephropharmacol. 2020;9(2):e13. DOI: 10.15171/npj.2020.13. 

Polyuric acute kidney injury complicating non-dilated obstructive uropathy from abdominopelvic sarcoma – A physician’s diagnostic nightmare
Onuigbo MAC, Muhammad T, JordanBruno X, Mahurin C, Tibernii V, Hingre J, Muchmore B. Polyuric acute kidney injury complicating non-dilated obstructive uropathy from abdominopelvic sarcoma – A physician’s diagnostic nightmare. J Renal Inj Prev. 2020, In Press. 

Cytomegalovirus glomerulopathy in renal allografts
Onuigbo MAC. Cytomegalovirus glomerulopathy in renal allografts. J Nephropathol. 2020;9(1): e01. doi: 10.15171/jnp.2020.01

Severe rhabdomyolysis complicated by acute kidney injury requiring dialysis after an elderly fall at home – A call for enhanced elderly care with daily phone calls and falls prevention
Onuigbo MAC, Tayyeb M. Severe rhabdomyolysis complicated by acute kidney injury requiring dialysis after an elderly fall at home – A call for enhanced elderly care with daily phone calls and falls prevention. J Renal Inj Prev. 2020, In Press.

New Publications to Note

AMA Journal of Ethics: Humor in Healthcare
July 2020 Issue

New Anti-racism in Medicine Collection in MedEdPORTAL
The new Anti-racism in Medicine collection within MedEdPORTAL provides educators with practice-based, peer-reviewed resources to teach anti-racist knowledge and clinical skills, elevates the educational scholarship of anti-racist curricula, and aims to convene a community of collaborators dedicated to the elimination of racism within medical education. To specifically support developers of and educators in anti-racist curricula, they also offer individualized mentorship for potential authors.

COVID-19: Lessons From the Disaster That Can Improve Health Professions Education
Sklar D. COVID-19: Lessons From the Disaster That Can Improve Health Professions Education. Academic Medicine. 15 Jun 2020. doi: 10.1097/ACM.0000000000003547

Reorganizing a Medicine Residency Program in Response to the COVID-19 Pandemic in New YorkManson D, Shen S, Lavelle M, Lumish H, Chong D, De Miguel M, Christianer K, Burnett E, Nickerson K, Chandra S. Reorganizing a Medicine Residency Program in Response to the COVID-19 Pandemic in New York. Academic Medicine. 15 June 2020. doi: 10.1097/ACM.0000000000003548 

Overcoming the Challenges of Direct Observation and Feedback Programs: A Qualitative Exploration of Resident and Faculty Experiences
Young J,  Sugarman R, Schwartz J, O’Sullivan P. Overcoming the Challenges of Direct Observation and Feedback Programs: A Qualitative Exploration of Resident and Faculty Experiences. Teaching and Learning in Medicine. 12 Jun 2020. DOI: 10.1080/10401334.2020.1767107

Interprofessional rounding design features and associations with collaboration and team effectiveness
Beaird G, Baernholdt M , Ha Do Byon, White K. Interprofessional rounding design features and associations with collaboration and team effectiveness. Journal of Interprofessional Care. 01 Oct 2019. DOI: 10.1080/13561820.2020.1768058

July 2020

 Finding Our Common Ground: Equity & Inclusive Excellence Certificate Program

Teaching Academy staff members, Leigh Ann Holterman, PhD, and Amanda Broder, completed the Office of Diversity, Equity, and Inclusion Office’s Finding Our Common Ground: Equity & Inclusive Excellence Certificate Program.

Their teams presented on their capstone projects at the Project Presentation and Recognition Ceremony on June 29:   

Addressing Racism in the Clinical Environment

Jaspinder Sra, MD; Leigh Ann Holterman, PhD; Pamela Gibson, MD; Esther Caballero-Manrique, MD

WOW (Who’s On Our Walls?)

Nathalie Feldman, MD; Amanda Broder; Melissa Long