2024 I-EXPLORE Conference
The 2024 I-EXPLORE Conference which took place, Friday, April 19, was a great success; thank you to the presenters for their excellent sessions, the attendees for their enthusiasm and engagement, and the curriculum staff for their service. A reference of the sessions offered remains below.
The presentation of the annual I-EXPLORE Achievement Awards concluded the event. The award recipients for AY23-24 are listed below along with the inaugural awardees.
Faculty Awards
Integration & Collaboration: Regularly seeks to mesh their expertise with that of other faculty collaborators in creating and delivering well integrated sessions. Actively solicits and welcomes multiple stakeholders in combined efforts.
- AY23-24: MK Orsulak, M.D.
- AY22-23: Colleen Sweeney, M.D.
Exploration & Innovation: Places significant effort in the development and/or utilization of new teaching pedagogies and approaches to student learning.
- AY23-24: Jennifer Karlin, M.D., Ph.D.
- AY22-23: Rachael Lucatorto, M.D.
Patient-Oriented Education: Prioritizes understanding human health and disease through the whole patient perspective; incorporates principles of health systems science and/or health equity in curricular content.
- AY23-24: Anthony Bhe, M.D.
- AY22-23: Timothy Muldoon, M.D.
Learner-Oriented Education: Creates efficient sessions that address student needs and preferences; regularly solicits and incorporates student feedback; minimizes extraneous cognitive load for students.
- AY23-24: Heike Wulff, Ph.D.
- AY22-23: Hana Anderson, Ph.D.
Staff Awards (inaugural year AY23-24)
Collaboration and Innovation: Regularly seeks to mesh their expertise and experience with staff and faculty stakeholders across units and departments for collaboration in curriculum delivery and student support, placing significant effort in the development and utilization of new or revised approaches to curriculum needs.
- Dan Comins, MA. Ed.
Facilitator: Anthony Bhe, M.D. - Pre-Clerkship Phase Director, UC Davis School of Medicine
Learning Outcomes:
- Define the characteristics that foster trust in individuals and organizations.
- Identify key characteristics and challenges experienced by medical students at UC Davis School of Medicine
- Describe sources of student distrust in the curriculum and the institution.
- Identify opportunities to foster trust in faculty-student relationships and within the curriculum.
- Apply principles of trust in relationships to faculty-student communication and curricular activities that enhance student confidence in their curriculum and training.
Facilitator: Cornelius James, M.D. - Guest Speaker from the University of Michigan School of Medicine
Learning Outcomes:
- Recognize the role that AI/ML will play in clinical practice and medical education.
- Describe the current state of AI/ML in medical education.
- Identify opportunities for incorporation of AI/ML into medical education curricula.
- Summarize current initiatives designed to teach clinicians to use AI/ML in clinical practice.
- Describe potential uses of AI/ML in the medical education ecosystem.
Presenter: Hana Anderson, Ph.D. - I-EXPLORE Course Director and Discipline Leader, UC Davis School of Medicine
Learning Outcomes:
- Locate practical resources for medical education research and scholarship.
- Identify potential collaborations with like-minded people on medical education projects.
Facilitators: Melody Hou, M.D. - Clerkship Phase Director, I-EXPLORE Course Director and Discipline Leader; Kristin Olson, M.D. - Associate Dean for Curriculum and Medical Education; Joanna Arnold, Ph.D. - Assistant Dean Student Learning and Academic Enrichment, UC Davis School of Medicine
Learning Outcomes:
- Describe the elements and structure of a well-constructed, NBME-style multiple choice question.
- Identify common errors that can prevent an item from testing application and/or introduce irrelevant difficulty for learners.
- Describe strategies and methods for writing multiple choice items that assess application of knowledge.
- Write an NBME-style multiple choice question that assesses application of knowledge.
- Utilize peer feedback to revise and improve multiple choice questions.
Facilitators: Norika Mahalo-Chang, M.D. - I-EXPLORE Course Director; Jennifer Plant, M.D., M.Ed. - I-EXPLORE Executive Director of Clinical Skills; Karnjit Johl, M.D. - Curriculum Steering Subcommittee Chair; Colleen Sweeney, Ph.D. - I-EXPLORE Course Director and Discipline Leader; UC Davis School of Medicine
Learning Outcomes:
- Examine theories and principles of integration in medical education.
- Design opportunities for integration of biomedical science, clinical science and health system science during clinical teaching of patient care.
- Create multi-disciplinary integrated I-EXPLORE learning scenarios for application in a clinical environment.
Facilitators: Rachael Lucatorto, M.D. - I-EXPLORE TBL Lead (3-Pillar) and Eric Signoff, M.D. - I-EXPLORE TBL Lead (UCD-43); UC Davis School of Medicine
Learning Outcomes:
- Describe the essential components of all 43 patient chief complaints ("UCD-43") TBL, a 2- or 3-Pillar TBL, and a Guided Lab Session
- Explain strategies to develop artifacts, wrap-up sessions, and diagnostic schema reviews.
- Implement strategies to create an artifact, a wrap-up session, or a diagnostic review.
Facilitator: Piri Ackerman-Barger, Ph.D., RN, Associate Dean for Health Equity, Diversity and Inclusion, UC Davis Betty Irene Moore School of Nursing
Learning Outcomes:
- Define microaggressions.
- Identify the role of each member involved in a microaggression.
- Discuss the nature of the microaggression, including how it could have hurtful impact on the recipients, bystander, and /or community.
- Analyze the historical, structural and cultural context of the microaggression.
- Explore how the recipient and the source may be viewing the situation differently.
- Discuss responses from each member involved in the interaction that could build inclusive excellence, repair and reestablish relationships, and restore or protect reputations.