TeachingEM
Saturday, March 9, 2019
Caesars Palace, Las Vegas, NV
Room: Forum 20-21
7:30am-12:15pm
TeachingEM: Improving Your Presentation Skills & Learning Theory You Need to Know
4.5 Credits
1:15pm-5:15pm
TeachingEM: Improving Feedback, Supporting the Struggling Learner & Big Sick Teaching
4 Credits
#TTCAAEM19
Jointly provided by The Teaching CoOp
Extend Your Educational Experience:
Register for the TeachingEM Course and then extend your trip to attend the 25th Annual Scientific Assembly, March 9-13, 2019.
Course Description
TeachingEM pre-conference course is open to health care professionals (physicians, nurses, physician assistants, paramedics, etc.) looking to make a difference in medical education. The overall aim of the course is to give participants the tools necessary to change the world of medical education. You will leave from TeachingEM with the necessary tools to improve engagement and increase learning while teaching relevant techniques in medical education.
In the morning session, the focus will be Improving Your Presentation Skills. Attendees will be a part of the dissection of the typical presentation, the science behind learning and lectures, as well as small-group learning and discussion that results in improved supportive media, improved content, and improved delivery. This course will revolutionize the way you think about giving lectures and help you to inspire and deliver better learning.
Salim Rezaie of REBEL EM Blog & Podcast will lead the morning session with his unique style of slide design and some takeaway tools to easily and immediately change your next presentation, in addition to the unique needs of the medical lecturer: case presentation, scientific evidence & short talk (Breve Dulce) delivery.
In the afternoon session, Improving Feedback, Supporting the Struggling Learner & Big Sick Teaching, our TeachingEM faculty will engage attendees in the difficult subject of effective feedback. Feedback is core to developing clinicians - how can we rethink our feedback techniques to make sure our learners make the changes we need them to? You will interact with our faculty experts with small group exercises that will show you why the positive/negative/positive "sandwich" is outdated and how we can give and receive effective feedback instead.
The aim of this session is to inspire you to think differently about how you give feedback and most importantly, how you receive feedback. We are going to change the feedback discussion from simply how we give it, to one about how we give and receive it. Only when we understand both can we get to the stage where we can maximize its potential for lifelong learning and development. We will discuss three categories of feedback: appreciation, coaching, and evaluation; how to achieve a balance in filtering the good, the bad, and the irrelevant; and giving feedback in tough situations when the news is not great.
Credit Designation Statement
The American Academy of Emergency Medicine designates this live activity for a maximum of 4.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
The American Academy of Emergency Medicine designates this live activity for a maximum of 4 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
Learning Objectives
- Describe an effective, learner-centered model for delivering effective feedback in medical education practice.
- Discuss the science of successful learning and how to translate this into medical education practice.
- Inspire and motivate course attendees to utilize cutting-edge teaching techniques in order to make them more effective educators.
Registration
TeachingEM registration is available through the AAEM19 portal. You have the option to register only for this course or to register for both this course and AAEM19.
Course Fees
TeachingEM: Improving Your Presentation Skills & Learning Theory You Need to Know
- AAEM Member: $450
- Non-AAEM Member: $850
- AAEM/RSA Resident Member: $300
- AAEM Fellow-in-Training Member: $300
- Non-Member Residents & Fellows: $360
- Non-AAEM Member Allied Health: $360
TeachingEM: Improving Feedback, Supporting the Struggling Learner & Big Sick Teaching
- AAEM Member: $450
- Non-AAEM Member: $850
- AAEM/RSA Resident Member: $300
- AAEM Fellow-in-Training Member: $300
- Non-Member Residents & Fellows: $360
- Non-AAEM Member Allied Health: $360
Course Director
Julie C. Derringer, MSN RN
Emergency Nurse Traveler & Clinical Nurse Educator
Course Faculty
Jordana Haber, MD MACM FACEP
Director of Clinical Education and Simulation, Dept of Emergency Medicine, University Medical Center of Southern Nevada
Ashley Liebig, RN CCRN
Travis County Star Flight, Austin, TX
Ashley Voss-Liebig, RN BSN CCRN, is the Division Chief for Clinical Performance and Education in Travis County Texas. She is a senior flight nurse and helicopter rescue specialist with STAR Flight. Her research interests include Medical Education, POCUS, Human Performance. She is @ashleyliebig on Twitter.
Salim Rezaie, MD FAAEM
Greater San Antonio Emergency Physicians, P.A. (GSEP), San Antonio, Texas
Salim Rezaie, MD FAAEM, was born and raised in San Antonio, TX and enjoys wearing cowboy boots with his scrubs. He attended Texas A&M for medical school and completed a combined emergency medicine and internal medicine residency at East Carolina University. Dr. Rezaie is currently a faculty member at the University of Texas Health Science Center at San Antonio where his clinical practice is 75% emergency medicine and 25% inpatient hospitalist. He is the founder and creator of REBEL EM and REBEL Cast, a free educational medical blog and podcast. Dr. Rezaie is also a co-founder of the Teaching Institute, a company dedicated to flipping the world of medical education.
Jeff Riddell, MD
USC Keck School of Medicine, Los Angeles, CA
Jeff Riddell, MD is an Assistant Professor of Clinical Emergency Medicine at the Keck School of Medicine of the University of Southern California where he works with the residency at LA County + USC Medical Center. He completed a fellowship in medical education research at the University of Washington. His research and speaking explore medical education thru the lens of digital innovation.
George Willis, MD FAAEM
University of Maryland, Baltimore, MD
Dr. George Willis graduated from the University of Maryland Emergency Medicine Residency Program in 2010. After graduation, he completed a one year Faculty Development Fellowship during his Chief Residency. He currently serves as an Assistant Professor at the University of Maryland School of Medicine and as the Director of Undergraduate Medical Education. His academic interests are endocrine and aortic emergencies as well as procedural and simulation education. He has taught courses nationally and internationally on these topics and has won local and national education awards for his teaching.
Tentative Course Schedule - Saturday, March 9, 2019
Improving Your Presentation Skills & Learning Theory You Need to Know
4.5 Credits
All attendees are encouraged to bring laptops & an old presentation to re-vamp.
Improving Your Presentation Skills |
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7:30am-7:35am |
Welcome + Essentials |
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7:35am-8:00am |
Icebreaker Activity |
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8:00am-8:10am |
Three Essential Elements of Presentation Design |
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8:10am-8:20am |
Developing the Story |
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8:20am-8:50am |
Mind Map/Brainstorm/Storyboard Workshop |
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8:50am-9:00am |
Cognitive Theory of Multimedia Learning |
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9:00am-9:10am |
Basic Concepts of Supportive Media |
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9:10am-9:20am |
Performance Aspects of Presentation |
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9:20am-9:50am |
Volunteer Presentations |
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9:50am-10:00am |
Q & A |
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10:00am-10:15am |
Coffee Break |
Learning Theory You Need to Know |
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10:15am-10:45am |
Educational Theories You Must Know |
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10:45am-10:55am |
How Do We Cope with Struggling |
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10:55am-11:05am |
How Do We Turn New Knowledge into Old Knowledge |
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11:05am-11:15am |
How Do We Get Better at Remembering Things |
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11:15am-11:25am |
How Do We Learn New Things |
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11:25am-11:35am |
How Do We Get the Most Out of Reading |
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11:35am-11:45am |
How Do We Learn Difficult, Rare Procedures |
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11:45am-11:55am |
How Do We Know That Trainees Really Do Stuff |
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11:55am-12:05pm |
What is the Path to Awesome |
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12:05pm-12:15pm |
What Do You Need to Learn |
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12:15pm-1:15pm |
Lunch on your own |
Improving Feedback, Supporting the Struggling Learner & Big Sick Teaching
4 Credits
Improving Feedback |
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1:00pm-1:10pm |
Why is Feedback Important? |
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1:10pm-1:40pm |
Hot/Cold Game |
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1:40pm-1:50pm |
Thanks for the Feedback |
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1:50pm-2:00pm |
The Educational Alliance |
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2:00pm-2:10pm |
Types of Feedback |
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2:10pm-2:20pm |
Speaking Giraffe and Difficult Learners |
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2:20pm-2:50pm |
Examples of Feedback |
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2:50pm-3:00pm |
Q+A |
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3:00pm-3:15pm |
Coffee Break |
Big Sick Teaching |
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3:15pm-3:40pm |
What Are The Big Barriers |
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3:40pm-4:05pm |
How Do We Overcome Big Barriers |
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4:05pm-4:30pm |
Teaching During a Resuscitation |
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4:30pm-4:50pm |
Final Thoughts - Panel Discussion |
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4:50pm-5:15pm |
Wrap Up |