Curriculum for Leadership in Medical Education Pathway (LMEP) - 2024 to 2025

Program Description

The Leadership in Medical Education Pathway (LMEP) is a collaboration with the internal medicine, psychiatry, and neurology residency programs based at University Hospitals Cleveland (UHC) as well as the Case Western Reserve University (CWRU) Weatherhead School of Management and Academy of Scholar Educators at CWRU. It is a three- year program like internal medicine categorical but with an additional LMEP curriculum to be delivered throughout the residency.

Program Goals

The goal of LMEP is to provide skills, opportunities, and learning environments to acquire knowledge to understand adult learning principles, practice teaching skills in various clinical settings, and be involved in medical education scholarship during residency. The overall objective is to equip future leaders in medical education, both undergraduate (UME) and graduate (GME), with the specific knowledge, skills, and attitude necessary to be successful either as generalist or subspecialist medical educators.

Learning Objectives

  1. Obtain solid grounding in theory and practice of principles of adult learning.
  2. Develop teaching skills in delivering lectures, senior grand round (PGY3), bedside teaching, and teaching in a small group setting.
  3. Demonstrate understanding and application of the stepwise approach to curriculum development, including developing, implementing, assessing, and disseminating a new curriculum.
  4. Identify effective approaches to receive and provide feedback and apply it to the teaching practice.
  5. Recognize struggling and challenging learners and utilize various approaches to deal with struggling and challenging learners.
  6. Recognize the spectrum of career opportunities for leadership in medical education.
  7. Identify and incorporate principles of emotional intelligence and effective leadership behaviors and skills.
  8. Build an educational portfolio to demonstrate self-assessment, self-reflection, and work on areas of further growth improvement and consolidate areas of strength.
  9. Understand and apply principles of clinical reasoning and evidence-based clinical diagnosis into clinical training and teaching.

Expectations from LMEP trainees

Attend monthly didactic sessions on Wed afternoons (1-3pm) during the ambulatory rotation week. These sessions occur during protected time for LMEP residents (no clinical responsibilities).

Utilize the LMEP elective time to work on your curriculum project, facilitate teaching sessions with medical students, and attend mandatory courses at CWRU. Residents will have 4 LMEP elective weeks during their PGY2 and PGY3 years.

Identify with an educational project and mentor at least by the end of the first year of training. In most cases, this mentor will be based at Metro Health. However, the mentor may be based at Case Western Reserve University, Academy of Scholar Educators, University Hospital, the Louis Stokes VA Medical Center, or the Cleveland Clinic Foundation.

Develop a curricular innovation project. LMEP residents, with the assistance of their mentor, will identify a proposed curricular innovation during the second half of PGY-1, which may target either UME or GME. The next 12-18 months will be devoted to developing, implementing, and then assessing the innovation.

Submission of the project in abstract form to regional or national meeting and publication of the innovation in manuscript form in the medical literature (or on MedEdPortal) is encouraged but not necessarily an expectation.

Participate in the Longitudinal Clinical Skills Program (LCSP- Inpatient Component) and Simulation Center (LCSP-Outpatient Component) to teach medical students from CWRU. The inpatient program runs from September to December, with 3 bedside sessions on physical diagnosis and provides feedback on 2 write-ups. The outpatient component of LCSP involves observing medical students during clinical encounters with the standardized patients in the simulation center and evaluating and providing feedback on their performance.

Attend the Harvard Principles of Medical Education Conference during the PGY-2 year. The Principles of Medical Education Conference is an intensive 3-day conference bringing together current and aspiring medical educators from around the country and the world and seeks to develop skills which align with and will help cement LMEP curricular content. Residents will be reimbursed for the cost of the conference.

Participate in four intensive 1-day courses at the Case Western Reserve University Weatherhead School of Management during PGY-3 year. These highly regarded seminars/mini courses seek to introduce LMEP participants to concepts in acquiring leadership skills and emotional intelligence. PGY 3s will receive an email in the early part of the academic year with instructions on how to register. The residency program will directly pay for these courses.

Attend the CWRU Academy of Scholar Educators (ASE) grand rounds and LME-Collaborative (LME-C) sessions at University Hospital throughout the year, when there is no conflict with schedule and clinical responsibilities.

Recommended Resources

Cantillon, P., Wood, D. F., & Yardley, S. (2017). ABC of learning and teaching in medicine.

McGee, S. (2022). Evidence-based physical diagnosis, 5th edition. ELSEVIER - HEALTH SCIENCE.

Kern, D., Thomas, P. et al, Curriculum Development for Medical Education- A Six Step Approach. John Hopkins University Press, 2022.

Brown, PC., Roediger, HL. McDaniel, MA. (2014). Make It Stick – The Science of Successful Learning.

CWRU Weatherhead School of Management Courses

In the third year of LMEP training starting from July Weatherhead School of Management, CWRU courses on leadership and emotional intelligence are mandatory. Julie Ziegler will coordinate the course registration.

One course on emotional intelligence is required; the other three are electives which you can choose from the list below.

More information about Weatherhead courses

Contact person: Demet Peralta, Director, Affiliate Accounts- [email protected] or 216-368-2551

Once you decide about the electives, please let Julie know, she can register you via the portal, and you will receive a confirmation email. In addition, keep the chief residents informed about the dates of the course so they can help you use the LMEP elective time to attend these courses.

Required Course

Introduction to Emotional Intelligence

Electives

  1. Leading with Greater Self-Awareness (Emotional Intelligence)
  2. Communication Strategies for Women in Leadership (Women in Leadership)
  3. Manage Your Mind First: The Promise of Mindfulness in an Uncertain Time (Emotional Intelligence)
  4. Influencing at All Levels (Communication)
  5. Communicating with Impact (Communication)
  6. Inspiring Engagement and Change: Creating a Culture of Coaching and Development (Emotional Intelligence)
  7. Strategic Negotiations (Women in Leadership)
  8. Negotiation Skills for Women In Leadership (Women in Leadership)
  9. Change Leadership (Operational Excellence)
  10. Beyond Conflict Management: Transforming Conversations and Relationships (Communication)
  11. Inclusive Leadership (Emotional Intelligence)
  12. Time Management Fundamentals to Work Smarter (Communications and Professional Skills)
  13. Servant Leadership Through Empowerment and Influence (Emotional Intelligence)
  14. Leading Across Generations (Team Leadership)
  15. Developing Your Emotional Intelligence: Core Competencies for Great Leadership (Emotional Intelligence)
  16. Providing Performance Feedback (Communication and Professional Skills)

There are a few things to note about these courses:

  1. The classes are available for July-November, with about 70-80% repeated in the spring.
  2. Classes are offered in-person and virtually, depending on the type of course.
  3. The classes have different structures, assignments, and parts depending upon the course.
  4. There is a 5-day window to cancel a class.

Harvard Principles of Medical Education Maximizing Your Teaching Skills 2024

The Techniques and Strategies That Significantly Improve Student Engagement, and Teaching and Mentoring Effectiveness

Overview

Incorporating best practices, newer principles of adult learning, and widely available technologies into your teaching can significantly improve your ability to engage and inspire students, residents, fellows, and colleagues. This special program, ranked among Harvard Medical School’s highest-rated CME courses, is a uniquely comprehensive exploration of best practices for teaching medicine at the bedside, in ambulatory settings, and in the classroom.

The 2024 curriculum helps medical educators to:

  • Leverage artificial intelligence in your teaching
  • Provide more effective feedback that motivates change
  • Deliver more impactful and engaging lectures
  • Characterize best practices for mentor-mentee relationships and identify mentorship opportunities to help you thrive at work
  • Optimize evaluation of trainee competencies
  • Improve engagement and interactivity for in-person and virtual teaching sessions
  • Enhance critical thinking and self-learning among students
  • Describe real-time strategies to address unprofessional behavior
  • Identify strengths and weaknesses of various assessment tools
  • Incorporate various forms of technology, including digital media and artificial intelligence, into your teaching
  • Identify strategies to be an inclusive leader and lead different generations
  • Create an action plan for implementing and sustaining effective change as leaders in medical education
  • Identify strategies to recognize and mitigate bias
  • Describe personal and organizational strategies to improve the well-being of yourself and your trainees

 

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