MELS Virtual Meeting 2020

Medical Education Learning Specialists (MELS)
Fourth Annual Meeting: A Virtual Meeting
Thursday, November 12, 2020 12:00 PM to 4:00 PM EST
Friday, November 13, 2020 12:00 PM to 4:00 PM EST

Program

November 12, 2020
12:00 PM Welcome
12:10 PM Plenary
1:10 PM Break
1:15 PM Networking
2:00 PM Break
2:10 PM Workshops Session I
3:10 PM Break
3:15 PM Table Talks
4:00 PM End of day

November 13, 2020
12:00 PM Welcome
12:05 PM Short Communications
12:45 PM Break
12:50 PM MELS Group Updates
1:20 PM Networking
2:00 PM Break
2:05 PM Poster Session
2:45 PM Break
2:50 PM Workshops Session II
3:50 PM Closing End of Meeting

November 12, 2020

12:00 PM Welcome
Hanin Rashid, MELS Chair, Rutgers Robert Wood Johnson Medical School
Shavonia L Wynn, MELS Meeting Chair, Johns Hopkins University
Welcome to Fourth Annual MELS meeting

12:10 PM Plenary

Shawna Nesbitt, M.D., Associate Dean of Diversity and Inclusion
Preston Wiles, M.D., Assistant Dean Student and Resident Mental Health and Wellness
Jessica Moore, M.D., Assistant Professor Department of Psychiatry University of Texas Southwestern Medical Center
Recognizing and Addressing the Impact of Racism
Like the recommendation made by airlines before flight, should the cabin lose pressure, put on your own mask first before trying to assist others, taking care of ourselves during this stressful time is essential. Practices that have been shown to help emotional stability and wellness, and practice them together will be reviewed. We will also address the concerns that in the current climate of national unrest on social justice, all students have been profoundly affected but students of color are disproportionately at risk in these times. Recognizing this risk is an important part of the role as educators to mitigate the effects. Educators must then learn to effectively discuss and address issues of race/racism with both students of color and non-students of color.

1:10 PM Break

1:15 PM Networking

Please join a room for networking. These networking rooms are unstructured and designed for open conversation concerning the topic. Once inside, you will be able to pick between MELS-related topics (A-L) or Non-MELS related topics (M-Y). No moderator will be present. You can move freely between rooms. All rooms are open for anyone to join despite the breakout room title. We will be repeating this networking opportunity the next day the same room options, so you will have a chance to try out other topics.

MELS related conversation
Host: Adeste Sipin, University of Nevada Las Vegas School of Medicine

A. Advising in the Clerkship Year
B. Advising during the Basic Sciences
C. First year advisors
D. < 5 year advisors
E. > 5 year advisors
F. Supporting students during Step 1 Study
G. Supporting at risk students
H. Working with students with Accommodations
I. Working with students who failed step 1
J. Working with residents
K. Working as a MELS during the Pandemic
L. Working with URiM students

Non-MELS related conversations
Host: Shavonia L Wynn, Johns Hopkins University

M. Pets
N. Sports
O. Television
Q. Foodies
R. Cooking
S. Diet
T. Exercise
U. Travel
V. Music
W. Quarantine life
X. People who hate networking
Y. General networking (not topic specific)

2:00 PM Break

2:10 PM Concurrent Session: Workshop Session I

Workshop A
Moderator: Kristen Coppola, Rutgers Robert Wood Johnson Medical School

Richard Goldhammer, Harvard Medical School
Michael F. Minutello, Tufts University School of Medicine
Retrieval-Based Concept Mapping and the Master Adaptive Learner in Medical Education
In order to help medical education learning specialists best support their students’ learning efforts to develop expertise, this workshop will introduce the steps of the Master Adaptive Learner Framework, as well as outline how the tangible process of retrieval-based concept mapping can help students progress through these steps in their quest to develop expertise. The workshop will focus on offering a brief presentation of these topics and leading the workshop attendees through an interactive retrieval-based concept mapping activity. The workshop will conclude by facilitating a discussion on how this strategy can be best implemented in various medical education settings, with particular attention being paid to brainstorming ideas related to the implementation of this activity to preclinical students entering medical school and students preparing for the Step I exam.

Workshop B
Moderator: Robert Lebeau, Rutgers Robert Wood Johnson Medical School

Nina Kagan, Tel Aviv University
Marcel Brus-Ramer
Kenneth Rubin
Best Practices for Presenting a Medical School Course in an Online Format: Lessons Learned from the 2020 USMLE Step 1 Mt. Sinai Board Review Course
This interactive workshop is designed to review the key features of a successful online teaching session based upon 10 years of online teaching experience and the 2020 USMLE Step 1 review course online with Mt. Sinai. We will discuss how to leverage the online learning format in order to create high-impact active learning sessions which simulate and improve upon the traditional in-person learning experience. Finally, we will explore how to navigate the unique challenges that online instruction poses as well as how to avoid common mistakes while teaching medical students online.

Workshop C
Moderator: Hanin Rashid, Rutgers Robert Wood Johnson Medical School

Kristin Richey, Indiana University School of Medicine
Teaching Metacognition as a Tool for Success in Medical School and Beyond
In order to encourage students to evaluate their habits, the Learning Strategist at the Indiana University School of Medicine developed a tool to help students assess their time management, study and test-taking strategies and find concrete ways to improve. The assessment was tied to resources and advice from other students. This session will discuss the tool developed the IU School of Medicine, results of the tool, ways in which the participants have used metacognition to help students with learning, and future plans for developing metacognitive skills with students.

3:10 PM Break

3:15 PM Table Talks (Small Group Discussions)

Please join a room for Table Talks/Small Group Discussions. Once inside, you will be able to pick between Table Talks A-F or G-K. Presenters will facilitate the discussion on each of these topics.

Table Talk Rooms A-F:
Host: Winnie Chang, Florida International University

Table Talk Rooms G-K:
Host: Anabelle Andon, CUNY School of Medicine

A	Nadia Sellami, Keck School of Medicine of the University of Southern California Sue Nahm, David Geffen School of Medicine UCLA Ashley Selva-Rodriguez, UCI School of Medicine Coaching to Promote Equity – A Reflective Model for Evaluating our Practice in Addressing the needs of URiM learners Using Brookfield’s theoretical framework, we’ll reflect on our practices and explore an assets-based model to guide our URiM students towards self-directed learning. Participants will discuss ways in which they can draw on the model to adapt to the needs of diverse students. We will discuss shared challenges and questions to encourage self-reflection, and evaluate our current approaches, with the goal of honing our skills to make our practice inclusive and effective.
B	Shubha Dathatri, Columbia Vagelos College of Physicians and Surgeons Aubrie Swan Sein, Columbia Vagelos College of Physicians and Surgeons Todd A. Bates, Columbia Vagelos College of Physicians and Surgeons Strategies and Resources for Building Capacity in Guiding Preparation for Knowledge-Learning and Board-Style Exams During this session, we will engage in interactive discussion about common long-term learning and exam-preparation needs and challenges across participants’ home institutions. Participants will have the opportunity to reflect on the challenges their students face and will be provided with literature and resources to build on, enhance, and diversify the evidence-based strategies they can implement to assist students in knowledge-learning for the long term and preparation for high-stakes exams. The session will conclude with a discussion of the range of support structures that have been and can be implemented at an institutional/school-wide level to simultaneously enhance students’ long-term learning and preparedness for high-stakes exams/assessments.
C	Norma Saks, Rutgers Robert Wood Johnson Medical School Improving the Effectiveness of Our Peer Tutoring Programs: Discussing Best Practices for Developing & Maintaining Quality & Cost-Efficient Programs Medical Education Learning Specialists develop and promote academic support programs, to include designing effective tutoring programs within the constraints of available resources. Discussion will focus on issues related to peer tutoring: alternative/creative approaches, selection and training of tutors, and evaluating the success of a program. Those creating new programs and those who have created successful programs are encouraged to attend.
D	Dude Coudret, University of Arizona College of Medicine- Phoenix Turning the Spotlight on Shame Fostering Adaptive Responses to Feelings of Academic Shame in Medical Students Participants will explore an action research study designed to help medical students normalize feelings of shame related to academics and to respond to these feelings in more adaptive ways. Several cycles of research informed this study, which investigated the influence of an educational innovation (a three-part workshop series) focused on helping medical students understand feelings of shame, foster self-efficacy in shame resiliency practices and encourage help-seeking behaviors. Participants will examine a range of academic shame triggers that the study revealed, better understand the need to normalize feelings of shame and support medical students developing practices for resiliency to this powerful feeling, and learn about an educational innovation that proved to be an effective change in practice at college of medicine.
E	Athena Ganchorre, University of Arizona College of Medicine- Tucson Ranna Nash, University of Nevada, Reno USMLE Accommodations Process: Discussion of Application Process and Results The application process for gaining accommodations for students is a long, invasive and can be a lonely process without support from their institution. Having a network of medical educators who have experienced different forms of accommodations applications will be beneficial for students seeking these services.
F	Shavonia L Wynn, Johns Hopkins University Calling All Postbac Pre-med Pipeline Program Learning Specialists This discussion will explore academic and learning specialist support within premed programs that appear to be a promising strategy for increasing medical school diversity. Students who enter these programs often need additional support for coursework, learning strategies, MCAT, and prerequisites. During this discussion, participants will share best practices and gain insights from the experiences of other institutions.
G	Robert Lebeau, Rutgers Robert Wood Johnson Medical School Learning in Activity: Helping learners succeed during their clinical experiences Medical education learning specialists, to one degree or another, feel comfortable promoting active learning in pre-clerkship courses and helping students prepare for standardized tests such as the USMLE. Yet our work increasingly calls for supporting learners during their clinical experiences, especially as curriculum reform trends and upcoming changes to Step 1 drive revisions in how schools structure their pre-clerkship and clerkship years. In this table talk, we will use activity theory to identify tensions students encounter during clinical experiences and to discuss how we as MELS are helping, or might help, learners achieve sometimes conflicting goals as budding health care providers in demanding clinical environments.
H	Adeste Sipin, UNLV School of Medicine Imposter Syndrome: What It Is and How to Think Through it We all have a general idea of what Imposter Syndrome is. Valeria Young, (8-min TED Talk Click Here) talks about what it is and how to think your way out of it. Come join this table talk if you want to talk about Imposter Syndrome, what it looks like, the types of behaviors it manifests into, and ways that we work with students to help them get through it!
I	Kristen Coppola, Rutgers Robert Wood Johnson Medical School Pleasers, procrastinators, and boundary pushers: Helping students to self-regulate learning A common goal for learning specialists is to help students become self-regulated learners, effectively planning, monitoring, and assessing progress toward their educational goals. Past research has indicated that personality may interact with students’ ability to self-regulate. In this table talk, we will share experiences of successes and challenges with helping students of various personalities and discuss how our own personality may aid or hinder their success.
J	Gale Naquin, Tulane University Students with “Hidden” Disabilities Tips for Meeting the Needs of Medical Students with nonapparent disabilities such as ADHD, psychological disabilities, learning disabilities, and chronic health conditions. Participates are encouraged to share their understanding of medical students with “hidden disabilities” and potential academic accommodations and modifications to ensure their successes and one way of achieving diversity in medical education.
K	Jennifer Meka, Jacobs School of Medicine at the State University of New York at Buffalo Designing and Implementing a Science of Learning Curriculum Across the country many medical schools are incorporating the science of learning into their curricula to help students be more effective and efficient learners. In this table talk, we will look at example longitudinal curricula for incorporating the science of learning into educational programs. We will also discuss challenges in implementation, share successes, and brainstorm opportunities for enhancing our work to support student success.

4:00 PM End of Meeting Day

November 13, 2020

12:00 PM Welcome Back and updates
Shavonia L Wynn, MELS Meeting Chair, Johns Hopkins University

12:05 PM Concurrent Session: Short Communications

Short Communication A
Moderator: Anabelle Andon, CUNY School of Medicine

Kendal Warner, University of Nevada, Reno School of Medicine
Brooke Gantman, University of Nevada, Reno School of Medicine
Alexa Allen, University of Nevada, Reno School of Medicine
Brandon Conner, University of Nevada, Reno School of Medicine
Ranna Nash, University of Nevada, Reno School of Medicine
Megan Almansoori, University of Nevada, Reno School of Medicine
Brady Janes, University of Nevada, Reno School of Medicine
The effectiveness of a formal mentorship program for incoming first-year medical students
As part of their 1.5-week MedFIT orientation program, first-year medical students at the University of Nevada, Reno School of Medicine are engaged in a formal peer mentorship program featuring second-year medical students who serve as Pack Mentors throughout the first year and beyond. This Pack Mentor program was designed and integrated into the MedFIT curriculum to further support incoming students during their transition to medical school, to promote academic success, and to help foster both the personal and professional development throughout their medical students’ education. One valuable aspect of this program, especially in the face of the COVID-19 pandemic, is the fact that it is flexible and adaptable, with improvements being made each year based on student feedback and significant changes being made this year to adjust the program to a “pandemic-friendly” hybrid format.

Brooke Clemmensen, University of Nevada Reno School of Medicine
Ngantu Le, University of Nevada Reno School of Medicine
Riyadh Atrah, University of Nevada Reno School of Medicine
Katelyn Fellows, University of Nevada Reno School of Medicine
Pascal Nilsson, University of Nevada Reno School of Medicine
Ranna Nash, University of Nevada Reno School of Medicine
Brandon Conner, University of Nevada Reno School of Medicine
Megan Almansoori, University of Nevada Reno School of Medicine
Brady Janes, University of Nevada Reno School of Medicine
Put Me in, Coach! – Utilizing coaches in professional development
Mentorship and coaching are key topics of medical education at this juncture but how do we implement them, how do we measure them, and how do we make it valuable to our students? This short communication will feature the process UNR Med went through to create a coaching program including obstacles faced, coaching recruitment, student engagement, and research metrics to measure effectiveness.

Short Communication B
Moderator: Kristen Coppola, Rutgers Robert Wood Johnson Medical School

Robert C. Wallon, Carle Illinois College of Medicine
Atif Jaleel, Carle Illinois College of Medicine
Jaya Yodh, Carle Illinois College of Medicine
Student Perspectives on Individual Study Plans as a Component of a Course Designed to Support Step 1 Preparation
Attend this session to learn how Individual Study Plans (ISP) were used as a component of a required Step 1 preparation course at the conclusion of the Carle Illinois basic sciences curriculum. The ISP was designed to promote wellness and to integrate required course components with students’ independent study plans. During this session we describe student perspectives on the ISP, and we share lessons learned from initial implementation.

Rachel Jones, Creighton University School of Medicine
Nicole Piemonte, Creighton University School of Medicine
Make it Stick: Applying Key Concepts for Medical Student Learners
The presenters will share specific strategies and data supporting how students applied learning practices to not only improve their exam scores, but to retain important information they can recall when needed (Make it Stick). They will demonstrate a study plan tracking template and a novel approach to answering practice questions that can be applied to q-banks such as UWorld and Amboss. Participants will be encouraged to reflect on how they might use these strategies at their own institutions, share their own best practices for teaching study strategies, and receive input from presenters and other participants.

Short Communication C
Moderator: Winnie Chang, Florida International University

Kristina Petersen, New York Medical College
Erika Maikish, New York Medical College
A Training Program for Medical Student Peer Tutors
The value of peer tutor programs in medical education has been widely acknowledged, although a student tutor training curriculum has not yet been published that can be applied to multiple different medical school courses. At New York Medical College, a near-peer tutoring program has been in place for five academic years, supporting both basic science and clinical courses. The aim of this short communication is to describe the curriculum covered in the mandated tutor training session, to give an overview of the optional, but recommended, tutor development training series provided throughout the academic year, to present survey data from the 2020 tutor training and professional development sessions, and to outline lessons learned.

Todd A Bates, Columbia University Vagelos College of Physicians and Surgeons
Meghan Odsliv Bratkovich, University of South Florida
Lessons from COVID-19: What we can learn about medical education from student comments about stepping up or stepping back during a global health crisis
The context produced by the emergence of COVID-19 revealed variation in what students suggest ‘counts’ as meaningful medical learning, curriculum, and preparation. In this short communication, we will present data from anonymous online student comments gathered in the early months of 2020 comprising a range of students’ perspectives about their roles, values, and perceptions as medical. This session will challenge MELS to consider what structures and framing might help more students feel competent and be prepared to learn, serve, and lead at each stage of their development as future medical professionals.

Short Communication D
Moderator: Eron Drake, Michigan State University College of Human Medicine

Sharleen Chock, University of Hawaiʻi John A. Burns School of Medicine
Kimberly B. Yamauchi, University of Hawaiʻi John A. Burns School of Medicine
Incorporating Elements of Attitude and Purpose for Disadvantaged Student Success at the University of Hawaiʻi John A. Burns School of Medicine ʻImi Hoʻōla Post-Baccalaureate Program
The ‘Imi Ho‘ōla Post-Baccalaureate Program (‘Imi) is a proven pathway that provides educational opportunities for students from educationally, socially and/or economically disadvantaged backgrounds, which has significantly increased the number of underrepresented and disadvantaged students that complete medical school in Hawaiʻi. Curricular innovations made in the Phase 1, a 5-week introductory course, are tailored to support student success by developing and promoting resilience in an academic, personal, and cultural context through various activities such as lectures, reading assignments, and reflections that promote the foundations for academic success and personal development of pre-medical students. Incorporating and refining innovative, healthy attitude and purpose-led activities beginning in Phase 1 of ʻImi are instrumental in promoting retention of students who will eventually help to diversify the physician workforce and increase the number of physicians in their underserved communities.

Brooke Gantman, University of Nevada, Reno School of Medicine
Kendal Warner, University of Nevada, Reno School of Medicine
Alexa Allen, University of Nevada, Reno School of Medicine
Brandon Conner, University of Nevada, Reno School of Medicine
Ranna Nash, University of Nevada, Reno School of Medicine
Megan Almansoori, University of Nevada, Reno School of Medicine
Brady Janes, University of Nevada, Reno School of Medicine
Developing a Well-Received Pre-Matriculation Program: The Evolution of MedFIT at UNR Med
As a continued effort to help those at UNR Med integrate into their first year of medical school, the University has implemented a mandatory orientation program known as MedFIT. The program revolves around team building and preparation for the rigors of medical school via lectures, mock exams/practicals, extracurricular workshops, clinical skills sessions, and collaboration activities. The program adapted accordingly to the COVID-19 pandemic via transition to a hybrid format, and improvements each year are based primarily on listening to student feedback and analyzing how the program impacts student success throughout the first year of medical school.

12:45 PM Break

12:50 PM MELS Group Updates
Hanin Rashid, MELS Chair, Rutgers Robert Wood Johnson Medical School Hear from the MELS Group Chair about exciting updates

1:20 PM Networking

MELS related conversation
Host: Adeste Sipin, University of Nevada Las Vegas School of Medicine

Non-MELS related conversations
Host: Shavonia L Wynn, Johns Hopkins University

M. Pets
N. Sports
O. Television
Q. Foodies
R. Cooking
S. Diet
T. Exercise
U. Travel
V. Music
W. Quarantine life
X. People who hate networking
Y. General networking (not topic specific)

2:00 PM Poster Session
Before and during the virtual poster session, you have access to a link to watch a short presentation of each poster. Please visit breakout rooms using the links below to discuss the poster with the presenters, ask questions, and network.

Posters A-D:
Hanin Rashid, Rutgers Robert Wood Johnson Medical School
Posters E-H:
Host: Dude Coudret, University of Arizona College of Medicine- Phoenix

A	Michael DiGaetano, Rutgers Robert Wood Johnson Medical School Kristen Coppola, Rutgers Robert Wood Johnson Medical School Hanin Rashid, Rutgers Robert Wood Johnson Medical School Robert Lebeau, Rutgers Robert Wood Johnson Medical School What first year students believe about Step 1 and how it impacts their study behaviors The perceived importance of USMLE Step 1 and steady increase in average scores have served as foundational pillars of concern over the impact of the “Step 1 Climate”. This study investigates the effects of knowledge and perceptions about Step 1 on anxiety and behaviors of first year medical students, including adoption of parallel curricula. Furthermore, this study examines the influence of desired specialty and of the information channels in which students discuss and construct schema about the exam.
B	Ngantu Le, University of Nevada Reno School of Medicine Brooke Clemmensen University of Nevada Reno School of Medicine Riyadh Atrah, University of Nevada Reno School of Medicine Katelyn Fellows, University of Nevada Reno School of Medicine Pascal Nisson, University of Nevada Reno School of Medicine Brandon Connor, University of Nevada Reno School of Medicine Ranna Nash, University of Nevada Reno School of Medicine Brady Janes, University of Nevada Reno School of Medicine Professional Development in a Mentorship Model This poster discusses the formation of a mentorship/coaching model and how it was used to facilitate professional development in a medical school class. Professional development in a mentorship model involves pairing students with mentors/coaches, coach education on professional development topics, and assessments in a 360 approach to evaluate student growth.
C	Timothy Ogburn, University of Nevada, Reno School of Medicine Change in student perspective in response to midyear curricular change from NBME CAS-base exams to professor-written questions Due to the Coronavirus-19 (COVID-19) pandemic, the University of Nevada Reno School of Medicine (UNR Med) was required to change student assessments from NBME-CAS exams to professor-written exams for the first-year medical students (MS1). This presentation will compare and contrast student perceptions regarding CAS and professor-written exams. Additionally, this presentation will describe student feedback on how COVID-19 has impacted their ability to study and prepare for the STEP 1 exam.
D	Brooke Clemmensen, University of Nevada, Reno School of Medicine Katelyn Fellows, University of Nevada, Reno School of Medicine Ranna Nash, University of Nevada, Reno School of Medicine How to incorporate feedback training into the implementation of a coaching program: UNR Med’s learnings from our first year. To help students successfully meet personal and professional development milestones, UNR Med implemented a coaching program in the summer of 2020 that formalizes the relationship between a trusted ally and student. This program aims to provide students with a long-term trusted ally and coach who will work with them throughout their clinical education by providing feedback and goal-monitoring. A key aspect of the coaches’ and students’ pre-program training centered on giving and receiving effective feedback; we discuss the details and outcomes of this training here.
E	Thomas Vazquez, Florida International University Herbert Wertheim College of Medicine Anabelle Andon, CUNY School of Medicine Noël C Barengo, Florida International University Herbert Wertheim College of Medicine Winnie Chang, Florida International University Herbert Wertheim College of Medicine Learning Specialist Interventions and Performance-Based Measures in Medical School: A cohort study In this retrospective cohort study of 361 medical students across a three-year period, we analyzed the correlation of learning specialist interventions with metrics of academic success. Our data show that students who seek learning specialist services achieve significantly lower medical school grades and licensing exam scores, demonstrating that students who seek out these services are at higher risk. Randomized studies are needed to isolate the positive effect of learning science coaching for medical students.
F	Brooke Gantman, University of Nevada, Reno School of Medicine Kendal Warner, University of Nevada, Reno School of Medicine Alexa Allen, University of Nevada, Reno School of Medicine Brandon Conner, University of Nevada, Reno School of Medicine Ranna Nash, University of Nevada, Reno School of Medicine Megan Almansoori, University of Nevada, Reno School of Medicine Brady Janes, University of Nevada, Reno School of Medicine Developing a Well-received Pre-matriculation Program: The Evolution of MedFIT at UNR Med UNR Med has developed a pre-matriculation program called MedFIT which has evolved into being one of the most popular courses that students take at the institution. The reason for this satisfaction is the incorporation of student feedback and the course being student lead. We continue to take student feedback into account not only immediately but longitudinally to ensure the usefulness of the course.
G	Sara Barnett, St Louis University Eron Drake, Michigan State University Ranna Nash, University of Nevada-Reno Casey O’Neill, Medical University of South Carolina Maryanne Reilly-Spong, University of Minnesota Scott Slattery, University of Minnesota Tom Smith, Medical University of South Carolina Step 1 during Tough Times: A Fine-grained Analysis from the Multi-site Educational Learning Specialist Step 1 Survey To help clarify best practices in medical student preparation for Step 1, members of a MELS Step 1 Survey workgroup developed a tool in 2019. The results of this research serve to inform and enhance academic advising on this high-stakes examination with data about how students really prepare. In this poster, we present results from 2020 data from 6 schools’ medical students, with particular emphasis on 2020’s unique public health and political and social conflicts.
H	Kristina H. Petersen, New York Medical College Adele Shenoy, New York Medical College Peer Tutoring in Preclinical Medical Education: A Review of the Literature Various peer tutoring models are used in medical schools, and thus far no best practices have been elucidated. This work explores the benefits and challenges associated with three of the most popular peer tutoring models in basic science courses: near-peer tutoring, reciprocal peer tutoring, and peer-to-peer tutoring. A literature review was conducted; more than 50 studies were reviewed and recommendations are made for ways to close the gaps and move toward establishing best practices.

2:45 PM Break

2:50 PM Concurrent Session: Workshop Session II

Workshop A
Moderator: Jennifer Meka, Jacobs School of Medicine at the State University of New York at Buffalo

Joy Cox, University of Louisville School of Medicine
Academic Coaching: Facilitating the Myths of Learning in Medical Education
How can we, as educators, encourage our struggling medical students to use best practices for academic success? This workshop offers participants evidenced-based strategies and cognitive skills to promote genuine learning and debunk some of the myths and misconceptions about effective study habits. We will practice academic coaching skills as a helping approach for getting medical students make meaning of their learning experience.

Workshop B
Moderator: Terri Edwards, Eastern Virginia Medical School

Matthew Michaud, University of Arizona, College of Medicine Phoenix
Dude Coudret, University of Arizona, College of Medicine Phoenix
Turning Tutor Interviews into MMI Stations
Interviewing and selecting tutors on our campus can be like selecting the MVP on a championship NFL Patriots team; everyone has the ability. Over the course of four years our Learning Specialist team developed questions that had us distinguish between who would be great and who would be very good. We began using multiple mini-interview questions to screen the most skilled and identify the most committed.

Workshop C:
Moderator: Adeste Sipin, University of Las Vegas School of Medicine

Anabelle Andon, CUNY School of Medicine
Winnie Chang, Florida International University Herbert Wertheim College of Medicine
Pursuing the humanities for learning in medical school
This workshop is intended to help Learning Specialists expand their professional minds and envision how we might infuse the humanities directly into the daily work we do with students. Participants will leave the workshop with innovative ideas regarding the marriage between humanities and learning science.

3:50 PM Closing

Hanin Rashid, MELS Chair, Rutgers Robert Wood Johnson Medical School Shavonia L Wynn, MELS Meeting Chair, Johns Hopkins University
Closing announcements and 4^th annual meeting evaluation

4:00 PM End of Meeting

Thank you to all the reviewers!

Anabelle Andon, CUNY School of Medicine
Berkley Browne, OUWB School of Medicine
Winnie Chang, Florida International University
Dude Coudret, University of Arizona College of Medicine – Phoenix
Kristen Coppola, Rutgers, Robert Wood Johnson Medical School
Gia DiGiacobbe, Kaiser Permanente School of Medicine
Eron Drake, Michigan State University
Christina Granillo, UC Riverside School of Medicine
Nancy Hayes, Florida State University College of Medicine
Michelle Juarez, Kaiser Permanente Bernard J. Tyson School of Medicine
Jeff Lang, Creighton University School of Medicine
Lauren Linkowski, Icahn School of Medicine at Mt. Sinai
Michael Madson, Medical University of South Carolina
Kiely Madhavan, Creighton University School of Medicine
Erika Maikish, New York Medical College
Matt Michaud, University of Arizona College of Medicine – Phoenix
Laura Miller, UConn School of Medicine
Tim Moynihan, UVM Larner College of Medicine
Lyabode Okoro, Indiana University School of Medicine
Cheryl Porter Marshall, Florida State University
Hanin Rashid, Rutgers Robert Wood Johnson Medical School
Michael Minutello, Tufts University School of Medicine
Gale Naquin, Tulane University
Samuel Neher, McGovern Medical School
Dan Nguyen, Oakland University William Beaumont School of Medicine, Beaumont Health
Arlene Sachs, UT Southwestern Medical Center
Norma Saks, Rutgers Robert Wood Johnson Medical School
Aubrie Swan Sein, Columbia Vagelos College of Physicians and Surgeons
Breanna Sherrow, University of Arizona College of Medicine, Tucson
Adeste Sipin, University of Nevada Las Vegas School of Medicine
Denise Souder, Loma Linda University School of Medicine
Shenifa Taite, Florida State University, College of Medicine
Jasna Vuk, University of Arkansas for Medical Sciences
Amy Ward, Michigan State University
Robert Wallon, Carle Illinois College of Medicine
Shavonia L Wynn, Johns Hopkins University

Thank you for the hard work of the MELS Planning Committee!

Anabelle Andon, CUNY School of Medicine
Brian Pinney, Des Moines University Medicine & Health Sciences
Winne Chang, Florida International University
Kristen Coppola, Rutgers Robert Wood Johnson Medical School
Eron Drake, College of Human Medicine Michigan State University
Terri Edwards, Eastern Virginia Medical School
Matt Michaud, University of Arizona College of Medicine – Phoenix
Gale Naquin, Tulane University
Hanin Rashid, Rutgers Robert Wood Johnson Medical School
Arlene Sachs, UT Southwestern Medical Center
Norma Saks, Rutgers Robert Wood Johnson Medical School
Adeste Sipin, University of Nevada Las Vegas School of Medicine
Shavonia L Wynn, Johns Hopkins University

Thank you for the hard work of the MELS Steering Committee!

Joana Arnold, University of California Davis, Member at Large for Western Region
Melanie Bonner, Duke University School of Medicine, Member at Large for Southern Region
Josh Hopps, Northwestern University Feinberg School of Medicine, Member at Large for Central Region
Jennifer Meka, Jacobs School of Medicine SUNY Buffalo, Member at Large for Northeast Region
Hanin Rashid, Rutgers Robert Wood Johnson Medical School, Chair MELS
Norma Saks, Rutgers Robert Wood Johnson Medical School, Past Chair MELS
Shavonia L Wynn, Johns Hopkins University, Chair Elect MELS & Annual Meeting Chair

Sincerest thanks to all the presenters and attendees for making this meeting possible!