Victor Montemayor, Germantown Academy, Fort Washington, PA
George Starkschall, University of Texas MD Anderson Cancer Center
Laurie Cutting, Patricia and Rodes Hart Professor of Special Education, Psychology, Radiology, and Pediatrics Peabody College, Vanderbilt University Senior Scientist, Haskins Laboratories (Yale) Member, Vanderbilt Brain Institute and the Center for Cognitive and Integrative Neuroscience
Kyla Terhune, Associate Professor of Surgery Residency Program Director, Surgery Vice-Chair for Education, Section of Surgical Sciences Vanderbilt University Medical Center; and Section Chief, General Surgery VA Medical Center
Jay Burmeister, Wayne State University Karmanos Cancer Center
Rebecca Howell, University of Texas MD Anderson Cancer Center
Stephen Kry, University of Texas MD Anderson Cancer Center
Matt Studenski, University of Miami Sylvester Comprehensive Cancer Center
| AAPM Workshop on | |||
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Improving the Teaching and Mentoring of Medical Physics Bredesen Room, Hilton Nashville Hotel |
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| Thursday 26 July 2018 | |||
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| 1:15 – 1:30 pm | Opening Remarks: Introduction to the Workshop and the Action Plan |
Vic Montemayor Germantown Academy Chair, Committee on Medical Physicists as Educators (MPESC) |
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| 1:30 – 2:20 pm | Keynote: The History of
Teaching Reform in the AAPM |
George Starkschall University of Texas MD Anderson Cancer Center |
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| 2:20 – 2:50 pm | Breakout Session: Why are you at this workshop, and what do you hope to get out of it? What changes in teaching/mentoring would you like to see in your department or clinic? Do you see any obstacles to these changes taking place? | ||
| 2:50 – 3:15 pm | BREAK (Meet your fellow workshop participants!) | ||
| 3:15 – 4:05 pm | What Neuroscience Research Has to Tell Us About the Effects of Learning on the Brain |
Laurie Cutting Patricia and Rodes Hart Professor of Special Education, Psychology, Radiology, and Pediatrics Peabody College, Vanderbilt University Senior Scientist, Haskins Laboratories (Yale) Member, Vanderbilt Brain Institute and the Center for Cognitive and Integrative Neuroscience |
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| 4:05 – 4:55 pm |
Graduate Medical Education in Medical and Surgical Residencies: What Can be Learned? |
Kyla Terhune Associate Professor of Surgery Residency Program Director, Surgery Vice-Chair for Education, Section of Surgical Sciences Vanderbilt University Medical Center; and Section Chief, General Surgery VA Medical Center |
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| 4:55 – 5:30 pm |
Brainstorming Session: What is your reaction to what you learned about neuroscience research? What are your initial reactions to Practice-based Learning (PBL)? (We’ll be working more with PBL in tomorrow’s sessions.) |
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| 7:00 pm | Dinner on your own. | ||
| Friday 27 July 2018 | |||
| 8:15 – 8:30 am | Introduction to Day 2: Seating and the Action Plan |
Vic Montemayor Germantown Academy Chair, MPESC |
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| 8:30 – 9:20 am |
Keynote: The Importance of Reform in Medical Physics Teaching |
Jay Burmeister Wayne State University Karmanos Cancer Center |
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| 9:20 – 9:50 am | Breakout Session: Discuss your preliminary thoughts about an action plan with your group partners. Critique each other’s plans. | ||
| 9:50 – 10:15 am | BREAK (Change Seats to Your Assigned Tables) | ||
| 10:15 – 11:05 am | Best Practices: Project-based Learning (PBL) in Medical Physics |
Rebecca Howell University of Texas MD Anderson Cancer Center |
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| 11:05 – 12:05 pm |
PBL Challenge: Work with your group partners to design a clinical PBL exercise. MedicalResidency : Design a 1-class PBL challenge. MP residency and didactic teaching : Design a 1-class PBL challenge. What skills would be addressed by your PBL exercise? Would all of these skills be typically encountered within your classroom/residency? Do you think that PBL could be a good way to approach the teaching in your clinic? Could it feasibly be incorporated into your clinical residency program? If so, how? If not, why not? |
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| 12:05 – 12:30 pm |
Group Reports: PBL Exercises and feasibility conclusions |
Moderator: Loretta Johnson University of Alabama-Birmingham |
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| 12:30 – 1:45 pm | Lunch (Discuss your action plans.) | ||
| 1:45 – 2:35 pm | Best Practices: Flipped Learning in the Medical Physics Classroom |
Stephen Kry University of Texas MD Anderson Cancer Center |
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| 2:35 – 3:05 pm |
Incorporating Videos into the Teaching of Medical Physics: The Question of the ROMPES Modules |
Matt Studenski University of Miami Sylvester Comprehensive Cancer Center |
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| 3:05 – 3:35 pm |
Brainstorming Session: Discuss your thoughts and ideas about flipped learning, and provide feedback concerning the ROMPES modules. |
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| 3:35 – 4:05 pm | BREAK (Think About and Discuss your Action Plans.) | ||
| 4:05 – 4:55 pm |
Panel Discussion: Issues and Obstacles in Implementing Reform Joann Prisciandaro, University of Michigan (medical therapy residency and RTT) Rao Khan, Washington University (medical physics therapy residency) Isaac Rutel, University of Oklahoma (medical diagnostic residency and medical physics didactic) Jay Burmeister, Wayne State University (medical physics didactic) Kenneth Homann, Vanderbilt University Medical Center (medical physics residency) |
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| 4:55 – 5:35 pm |
Breakout Session: The Issues and Obstacles of Reform If you have already attempted reform, what obstacles did you encounter? Did you overcome them? If you have not already attempted reform, what obstacles do you anticipate, and how will you approach them? |
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| 5:35 – 6:15 pm |
Group Reports: Obstacles and How to Overcome Them |
Moderator: Matt Deeley University of Vermont |
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| 6:15 – 6:30 pm | Action Plans and Closing Remarks |
Vic Montemayor Germantown Academy Chair, MPESC |
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