BECOMING AN

INNOVATIVE PATHOLOGY

EDUCATOR

ANNUAL GRIPE WINTER MEETINGJANUARY 25-27, 2018LAS VEGAS, NEVADA, USA

Group forResearch inPathologyEducation

PROGRAM BOOK

HOSTED BY:

WESTIN LAS VEGAS160 E FLAMINGO RD,

LAS VEGAS, NV 89109

BECOMING AN INNOVATIVE PATHOLOGY EDUCATOR

2018ANNUAL GRIPEWINTER MEETING

JANUARY 25-27, 2018

WESTIN LAS VEGAS 160 E FLAMINGO RD,

LAS VEGAS, NV 89109PR

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Committee WorkshopsJanuary 25, 2018

Plenary and Workshop SessionsJanuary 26-27, 2018

5 Objectives

7 Agenda

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Poster Abstract Index

Poster Abstracts

33 GRIPE Information

36 Additional Information

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Table of Contents

5 Objectives

7 Agenda

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Poster Abstract Index

Poster Abstracts

33 GRIPE Information

36 Additional Information

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Purpose of the Meeting: To advance the quality of pathology education by promoting collaborative professional development.

Objectives

• Have a better understanding of scientific publishing in medical education • Understand how a manuscript should be submitted• Identify key components of a well-composed image• Recognize and correct problems with sample images• Identify key components of a well-written multiple choice question• Recognize and correct problems with sample questions. • Describe the major drivers for curricular change in medical education • Discuss strategies that might be used in addressing these drivers, including

changes in teaching approaches and changes in curricular structures• Discuss challenges that can be encountered in undertaking major change

projects, how they can be anticipated, and how they might be addressed. • Consider how these lessons could be applied at participants’ home

institutions. • Identify rationale for creating an EP. • Contrast the EP with a traditional academic CV• Name sections of a typical EP and the contents expected for each section. • Recognize elements and language of a strong EP• Draft their own EP for future use. • Describe personal learning and unified synthesis (PLUS) as an activity that

can be incorporated into any learning activity to further augment self-directed and lifelong learning skills.

• Practice applying PLUS by generating self-directed learning worksheets associated with this activity.

• Understand how most current medical school curricula result in poor consumers of clinical laboratory information as well as bored consumers.

• Learn heuristic approaches that can better optimize learning in laboratory medicine that might improve clinical care outcomes for non-pathologists.

• Explore innovative approaches to also prepare medical students destined to become “pathologists 2.0”

• Discuss the different types of voice-activated devices and how they function and how they are controlled.

• Discuss how VAD’s can be used in innovative ways to enhance the teaching of Pathology to medical students and residents

• Compare the Amazon Echo Show to other voice-activated devices• Discuss the advantages and problems associated with using the Amazon

Echo show in Pathology Education.

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Thursday, January 25, 201812:00 PM - 05:00 PM Registration Open Foyer

12:30 PM - 03:00 PM Tips and Tricks for Successfully Publishing ScholarlyWork in an International Journal on Medical EducationPeter de Jong, Julie Hewett

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03:00 PM - 03:15 PM Break

03:15 PM - 05:15 PM Committee Workshops

Image Bank Committee MeetingAmy Lin

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Question Bank Committee MeetingGeoffrey Talmon

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05:15 PM - 05:30 PM Break

05:30 PM - 07:00 PM Reception The Loft

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Friday, January 26, 201807:30 AM - 04:00 PM Registration Open Foyer

08:00 AM - 08:15 AM Welcome and OrientationEllen Dudrey

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08:15 AM - 09:00 AM Site Host PresentationRegina Kreisle, Amy Lin

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09:00 AM - 10:00 AM Plenary Session

Tales of Transformation: Reforming the UME Curriculumat VanderbiltBonnie Miller

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10:15 AM - 10:30 AM Break

10:30 AM - 12:30 PM Concurrent Workshops

Creating an Educator’s Portfolio for Academic SuccessRaga Ramachandran

Personalized Learning and Unified Syntheses (PLUS): A teaching activity to facilitate self-directed and lifelong learningAbbas Hyderi, Amy Lin

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12:30 PM - 02:00 PM Lunch with Roundtable Discussions

02:00 PM - 02:15 PM Break

02:15 PM - 03:30 PM Business Meeting Mesquite 2

03:30 PM - 04:30 PM Poster Viewing Foyer

05:00 PM - 07:00 PM Executive Committee Meeting(Closed Session)

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Saturday, January 27, 201807:00 AM - 04:00 PM Registration Open Foyer

08:00 AM - 08:15 AM WelcomeOsvaldo Padilla

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08:15 AM - 08:45 AM Resident Scholar PresentationAadil Ahmed

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08:45 AM - 09:00 AM

09:00 AM - 10:00 AM

Awards Ceremony

Plenary Session

Optimizing Lab Medicine Education in Medical School: Creating Intelligent Consumers and Pathologists 2.0Brian Smith

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10:15 AM - 10:30 AM Break

10:30 AM - 12:30 PM Concurrent Workshops

Innovative Uses for the Amazon Echo Show in Pathology EducationEarl Brown

Developing and Implementing a Laboratory Medicine Curriculum in the Clinical YearsJames Huang, Yvonne Posey, Britany Rayborn

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12:30 PM - 02:00 PM Lunch with Roundtable Discussions

02:00 PM - 02:15 PM Break

03:00 PM - 04:00 PM Oral Presentations Mesquite 2

Role of Pathology Educator and Community Outreach:From the Classroom to Health FairsTipsuda Junsanto-Bahri

Applying Knowledge to Clinical Practice:Simulation in Teaching Undergraduate Medical PathophysiologyGreg Brower

Increasing Pathology Education in the Era of the Integrated Medical School CurriculumNicole Williams

04:00 PM - 04:30 PM Program Panel DiscussionLuiz Fernando Ferraz da Silva, Francesca Ruggiero

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05:30 PM - 07:30 PM Saturday Dinner(Additional Fee)

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The Effects of a Student Led Inter-professional Anatomy and Pathology EventJette Hooper and Maurice Fremont-SmithFrank H. Netter MD School of Medicine at Quinnipiac University

How to become an Innovative Pathology EducatorShirley SiewMichigan State University

Peers as Laboratory Teaching Assistants in Medical HistologyJohn R. Cotter, Jeffrey Aldinger, Max Blumberg, Joel Braverman, Peter Fields, Alexander Loftus, Jacob Welch, Robin Wilson, and Adrian ZiaggiJacobs School of Medicine and Biomedical Sciences, University at Buffalo

Comparison of Methods Designed to Improve the Podiatric Student Learning of Critical Thinking Skills Applied to Patient EncountersMary A. Mooney, Joann Petty Eble, and Edweana M. RobinsonKent State University College of Podiatric Medicine

Pathology Boot Camp: A Focused Training Program for Medical Students that Aids in the Transition to Pathology ResidencyBrannan Griffin, Kruti P. Maniar, Kristy Wolniak, and Luis Z. Blanco, Jr.Feinberg School of Medicine – Northwestern University

A Cutting Edge Mixed Method Approach to Educate Millennials in the era of Personalized MedicineRitcha Saxena, Nga Min En, Ananya Saxena, and Ritwik RajASU School of Medicine, Dominica, Yong Loo Lin School of Medicine, National University of Singapore, and Delhi Technological University, India

Failure to Learn versus Failure to Retain: Histology and Pathology AlignmentKimberly C. Redding and Aleeia L. JohnsonMorehouse School of Medicine

Lessons from Wall Street: Implementing a high-stress environment resiliency strategy into a medical residency programMarisa Saint MartinLoyola University Health Systems Robert Paul Sweeney, Business Process Consultant

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Poster Abstract Index Cont. “Tumor Board” Simulation: A Team Based Learning Activity for Third-year Medical Students Incorporating Basic Science and Clinical KnowledgeBrannan Griffin and Kristy WolniakFeinberg School of Medicine – Northwestern University

Comparative Pathology and One Health: Where Do We Fit?Suzana TkalcicWestern University of Health Sciences

Histology Across The Human Lifespan – Endocrine SystemJames Dang, Nikhil Nadler, Andrew Ford, and Dana PetersonNortheast Ohio Medical University

The pathology mini-elective: a unique educational opportunity to introduce early stage medical students to the discipline and practice of anatomic and clinical pathologyMarie C. DeFrances. Simion Chiosea, Sara E. Monaco, Larry Nichols, Karen Schoedel, Karl E. Williams, John F. Mahoney, and Trevor A. MacphersonUniversity of Pittsburgh School of Medicine, Mercer University, Allegheny County Medical Examiner’s Office, and Office of Medical Education, University of Pittsburgh School of Medicine

Pathology Education in Osteopathic Medical SchoolsSebastian Alston, Kevin Carnevale, and James LyonsAlabama College of Osteopathic Medicine and Des Moines University College of Osteopathic Medicine

Enhancing student Learning and Clinical Skills in the Pathology Classroom:An Innovative StrategyRitcha SaxenaASU School of Medicine

Challenges and Strategies to increase engagement in the Pathology Lab SessionsFernando Pereira BrunoTouro College of Osteopathic Medicine

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The Effects of a Student Led Inter-professionalAnatomy and Pathology Event

Jette Hooper and Maurice Fremont-SmithFrank H. Netter MD School of Medicine at Quinnipiac University

Purpose: To determine if a novel, student-led, anatomy-pathology teaching session using student-created cadaver frozen sections assists medical students in understanding year one histology and physiology and the importance of these subjects to their future careers.

Methods: During the 2016-2017 academic year there was an anatomy-pathology inter-professional event that involved Frank H. Netter MD School of Medicine students and Quinnipiac University Pathology Assistant students. In this event a pathologist worked with medical student anatomy groups to identify pathology on their donors and then assisted the Pathology Assistant students in the creation of frozen section slides. These slides were subsequently taught to other medical students by the student creators in a medium group setting. There were 88 year one Frank H. Netter MD. School of Medicine students from the class of 2020 who participated in the event. All of these students were emailed an anonymous Survey Monkey survey to their school email addresses. Students were required to read a digital informed consent. If they clicked “continue” it was deemed they consented and then progressed to the survey. The survey included 8 multiple choice questions and one free response text box pertaining to the event. Students were given two weeks to respond.

Results: All 88 students from the Frank. H Netter MD School of Medicine class of 2020 were included in the recruitment email, no students were excluded. There were 45 responses. Students responded that the perceived effect of the event on their learning of normal physiology and histology was a strong positive for 10, weak positive for 28, and it did not affect 7 people. There were 30 students who reported that the event positively affected their perception of the importance of histology and physiology to their career as a physician. Of those 13 students reported a strong positive affect, while 17 reported a weak positive affect. There were 14 students who saw no effect and one student who reported a weak negative affect. In response to the effect of the event on students perceived learning of abnormal pathophysiology, 15 students reported a strong positive effect, 22 a weak positive, and 8 that it did not affect. Additionally 35 students recommended continuing this event for future classes, 7 were neutral, and 3 did not recommend it. Lastly working with the pathology assistant students had a strong positive effect on 26 students, a weak positive effect on 6 students, did not affect 12 students, and weakly negatively affected 1 student’s learning experience.

Conclusions: This integrated classroom event positively affected student’s perception of the importance of histology and physiology to their careers as physicians. This event also positively affected students perceived understanding of histology and physiology. Additionally the majority of students thought this event was beneficial enough to recommend continuing. Our school will be continuing this event for future classes for the effect on students perceptions about physiology and histology and for the unique opportunity for collaboration between medical students and pathology assistant students.

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Poster AbstractsHow to become an Innovative Pathology Educator

Shirley SiewMichigan State University

Becoming an Innovative Pathology Educator implies that the Pathology Education must come directly from the Educator and not from assigned learning material in a text book, not from an on line program nor prerecorded lectures. Direct transmission of education can be achieved by a well presented lecture, which has stood the test of time and, which is the best means of getting the greatest amount of information in the shortest amount of time to the largest number of people, at the same level. The last two factors are of particular importance at the present time, with the gross increase in the size of the classes However, the ideal method of teaching Pathology is at the Autopsy, with the presentation of the Pathology, with lesions in the “fresh” state-not after having been fixed in formalin and the obvious clinico-pathologic correlation. A drawback is that Autopsy cases do not come in a logical learning sequence, with advanced pathology cases preceding those that demonstrate simple lesions. But, the major problem is the drastic decrease in the number of autopsies, and, once again, the gross increase in the size of the classes. So, Autopsy tuition is not a practical means of Pathology Education at the present time.

One can become an Innovative Pathology Educator by constructing an Innovative method of transmitting the Education to the students. Once again, the increased size of the classes has led to diminution in Practical Pathology Laboratory experience. Pathology is a Practical subject and cannot be learned properly out of textbooks, nor atlases. The construction of innovative Practical Pathology education involves an interactive involvement of the students with the instructor, not a one-way transmission of information from the Educator. The students will be required to work their way through the Clinical History, the Gross and Microscopic Pathology and arrive at the Clinico Pathologic Correlation.

Poster Abstracts Peers as Laboratory Teaching Assistants in

Medical Histology

John R. Cotter, Jeffrey Aldinger, Max Blumberg, Joel Braverman, Peter Fields, Alexander Loftus, Jacob Welch, Robin Wilson, and Adrian Ziaggi

Jacobs School of Medicine and Biomedical Sciences, University at Buffalo

Purpose: To facilitate the interactions that should take place between instructors and learners in the setting of a microscope laboratory

Methods: In the first year of implementation, six peer teaching assistants (PTAs) were selected from a class of second year medical students to assist faculty assigned to five laboratory sections. Criteria for participation included a demonstrated enthusiasm for the subject and a desire to assist their peers. The following year less attention was given to student attitudes and behavior and more attention was given to exceptional performance by first year students in a foundation module that was focused on cells and tissues.

The PTAs met individually with a member of the faculty or in groups of four at a conference microscope before several organ system module laboratories to discuss the objectives of the laboratory exercises and review the microscopic slides used in the modules. The PTAs were instructed on the capriciousness of some of the specimens and provided insights into the types of questions they should anticipate being asked.

Results: A) PTAs – The PTAs were comfortable as peer instructors and relished engaging fellow students. There was a noticeable reluctance to participate between first and second year students however; and many first year students who were invited to participate chose not to do so. The inability to attract PTAs from the first year class may be due to the insecurity of being new to the medical school and/or the stress of performing well in first semester courses including gross anatomy. B) Learners – Initially, learners, especially those in the first year class, were reluctant to ask questions. We could only hypothesize why this might be: resentment at having to ask a peer for help or unwillingness to accept the PTAs as content experts are possibilities. C) Questionnaire – Thirty-five percent (50/146) of the second year students (class of 2019) responded to a web based survey with the following results: 1) the presence of PTAs very much (31.37%) or somewhat (21.57%) helped students learn the material. 33.33% of the respondents did not believe that was the case; and 13.7% had no opinion. 2) 68.63% felt that two instructors/laboratory was sufficient. 15.69% did not feel there were enough instructors and 15.69% did not find that they needed help. 3) 68.63% thought the program should be continued. 31.37% did not think it was worth the effort. 4) 45.10% thought the program should be expanded to the first year; 21.57% did not think it was beneficial; 19.61% did not think it was necessary to add more instructors; and 9.80% had no opinion.

Conclusions: The use of PTAs helped overcome difficulties that arise due to an inadequate number of instructors. Half of the learners who responded to a questionnaire agreed the PTAs helped them identify the structures they were asked to find on histological specimens. Although the results of the survey were mixed, the success of PTAs with learners who experience difficulty suggest that PTAs are a worthwhile strategy to boost learning in the microscope laboratory.

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Poster AbstractsComparison of Methods Designed to Improve the

Podiatric Student Learning of Critical Thinking Skills Applied to Patient Encounters

Mary A. Mooney, Joann Petty Eble, and Edweana M. RobinsonKent State University College of Podiatric Medicine

Purpose: Students starting their medical education generally need practice to effectively interact with patients. This study compared the effectiveness of computer-based programs and the current Socratic method in preparing a participant to more effectively perform a simulated patient work-up.

Methods: Thirty-one students were enrolled into the study and randomly assigned to one of three groups: 1) control, 2) presentation-based, or 3) avatar. The GPA’s for each group were normalized to minimize differences in the groups. Participants in all three groups underwent an initial simulated patient exercise, scored by a co-investigator and the simulated patient “actor” who evaluated communication skills. All students received the three computerized case studies in the second year curriculum. The control group had no additional exercises until the final simulated patient exercise. The presentation-based group completed an extra four computerized cases, while the avatar group completed an extra four computerized cases using a program with a patient avatar. At the end of the study, all three groups had a final simulated patient case evaluated by the co-investigator and the simulated patient”actor”.

Results: Students in all three groups exhibited an improved ability to perform a simulated patient examination. In fact, with a confidence level >99% there was an increase in each group separately. On a five point scale the pooled data shows the average initial score of 2.40 increased to 3.09 on the final case. An initial analysis of the difference in mean increase between the three groups shows no statistical difference in the increase in scores; however both the presentation-based and avatar groups scored better than the control group.

Conclusions: It was demonstrated that students’ ability to perform a simulated patient exercise increases with practice. Groups exposed to an increased number of computerized or avatar cases performed better than the control group, although the improvement was not statistically significant. There may be other reasons to choose one style of computer patient program over another, such as ease of use, ability to access a large bank of cases, and ease of scoring the exercise.

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Pathology Boot Camp: A Focused Training Program for Medical Students that Aids in the Transition to

Pathology Residency

Brannan Griffin, Kruti P. Maniar, Kristy Wolniak, and Luis Z. Blanco, Jr.Feinberg School of Medicine – Northwestern University

Purpose: Pathology residency requires specific knowledge and unique procedural skills that graduating medical students have limited exposure to and/or lack when entering residency. However, most programs rapidly assign clinical responsibilities to incoming residents despite their deficiencies. The Pathology Boot Camp was thus designed as a focused training program with introduction of basic skills and processes that are essential for performing expected duties. The ultimate purpose was to increase the students’ confidence and to impart a better sense of preparedness to begin training in Pathology residency.

Methods: Select topics that would best aid medical students going into Pathology were obtained by polling a group of faculty, fellows, and residents. Topics were reviewed and prioritized in order to create a program that could feasibly be implemented during the pre-determined, limited three day period. Topics covered included: safety and personal protective equipment, specimen processing in histology and immunohistochemistry, basic gross examination techniques and report dictation, frozen section evaluation, basics of the microscope, review of basic normal histology, introduction to autopsy, blood bank basics, introduction to hematopathology, and common clinical pathology call issues. The topics were discussed in lectures, as well as in hands-on practical sessions with instructors. Last, a one hour open forum session at the end of the boot camp was held to give the students an opportunity to discuss any concerns and to get answers from faculty, fellows, and residents.

Results: Fourth year medical students going into Pathology for the year 2017 (n=3) attended the Pathology Boot Camp over the three day period and received the focused training program. Feedback from all of the students was positive. Students reported increased awareness of expectations and basic skills helpful for Pathology. Students also reported decreased anxiety regarding beginning residency.

Conclusions: Given that dedicated lectures and practical laboratory sessions are decreasing and becoming more fragmented during medical school, students who choose a career in Pathology not only have less exposure to topics fundamental to the practice of the specialty but also may not even acquire the basic skills vital for successful transition into residency (i.e. using a microscope). This circumstance both produces students lacking crucial proficiencies and leads to personal anxiety about beginning Pathology residency. With the development and implementation of the Pathology Boot Camp, we were able to provide a focused training program to address some of the issues and deficiencies that helped our students to be more confident and feel more prepared for their transition into Pathology residency.

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Poster AbstractsA Cutting Edge Mixed Method Approach to Educate

Millennials in the era of Personalized Medicine

Ritcha Saxena, Nga Min En, Ananya Saxena, and Ritwik RajASU School of Medicine, Dominica, Yong Loo Lin School of Medicine,

National University of Singapore, and Delhi Technological University, India

Purpose: The mind is not a vessel that needs filling, but wood that needs igniting- Plutarch.

And for that, it needs the right educational strategy – that, which not only creates a passion, but also develops critical thinking. Conventional didactic lectures alone cannot fulfill this goal. A mixed method approach that melds interactive classroom teaching with team-based and active learning strategies helps in realizing this objective. In the era of personalized medicine, it is essential that pathology educators focus on training the students in multi-omic studies integrated with virtual gross & microscopy and clinical case studies, to provide a comprehensive understanding of the disease process and a smooth transition to clinical sciences.

We propose an innovative mixed method approach that aims at enhancing problem-solving skills, critical thinking and self-directed learning abilities to make sure our students have an absolute understanding of the core concepts in genomics along with pathophysiology, morphology and histopathology, and their ability to apply them in the clinical setting.

Methods: We introduced a genetic curriculum integrated with selected general and systemic pathology topics. In the interactive large group lectures, virtual museum, virtual microscopy and virtual IHC were discussed together with relevant genomics and clinical case vignettes.

41 students of undergraduate semester 3 and 59 students of undergraduate semester 4 participated in the TBL exercise. The TBL sessions were organized in small groups of 5-6 students each. The students were provided with relevant multi-omics-based case studies in the form of articles from journals, presentations and papers, as part of the TBL exercise. Pertinent genomics animations, IHC and microscopy were also provided as per need. Students were then cross-examined by instructors. The students’ reaction to TBL was assessed using a combination of closed and open-ended questions. Students were tested individually before beginning the TBL exercises and then after TBL exercises, and the results were compared periodically.

Results: The students’ reaction to TBL was encouraging, with 95 per cent students giving a positive feedback. Evaluation through readiness assurance tests (IRAT and TRAT) in the form of MCQs indicated that the students not only had a solid grasp of the fundamentals, but also a better ability to apply them to the clinical picture. Introduction of journal-based case and research papers amplified the interest of students in research work.

Conclusion: Fundamentally, modern medical science is combinative by nature, and, to educate millennials at the interface of basic sciences and clinical medicine, novel approaches should be introduced to produce competent and efficient physicians. Introduction of a multi-omic approach with TBL exercises and interactive didactic lectures proved vital in developing a learner-oriented mixed-method unified educational strategy that turned out to be an excellent way to aid students with better retention of key pathological concepts and their application in the clinical settings, along with appreciation of the importance of teamwork from the very beginning.

Poster Abstracts Failure to Learn versus Failure to Retain: Histology and

Pathology Alignment

Kimberly C. Redding and Aleeia L. JohnsonMorehouse School of Medicine

Purpose: Morehouse School of Medicine (MSM) was established in 1975 as a “minority-serving institution educating doctors who would practice in underserved communities”. MSM recruits an academically diverse and successful student body by using a holistic approach focusing on academic performance and character traits indicative of an individual capable of becoming the type of physician that promotes the institution’s mission.

The first-year medical school curriculum is horizontally integrated such that lectures and laboratory sessions are delivered in foundational topics and organ systems concurrently by the traditional disciplines of Human Morphology (Cell Biology, Histology, Anatomy, & Embryology), Biochemistry, and Physiology via three sequential courses (Basic Principles, Organ Systems 1, and Organ Systems 2). The same traditional disciplines, related to Neurobiology, are delivered in Organ Systems 3. The second-year curriculum includes separate, concurrent courses of Pathology, Pathophysiology, Microbiology, and Pharmacology & Toxicology.

Faculty members continually monitor and evaluate student performance in each course via formal and informal means. Recent evaluations revealed a knowledge deficit in prerequisite information, required for optimal performance in the second-year pathology course. We suspected that this knowledge deficit was the result of lack of retention between the first and second years of medical school. We sought to evaluate the retention of key histology concepts, deemed necessary for success in pathology, from year one to year two.

Methods: To test the students’ retention of concepts delivered during the first-year, we began by compiling all histology questions included on each of the examinations administered during the first-year for the cohort of students currently in the second-year. Two pathology faculty independently reviewed questions with the intention of choosing questions that (1) tested retention of concepts taught in histology lectures and laboratory sessions (2) addressed concepts that provide students with readiness for pathology, (3) would serve as a baseline for comparing student performance on future assessments. A total of 171 questions were reviewed. Twenty-five questions, covering nine organ systems and several foundational topics, were selected. The questions required varying levels of cognitive tasks from simple recall to case study analyses. The assessment was administered over 30 minutes via the institution’s electronic exam portal.

Results: Ninety-two (92) students completed the assessment. The average performance on the assessment was 66.09% (16.52/25). By comparison, the average performance on the same questions administered during the previous academic year was 87.74% (21/25, n=101 students). The average change in score for students having both sets of data available for comparison was -23%/-5.46 points (n=89 students).

Conclusion: We demonstrated that the student cohort displayed a 23% decrease in retention of information that was determined to be foundational for understanding the material presented in the year two pathology course. This decrease in retention confirmed previous suspicions raised by previous students’ overall performance in the pathology course, and during pathology laboratory sessions. Based on these findings there is a need to ameliorate the loss in information retention between the first and second years of the medical school curriculum. Additional data is being collected. An intervention will be developed to address this issue.

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Poster AbstractsLessons from Wall Street: Implementing a high-stress

environment resiliency strategy into a medical residency program

Marisa Saint MartinLoyola University Health Systems Robert Paul Sweeney, Business Process Consultant

Purpose: The National Institute for Occupational Safety and Health (NIOSH) places physicians in the highest risk profession for suicide, at 1.8x the national average, followed by employees in the Financial Services sector at 1.5x. These segments experience similar needs in managing job related stress to ensure employee health and job performance. Goldman Sachs has implemented a program which goes beyond stress management and promotes employee resilience. While stress management in the medical workplace is addressed in various ways, it is often limited to stress reduction through initiatives and techniques predominantly targeting burnout. Few residency programs offer formalized resilience training. The purpose of this study is to analyze the various initiatives Goldman Sachs utilizes to increase resilience, the effectiveness of these programs, how results are measured, and determine how this may be applied to a medical residency program.

Methods: Goldman Sachs’ resiliency program includes lectures, individualized coaching, quarterly resiliency training, and a bi-annual “Resiliency Week”. Their approach is focusing on stress prevention, treatment, and determining how to keep employees competitive and performing at their best while maintaining wellness and increasing overall happiness. At Loyola, we approach the dilemma of burnout with a tri-dimensional strategy: initiatives for the individual, the group, and the institution. An initial survey of pathology residents indicated an overall need for a formal wellness/resiliency curriculum. Currently, residents have access to free sessions with trained resilience coaches, psychological help as needed, and the EAP. Additionally, we have implemented a mentorship program within the department, taught a 30 second mindfulness technique, and have reduced cost fitness facilities on site. Volunteer and inter-departmental networking are also available. A brief survey to identify one positive, one frustration, and one thing that needs to be changed has given us a framework for departmental improvements and initiatives that we can forward to the administration to be possibly applied at the institutional level.

Results: Methods are being developed to tangibly measure the results of the resiliency program in our department, along with cost/benefit analyses to determine the appropriate level of institutional funding for these programs. Our institution mission statement is a Quadruple Aim statement that includes not just Quality, Cost, and Patient Care, but also the well-being of the staff. In addition to initiatives following the tri-dimensional approach (in Methods), the Maslach Burnout Inventory survey will be extended to residents in 2017, providing a better measurement of burnout.

Conclusions: 92 % of Residency Program Directors surveyed in 2014 estimated that more than 50 % of residents are burnt-out. Though Pathology Programs are not generally considered a high burnout specialty, the 2016 Maslach Burnout Inventory survey put our department at the same level of burnout of our clinical colleagues. Like at Goldman Sachs, we are approaching this dilemma with a comprehensive strategy that will eliminate the stigma put on doctors suffering from burnout, providing residents with tools to maintain joy, humanity, and satisfaction of practicing medicine throughout their careers.

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Poster Abstracts “Tumor Board” Simulation: A Team Based Learning

Activity for Third-year Medical Students Incorporating Basic Science and Clinical Knowledge

Brannan Griffin and Kristy WolniakFeinberg School of Medicine – Northwestern University

Purpose: Medical school curriculum has traditionally been a four-year period divided into basic science courses predominantly in lecture and lab formats followed by clinical rotations with a focus on patient management. As the medical field continues to expand, this curriculum has evolved over the years through advances in optimizing education. Recent trends include incorporation of peer-to-peer instruction and emphasis of basic science material in the clinical years. Aptly, the Team Based Learning (TBL) “Tumor Board” simulation was designed to integrate and reinforce pathology knowledge in the clerkship years, as well as to introduce medical students to the importance of a clinicopathologic approach to cancer therapy. The 2-hour session was presented as part of an Interdisciplinary Curriculum Phase 2 (IC2) session attended by all third-year medical students. The ultimate goal of the session was to create an active learning environment engaging students through peer-to-peer instruction, question assessment, and correlation of multiple aspects of patient care.

Methods: The TBL Tumor Board was conducted in a large group setting and covered 2 clinical cases over a span of 2 hours. A total of 105 third-year medical students were divided into teams of approximately 10 students each. All students were given brief pre-reading materials relating to each case (diffuse large B cell lymphoma and gastric adenocarcinoma). During the session, each case was presented in Nearpod format and included relevant patient data, additional clinical and pathology-centered educational materials, and both individual and group live questions or tasks. The session utilized interactive technology and allowed students to type their answers and circle/label histology and pathology images. During the TBL Tumor Board, Pathology and Oncology residents and fellows were available to assist with questions and facilitate discussion. The students’ answers were collected and scored.

Results: The students were engaged and participated actively. Immediate review of student answers during the session allowed the instructors to gauge and respond to the knowledge strengths and weaknesses in a dynamic manner. Feedback regarding the TBL Tumor Board was mostly positive (overall 4/5). Of those who responded to a survey, 73/105 (70%) agreed the TBL Tumor Board was an effective learning experience; while 13/105 (12%) disagreed and 19/105 (18%) were neutral. Praise was given for the session’s organization, engaging format, use of technology, and educational content. Suggestions for improvement included decreasing the activity’s overall length of time and time allotted per question or task, as well as covering more cases or topics within the time period.

Conclusions: Medical school curriculum continues to evolve in order to adapt to the exponential growth of medical knowledge. A current movement in medical education is incorporation of peer-to-peer interaction and inclusion of basic science material within clinical instruction. Through our TBL Tumor Board simulation, we were able to design an educational activity for third-year medical students that integrated pathology knowledge with clinical information and engaged students in group-based learning. We were also able to introduce medical students in their clerkship years to the relevance of a clinicopathologic approach to cancer patient management.

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Poster AbstractsComparative Pathology and One Health: Where Do We Fit?

Suzana TkalcicWestern University of Health Sciences

Purpose: The One Health concept represents a paradigm shift in the western medicine and public health of 21st century that promotes an interdisciplinary and interprofessional approach to health and health-care on a global scale. It encompasses a holistic approach, effective communication, resource exchange and inclusive collaborations of all stakeholders involved in human health: human medicine, veterinary medicine and environmental health. Although that concepts is not foreign to veterinarians and pathologists around the world, it is gaining a significant momentum in the human medicine. As such, it present a challenge to the pathology education in general: the need to shift this topic from the postgraduate education to the medical education and where to incorporate this within the existing curricula.

Methods: There are 2 ways we propose to promote and incorporate this concept early in medical education: A) through interprofessional education (IPE) in a small group setting; B) through a comparative pathology approach in pathology. In this aspect, comparative pathology should focus on current issues and trends in pathology, virology, epidemiology, immunology, forensic science and through that interdisciplinary approach get incorporated into the curriculum. In that interdisciplinary approach we can be creative and include student-centered participation: student PPT presentations on a selected topic, invited lectures, model learning or lab exercises.

Conclusions: With known or new health challenges in the modern world, including emerging and re-emerging infections, zoonotic diseases, human-animal bond, intensive animal farming, toxic pollutants, translational research, and biomedical advances in molecular diagnostics, One Health and its comparative medicine stream is a logical paradigm shift to allow for effective and timely medical interventions to the presenting or predictive problems through the surveillance, biomedical research and capacity building worldwide in the diagnostics, treatment , and preventative arena. Comparative pathology incorporated in the existing pathology curriculum has an opportunity to provide a platform for students to build on, especially in the general pathology domain and through and carefully planned and facilitated interdisciplinary approach and interprofessional education.

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Histology Across The Human Lifespan – Endocrine System

James Dang, Nikhil Nadler, Andrew Ford, and Dana PetersonNortheast Ohio Medical University

Purpose: Histology Across The Human Lifespan is a novel, educational project that provides innovative perspectives for students learning microanatomy (histology). Traditional histology textbooks/atlases will often only provide a few images of exemplar tissues, which may be of varying species, ages, genders, and sizes. This project, instead, presents human tissue images from both sexes in a chronological order, illustrating histological changes that occur throughout the lifespan as a result of various physiological processes. With the growing obesity epidemic, it is highly relevant to also investigate histological changes in tissues of obese individuals of varying ages. The goal of the Histology Across The Human Lifespan project is to provide a more comprehensive structure for teaching and learning microanatomy.

Methods: Tissue samples of Thyroid, Pancreas, Ovary, and Adrenal Gland used to produce the atlas’ images came from autopsies performed between 2000-2015 at three Northeast Ohio hospitals. A hematoxylin and eosin staining protocol was employed to all tissue specimens prior to imaging. The imaging was done using an Olympus VSI20 virtual slide microscope at 40x magnification. The imaged slides were then analyzed for endocrine epithelial cell density counts (cells/mm2). These analyses were performed for the following age categories: premature/neonate (0 – 6 months), infant (6 months -2 years), teenager (13-19 years), older adult (51-70 years) and elderly adult (71+ years).

Results: Pancreatic cell density appears to gradually increase and then decrease across the human lifespan, which seems to create a different trend from the other endocrine organs investigated so far. The cell density of the adrenal gland epithelial cells appears to just gradually decrease over time. Thyrocyte density appears to increase and peak during teenage years before declining across the rest of the lifespan. The ovarian stromal cell density trend shows a sharp decrease that occurs shortly after birth; the density remains relatively consistent after infancy. Finally, tissues of obese individuals generally had a reduced cell density.

Conclusions: While this work has added breadth to the amount of organs covered by Histology Across the Lifespan, there is still much more that can be done. Future work will complete the atlas’s coverage of the endocrine system while also commencing the process for the other organ systems. Furthermore, the foundation has been laid for more in-depth analyses that will help quantify various histological aspects of aging.

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Poster AbstractsThe pathology mini-elective: a unique educational

opportunity to introduce early stage medical students to the discipline and practice of anatomic and clinical pathology

Marie C. DeFrances. Simion Chiosea, Sara E. Monaco, Larry Nichols, Karen Schoedel, Karl E. Williams, John F. Mahoney, and Trevor A. Macpherson

University of Pittsburgh School of Medicine, Mercer University, Allegheny County Medical Examiner’s Office, and Office of Medical Education, University of

Pittsburgh School of Medicine

Purpose: In 2006, the University of Pittsburgh School of Medicine (UPSOM) introduced ‘mini-elective’ courses as a means of enriching undergraduate medical education for first and second year medical students. Mini-electives are extra-curricular, non-credit, ungraded activities offered one afternoon per week for up to eight weeks each spring. They are designed to provide a limited number of interested students with in-depth exposure to medical topics or to allow students to actively explore aspects of medicine not encountered in the pre-clinical curriculum. Pathology is taught at UPSOM as a 2.5 week introductory course during the first year basic science core. Organ-specific pathology is integrated into the organ systems courses which begin late in the first year and extend through the second year. To expand upon students’ finite exposure to the field of pathology in the pre-clinical curriculum, UPSOM pathology faculty have utilized the mini-elective format to showcase specific areas of pathology practice. Since 2008, six different pathology-centric mini-electives have been offered on topics that include the following:

Introduction to Clinical Pathology Behind the Veil of CSI: The Real World of Forensic Medicine Introduction to Anatomic Pathology Mini-Biopsy: Making Diagnoses with Fine Needle Biopsies with Radiological Correlation Multi-Disciplinary Approach to the Diagnosis of Musculoskeletal Neoplasms Personalized Medicine: The Impact of Molecular Testing on Patient Care

Methods: Electronic evaluations utilizing a 5-point scale were sent to student participants at the conclusion of the pathology mini-elective. Anonymized evaluation data from 2008 – 2017 were reviewed.

Results: From 2008 – 2017, over 30 instructors and 100 students participated in pathology mini-electives. The average’overall quality score’ of the pathology mini-electives was 4.6 (of 5.0). Students’ comments describing the mini-electives were favorable. However, no significant difference in the average number of UPSOM medical students choosing pathology as a career was noted after implementation of the pathology mini-electives. From 2000 – 2009, an average of 2.1 ± 1.3 (range 0 – 5) UPSOM medical students matched in a pathology residency program compared to an average of 2.5 ± 1.5 (range 0 – 6) UPSOM medical students from 2010 – 2017.

Conclusions: The pathology mini-elective format provides medical students in the early stages of training with a unique opportunity to actively engage with pathologists which may increase their familiarity with the discipline of laboratory medicine and enhance their comfort level to interact and communicate with pathologists in the future. Although the average number of UPSOM medical students choosing pathology as a career did not increase after implementation of mini-electives, these brief educational courses in pathology are well-received by students.

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Poster AbstractsPathology Education in Osteopathic Medical Schools

Sebastian Alston, Kevin Carnevale, and James LyonsAlabama College of Osteopathic Medicine and Des Moines University

College of Osteopathic Medicine

Pathology education in osteopathic education has both similarities and differences with allopathic medical education. In preclinical education of both traditions, pathology remains one of the curricular pillars that support diagnostic entities of clinical medicine and understanding of pathophysiology. In clinical education in both, pathology is essential in acquiring and understanding anatomic, clinical and other data and understanding that supports differential diagnosis and clinical reasoning. However, osteopathic education differs in the effects of a large amount of require osteopathic contact hours in the curriculum, added diagnoses and approaches to health and wellness, and differing accreditation and residency situations. This workshop will feature presentations/discussion of pathology curricula in member schools, discussions of various aspects and possible approaches to general and osteopathic-specific challenges, and general discussion. Establishment of a network of members in osteopathic settings is a definite objective of this workshop. Such discussion and network could lead to further discussion, data-gathering, and enhanced/improved approaches.

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Poster Abstracts Enhancing student Learning and Clinical Skills in the

Pathology Classroom: An Innovative Strategy

Ritcha SaxenaASU School of Medicine

A thorough understanding of pathology underpins meaningful medical education. A good pathology instruction calls for ensuring a systematic knowledge of pathophysiology, the foundation of clinical practice, along with incorporation of clinical skills. Currently, pathology education is going through a tight spot. The challenge the instructors of pathology face is the requirement to convey a large amount of information in limited duration. Enhancement of active leaning for medical students and meticulous assessment of teaching methods is the need of the hour. An organized integration of course materials along with synchronized team based learning and case presentations is required to intensify clinical application of concepts. This is a novel approach, but teaching case studies, with incorporation of pathology images, may not prove sufficient to help students learn and form logical correlations about the subject as it might prevent students from perceiving an eloquent and concise preclinical conception of disease. To overcome this impediment, an avant-garde approach of utilizing simultaneous amalgamation of gross and microscopic pathology with radiological imaging, was considered. Digitized macro and microscopic images, and radiological images of various systems were presented to the large group. The small group was given radiological teaching files with microscopic and gross imaging of existing pathological files and case studies, and they were asked to integrate them. The students were then cross examined by the instructors through various methods. Digitized macro and microscopic images with radiological images alongside clinical case studies not only helped learners assimilate a large amount of information in a smaller duration, but also provided them a good knowledge of diagnostic utility of imaging in a large number of clinical scenarios. Thus, clearer linkages of pathology and radiological imaging form the bedrock of evocative pathology education.

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Challenges and Strategies to increase engagement in the Pathology Lab Sessions

Fernando Pereira BrunoTouro College of Osteopathic Medicine

In the past decade, the focus of medical education has shifted, leaving behind an outdated cluster of memorized facts for an improved model based on clinical applications. This made medical schools continuously adapt their curricula to accommodate new requirements for core competencies. Pre-clinical courses have followed suit by now, focusing more on how the initial basic science concepts translate into clinical practice. This allows medical students a clearer perspective of the topics’ relevance in their future careers.

When it comes to Pathology lab, virtual microscopy and digital gross anatomic-pathological images integrated to clinical case discussions seems to have gained popularity. This method substitutes the classic and static practice of gathering around a pathological specimen and discussing its morphological features. The use of digitalized images facilitates standardized learning by exposing all students to the same high yield specimens which best characterize the morphology they are supposed to master. Moreover, digitalized learning circumvents the challenges in obtaining real-life specimens and reduces the costs associated with laboratory equipment maintenance and specimen preparation and disposal. Also, discussing clinical cases, especially as a small group activity, helps the students brainstorm the pathophysiology they have learned and apply it to a scenario that helps mature their critical thinking without putting a real patient at risk. This converts into a format that enhances student learning, as they gain early exposure to a structure resembling the morning rounds.

Despite the many advantages, digitalized learning applied to a clinically focused curriculum also bears new challenges, most of which still require some fine-tuning. When removing the use of microscopes and real-life specimens, the benefits of a kinesthetic learning were lost. Besides, while computers can serve as a learning tool, they also introduce distractors that interfere with students’ in-class participation. Furthermore, the format of team-based learning applied to problem-solving doesn’t seem to be as effective when facilitators, such as additional adjunct faculty or tutors, are not available to assist the small groups, and instead the activity depends on a single faculty managing a large group. In summary, important elements of student engagement have been jeopardized, and new strategies are necessary to troubleshoot the classical Socratic method.

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GRIPE Officers and Executive Board

GRIPE Information

President:

Vice President:

Secretary:

Past President:

Executive Director:

2018 Program Committee Chair

Geoffrey A. Talmon, MDUniversity of Nebraska Medical CenterOmaha, NE

Amy Lin, MDUniveristy of Illinois College of MedicineChicago, IL

Osvaldo Padilla, MD, MPHTexas Tech University Health Sciences CenterEl Paso, TX

Kevin Carnevale, MDDes Moines UniversityDes Moines, IA

Regina A. Kreisle, MD, PhDPurdue UniversityWest Lafayette, IN

Ellen Dudrey, MDTexas Tech University Health Sciences CenterEl Paso, TX

Julie K. Hewett, CMP, CAEAssociation Manager

Jennifer StephensGraphic Designer

Danielle InscoeAccount Manager

GRIPE Administrative OfficeServices provided by JulNet Solutions, LLC

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Program CommitteeGRIPE 2018 Program Committee

Ellen Dudrey, MDTexas Tech University Health Sciences CenterEl Paso, TX

Osvaldo Padilla, MD, MPHTexas Tech University Health Sciences CenterEl Paso, TX

Luiz Fernando Ferraz da Silva, MD, PhDUniversity of Sao PauloSao Paulo, Brazil

Raja Koteeswaran, MDEast Virginia Medical SchoolNorfolk, VA

Regina Kreisle, MD PhDPurdue UniversityWest Lafayette, IN

James Lyons, MDAlabama College of Osteopathic Medicine Dothan, AL

Fran Ruggiero, MDPenn State HealthHershey, PA

Barbara Russell, EdDAugusta UniversityAugusta, GA

Geoffrey Talmon, MDUniversity of Nebraska Medical CenterOmaha, NE

Nicole Williams, MD, MBAPenn State Milton S. Hershey Medical CenterHershey, PA

Chair:

Co-Chair:

Committee:

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About GRIPE The Group for Research In Pathology Education (GRIPE) is an academic society of medical educators who teach pathology. To that end, we develop and share teaching resources, promote scholarly research and innovation in medical education, faculty development materials, and provide mutual support at our annual meeting in January. Membership is through affiliated institutions that teach pathology in a variety of medical education settings, although unaffiliated pathology educators may apply for individual memberships.

Membership InformationAll members receive full access to the website, our collaborative teaching community and resources, Pathway, the GRIPE newsletter, and discounted meeting registration. In addition, Institutional members receive access to our GRIPE Digital Library which includes a database of over 4000 pathology teaching images and 5000 multiple choice exam questions.

Institutional Membership

Institutional membership is open to any medical teaching institution for a sum of $900 US per year. This membership allows any faculty member at the institution full access to all GRIPE teaching resources, including the online digital library, and discounted registration to GRIPE meetings.

Individual Membership

Faculty and other teaching staff not affiliated with an institutional membership may join as an individual member for $75 US per year. This membership allows the individual access to access members-only sections of the website and all GRIPE teaching resources except for the Digital Library. They receive a discounted registration to GRIPE meetings.

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Additional Information

Welcome to the GRIPE Annual Winter Meeting 2018

Westin Las Vegas160 E. Flamingo Road

Las Vegas, Nevada 89109

YOU MUST COMPLETE THE EVALUATION THAT WILL BE E-MAILED TO YOU BEFORE YOU CAN RECEIVE CME CREDIT

If you have any questions, please contact Alaina West at 407-266-1128.

Accreditation Statement – University of Central Florida College of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

Designation Statement – University of Central Florida College of Medicine designates this educational activity for a maximum of 12.5 AMA PRA Category 1 Credit(s). Physicians should only claim credit commensuratewith the extent of their participation in the activity.

Objectives- Have a better understanding of scientific publishing in medical education - Understand how a manuscript should be submitted- Identify key components of a well-composed image- Recognize and correct problems with sample images- Identify key components of a well-written multiple choice question- Recognize and correct problems with sample questions. - Describe the major drivers for curricular change in medical education - Discuss strategies that might be used in addressing these drivers, including changes in teaching approaches

and changes in curricular structures- Discuss challenges that can be encountered in undertaking major change projects, how they can be

anticipated, and how they might be addressed. - Consider how these lessons could be applied at participants’ home institutions. - Identify rationale for creating an EP. - Contrast the EP with a traditional academic CV- Name sections of a typical EP and the contents expected for each section. - Recognize elements and language of a strong EP- Draft their own EP for future use. - Describe personal learning and unified synthesis (PLUS) as an activity that can be incorporated into any

learning activity to further augment self-directed and lifelong learning skills. - Practice applying PLUS by generating self-directed learning worksheets associated with this activity. - Understand how most current medical school curricula result in poor consumers of clinical laboratory

information as well as bored consumers. - Learn heuristic approaches that can better optimize learning in laboratory medicine that might improve

clinical care outcomes for non-pathologists. - Explore innovative approaches to also prepare medical students destined to become “pathologists 2.0” - Discuss the different types of voice-activated devices and how they function and how they are controlled.

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Additional Information

2

- Discuss how VAD’s can be used in innovative ways to enhance the teaching of Pathology to medical students and residents

- Compare the Amazon Echo Show to order voice-activated devices- Discuss the advantages and problems associated with using the Amazon Echo show in Pathology

Education.

AgendaTIME TOPIC TITLE FACULTY NAME

1/25/20181:00 PM – 5:00 PM Registration Open N/A12:30 PM – 3:00 PM (2.5AMA PRA Category 1™ Credits)

Tips and Tricks for successfully publishing scholarly work in an international journal on Medical Ed

Peter de Jong, PhD & Julie Hewett, CMP, CAE

3:15 PM – 4:15 PM (2 AMA PRA Category 1™ Credits)

Image Bank Committee Meeting Amy Lin, MD

3:15 PM – 4:15 PM (2 AMA PRA Category 1™ Credits)

Question Bank Committee Meeting Geoffrey Talmon, MD

4:30 PM – 5:00 PM Break N/A5:30 PM – 7:00 PM Reception N/A

1/26/20187:30 AM – 4:00 PM Registration N/A8:00 AM – 8:15 AM Welcome and Orientation Ellen Dudrey, MD8:15 – 9:00 AM Site Host Presentation Amy Lin, MD & Regina

Kreisle, MD, PhD9:00 AM – 10:00 AM (1 AMA PRA Category 1™ Credits)

Tales of Transformation: Reforming the UME Curriculum at Vanderbilt

Bonnie Miller, MD, MMHC

10:15 AM – 10:30 AM Break N/A10:30 AM – 12:30 PM (2 AMA PRA Category 1™ Credits)

Workshops 1 & 2 –1) Personalized Learning and

Unified Synthesis (PLUS): A teaching activity to facilitate self-directed learning

2) Creating an Educator’s Portfolio for Academic Success

1) Amy Lin, MD & Abbas Hyderi, MD

2) Ragashree Ramachandran, MD, PhD

12:30 PM – 2: 00 PM Lunch with Roundtable Discussions N/A2:00 PM – 2:15 PM Break N/A2:15 PM – 3:30 PM Business Meeting Geoffrey Talmon, MD3:30 PM – 4:30 PM Poster Viewing Session N/A

1/27/20187:00 AM – 4:00 PM Registration N/A8:00 AM – 8:15 AM Welcome Osvaldo Padilla, MD8:15 AM – 8:45 AM Resident Scholar Presentation TBD8:45 AM – 9:00 AM Awards Ceremony N/A9:00 AM – 10:00 AM (1AMA PRA Category 1™ Credits)

Optimizing Lab Medicine Education in Medical School: Creating Intelligent Consumers and Pathologists 2.0

Brian Smith, MD

10:15 AM – 10:30 AM Break N/A10:30 AM – 12:30 PM (2AMA PRA Category 1™ Credits)

Workshops 3 & 4 –3) Innovative Uses for the

Amazon Echo Show in

3) Earl Brown, MD

4) James Huang, MD, Yvonne Posey, MD,

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Additional Information

3

Pathology Education

4) Developing and implementing a laboratory medicine curriculum in the clinical years

and Britany Rayborn, MD

12:30 PM – 2:00 PM Lunch with Roundtable Discussions N/A2:00 PM – 2:15 PM Break N/A2:15 PM – 3:00 PM Recognition of Poster Authors N/A3:00 PM – 4:00 PM (1 AMA PRA Category 1™ Credits)

Oral presentations 1-3 –1) Role of Pathology Educator and

Community Outreach: From the Classroom to Health Fairs

2) Applying Knowledge to Clinical Practice: Simulation in Teaching Undergraduate Medical Pathophysiology

3) Increasing pathology education in the era of the integrated medical school curriculum

1) Tipsuda Junsanto-Bahri, MD

2) Gregory Brower, DVM, PhD

3) Nicole Williams, MD, MBA

4:00 PM – 4:30 PM (0.5AMA PRA Category 1™ Credits)

Panel Discussion TBD

Adjourn Total – 12.0 AMA PRA Category 1™ Credits

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Additional Information

4

DisclosuresAs a provider accredited by the ACCME, University of Central Florida College of Medicine Continuous Professional Development (CPD) will insure that everyone who is in a position to control the content of an educational activity has disclosed all relevant financial relationships with any commercial interest to CPD. The ACCME defines ‘relevant’ financial relationships as financial relationships in any amount occurring within the past 12 months that create a conflict of interest. A commercial interests is any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on patients. ACCME does not consider providers of clinical service directly to patients to be commercial interests – unless the provider of clinical service is owned, or controlled by an ACCME-defined commercial interest.

The following was disclosed by everyone in a position to control the content of this activity:1) The name of the individual including spouse/partner2) The name of the commercial interest3) The nature of the relationship with each commercial interest4) Disclosure if there was no relevant financial relationships 5) Intend to discuss unlabeled/investigational use(s) of drug(s) or device(s)

Course Director, Speaker Names,

CMDA staff, CMDA/CME

Committee andPlanning Committee

Members

Name of the Commercial

Interest

The Nature of the Relationship the Person has With

Each Commercial Interest

(speaker, stocks, speakers’ bureau,

clinical trials)

I do not have Any relevant

financial relationships

with any commercial

interests

Conflict Resolved

I intend to discuss

off-labeledinvestigational

use(s) of drug(s) or device(s) in

my presentation

PLANNERSEllen Dudrey, MD

Program Committee Co-Chair

None N/A X N/A No

Luiz Fernando Ferraz da Silva, MD, PhD

Program Committee Member

None N/A X N/A No

Julie Hewett, CMP, CAEAssociation Manager None N/A X N/A No

Raja Koteeswaran, MDProgram Committee

MemberNone N/A X N/A No

Regina Kreisle, MD, PhD

Executive Director, GRIPE

None N/A X N/A No

James Lyons, MDProgram Committee

MemberNone N/A X N/A No

Osvaldo Padilla, MD, MPH

Program Committee Co-Chair

None N/A X N/A No

Francesca Ruggiero, MD Program Committee

MemberNone N/A X N/A No

Barbara Russell, EdDProgram Committee Member

None N/A X N/A No

Geoffrey Talmon, MDProgram Committee Member

None N/A X N/A No

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Additional Information

5

Nicole Williams, MD, MBAProgram Committee Member

None N/A X N/A No

FACULTYTipsuda Junsanto-Bahri, MD

None N/A X N/A No

Gregory Brower, DVM, PhD

None N/A X N/A No

Earl Brown, MD None N/A X N/A NoPeter de Jong, PhD None N/A X N/A NoJulie K. Hewett, CMP, CAE

None N/A X N/A No

James Huang, MD None N/A X N/A NoAbbas Hyderi, MD,MPH

None N/A X N/A No

Regina Kreisle, MD, PhD

None N/A X N/A No

Amy Lin, MD None N/A X N/A NoBonnie Miller, MD, MMHC

None N/A X N/A No

Osvaldo Padilla, MD, MPH

None N/A X N/A No

Yvonne Posey, MD None N/A X N/A NoRagashree Ramachandran, MD,PhD

None N/A X N/A No

Britany Rayborn, MD None N/A X N/A NoBrian Smith, MD None N/A X N/A NoGeoffrey Talmon, MD None N/A X N/A NoNicole Williams, MD, MBA

None N/A X N/A No

The CPD Advisory Committee Richard Peppler, Chair; Shiva Kalidindi; Marybeth Harris; Lucia Schweitzer; VictorHerrera; Saleh Naser, Andrew Payer; Jennifer Thompson; Stephen Berman; Loretta Forlaw;Shannon Miller; Bernard Gros; Morgan Beebe, Christian Widere Ad Hoc Members: Andrea Berry; Todd Freece,CE; Alaina West, Sharon Whitmer do not have any relevant financial relationships with any commercial entities.

THERE IS NO IN-KIND OR COMMERCIAL SUPPORT FOR THIS ACTIVITY

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BECOMING AN INNOVATIVE PATHOLOGY EDUCATOR

2018ANNUAL GRIPEWINTER MEETING

JANUARY 25-27, 2018

GRIPEc/o JulNet Solutions

1404 1/2 Adams AvenueHuntington, WV 25704

Group forResearch inPathologyEducation

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