Celebrating the Future of Medical Education

Faculty, staff and students shared presentations, workshops and discussions on the future of medical education at Feinberg’s 12th annual Medical Education Day, held September 30.

Brian Hodges, MD, PhD, executive vice-president of education and chief medical officer of the University Health Network and a professor in the Temerty Faculty of Medicine at the University of Toronto, discussed fostering compassionate, patient-centered care in technological environments during the 12^th annual Medical Education Day keynote address. Courtesy of Teresa Crawford.

“Medical Education Day provides an opportunity to showcase our educators and their scholarship and expertise while celebrating the unique medical education environment that we are privileged to have at Feinberg,” said Mary McBride, MD, MEd, associate professor of Pediatrics and of Medical Education and director of the Feinberg Academy of Medical Educators (FAME).

While the evolution of healthcare has brought advances in care, greater demands for equitable, safe and compassionate care are being met with increased burnout and a lack of preparedness from healthcare professionals, according to Brian Hodges, MD, PhD, executive-vice president of education and chief medical officer of the University Health Network and a professor in the Temerty Faculty of Medicine at the University of Toronto, who was this year’s Medical Education Day keynote speaker.

Brian Hodges, MD, PhD, with Mary McBride, MD, MEd, associate professor of Pediatrics and of Medical Education and director of the Feinberg Academy of Medical Educators (FAME), and Marianne Green, MD, the Raymond H. Curry, MD, Professor of Medical Education and vice dean for Education. Courtesy of Teresa Crawford.

Hodges discussed the challenges of sustaining compassionate care and education in technology heavy environments, as well as factors that push healthcare professionals and healthcare settings to burnout and strategies that individuals and institutions can use to foster compassionate, patient-centered care and medical education.

“While knowledge is important and skill is important, the thing that makes us special in healthcare is compassion and commitment,” Hodges said.

Hodges also explored the concept of “digital compassion”, in which technology can act as an extension of human-centric traits to further improve the patient experience, such as being present, listening and understanding, reducing distress and amplifying expressions.

“We have to ask not just does the technology help us understand the patient… but does the technology help us reduce the suffering of the patient?” Hodges said.

Participants draw their ideas of pain during a visual art in medical education workshop led by Catherine Belling, PhD, associate professor of Medical Education. Courtesy of Teresa Crawford.

While diving headfirst into the digital age of medical education may seem daunting, adopting asynchronous learning can greatly benefit both students and faculty, according to Tricia Pendergrast, a third-year medical student, who delivered a presentation on asynchronous learning tools.

Pendergrast, alongside Michael Angarone, DO, associate professor of Medicine in the Division of Infectious Diseases and of Medical Education, Brianna Valdes, MD, instructor of Medicine in the Division of General Internal Medicine, and James Walter, MD, assistant professor of Medicine in the Division of Pulmonary and Critical Care, discussed the advantages and disadvantages of asynchronous learning tools, including interactive online message boards, and how these tools can enhance a student’s overall learning experience.

“We do think that learning can take place on virtual platforms. These students are asking really great questions, important ones to clarify concepts for the exam but also questions that are creative and introspective. Also, these technologies can facilitate aspiration of new topics and may help struggling students before it’s too late,” Pendergrast said.

Participants work together to complete a task during a medical escape room workshop co-led by Anuj Chokshi, MD, a resident in internal medicine. Courtesy of Teresa Crawford.

Another workshop explored the role of visual representation — how images convey biomedical or sociocultural information — and environmental aesthetics in enhancing professional development and healthcare.

During the workshop, which was led by Catherine Belling, PhD, associate professor of Medical Education, participants were guided through different exercises encouraging them to use different visual thinking strategies (observe, describe, seek evidence and interpret) when looking at works of art and how these strategies can be used in healthcare settings with patients.

“Certainly, art has this effect of producing a different way of thinking and reflection,” Belling said.

Feinberg faculty, students, residents and fellows presented their research at a poster presentation session for this year’s Medical Education Day. Courtesy of Teresa Crawford.

In an awards ceremony concluding this year’s event, Marianne Green, MD, the Raymond H. Curry, MD, Professor of Medical Education and vice dean for Education, Patricia Garcia, MD, MPH, associate dean for Curriculum and a professor of Obstetrics and Gynecology in the Division of Maternal Fetal Medicine and of Medical Education, and McBride honored several faculty with the John X. Thomas, Jr. Best Teachers of Feinberg Award and recognized recently promoted faculty, new members of FAME, and outstanding faculty, residents and fellows.

The Student Innovation Projects Award was also presented to fourth-year medical student Skylar Nahi for her development of a laparoscopic camera in driving simulation learning for students.

John X. Thomas, Jr. Best Teachers of Feinberg Award Winners