Professional Development

Certification

• How to Approach Next Generation NCLEX (NGN) Test Item Writing (Webcast) 02/16/2022 10:00am - 11:30am  (02/2022)

Classes

• HMS - Transforming Your Teaching for the Virtual Environment (Virtual Course) Tuesdays 4:00 pm - 6:00 pm and Thursdays 4 - 5:00 pm for 10 weeks. Zoom Link: https://us02web.zoom.us/j/83563303960  Password: 835 6330 3960 https://harvardmacy.org/ This online modular course will be presented in 2 hour blocks on Tuesday evenings 7 - 9 PM (ET) and 1 hr block on Thursday evenings 7 - 8 PM (ET) for 10 weeks. Transform your personal teaching activities into effective and interactive on-line experiences. Apply a deliberate approach to aligning learning, teaching, and technology. Integrate technologies and digital strategies to facilitate assessment, collaboration, co-creation, and active learning. (02/2022 - 04/2022)
• IAMSE Essential Skills in Medical Education Virtual Course 2021 10/11 -21, 2021 (10/2021)
• Zoom / Experienced Users (05/2021 - Present)
• Application of Instructional Design and Technology in Medical Education3 semester-unit, Summer 2015, University of Cincinnati In this course students will develop and implement strategies for creating effective, efficient and appealing instruction. Students will examine a variety of learning and instructional design theories that impact medical and health-related education as well as online collaboration, communication and productivity tools. Assessments, supported by readings, discussions, and hands-on activities, will help students build essential knowledge and skills for creating collaborative learning environments, both online and face-to-face. The course will highlight the creation of media-enhanced presentations, tutorials, or web pages using Web 2.0 tools. To support the integration of technology in the classroom, students will create a class database (Wiki) of web-based tools, resources and best practices. The course includes a discussion of potential legal, security and ethical issues regarding technology-enhanced-learning and teaching (06/2015 - 08/2015)
• Measurement and Assessment, 3 semester-unit, Summer 2014University of Cincinnati Course Description: This course provides a comprehensive introduction to the assessment of student learning in health professions education. Through readings and discussion, students will learn the fundamentals of and theories behind testing and assessment as well as specific, contemporary methods used broadly in health professions education. Students will make their learning meaningful by applying course concepts through authentic activities, including the design of an educational assessment approach relevant to each student’s health professions field. It is recommended, but not required, that students have successfully completed an inferential statistics course as a prerequisite. While this course will require some statistical understanding, analysis, and interpretation, the course materials and the instructor shall support students in their efforts to successfully meet such requirements.Outcomes: Identify various methods for assessing learning and skill acquisition in the health professions and determine the suitability of such methods for a given educational activity. Explain the concepts of reliability and validity, why they are so central to assessment, and how to improve both for a specific test or instrument. Identify and apply the principles of item and test development and analysis. Evaluate psychometric characteristics of a test or instrument for the purpose of conducting a learning assessment or for reviewing research. Develop an assessment approach that appropriately measures the learning outcomes of a health professions educational intervention. (05/2014 - 08/2014)
• Attitude Formation and Change, 3 Semester-Unit, Fall 2012University of Cincinnati Attitude formation and change theories will be studied relative to generally accepted affective goals of instruction. Theoretically sound ideas for influencing student attitudes will be examined. Reactive and unobtrusive measures for assessing student attitudes will be presented.  The focus of the course is on developing ideas that are pertinent to educational settings. Examples and applications of attitude formation and change ideas will be applicable to other fields as well. Course Objectives:  Recognize the basic tenets, dominant criticisms, and assessment techniques of generally accepted attitude formation and change theories; Develop practical activities that can form or modify student attitudes in a medical education setting; Design attitude assessments using reactive and unobtrusive measures and communicate methods of determining validity and reliability of those assessments; Analyze how attitudes affect behavior, using situations from medical education as examples Demonstrate through writing, discussion, and other assessment the acquisition and critical analysis of knowledge and attainment of course objectives In an attitude change project in a medical education setting: o Explain the relationship between instructional practices and student actions o Conduct a review of the literature related to a specific attitude change o Create a reliable and valid tool for measuring the attitude change o Develop a plan for implementing the tool (08/2012 - 12/2012)
• Curriculum Development,  Fall 2012 University of Cincinnati. 3-semeter-unit.Develop and write (and re-write) appropriate goals for curriculum to be developed. Write appropriate objectives to support the attainment of goals of curriculum. Analyze and choose the resources needed to implement their curricula.Assess and describe the administration and other support structures likely needed. Identify possible barriers to the implementation of their curricula. (08/2012 - 12/2012)
• Program Development in Higher Education: Adult Learning in the Health Professions, 3 quarter-unitUniversity of Cincinnati - Summer 2012 This course explores adult learning theories and principles and how they apply to teaching and learning settings in the health professions. COURSE OBJECTIVES:1. Through readings, discussions, and course projects participants will be able to:2. Define adult learning and lifelong learning3. Discuss the major forces influencing adult learning today4. Identify and discuss the characteristics of adult learners5. Identify and examine the major theories of adult learning, the learning cycle, and lifelong learning6. Explain theoretical principles of teaching adults and to critically examine effective methodologies for applying those principles7. Discuss different orientations to learning including behaviorist, cognitive, humanist, social learning, and constructivism8. Apply the principles of adult learning theory and learning orientations to learning in the health professions setting9. Model adult learning using principles of self-reflection, experiential learning, and learner-centered instruction (06/2012 - 08/2012)
• Team Based Learning (TBL) workshop Dr. Koles invited by the School of Medicine for Training 9/23 & 25, 2009 TBL is a method that shift the role/function of the teacher to a ''guide on the side'', and the role/function of the students from passive recipients into taking ownership in the acquisiton of information and learning to apply that information in different context/problems. (09/2009)
• Instructor Methodological Training for Healthcare Simulation. On 6/5/2009, 8AM - 6PM, Risley Hall. The objective of the course is to provide the instructor  with: Methodology to conduct any of the three types of simulation: (a) skills, tas, and procedure training; (b) lecture animation; and (c) immersive patient care management experiences. Also to understand the different roles, such as, facilitator, content expert, debriefing leader, etc, and their respective time investments. Develop effect scenarios and to conduct productive debriefing sessions with varying learner groups Orient of the appropriate use of and access to the Medical Simultaion Center. (06/2009)
• 2009 Harvard Macy Institute: A Systems Approach to Assessment in Health Science Education. March 7 - 13, 2009  organized by Harvard Medical School. Thecurriculum address multiple aspects of academic assessment: student/resident learning and acquisiton of competencies, faculty teaching and education effort, program efficacy, and institutional alignment of resources and supports furthering its education mission.  This program intends to prepare paritcipants to develop and lead effective and comprehensive assessment efforts at their home institutions at multiple organizational levels. Every participant that complete this workshop becomes a Harvard-Macy Scholar. (03/2009)
• AHCJ 564 - Group Porcess and Dynamics: Health Professional Education.  3 LLU credit-hour. Instructor: Gail Rice, EdD Practical introduction to the principles and techniques of teaching a learning theory, as well as group theories, processes, and dynamics, as applied to the health professional clinical setting and classroom. (02/2009 - 03/2009)
• "Team-Based Learning 101" with Dr. Koles LLU, January 26 and 27, 2009 Introductory and interactive sessions, covering and demonstrating the basics of TBL. 2nd day was dedicated to "Designing Good Appolications Questions," learning skills to write questions that will stimulate student interest and discussion within and between teams.  In addition, we had time to one-to-one consultation with Dr. Koles regarding our specific interest, looking for guidance. (01/2009)

Post-doc Training

• Harvard Macy Institute Program for Educators in the Health Professions. The goal of this Harvard Macy Program is to enhance the professional development of physicians, basic scientists and other healthcare professionals as educators. The program combines five major themes: Learning and teaching, curriculum, evaluation, leadership, and information technology. The program provides a select group of 55 healthcare professionals with the knowledge base and skills to enhance their expertise in both conducting an educational project of their own design and taking a leadership role in the educational activities at their home institutions. The program consists of two sessions in residence at Harvard: an 11-day winter session and an 6-day spring session. Learning formats include large-group presentations, interactive exercises, problem-based learning, observations, reflective use of journals, and discussion in large and small groups. A variety of faculty-facilitated small-group formats are used to support learning from observation, to draw together scholars with common interests, and to further the development of each scholar''''s back-home project for educational change. (01/2010 - 05/2010)

Seminars and Conferences

• Academy of Medical Educators (AoME), 03/09/2022 6:30 pm "Debate on The R-Word:  Where Next for Resilience" (03/2022)
• Academy of Medical Educators (AoME), 11/23/2021 4:00 - 6:00 pm "Tackling the Imperative: Moving inter-Professional Education from the Periphery to the Core" (11/2021)
• Building Tests and Quizzes (https://llu.zoom.us/j/93028798253?pwd=K2VvUlpXQjlNM2l4cDBhWGt zYmE3UT09) by Pelton, Ashley 10/14/2021 11:00am - 12:00pm  (10/2021)
• Creating Exam Items to Evaluate Biomadical Concepts and Problem-Solving Workshop (via Zoom) 09/29/2021 1:00 - 1:30 pm (09/2021)
• IAMSE 2021 Virtual Conference  June 13 - 15, 2021 Statement from webpage: "The annual IAMSE conference will provide you with new teaching techniques, ideas, and resources whether it's through our plenary sessions, virtual focus sessions, or poster and oral presentations. It is also one of the best professional development activities for networking with other professionals from around the world." Additional to planary sessions, I registered for the following focus sessions: Creating cases that integrate Basic and Clinical sciences: Envisioning the future of Health Sciences Teaching entrustable thinking in the flipped classroom Medical students as educators: engaging students in peer teaching and educational scholarship training in medical school with a focus on global health   (06/2021)
• IAMSECafe: Building bridges between health science educators from diverse programs  PharmD, Med, COM, PA, Dental, etc. What is the same and what is different? How can we connect these diverse groups in IAMSE (05/2021)
• AAMC: Turning Challenges into Opportunities:Leading Through Disruption andBeyond AAMC statement in relation to this seminar: "The sustaining impact of the COVID-19 pandemia has transformed the way we leadand support others across academic medicine. As our community begins to emerge,a new leadership paradigm will be critical to drive a more sustainable and innovativefuture for preparing the next generation of physician leaders. The impact of the pandemia has highlighted the importance of collating around a shared vision andmission; and, leaders should understand how their actions and behaviors can transform a culture and inspire teams to collaborate and build stronger relationshipsacross the health system. During this webinar, GME leaders share how their institutions are supporting the current and future needs of their staff and trainees by: Discussing plans to support the transition back to the workplace and proactivelyaddress concerns about entering back into public spaces while being open to apotential “new” normal Adapting existing policies to meet individual and team needs, while adhering toinstitutional guidelines and consistent practices across the health system Strengthening their ability to lead and communicate in diverse settings Creating sustainable improvements in the clinical learning environment from thelessons learned in this year’s UME-GME transition (05/2021)
• CFAS Connects: Building on April 2021 to Create a Better April 2022 The invitation to this meeting states: " we’d like to present to the CFAS community key data points from the meeting and discuss what worked, what can be improved upon, and what lessons we can carry over to our next meeting. In this session, moderated by members of the CFAS Program Committee, we’ll explore: What data stands out in the meeting evaluation and what can we learn from it? Which critical issues should we address in the coming year? Virtual vs. in-person meeting format: Do you have a strong preference for 2022? Why? Attached to this appointment are data points from our recent meeting evaluation and the results of polling from our Knowledge Sharing session on April 16th. Join us Wednesday, May 19th, from 3:00 – 4:00 p.m. on Zoom to cover these topics. Your input in CFAS Connects has made us a stronger, more responsive organization. We look forward to hearing what you have to say. To be a part of the conversation, please use the information below: (05/2021)
• IAMSE: The new horizon of (medical) education  Raul Barroso, Kelly Quesnelle and Wendy Lackey-Cornelison guided an open discussion with members about the lasting effects of COVID virtual teaching on educational practices. What have we learned about methods that never really worked and what are we going to do about it? Share with others the applications we keep as we transition back to in-person learning and which we will leave behind. (04/2021)
• 2021 Council of Faculty and Academic Societies (CFAS) & Group on Faculty Affairs (GFA) Joint Meeting  April 14-16, 2021 This is the statment from the societies that summarize this 3-day meeting: "We are in an unprecedented era of change. As we shape the future of health care and medical education, it is crucial to amplify the faculty voice and elevate the work of stakeholders on the front lines who are shaping how we understand—and move on from, upheavals in the way we learn, work, and serve. The AAMC Council of Faculty and Academic Societies (CFAS) and the Group on Faculty Affairs (GFA) will convene to tackle these challenges head on and bring faculty into crucial conversations around transforming academic medical centers, pivots related to COVID-19, and advancing practical innovations in faculty wellness. " (04/2021)
• IAMSE: Amy Caruso-Brown presents “Creating Diverse, Equitable and Inclusive Content in Health in Medical Education”  Strategies for Promoting Inclusivity in Health Sciences Education (03/2021)
• IAMSE: Charlotte Baker and Karen Ely-Sanders present “Strategies to Recognize and Address Implicit or Explicit Bias in Small Group Teaching “ (03/2021)
• Norma Poll-Hunter, Shani Fleming and Rick McGee present “Pathways & Pipelines: Approaches to Increasing Diversity in the Health Professions” (03/2021)
• IAMSE: The paradigm shift implications on courses and curricula as a result of moving to pass/fail USMLE Step 1  (02/2021)
• AAMC: The Coalition for Physician Accountability: UME-GME Review Committee Description: Over the past few years, increasing attention has been devoted to identifying trends negatively impacting the UME-GME transition. InCUS (Invitational Conference on USMLE Scoring) laid important ground work for the efforts ahead. The decision to change the scoring of the USMLE Step I examination to pass/fail has accelerated the timeline for solutions, and the UME-GME community is energized to more comprehensively improve the UME-GME transition for all stakeholders. In follow-up to InCUS, the Coalition for Physician Accountability convened a UME-GME Review Committee (UGRC) in September 2020 with a one year charge to develop recommended solutions to identified challenges in the UME-GME transition. The UGRC is to act with transparency, consider stakeholder engagement, and utilize data when available. Assuring learner competence and readiness for residency, wellbeing, and equity are primary goals. Learner Objectives: At the end of this session, attendees will be able to: --describe the history and background leading to the creation of the UME-GME Review Committee (UGRC) --identify the goals, work process, and timeline of the UGRC (02/2021)
• IAMSE: The Basic Sciences and the Medical Humanities: An Integrative Approach Discussion led by Dr. Hedy Wald. She discussed the importance of medical humanities in creating empathetic, resilient, and reflective physicians. Dr. Wald also explored how to get students to engage and value the medical humanities during the pre-clerkship years when they may prefer to use that time reviewing basic science. (01/2021)
• IAMSE: Best Practices for Mentoring with an Eye and Ear Toward Diversity, Equity, Inclusion, and Justice  We heard from students what has been the most useful and meaningful mentoring experiences. We also heard about efforts from the EnGAGE group on what IAMSE members can do to facilitate an inclusive learning experience. (01/2021)
• IAMSE: Unconventional methods for teaching A recent survey at Boston University to faculty, undergraduate students, graduate students, and professional students asking about their experience with online learning revealed a disconnect between what faculty and students consider to be an effective online learning environment: faculty view effective learning as engagement; students view effective learning as connection. After the presentation, the #IAMSECafe community shared about unique teaching strategies that we have employed or would like to utilize that engage and connect faculty with students.  (12/2020)
• IAMSE: Resiliency "Resilience and adaptability have been recognized as important attributes of successful medical students and clinicians. These traits may be even more important today as both students and faculty have to cope with the additional stresses associated with learning, teaching, and practicing during a pandemic. How do we help build resilience in ourselves and our students? How do you model resilience for others when you are struggling? PPresented by Francisco Raúl Barroso Villafuerte from School of Medicine in the Health Science Division of Anahuac University of Mexico, Kelly Quesnelle, and Wendy Lackey-Cornelison of WMU Homer Stryker. M.D. School of Medicine, for an open conversation about resilience." (12/2020)
• Faculty Development: Unconscious Bias Zoom Meeting (11/2020)
• IAMSE: The future of education programs for residents and medical students  (10/2020)
• IAMSE: Team Based Learning in the Virtual Environment  Online team-based learning isn't a new concept but the abrupt shift to online TBL instruction is something that even seasoned medical educators have struggled with in the last six months. Irene Lee, Raihan Jumat and Peiyan Wong from Duke-NUS  discussed their research and practice of online TBL and the adaptations they've made during COVID-19. (09/2020)
• IAMSE: Partnering with medical students to discover educational solutions for on-line learning  It's known that medical students are brilliant, imaginative, and resourceful. When we partner with them to find solutions for the challenges that we encounter in this new period of online learning, our results are impressive. This activity discussed how the use of a student groups, including a specialized distance learning student council, can help to more successfully navigate our new learning environment.  (07/2020)
• IAMSE: The Disappearing Pathology Instructor  While Pathology content remains an important core discipline for Step 1, most schools offer this content as part of integrated courses. This presents two key issues for the champions of this material: 1) how to make sure Pathology content remains as part of the core curriculum and 2) how to make this content accessible to instructors who are not Pathologists by training. (07/2020)
• AACA Virtual Annual Meeting on June 15-19, 2020 Annual meeting of the American Association of Clinical Anatomist to share and update matters related to various issues in Education Affairs, Anatomical Services, integrated anatomy curriculum,  new teaching resources, and experiences of colleagues regarding teaching under COVID restrictions.   The Education Affairs Meeting topic was on "Collaborating with Clinicians Outside the Clinic."  After a brief introduction on the benefits of educator and clinician collaboration, participants discussed various scenarios in which collaboration did go well and did not necessarily go as expected. A facilitated open forum followed where participants discussed their experiences with collaboration. Participants left the meetings with ideas and strategies for how to best approach reaching across the aisle and incorporating clinicians into pre-clinical years. The objectives were Participants will be able to describe three specific activities in which a clinician can enhance student learning within the classroom Participants will be able to list several benefits of collaborating with clinicians within the classroom. Participants will be able to identify at least one way to establish collaborations with clinicians within the classroom  (06/2020)
• New Tools and Paradigms for Assessing Professionalism in the Health Sciences 10/06/2017  9:00 - 10:00 AM Professionalism is a critical component of both undergraduate and graduate medical education. Continual assessment of professionalism is necessary for mastery of this competency and to help learners understand and ultimately develop skills to avoid professionalism lapses. Individual behavior and attitudes are often affected by the overall work and learning environments and role modeling by attending physicians and peer pressure from colleagues can contribute to both positive and unprofessional behaviors. This engaging webinar will provide grounding in the current state of professionalism assessment, insights on the obstacles and strategies for assessing professionalism. (10/2017)
• Self-directed learning in your curriculum - getting from theory to practice 9/15/2017 9:00 - 10:30 AM  by Sandrijn Vanschaik, Douglas Larsen, William CutrerTimes are Changing: Evolution and Revolution in Medical Education: Strategies for Assessment of Skills, Attitudes, and Behaviors across the Health Sciences. Contemporary health science curricula have increasingly expanded beyond teaching knowledge and skills to fostering attitudes, behaviors and elements of professionalism. The fall seminar series addresses approaches by which these qualities and activities can be assessed in learners when they are not easily quantified by standard methods.  The presentations will address contemporary approaches to assessing entrustable professional activities, clinical skills, and non-cognitive components critical to careers in health professions such as life-long learning and professional behaviors. Sessions will focus on using simulation to teach and assess basic science knowledge and skills, assessment of “self-directed, life-long learning”, utilization of standardized patient educators in clinical skills assessment, and effective strategies for assessing professionalism. In addition, there will be a session on “defining competency, milestones and EPAs”, further developing their relationship, and addressing the challenge associated with their assessment.  Throughout the series the audience will be invited to contribute to the discussion by sharing their experiences via telephone or our newly implemented back-channel communication leading to a stimulating and thought provoking experience that will inform current thinking on the issues.Additional information regarding IAMSE Webcast Audio Seminar programs, including access to past events and the schedule of upcoming events, is available at http://www.iamse.org/web-seminars/. (09/2017)
• Item Writing Workshop  LLU-SM Dean's office by Dr. Werner 8/1/2017  1:30 - 4:00 PM (08/2017)
• Anatomy Education Research Institute (AERI)  The first Anatomy Education Research Institute (AERI) was completed in July (10-14) 2017.  This mini-conference partnered leaders in anatomy educational research with anatomists interested in improving their teaching and educational research skill sets.  Participants of the intensive 5-day AERI actively engaged and immersed in teaching pedagogies, assessments, and educational research/inquiry.  In addition, AERI provided significant face-to-face time and opportunity for discussion, collaboration and networking among participants and field leaders.Approximately 40 applicants were selected to participate. All participants in 2017 were members of the American Association of Anatomists (AAA).   (07/2017)
• Elsevier Adaptive Quizzing (EAQ), July 28, 2017 2:00 - 4:00 pm     EAQ is a bank of high-level practice questions that allows students to advance at their own pace - based on their performance - through multiple mastery levels. During this webinar, an Elsevier Technology Consultant will walk you through how to begin using EAQ in your classroom.At the end of this session one will learn the basics of using EAQ, such as: •Enrolling students and faculty into your course •Monitoring student and individual progress •Creating quizzes to assign to your students •Walking through the student experience to learn how a student can monitor their personalized dashboard (07/2017)
• HESI Testing - Exam Administration (iNet) - Online workshop   The HESI Testing - Exam Administration session provides a step-by-step guide to creating, managing, and utilizing your exam security setup tools and available exam functionality. The exam is experienced from a student perspective as we log in and complete a short exam.   Objectives: Exam setup and security settings, Available exam features, Proctoring procedures, Student exam day procedures, Uploading and closing exams, Follow up information and next steps (07/2017)
• HESI Testing - Ensuring a Successful Testing Program, 7/29/17 8:00-9:30AM Attend this webinar presented by experienced HESI faculty and Testing products and learn more about why you should have a Testing Policy, the role of the Testing Committee and key components you should consider for inclusion in the test policy. The format includes plenty of time for discussion and questions on best practices in standardized testing.   Objectives of this webinar: 1 - Investigate the benefits of developing a test policy 2 - Discuss the role of a testing committee 3 - Critique some testing best practices in the following topic areas: Student preparation, Implementation of standardized exams,Consequences for not meeting established goals, Student remediation and Data analysis (07/2017)
• FASEB - AAA (American Association of Anatomist) meetings. Chicago, ILApril 22 - 25 Annual Meetings at Experimental Biology 2017 (04/2017)
• IAMSE Web Seminar Series Spring 2017: Remediation in Health Science Education March 02: Remediation of Basic Science in integrated blocks - Presented by Jeannette Guerrasio and Giulia BonaminioMarch 09: Remediation of “High Stakes” professional exams (USMLE Step-1, COMLEX, PANCE) - Presented by Aubrey Knight, Nicole Wadsworth, Pat Kenney-MooreMarch 16: Trust and Remediation: Entrustable Professional Activities and Trust Decisions - Presented by Bryan MartinMarch 23: Sharing Assessment Information: Why, How, and What to Consider - Presented by Lynn ClearyMarch 30: Remediation of Gaps in Clinical Skills--One Size Fits One - Presented by Camilla Curren and Cate Nicholas (03/2017)
• Lilly Conference, Anaheim, CA.  February 23 - 26, 2017 Lilly Anaheim Conference on Evidence-Based Teaching and Learning serves as a platform for the presentation of the scholarship of teaching and learning. This interdisciplinary conference is open to higher education educators, administrators, staff, and graduate students.  The program includes invited plenary presentations and concurrent sessions selected through a blind peer review process. Presentation topics address Academic Success; Engaging and Motivating Students; Assessment; Student Learning; Creating Communities of Learners; Course/Curriculum Design; Innovative Pedagogical Approaches; Multiculturalism/Inclusion: Online Learning & Teaching; Preparing Future Faculty; STEM: Service/Experiential Learning; and Teaching Well With/Without Technology. Lilly Conferences are known for creating events that build community among its participants. Throughout the conference, attendees are encouraged to share, discuss, critique, and reflect upon what constitutes good teaching and learning and identify how each of us can improve our craft. The designed purpose of the conference is to create a community  where we exchange ideas, build a repertoire of take-home skills that can be put to immediate use, network with colleagues, and promote collaborations that extends the professional interactions forged at conferences into lifelong collegial friendships. The Anaheim conference maintains the same overall theme: “Teaching for Active and Engaged Learning” however tracks and subthemes vary by year. We always offer a variety of sessions so that participants can match their learning preference to the presentations formats: 50-minute sessions, 20-minute discussions, traditional plenary addresses, 30-minute round table discussions, and poster sessions. Conference presentations are selected through a blind peer-review process.The mission of the Lilly Conferences is to provide a forum to share and model a scholarly approach to teaching and learning that reports quality student learning outcomes while promoting professional development of faculty.Core Values:-  Community is a cornerstone to improving student learning-  Participants are lifelong learners-  Everyone responsible for teaching has the ability and desire to learn to be a better teacher-  Scholarly, evidence-based teaching improves student learning.-  Advancing education is a fundamental need in every society. (02/2017)
• Student Professionalism in the Digital Age In 2009, the American Dental Education Association (ADEA) House of Delegates approved the ADEA Statement on Professionalism underscoring the Association's commitment to promote institutional environments within the allied, predoctoral and advanced dental foster academic integrity and professionalism.Since that time, the use of technologies (cell phones, Bluetooth, PDAs, cameras) and social media has grown exponentially and institutions are having about ethical and professional behavior among students. Technology has changed how students can cheat, schools to define what it means to be a professional outside of the classroom and clinical environment.This month's ADEA Leading Conversations webinar will discuss the impact technology has had on ethical and professional behavior how policies and practices of academic dental institutions have evolved. The webinar will also suggest ways for dental institutions students during the admissions process, throughout predoctoral training and into their professional lives.This webinar will enable participants to: Present the current landscape for use of technology and social media in dental education and examples of how use has impacted Outline recent policy changes governing ethics and professionalism to include use of technology and social media. Investigate ways to assess students for potential ethical problems before they occur (06/2016)
• Anatomia Italiana Course, Summer 2014 Anatomia Italiana integrates the rich cultural offerings of Italy with its dramatic contribution to the study of human anatomy. Dr. Petti will provide commentary when visiting the scientific venues, while local, professional guides lead specially designed visits to cultural destinations. The result is a unique adventure of Italy for both first-time and return travelers.Rome (4 nights) – Assisi – Florence (4 nights) - Chianti – Bologna – Venice (4 nights) – Padua (07/2014 - 08/2014)
• AAA Annual Meeting at EB 2010 AAA = American Association of Anatomist (04/2010)
• X, Y, and Me: How to Teach the Next Generation of Learners by John B. Molidor, PhD CEO and President, Colleg of Human Medicine for the Flint MI campus of Michigan State University Orgaized by LLU-IFAC/Faculty Development/ Office of Provost (11/2009)
• NIH Grant Process and Review, 12/14/2008. Sponsored by the National Center on Minority Health and Health Disparities. In The purpose was: "Masterinr the NIH Grants Process and Research/Training Mechanisms - A Roadmap Toward Successfully Funded NIH Applications. (12/2008)
• 1st NIH Summit: The Science of Eliminating Health Disparities. December 16 - 18, 2008 at the Gaylord National Resort & Convention Center, in National Harbor, MD.  The Strategic Plan had three main goals: research, research infrastructure (research training, career development & institutional capacity), and public information and community outreach (on the latest advances in health disparities research). (12/2008)
• 25th American Association of Clinical Anatomist jointly sponsored with the Division of anatomy, Department of Surgery, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. July 15 - 18, 2008 Professionals involved in the anatomical science education come together to share and learn from each other experience, looking for excellence and better way to engrave life long learning skills in anatomy. (07/2008)
• 2007 Health Professions Symposium in Annapolis, Maryland.  2007 Health Professions Symposium in Annapolis, Maryland. This was an invitation from the Lippincott Williams and Wilkins/Wolters Kluwer. They invited 15 educators/administrators in the health sciences from different parts of US (I was the only one from California). We were recommended by the editorial representative of the area. This was a workshop at all times with very brief presentations, with the sole purpose of improving methods of education, but sharing ideas among the educators, while the editorial was making notes to improve and develop better resources, and also, to give us the opportunity of learning and critiquing there new products. Online education was highly targeted. (03/2007)

Special Projects

• Harvard Macy Institute Program for Educators in Health Professions.  May 15 - 19, 2017. Awarded 35 AMA PRA Category 1 Credits™ The goal of the Harvard Macy Institute Program for Educators in Health Professions is to enhance the professional development of physicians, basic scientists, and other healthcare professionals as educators.The program is built around 6 major themes: teaching & learning, curriculum, evaluation, leadership, educational research and information technology.Competent clinical faculty can find it challenging to step into the role of teacher, especially if they don’t have a background in education. The next generation of learners needs the capacity to discriminate vast amounts of information & extract & synthesize knowledge that is necessary for clinical and population-based decision making. These developments point toward new opportunities for the methods, means, and meaning ofeducation. The program provides a select group of those involved in training the next generation of healthcare providers with the knowledge base and skills to enhance their expertise in conducting an educational project of their own design and taking a leadership role in the educational activities at their home institutions.The program consists of two sessions in residence at Harvard: a 10 day winter session and a 6 day spring session.Learning formats include large group presentations; interactive exercises; problem based learning; observations; reflective use of journals; discussions in large and small groups. A variety of faculty facilitated small group formats are used to support learning from observations, to draw together scholars with common interests, and to further the development of each scholar’s back home project for educational change.I participated as a Havard-Macy Scholar, as a co-facilitator in several of the small group activities.  Harvard Medical School designated for this live activity 35.00 AMA PRA Category 1 Credits™. (05/2017)
• Anatomical Science Education (ASE) Annual Editorial meeting. Chicago, IL 4/24/17 As an Associated Editor in the ASE journal, we meet once a year during the days of Experimental Biology meetings.  (04/2017)
• Harvard Macy Institute Program for Educators in Health Profession. January 8 - 18, 2017.  Awaded 50 CME PRA Category 1 Credits™ The goal of the Harvard Macy Institute Program for Educators in Health Professions is to enhance the professional development of physicians, basic scientists, and other healthcare professionals as educators.The program is built around 6 major themes: teaching & learning, curriculum, evaluation, leadership, educational research and information technology.Competent clinical faculty can find it challenging to step into the role of teacher, especially if they don’t have a background in education. The next generation of learners needs the capacity to discriminate vast amounts of information & extract & synthesize knowledge that is necessary for clinical and population-based decision making. These developments point toward new opportunities for the methods, means, and meaning ofeducation. The program provides a select group of those involved in training the next generation of healthcare providers with the knowledge base and skills to enhance their expertise in conducting an educational project of their own design and taking a leadership role in the educational activities at their home institutions.The program consists of two sessions in residence at Harvard: a 10 day winter session and a 6 day spring session.Learning formats include large group presentations; interactive exercises; problem based learning; observations; reflective use of journals; discussions in large and small groups. A variety of faculty facilitated small group formats are used to support learning from observations, to draw together scholars with common interests, and to further the development of each scholar’s back home project for educational change.I participated as a Havard-Macy Scholar, as a co-facilitator in several of the small group activities. I received for this live acitivty from the Harvard Medical School 50 AMA PRA Category 1 Credits. (01/2017)
• Ultrasound Anatomy Course for Educators and Sonographers Training and workshop to teach anatomy with ultrasoundUniversity of Virginia (04/2016 - 05/2016)