2017 CHES Celebration of Scholarship
The Centre for Health Education Scholarship will host the CHES Celebration of Scholarship on Wednesday, October 4, at The University of British Columbia’s Robert H. Lee Alumni Centre. This event is an opportunity for the CHES community to showcase and share their work and celebrate the accomplishments of the health professions education scholarship network. The day’s activities include: plenary presentations, oral and poster presentations, round table discussions and dedicated time for networking. This year’s Annual Gordon Page Invited Lecturer is Dr. Fred Hafferty from the Mayo Clinic.
The full event program for #CHESDay2017 is now available!
|ACTIVITY||START TIME||END TIME|
|Round Table Participants||07:45||08:15|
|Breakfast Round Table Discussions (Limited Capacity!)||08:15||09:15|
|Gordon Page Invited Lecture||09:30||10:30|
|Oral Presentations Session 1||10:45||12:00|
|Oral Presentations Session 2||13:00||14:00|
|Poster Presentations and Coffee Break||14:00||15:00|
|Closing Panel Discussion||15:00||16:00|
|Wine and Cheese Reception||16:15||17:00|
Professionalism, Barnyard Animals, and the Invisible Geography of Medical Education
Medicine’s modern day professionalism movement is fast approaching a quarter century of activity. Following an earlier and vigorous debate within sociology as to the changing nature of medical work and medicine’s evolving status as a profession, organized medicine began to leverage early concerns about “industry” and the emergence of a medical-industrial complex [to borrow from Arnold Relman’s classic characterization] into a cascade of charters, codes, curricula, and competencies designed to institutionalize professionalism [as a related yet different species from profession] within the classrooms and C-suites of organized medicine. These activities, in turn, helped to generate a vast literature within both medicine and other health occupations about how best to teach, assess, and remediate professionalism – including what should count and not count as a professionalism issue. One sub-genre in this frenzy of scholarship has been publications by trainees and other health occupations where the issues being framed are oftentimes at odds with how professionalism is viewed by those who control (and define) the healthcare order of things. In this session, we will interactively explore both this history and the countervailing threads that make up this movement. Our goal is to problematize training-as-socialization and in doing so craft a possibly constructive call to re-engineer the prevailing educational engine so that it may better prepare our trainees to resist and subvert the relentless presence of forces (market and bureaucratic) that oppose this third and socially vital way of organizing work and valuing agency.
Dr. Frederic W. Hafferty is Professor of Medical Education, Associate Director of the Program for Professionalism & Values, and Associate Dean for Professionalism, College of Medicine at the Mayo Clinic. He received his undergraduate degree in Social Relations from Harvard in 1969 and his Ph.D. in Medical Sociology from Yale in 1976. He is the author of “Into the Valley: Death and the Socialization of Medical Students” (Yale University Press); “The Changing Medical Profession: An International Perspective” (Oxford University Press), with John McKinlay; “Sociology and Complexity Science: A New Field of Inquiry” (Springer) with Brian Castellani, “The Hidden Curriculum in Health Professions Education” (Dartmouth College Press) with Joseph O’Donnell, “Understanding Professionalism” (Lange) with Wendy Levinson, Katherine Lucy, and Shiphra Ginsburg and “Place and Health as Complex Systems: A Case study and Empirical Test “ (Springer) with Brian Castellani, Rajeev Rajaram, J. Galen Buckwalter and Michael Ball. He is past chair of the Medical Sociology Section of the American Sociological Association. He currently sits on the American Board of Medical Specialties standing committee on Ethics and Professionalism and the editorial board of Academic Medicine. Research focuses on the evolution of medicine’s’ professionalism movement, mapping social networks within medical education, the application of complexity theory to medical training, issues of medical socialization, and disability studies.
Overall Learning Objectives for the Event:
1. Identify state of the art best practices, challenges, and opportunities to apply to your own education practices and scholarship.
2. Describe the scope of health professions education scholarship being conducted at UBC.
3. Identify individuals within the community who might offer support for your practices or scholarship efforts.
4. Critique your own scholarship as presented through formal oral or poster presentations.
Morning Plenary Learning Objectives:
1. Understand the historical social forces that have shaped the current conversations around the hidden curriculum and professional identity.
2. Compare and contrast the different perspectives that have participated in this conversation.
3. Consider educational mechanisms for addressing the hidden curriculum that empower learners rather than “fix” the curriculum.
Oral Presentations Learning Objectives:
1. Identify research approaches that might support their own scholarly activities.
2. Identify individuals who might enhance their own scholarly activities.
3. Discuss the particular areas of scholarship currently being enacted at UBC.
Closing Plenary Learning Objectives:
1. Compare and contrast inter-professional curriculum perspectives in Dentistry, OT, Pharmacy, and Nursing.
2. Reflect on their own insights into the presented issues.
3. Share and discuss solutions to current issues in curriculum development.
The University of British Columbia Division of Continuing Professional Development (UBC CPD) is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME) to provide study credits for continuing medical education for physicians. This course has been reviewed and approved by the UBC Division of Continuing Professional Development. This Group Learning course meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 5.75 Mainpro+ credits. This course is an Accredited Group Learning Activity eligible for up to 5.75 MOC Section 1 credits as defined by the Maintenance of Certification program of the Royal College of Physicians and Surgeons of Canada. Each physician should claim only those credits he/she actually spent in the activity.