982184 Nebraska Medical Center
Omaha, NE 68198-2184
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Annual Panel Presentations

ACE conducts panel presentations at the Association of American Medical Colleges annual meetings.  The topics and corresponding slide presentations are posted here for individuals to access.  If you have questions about the material, please contact us for further information or referrals to the presenters.

  • 2013:  Evaluation and Grading in Clerkships: Current State and Future Directions
    For its plenary session at
    the AAMC meeting, the Alliance for Clinical Education explored the possibility of inter-school standards for evaluating students. In principle, common standards of assessment across schools could make it easier for residency directors to select among candidates for their GME programs, and create less reliance on things like USMLE scores. Viewpoints on this question were presented in a "pro" and "con" fashion with ample time for discussion among the attendees at the session. 
  • 2012:  Defining Milestones for Undergraduate Medical Education
    Medical schools are embracing competency-based education and educators are talking about how to define milestones for undergraduate medical education (UGME). The work to define milestones at the UGME level must be accomplished across rather than within specialty disciplines, and across medical schools rather than within each school. This is an ideal time for medical educators to collaborate to define core UGME competencies and to develop milestones for medical student education. The Alliance for Clinical Education sponsors this panel presentation to bring those working in this arena together to discuss their recent efforts and to help set a vision for the important next steps; therefore, the target audience for this presentation is medical education deans, course and clerkship directors and faculty, members of curriculum committees.
  • 2011:  Who Cares About the 4th Year of Medical School?
    The fourth year of medical school has long been discussed as an area where curricular renewal is needed.  Some argue in favor of leaving it as an open time for students to select any courses they want, while others believe that there should be a more structured curriculum.  Efforts are also being made by some disciplines to formalize at least parts of the pre-residency training  (such as the subinternships) and to recommend specific courses in the senior year for students going into their specialties.
  • 2010 New Directions for “Clerkship” Education: Lessons from Three Schools
    Clinical medical student education has traditionally centered on departmentally based experiences in core disciplines.  In the past 10 years, alternative models have emerged, with longitudinal integrated experiences for medical students.  Is one better than the other? Is there evidence to support one experience as educationally superior than another? What can we learn from new models to enhance traditional models?
  • 2009:  Integrating Electronic Health Records into Undergraduate Medical Education: Challenges and Opportunities
    Electronic Health Records (EHR) are powerful tools for optimizing patient care delivery, and many academic centers are incorporating EHR into teaching settings.  However, there have been relatively few studies reporting the effect of EHR on the education of medical students, and the optimal integration of EHR into undergraduate medical education has not been well described or documented.
     As a result, a national survey was conducted of clerkship directors in an attempt to better understand the challenges and opportunities of integrating EHR into daily teaching of medical students.
  • 2008 National Survey of Clerkship Director Demographics, Resources, and Professional Life
    After publishing
    Expectations of and for Clerkship Directors: A Collaborative Statement from the Alliance for Clinical Education (Teaching & Learning in Medicine, 2003, 15:217), a national survey was conducted of clerkship directors in an attempt to validate the expectations for clerkship directors. With more additions to medical school curricula coupled with increasing patient care demands, efforts of clerkship directors may be stymied by forces beyond their control.  The findings indicate clerkship directors are doing the best they can, but they are still not able to achieve what the expectations have laid out.
      
  • 2007:  Portfolios in Clinical Medical Education –One Method to Foster Inter-clerkship Growth
    Student portfolios are becoming increasingly common in undergraduate medical education. The literature reveals that portfolios are used for many different purposes including stimulating reflection and tracking development of competencies. Portfolios range from small endeavors, designed by a single discipline for a very specific purpose to major undertakings, backed by institutional resources.  Several institutions are incorporating patient encounter logs into a portfolio. Many portfolios are multi-disciplinary, allowing the opportunity for collaboration among specialties. 
     
  • 2006:  Implementing Longitudinal Themes in Clinical Medical Education
    The goal of this workshop is to discuss the challenges  clerkship directors face regarding the responsibility of meeting the long-term objectives of our individual institutions (i.e., the longitudinal themes) while also meeting the objectives specific to our individual disciplines.  The session will begin with a general introduction with respect to concepts like professionalism, communication skills, interprofessional collaboration, life-long learning, etc. during the clinical years.
       Next, each panel presenter will discuss their national clerkship organization’s recommendations and resources. In addition, each presenter will discuss some strategies currently in use at their own institution. The session will end with questions and comments from the audience.
     
  • 2005: Evaluation and Feedback During Clerkships:  Solutions from the National Clerkship Organizations
    The goal of this workshop was to present a spectrum of perspectives on evaluation and feedback of medical students across the third-year core clerkships.  The session provided general background information including the LCME standards for evaluation and feedback. Next, each panel presenter discussed their national clerkship organization recommendations and resources. In addition, each presenter discussed some strategies currently in use at their own institution. The session ended with a discussion on legal issues involved in evaluation and feedback, followed by questions and comments from the audience.

Upcoming Panel Presentation

Plans are being developed for
a presentation at the
2014 AAMC Meeting