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
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.
Who Cares About the 4th Year of Medical
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
as the subinternships)
and to recommend specific courses in the senior year for students going
into their specialties.
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?
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.
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
Survey of Clerkship Director Demographics, Resources, and
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
clerkship directors are doing the best
they can, but they are still not able to achieve what the
expectations have laid out.
Clinical Medical Education –One Method to Foster Inter-clerkship
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.
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.
Feedback During Clerkships: Solutions from the National
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
Defining Milestones for Undergraduate Medical Education
November 6, 2012
9:30 AM Mountain Time
InterContinental Grand Ballroom A/B
San Francisco, CA