This workshop was presented at the Stanford Medicine Medical and Biosciences Education Day on May 21, 2022. It contains information on training in medical education, publishing tips in health professions education, and some advice for thriving in the field.

1. Welcome!
1. Please arrange yourselves in groups of 3.
2. Sit with someone you don’t know.
3. Spend a moment introducing yourselves now.
4. Open your laptops and a search browser.

2. Educator Toolbox
Michael A. Gisondi, MD
Associate Professor and Vice Chair of Education

3. @MikeGisondi
I have no pertinent disclosures to report, financial or otherwise.
Views are my own and not endorsed by Stanford University or the TMA/SIMEC.
Presented at:
Stanford Medical and Bioscience Education Day / SIMEC – May 21, 2022

4. Objectives
At the end of this workshop, engaged learners will be able to:
1. Compare and contrast different Med Ed training options
2. List medical education journals for potential publications
3. Describe ways to thrive in medical education

5. ROUND 1:
Lightning Didactic: “Training”
Small Group Team Challenge #1
ROUND 2:
Lightning Didactic: “Publishing”
Small Group Team Challenge #2
ROUND 3:
Lightning Didactic: “Thriving”
Small Group Team Challenge #3
Discussion / Workshop Summary
Agenda

6. TRAINING
PUBLISHING
THRIVING

7. TRAINING
PUBLISHING
THRIVING

8. Case Study
A clinical assistant professor was asked by her program director to
take an assistant director role in their simulation program. The
faculty member is a beloved bedside teacher who has won
numerous teaching awards from the residents. She is especially
skilled at teaching procedures.
She wanted a leadership role in medical education since arriving at
Stanford 3 years ago. During this time, she attended one
professional conference and no faculty development sessions.
Her FTE is 95% clinical, 5% teaching.

9. Case Study
The faculty member took her role very seriously, and she independently
wrote several new simulation cases. She did not search to see if any
similar cases were already published in the literature.
Impressed by how quickly the new cases were written, the program
director also asked her to design EPA and OPA assessment tools for
the new cases. She is unfamiliar with those acronyms.
Despite her work ethic, the quality of the simulations were below
average. There were numerous hiccups in the execution of the cases
and the residents left frustrated.

10. Case Study
After cycling an entire class of residents through her simulation cases,
the hiccups resolved and the residents began to enjoy the sessions.
She decided to survey the residents about their experiences and
publish the results.
To her dismay, three journals rejected her manuscript citing poor survey
design methodology, single department/institution data, a small
sample size, and writing that does not conform to an acceptable
innovations report format.
She abandons the project, and education research in general, after a
fourth rejection.

11. Is this case plausible?
What are the pain points?

12. Case Study
The faculty member took her role very seriously, and she independently
wrote several new simulation cases. She did not search to see if any
similar cases were already published in the literature.
Impressed by how quickly the new cases were written, the program
director also asked her to design EPA and OPA assessment tools for
the new cases. She is unfamiliar with those acronyms.
Despite her work ethic, the quality of the simulations were below
average. There were numerous hiccups in the execution of the cases
and the residents left frustrated.

13. Case Study
After cycling an entire class of residents through her simulation cases,
the hiccups resolved and the residents began to enjoy the sessions.
She decided to survey the residents about their experiences and
publish the results.
To her dismay, three journals rejected her manuscript citing poor survey
design methodology, single department/institution data, a small
sample size, and writing that does not conform to an acceptable
innovations report format.
She abandons the project, and education research in general, after a
fourth rejection.

14. Case Study
A clinical assistant professor was asked by her program director to
take an assistant director role in their simulation program. The
faculty member is a beloved bedside teacher who has won
numerous teaching awards from the residents. She is especially
skilled at teaching procedures.
She wanted a leadership role in medical education since arriving at
Stanford 3 years ago. During this time, she attended one
professional conference and no faculty development sessions.
Her FTE is 95% clinical, 5% teaching.

15. Clinical Teachers
Assess learner needs
Develop shared goals
Teach to the learner level
Automony vs Supervision
Provide actionable feedback
Medical Educators
Curriculum design
Assessment design
Application of learning theories
Medical education literature
Administrator +/- researcher

17. With training, the assistant simulation
director would be able to:
1. Search the literature to find simulation cases that have evidence of
validity for her learner population
2. Write new, high-quality simulation cases
3. Create defensible assessment tools
4. Create EPA/OPA assessments
5. Design a methodologically rigorous survey instrument
6. Execute a multi-institutional research project
7. Power her study appropriately
8. Assess trainee learning

18. X

19. Training Options

20. Fellowships
Graduate Degrees
Certificates
Faculty Development

21. Fellowships

22. > 140
Graduate Degrees
MEd or MHPE

23. Online Masters Degrees

24. Blended Online/In-Person Masters Degrees

25. International Programs

28. Certificate Programs

29. Stanford
Faculty Development Programs

30. Team Challenge #1:
Could I Do This?
Find, Compare, and Contrast
Key Features of Medical Education
Graduate Programs or
Certificate Programs

31. TRAINING
PUBLISHING
THRIVING

32. TRAINING
PUBLISHING
THRIVING

34. Publication
Types
High Impact
Factor
Medical Education
Journals
Specialty Journals
PubMed Indexed
Peer Reviewed
Digital Scholarship
Authorship
Order
First
Last (senior)
Second
All the rest

35. • Academic Medicine
• Advances in Health
Sciences Education
• Advances in Medical
Education & Practice
• Anatomical Sciences
Education
• BMC Medical Education
• Canadian Medical
Education Journal
• The Clinical Teacher
• MedEdPublish
• Medical Education
• Medical Education Online
• Medical Science Educator
• Medical Teacher
• Perspectives on Medical
Education
• Postgraduate Medical
Journal
• Teaching and Learning
in Medicine
• Education for Health
• Education for Primary Care
• International Journal of
Medical Education
• Journal of Continuing
Education in the Health
Professions
• Journal of Graduate
Medical Education
• Journal of Medical
Education and Curricular
Development
• JMIR Medical Education
• MedEdPORTAL
Top Medical Education Journals
Bold: Add these to your RSS feed.
Source: https://guides.library.illinois.edu/mededresearch/mededpubs

36. Annotated
Bibliography of
Med Ed Journals

37. Choosing the Right Journal
Does the paper advance the literature in health professions education?
Then pick a medical education journal.
Consider acceptance rate Consider impact factor Consider Open Access Fees
Does the paper inform UME or GME specifically?
UME = Academic Medicine GME = AM or JGME
Is the study single-specialty?
Then pick a specialty journal.

38. Pro Tip:
Write a Lot

39. Four Must-Reads

40. Pro Tip:
Host a Writing
Accountability Group

41. Pro Tip:
Edit Other People’s
Papers

42. Pro Tip:
Hire a Medical Editor

43. Pro Tip:
Review for Journals

44. Pro Tip:
Read papers about
how
to format papers.
(Example: JGME)

45. Pro Tip:
Set up a RSS feed for
Med Ed journals.

46. Pro Tip:
Listen to the
KeyLIME Podcast!

47. Team Challenge #2:
Where Do I Publish This?
You want to publish a commentary
and an innovations report.
Identify at least 3 appropriate
medical education journals for each

48. TRAINING
PUBLISHING
THRIVING

49. TRAINING
PUBLISHING
THRIVING

50. Build Your Platform.

52. National Reputation = Promotion

53. Platform = Promotion

54. Success in
Business =
Compelling
Product
+
Meaningful
Platform

56. Academic
Promotion =
Compelling
Scholarship
+
Dissemination of
Expertise
Success in
Business =
Compelling
Product
+
Meaningful
Platform
Platform Matters

57. https://www.animateyour.science/post/visible-or-vanish

60. Disseminate Your
Work on Social
Media.

61. 3 Tips: to Build Your Platform
Consistent
Professiona
l
Brand
Produce
Relevant
Content
Correct
Social
Media
Platform

62. Blog About Every
Publication.

63. Blog Every Publication

64. Main Idea
Background &
Evidence
Other
Information
Credit: ALiEM.com

65. Triple Dip.
(Publish, Blog, Speak)

67. Venture Outside of Stanford.
(AAMC, ACGME, AMA, AMEE,
ICRE)

68. WRITE!
(Blogs, Op Eds, Editorials,
Non-Traditional Scholarship)

70. Write Grants!
(AMA, AMEE, Macy, Stemmler,
TMA)

71. Open a lab.
Mentor new researchers.

72. Do Something
Important.

73. Leave a Legacy.

74. Raise the Bar.
Ensure Quality.
Teach Rigor.

75. Team Challenge #3:
How can I make my work stand out
Describe your medical education
interests to one another.
Suggest 3 ways to get your
work noticed. Be specific.

76. Thank You!
Slides:
Slideshare.net
@MikeGisondi