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2018 Group on Regional Medical Campuses Spring Meeting and Forum on Community and Volunteer Faculty


The 2018 Group on Regional Medical Campuses (GRMC) Spring Meeting was held as a professional development and networking opportunity for leaders of regional medical campuses (as well as other AAMC members who may have roles, responsibilities, and interests related to regional medical campuses) to share how they address challenges and develop successful strategies for meeting organizational goals. This event featured the exchange of best practices, peer consultation, and expert analysis on community trends. The meeting was held April 4-6, 2018 in Washington, DC.

As a special component of this meeting, the programming on Friday, April 6, was dedicated to community based and volunteer faculty issues and titled the 2018 Forum on Community and Volunteer Faculty. This event included both main and regional campus perspectives. 

Presentations from both events are available below and are listed in the order that they were presented.

2018 GRMC Spring Meeting Presentations

A Student-led Interprofessional Care Program for Underserved Marshallese Patients
The GRMC's 2017 Star of Community Achievement was awarded to University of Arkansas for Medical Sciences Northwest Regional Campus in recognition of the demonstrated and inspirational positive impact the campus has had on the community it serves. During this session, leaders from the campus will share lessons learned from a student-led interprofessional care program for underserved Marshallese patients. Presentation .

Pearl McElfish, PhD, MBA, Associate Vice Chancellor, Northwest Arkansas Region and Director, Office of Community Health, University of Arkansas for Medical Sciences

Embracing a Medical Humanities Curriculum at the Regional Medical Campus
Exploring topics critical to physicians-in-training is facilitated by incorporating the humanities (art, literature, music) into a medical school’s curriculum. Two humanities initiatives developed at the Penn State College of Medicine include Mask-Making and Professional Identity Formation, and Impressionism and the Art of Medical Communication. This session unleashed the artist in all participants, as they engaged in either mask-making or an impressionist art activity, gaining insight into how these or similar exercises might be included in their own educational programs. Presentation .

Michael P. Flanagan, MD, FAAFP, Professor and Vice-Chair, Family and Community Medicine, Assistant Dean for Student Affairs; Penn State College of Medicine: University Park Campus; E. Eugene Marsh, MD, Professor of Neurology and Master Educator, Penn State College of Medicine: University Park Campus; Mark B. Stephens, MD, FAAFP, Professor, Family and Community Medicine, Master Educator and Associate Vice-Chair for Research; Jeffrey Wong, MD, Professor of Medicine, Penn State College of Medicine: University Park Campus

Academic Medicine as a Solution for Rural Healthcare Quality and Costs
Texas Tech University Health Sciences Center Department of Surgery partnered with five rural hospitals in west Texas to provide surgical services for their communities utilizing the hub and spoke model. Put succinctly, all parties benefit by partnering. This methodology has reduced the financial cost of rural area surgery, improved the access and quality of care, while simultaneously increasing revenue for the academic surgical program. We believe this model can benefit many areas across the U.S. Presentation .

Saju Joseph, MD, Associate Professor, Department of Surgery, Roseman University College of Medicine

Managing Harassment in the Clinical Learning Setting
There is a substantial body of evidence that healthcare students continue to face harassment in clinical practice environments. Harassing behaviors can have a detrimental impact on mental health, job performance, career choices, and ultimately decisions to stay in the profession. The Waterloo Regional Campus of McMaster University’s Michael G DeGroote School of Medicine and its geographical neighbor, University of Waterloo’s School of Pharmacy, partnered to create an online learning module to prepare students in proactively managing incidences of harassment. This 10-minute presentation shared the results of our research. Presentation .

Margo Mountjoy, MD, PhD, CCFP (SEM), FCFP, FAC, Chair of Admissions, Director of Resident and Student Affairs, McMaster University Waterloo Regional Campus

Georgia’s Preceptor Tax Incentive Program (P-TIP) – Innovation at Work
The Preceptor Tax Incentive Program (PTIP) in Georgia was created to provide a means to entice physicians in private practice to teach medical students, physician assistant students and advanced practice nursing students who are not compensated by the respective colleges and universities. Presentation .

Kathryn Martin, PhD, MPH, MPA, Senior Associate Dean for Regional Campus Development, Medical College of Georgia at Augusta University

Negotiations: Lessons on Critical Skills
Negotiation skills are critical to achieve institutional goals and to maintain a healthy, vibrant, and sustainable environment. This workshop explored strategies to determine stakeholders, navigate roadblocks, and ensure satisfactory resolutions for all involved in a negotiation. After discussing these key strategies, participants worked with their peers to understand how to apply them to regional campus scenarios. Presentation .

Diana Bourke, Chief Operating Officer, Association of American Medical Colleges; Craig Cheifetz, MD, FACP, Regional Dean, VCU School of Medicine Inova Campus

Student Documentation in the Medical Record
In an effort to reduce the burden placed on teaching physicians by the Medicare documentation requirements, the Centers for Medicare and Medicaid Services (CMS) recently made changes to the teaching physician billing rules. The teaching physician is now able to use medical student documentation, including history, physical exam and/or medical student decision making provided that he/she personally performs or re-performs the physical exam and medical decision making of the evaluation and management service and verifies the student’s documentation. This session will explored how this change came about and what implications it may have for medical education. Weaver presentation  and Baer presentation .

Ivy Baer, JD, MPH, Senior Director and Regulatory Counsel, Association of American Medical Colleges; Anthony Weaver, MD, Associate Professor of Internal Medicine and Assistant Dean, University of Kentucky College of Medicine - Rural Physician Leadership Program

Coaching: A Useful Skillset for Educational Leaders
Often underutilized by medical educators, coaching best helps learners through more abstract curriculum areas such as communication skills and professionalism. Coaching is also useful in helping learners with tough decisions, such as career or job choices and can be the "go to" modality for faculty development efforts. In this session, situations where coaching medical learners would be beneficial will be reviewed. Then several easy-to-use coaching tools will be presented. Examples of coaching will be demonstrated with the involvement of audience members. Presentation .

Thomas Swoboda, MD, MS, CPE, Associate Dean for Academic Affairs, SUNY Upstate Medical University - Binghamton Clinical Campus

Developing Critical Health and Academic Services – Main Campus Services on Regional Campus Budgets
With students now calling our regional campus home for one to two years, we were made well aware of the need for certain services by our students, by both formal and informal processes. Longitudinal students (as well as the LCME) expect many of the same services available to them as are available back at main campus. The most important gaps brought up were the lack of mental health support, lack of academic support and difficulty accessing primary care health services, in that order of importance. This session helped attendees Identify what services students attending a regional campus miss most and how to creatively replicate these services with limited resources.

Kenny V. Banh, MD, FACEP, Assistant Dean of Undergraduate Medical Education, UCSF Fresno, Associate Professor of Clinical Emergency Medicine, UCSF; Educational Fellowship Director, University of California at San Francisco School of Medicine - Fresno San Joaquin Valley PRIME Program

Optimizing Engagement and Participation During Videoconferences Across Campuses
This workshop was designed to find ways to optimize video communication between campuses. There are multiple barriers to effective communication when using videoconferencing technologies that may be addressed with newer technologies like wide lens cameras, technology that eliminates ambient noise, and utilizing spaces for shared content. In addition, the norms and practices for video conferencing are evolving and we need a better understanding of those that support effective cross-campus communication and faculty satisfaction. This session provides an opportunity for participants to build on principles of distance learning and effective meeting facilitation to explore practices that support effective videoconference communication. Clarifying the challenges opens the door for innovating with new technologies and to identifying potential collaborations to apply, study, and disseminate videoconferencing best practices for regional campuses. Presentation  and tip sheet .

Amy Prunuske, PhD, Associate Professor, Medical College of Wisconsin - Central Wisconsin; Jacob Prunuske , MD, MSPH, Associate Prof./Assistant Dean, Medical College of Wisconsin - Central Wisconsin

Student Led Didactics in the 3rd year of Medical School: A Recipe for Success
Student led didactics are successful in engaging students in their didactic education while minimizing the teaching burden on community physicians at regional medical campuses. This session will layout the steps for successful implementation. Presentation .

Michael Cookson, University of Colorado School of Medicine; Christine Waasdorp Hurtado, MD, MSCS, FAAP, Director of Didactics and Longitudinal Curriculum, University of Colorado School of Medicine

A Daily Dose of Humanities

The GRMC's 2017 Star of Community Achievement was awarded to the Spokane Campus of University of Washington in recognition of an educational program that achieved a demonstrated and positive impact with their learners. During this session, leaders from the campus shared lessons learned from their work incorporating humanities into medical education to promote humanistic skills and professional conduct in physicians. Presentation .

Daryl Potyk, MD, FACP, Associate Dean for Eastern WA, Chief for Medical Education UW School of Medicine - Gonzaga University

Curricular Innovation: The Implications and Complications for Regional Medical Campuses

How does a RMC respond to changes in a curriculum shared with the main campus? This session outlined challenges and explored possible solutions to curricular change at a Regional Medical Campus (RMC). Presentation .

Michael Robinson, Associate Dean, University of Kansas School of Medicine - Salina

Lessons Learned from Community Engagement with Food Pantry Clientele and Volunteers
Community faculty struggle to find meaningful ways to conduct clinical research and engage medical students in this work. This is a story from WVU Eastern Regional Campus about the efforts made to engage with community partners to improve health of the community and incorporating the medical students at every step in the process. Presentation .

Rosemarie Cannarella Lorenzetti, MD, MPH, Professor of Family Medicine, West Virginia University School of Medicine

A Toolkit for Engaging, Developing and Retaining Community-Based Faculty
Community-based faculty (CBF) can provide medical schools with critical resources to support education and other missions. However, recruiting, developing and retaining highly qualified CBF can be challenging. CBF most often work as volunteers and teach in busy clinical practices. Time and distance may limit participation in faculty development, and limit time for the scholarship required for traditional academic recognition. The audience shared in a discussion of a new leadership structure and office for community based faculty at one institution, and share insights from their own programs. Presentation .

Maura McGuire, MD, Director of Education, Johns Hopkins Community Physicians, Johns Hopkins University School of Medicine

Early Pairing of Inquiry Groups and Clinical Immersions
This session will explore the conceptual frameworks and key features of a pre-clerkship curriculum based on early clinical immersions and inquiry group tutorials. Presenters will compare and contrast student learning when clinical immersions define tutorial group objectives versus paper cases with instructor–defined objectives. This session will also articulate the benefits from the medical student perspective of authentic clinical experiences defining the order of content coverage in the curriculum and identify challenges associated with this dynamic method of content organization and proposed solutions to consider.

Michael P. Flanagan, MD, FAAFP, Professor and Vice-Chair, Family and Community Medicine, Assistant Dean for Student Affairs; Penn State College of Medicine: University Park Campus; E. Eugene Marsh, MD, Professor of Neurology and Master Educator, Penn State College of Medicine: University Park Campus; Mark B. Stephens, MD, FAAFP, Professor, Family and Community Medicine, Master Educator and Associate Vice-Chair for Research; Jeffrey Wong, MD, Professor of Medicine, Penn State College of Medicine: University Park Campus; Terry Wolpaw, MD, Professor, Pennsylvania State College of Medicine

Matthew to Irma-Lessons learned on the Southeast Regional Campus, Medical College of Georgia
In September of 2016 Hurricane Matthew struck the Caribbean islands resulting in billions of dollars of damages and over six hundred fatalities. It then made landfall in the United States just north of the Southeast Regional campus of the Medical College of Georgia located in Savannah, Brunswick and the adjacent coastal communities with Hurricane force winds resulting in extensive property damage, power outages and over forty deaths either directly or indirectly attributed to the storm. Mandatory evacuations of students in the affected areas were ordered. Less than a year later, in October of 2017, Hurricane Irma made its way up the Florida peninsula and the coastal areas on the northeast corner of the storm were again severely impacted once again requiring campus closure and evacuation of students to safe areas. Presenters shared lessons learned from Matthew to Irma regarding management of the campus during a natural disaster. Presentation and attached forms .

Frances C. Purcell, PhD, Campus Assistant Dean of Curriculum, Medical College of Georgia at Augusta University - Southeast Campus; Turner W. Rentz, Jr. MD, FACS, Campus Associate Dean, Medical College of Georgia at Augusta University - Southeast Campus

Community and Volunteer Faculty Forum Presentations

Opening Session: Forum on Community and Volunteer Faculty - Setting the Stage
What is the status and value of community-based education? What are the definitions we use for community and volunteer faculty? How does community based education support the larger mission of improving the health of all and align with community engagement efforts? What drives community faculty to teach and what role do they play in the medical education enterprise? What might their role evolve to in the future? Presentation .

Paula M. Termuhlen, MD, Regional Campus Dean, Duluth, University of Minnesota Medical School

Community and Volunteer Faculty Development
Delivering professional development to community faculty members presents unique challenges for all campus types. What are these unique challenges and how can we address them? How do we best communicate and even translate the term “faculty development?” How do we decide what to prioritize, package it effectively, and measure the results? How do we tailor it to different subsets of educators? Presentation  and scenario and activity set .

Dennis Baker, PhD, Assistant Dean of Faculty Enrichment, Alabama College of Osteopathic Medicine, Emeritus Professor of Family Medicine and Rural Health, Florida State University College of Medicine

Lunch and Discussion: the LCME and Me
What does the LCME have to say about full-time vs. community and volunteer faculty? What relationships and mutual responsibilities does it expect from the school’s leadership and these faculty? LCME Co-Secretary, Dr. Veronica Catanese, discussed the intent of relevant LCME elements that address these topics and engage the group in thinking about how those intents may be met creatively within each institution. Presentation .

Veronica Catanese, MD, MBA, Co-Secretary, Liaison Committee on Medical Education (LCME)

Community and Volunteer Faculty Recruitment, Retention, Rewards, and Recognition
The professional “life-cycle” of a community faculty member is vastly different than that of a full-time faculty member. With varying levels of resources to offer, how does an institution engage with community faculty at various stages in this “life-cycle?” How does it build its community faculty workforce, recognize and reward them for their work, and retain them as active faculty members? This session explored how to make concise and effective appeals to various parties and to ensure that these educators continue to find fulfilment in teaching. This part of the forum also highlighted numerous examples of creative successes in these areas. Presentation , scenario set , activity worksheet .

E. Eugene Marsh, MD, Professor of Neurology and Master Educator, Penn State College of Medicine: University Park Campus; Patrick O. Smith, PhD, ABPP, Chief Faculty Affairs Officer; Associate Dean, Faculty Affairs, Professor, Family Medicine; University of Mississippi School of Medicine

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2018 GRMC Spring Meeting

April 4-6, 2018
Washington, DC
Open Access to Presentations Available


GRMC Highlights

GRMC Award Winners


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