2025 Health Professions Education Day
Friday, March 28th, 2025
9:00 AM - 2:45 PM
Trent Semans Center for Health Education
The 11th Annual Health Professions Education Day is open to all faculty, students, and staff interested in health professions education.
Agenda
| Time | Session | Speakers |
|---|---|---|
| 9:00 AM |
Inaugural Edward G Buckley, MD Passion & Perseverance: Great Hall, TSCHE |
Joseph Augustus Jackson, Jr., MD, FAAP |
| 10:15 - 11:30 AM |
Breakout Sessions (2) |
|
|
Awakening the Educator Within: Great Hall, TSCHE |
Katherine Myers, PT, DPT, PhD | |
|
Building a Community of Education Scholars: Classroom 3, TSCHE 3rd floor |
Pahresah Roomiany, MD Ameer Hamdan, MD Doug Hilbert, MD |
|
| 11:30 AM - 12:00 PM |
Lunch and Poster Session Presentations Great Hall and Atrium, TSCHE |
|
| 12:00 PM - 12:30 PM |
Grant & Distinguished Member Announcements Great Hall, TSCHE |
|
| 12:30 - 1:15 PM |
Lunch and Poster Session Presentations (continued) Great Hall and Atrium, TSCHE |
|
| 1:30 - 2:45 PM | Breakout Sessions (2) | |
|
Addressing Health Misinformation: Classroom 3, TSCHE 3rd floor |
Nicholas M Hudak, PhD, MPA, MSEd, PA-C Jody Feld, PhD, DPT, PT Raheleh Ghasseminia, MS OT/L Suzanne Hallquist, MHS, MPH, PA-C Rémi Hueckel, DNP, CHSE, CPNP-AC, FAANP, FCCM Kathy Waite, MD |
|
|
Improving Feelings of Belonging in Health Professions Students: Great Hall, TSCHE |
Jennifer Carbrey, PhD |
Poster Presentations
| Kiosk # | Presentation Time | Title | Last Name |
| 1 | 11:45 | Real World Training for the Next Generation: A curriculum for resident education focused on system-based non-clinical patient care topics | Belur |
| 1 | 12:30 | A Novel Resident-Centered Elective for Aspiring Hospitalists | Marcantonio |
| 1 | 12:40 | How to Identify Internal Medicine Trainees who are not Meeting Milestones and How to Intervene: A Novel Protocol | Safdar |
| 1 | 12:50 | Evaluation of the Consultation Process in the Hospital Setting Among GME Residents | Shancer |
| 1 | 1:00 | Attributes of Good Resident Teachers According to Medical Students: A Scoping Review | Radulovacki |
| 2 | 12:35 | Building Inclusive Research: A Training Program for Clinical Research Professionals and Students on Equitable Participant Engagement, Recruitment, and Retention | Cranfill |
| 2 | 12:45 | Duke Mobile Med: A Student-Led Interprofessional Service-Learning Program | Roberts |
| 2 | 12:55 | Community for Antepartum Patients (CAP): Teaching Undergraduates with Inpatient Group Prenatal Experiences | Sheffield |
| 2 | 1:05 | Postpartum Partners: A Community-Engaged Interprofessional Service-Learning Course | Berry |
|
3 |
11:45 | Paving the Physician Assistant Student-to-Educator Pathway with the Future Educator Fellowship | Bludorn |
| 3 | 12:30 | Gender representation in OBGYN fellowship leadership: A cross-sectional analysis | Kuehn |
| 3 | 12:40 | Duke University Endocrine Fellows’ Pump & Sensor Longitudinal Workshop | Lakey |
| 3 | 12:50 | HEAL: Developing a Health Equity and Advocacy Leadership Track for Pediatric Residents | Truschel |
| 3 | 1:00 | Adapting Mental Health Curriculum in Pediatrics Residency Training to Adjust to the Changing Needs of Patients and Trainees | Kimberg |
| 4 | 11:45 | Remediating EKG Education | Norman |
| 4 | 12:30 | Identifying Factors that Affect Belongingness in First Year Medical Students | Carbrey |
| 4 | 12:45 | Impact of Longitudinal OB/GYN Clinic on Students’ Hands-on Experience | Reynolds |
| 4 | 1:00 | Enhancing Procedural Skills in Radiology: Assessing the Effectiveness of a Novel Virtual Reality CT-Guided Liver Biopsy Module | Rikard |
| 5 | 11:45 | Beyond the Echo Chamber: A Train The Trainer (T3) approach to Point of Care Ultrasound Education for Duke IM residents | Bowman |
| 5 | 12:30 | Feasibility of proactive wellness check-ins for incoming health profession learners | Gagliardi |
| 5 | 12:40 | Impact of a Museum-Based Retreat on the Clinical Practice Skills and Well-Being of Dermatology Residents and Faculty | Guo |
| 5 | 12:50 | Fostering Belonging and Connection for Nurse Practitioner Students in a Hybrid Curriculum | Trotter |
| 5 | 1:00 | Health Humanities to Build Interdisciplinary Learning Communities | Mantri |
| 6 | 11:50 | Rewind and Reflect: Using Video Elicitation to Enhance Virtual Patient Care | De Gange |
| 6 | 12:35 | Bridging the Gap: Strengthening the Child Abuse and Neglect Medical Team with the APP Training Tool Kit | Herold |
| 6 | 12:45 | STICKing PHM: Making Graduate Medical Education “Stick” Using Microlearning | Key-Solle |
| 6 | 12:55 | The Clinical Research Internship Portal (CRISP): Facilitating placement and onboarding of clinical research interns at Duke University | McMillan |
| 6 | 1:05 | One Giant Step: Implementing the Flipped Classroom Model for Resident Didactics | Patterson |
Continuing Education Credit
In support of improving patient care, the Duke University Health System Department of Clinical Education and Professional Development is accredited by the American Nurses Credentialing Center (ANCC), the Accreditation Council for Pharmacy Education (ACPE), and the Accreditation Council for Continuing Medical Education (ACCME), to provide continuing education for the health care team.
No planners or presenters for this educational activity have relevant financial relationship(s) to disclose with ineligible companies whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients.
Physician Credit: Duke University Health System Department of Clinical Education and Professional Development designates this activity for a maximum of 3.5 AMA PRA Category 1 Credit(s)TM. Physicians should claim only credit commensurate with the extent of their participation in the activity.
Nurse Credit: Duke University Health System Department of Clinical Education and Professional Development designates this activity for up to 3.5 credit hours for nurses. Nurses should claim only credit commensurate with the extent of their participation in this activity.
Duke Health Clinical Education and Professional Development is accredited by the International Association for Continuing Education and Training (IACET), and is authorized to issue IACET CEU, and authorized by IACET to offer .4 CEUs for this program.
