10th Annual Health Professions Education Day

View the Keynote Here

View the Grants & Awards Announcements Here

View the 2024 IPE Award Nominees


flyer with keynote speaker photos and text description of day

Schedule of Events:

9:00 am - Keynote

10:15 am - 1st Breakout Session

11:45 am - Lunch, awards, digital poster session

1:30 pm - 2nd Breakout Session 


Description of Breakout Sessions: 

Addressing Wellness in HPE Learners: Centralizing Student Support Services

Jane Gagliardi, MD, MHS & Melanie Bonner, PhD
In the session, we will discuss different defini􀆟ons of wellness and how they may reflect the values we hold for ourselves and our learners. We will also discuss warning signs of distress and how to approach students with sensitivity, using case studies to practice. Finally, we will introduce the mission of a newly created office in the School of Medicine, LE WELL. The mission of LE WELL is to provide centralized services to support SOM students, with a guiding principle that all SOM students should have equitable and just access to support services provided by individuals who are not in a position to evaluate them and regardless of program, advisor, connections, or identity. We will offer strategies to address gaps through a centralized mechanism for evaluating the well-being of students across three primary domains including: health (primary care, mental health, and leave of absence/fitness for duty assessment), learning (disability services, tutoring, coaching), and community building (a menu of wellness workshops choices, humanities, and peer connections).

Peer Reviewing to Advance Education Literature and Your Career

Nicholas M. Hudak, PhD, MPA, MSEd, PA-C, Debra Brandon PhD, RN, CNS, FAAN, Michael Iwama, PhD, MSc, BScOT
Peer reviewers of scholarly manuscripts have a fundamental role in helping ensure published research is accurate, trustworthy, of relevant to the intended audience. Serving as a peer reviewer can be part of one’s professional responsibility as well as have value for career advancement and promotion. Peer reviewing may also strengthen one’s critical thinking and writing skills, which can then be applied to their own future scholarship. As the health professions educator literature expands within and across disciplines, there is increasing need for educators to serve as high quality peer reviewers. However, there are limited opportunities for educators to learn about the peer review process and develop peer review skills over time. The learning objectives for this session are for participants to: (1) describe the purpose of peer review, (2) articulate the steps in the peer review process, (3) identify best practices associated with high quality peer review, and (4) apply principles of peer review to a sample article. The intended impact of this session is to support participants in their contribution to ensuring innovation in the health professions education literature as well as achievement of their research goals and career advancement.

Culturally Responsive Teaching: Teaching with Cultural Competency and Humility
Jasmine Willis-Wallace, Ed.D

Culturally Responsive Teaching attempts to bridge the gap between educator and learner by helping the educator understand cultural nuances that may cause a relationship break down (Rucker, 2019). Culturally Responsive Teaching is commonly used teaching practice is the K-12 educational setting and is named to be one of the most impactful teaching tools using learner customs, characteristics, and perspectives as tools to better classroom instruction (Will & Najarro, 2022). During this session, participants will explore the meanings of cultural competency and humility and from there participants will learn how to incorporate practices that derive from culturally responsive teaching into their everyday teaching practices.

 Learning objectives for this session include:
 • Increase our understanding of our own identities
 • To develop an understanding of cultural competency
 • To develop an understanding of cultural humility
 • Gain tools and knowledge for incorporating culturally responsive teaching practices into your everyday teaching

Sitting with Discomfort: Facilitating Self-Awareness of Implicit Racial Bias

Caitlin McArthur, DNP, MSN, RNC-MNN

Black Americans face disparities in disease incidence, life expectancy, and health status (Hall et al., 2015). Implicit racial bias among healthcare providers – specifically nurses – is linked to deficiencies in care behaviors (Groves, Bunch, & Sabin, 2021). Yet despite this, nurses self-report low levels of implicit bias, indicating a weakness in cultural humility and self-awareness regarding implicit racial bias and the effects of anti-Black racism on health care outcomes (Groves, Bunch, & Sabin, 2021). Health science educators currently lack support and guidance on how to effectively facilitate their students in grappling with the complex and uncomfortable topic of implicit racial bias. Iheduru-Anderson, Shingles, & Akanegbu (2021) found that personal barriers that nurses, educators, and leaders face in discussing race and racism include fear of being politically incorrect, inadequate training in managing emotionally-charged discussions, conscious and unconscious desire to maintain the status quo, blindness to white privilege, the need to avoid conflict, fear of saying the wrong thing, and denial of one’s own bias. The purpose of this proposed breakout session for Duke AHEAD’s 2024 Education Day is to: 1. Disseminate findings of the Doctor of Nursing Education (DNP) Scholarly Practice Project (SPP) titled, “Sitting with Discomfort: Facilitating Nursing Students’ Self-Awareness of Implicit Racial Bias.”


Beyond Medical Knowledge: A Didactic Curriculum focused on Knowledge, Wisdom & Application

Katherine McDaniel, PhD, Alex Suarez, MD, Caroline Folz, MD, MS

Research suggests that active learning yields better educational results as compared to passive learning. However, faculty are often more comfortable providing lectures that require only passive participation from learners. In order to foster a better learning environment, our department redesigned the resident conference curriculum. The new curriculum incorporates a flipped classroom model, coupled with case-based learning, to improve education outcomes and increase faculty engagement. Based on the Kirkpatrick Model of evaluation, we’ve been able to demonstrate improvement in resident reaction, learning and behavior change through our weekly evaluations. Overall, both residents and faculty have been more satisfied with the weekly conferences since implementing this updated curriculum. Participants in this breakout session will explore ways to maximize learner engagement in weekly didactic conferences. This workshop will include small group work to help identify opportunities for curricular change and strategies for long term sustainability.

2. Provide educators with education on the impacts of implicit racial bias in their students and themselves and means by which to facilitate students’ in assessing and reflecting upon that bias.