During this session, learners will be exposed to current terminology used in medical simulation while furthering their understanding of the different technologies used in medical simulation.  Learners will also be presented with a curricular process linking simulations to accreditation standards. 

In this session, we will review principles underlying social medicine, the collaborative student/faculty implementation of a highly interactive preclinical social medicine curriculum at the University of Vermont, discuss success and challenges encountered en route, and brainstorm about next steps in social medicine curriculum development.

Outreach and service learning have incredible potential to provide meaningful impact to communities including the academic institution running the program. This session will highlight important considerations when developing service-learning programs including accreditation standards, community needs, and student impacts. Finally, models of service-learning and outreach will be discussed, with an emphasis of education-based programs.

In this session, original research will be presented on interdisciplinary teacher teams working on integrated medical education. These teams are composed of a combination of physicians and basic and social scientists. A general background will be provided on how integrated education is organized at Maastricht University, and why we need to work with teacher teams that have to collaborate in spite of the diverse disciplinary backgrounds. We will then present the studies that were conducted in this context, aiming to understand the way interdisciplinary teacher teams function in our context and how this is related to the perceived quality of education. Based on our results, we will present a model of interdisciplinary teacher team functioning as well as stimulating and inhibiting factors at different levels. Finally, we will present how findings from our studies were implemented in a faculty development workshop on leader identity development for interdisciplinary teacher team leaders.

This interactive session will begin with a brief overview of self-directed learning (SDL) in healthcare education and acknowledge some common challenges. The majority of the session will then focus on strategies that can be used in large and small group settings to promote the development of self-regulated learning skills needed for students to become self-directed. We will pay particular attention early learners and the basic science curriculum. We will close with a Q and A and consider lessons learned.