Scope for Abstracts on Med Ed Day

Posters and oral presentations are the primary medium through which members of the Yale medical and health-professions education community share their current educational projects during Med Ed Day. Abstracts must align with the category of "medical/health-professions education" to be considered for inclusion.

1. Curriculum Development:
• Projects at any stage of development or implementation, including undergraduate, graduate, continuous medical education, pre-med, and pipeline initiatives.
2. Faculty Development Initiatives:
• Focused on teaching, learning, and other educational topics to train and inform medical/health-profession educators.
3. Innovative Educational Ideas:
• New pedagogies and educational technologies (e.g., AI in curriculum development, virtual and augmented reality in training, use of simulation and simulated participants).
• Inclusive and student-centered teaching strategies.
• Peer and near-peer teaching, and trainee participatory curriculum design.
• Mentorship and sponsorship programs.
4. Assessment:
• Development, implementation, and evaluation of new assessment tools for trainees, instructors, and mentors.
5. Scholarly Work:
• Needs assessment, evaluation, continuous quality improvement projects related to medical/health-professions education; validation studies of assessment tools.
6. Interprofessional Education:
• Developing, implementing, and evaluating interprofessional health-professional education initiatives, including overcoming barriers and innovative yet untested ideas.
7. Health Provider/Staff Training:
• Projects focusing on training approaches, objectives, outcomes, and lessons learned. Projects that focus only on training content without addressing elements of the training itself (e.g., pedagogical approach, evaluation of training outcomes, etc.) will not be considered.
8. Patient/Family and Community Education:
• Projects with a focus on the development, delivery and outcomes of education. Projects that focus only on education content without addressing elements of the training itself (e.g., pedagogical approach, evaluation of education outcomes, etc.) will not be considered.
9. Trainee Wellness:
• Initiatives promoting wellness and addressing structural issues impacting trainee wellness and thriving.
10. Faculty Support:
• Approaches that enhance teaching; e.g., handling difficult teaching situations, building efficiencies and protecting planning time; promoting wellness of teachers that enable them to enhance and foster passion for teaching; team teaching, incorporating student-centered teaching methods.
11. Public and Global Health Education:
• Mechanisms for planning, delivering, and evaluating community and population health education, with a focus on educational components rather than educational content alone.

• Clinical Case Studies:
• Clinical case studies alone will not be considered. However, they may be included as a part of a larger educational initiative (e.g., through a QR code link to clinical cases used in the overall educational initiative.

• Clinical Quality Improvement/Quality Assurance Initiatives:
• QI/QA initiatives fit better with clinical care-focused conferences. However, training aspects derived from or related to these projects may be considered if they pertain to education; e.g., staff training developed based on what was learned from a QI study; resident-led development and implementation of a QI/QA project if aspects of the training to develop (and possibly assess) the trainee are the foci.

Note: This list is comprehensive but not exhaustive. Contact john.encandela@yale.edu or erin.brannan@yale.edu at the Center for Medical Education for clarification if you are unsure whether your project is a fit for Med Ed Day.