Our very successful virtual Winter Program series drew to a close on Friday with the Academic Recruitment Workshop, which provided a snapshot of the current state of recruitment in the U.S., as well as how to recruit to enhance diversity and an exploration of the pros and cons of virtual recruiting. Members are welcome to view a recording of our Winter Program presentations and the accompanying PowerPoint slides in the resource links below.
The recent Academic Recruitment Workshop, Department Chair’s Directors Forum, Program Directors Workshop and Clerkship Directors Workshop were all very well received, and a great thanks to the moderators, presenters and participants for their outstanding work and stimulating discussions.
Much of the discussion in these workshops was centered around the dramatic changes in the delivery of education over the last few years required for the teaching of millennials and generation Z, who now populate colleges, graduate schools, residency programs, and more recently, junior faculty positions. As these generations were reared firmly in the digital age and in a K-12 educational system with quite different approaches than those used for previous generations, the way in which they learn and their expectations are radically different. These changes center around the need of these learners for very high levels of student engagement in the teaching process itself, and are also a consequence of growing up in the Internet age in which rapid shifts of attention and the necessity of utilizing abbreviated summaries of material to cope with a vast and endless sea of information were paramount. Their expectation of high levels of student engagement from their instructors stems, in part, from the gamification of education, in which interactive apps and programs teach by leading the student through an entertaining game (this includes the kind of mental engagement also provided by the videogame industry). Consequently, these students have little patience for the traditional, centuries-old tradition of the learned professor standing at a podium pedantically delivering knowledge to a group of attentive (or sometimes not) learners. Instead, instructors must now create learning environments which require direct student participation, most preferably in an entertaining and nonthreatening format. Classical Socratic teaching has a role, so long as the instructor does not single out or place undue pressure on individuals to answer questions. This touches on another aspect of both millennial and generation Z philosophy, which is a far lower recognition of hierarchy in all circumstances compared with previous generations, which translates into the expectation of a highly democratic environment for learning, in which all attempts and opinions from the students are met with equanimity, tolerance and respect from the teacher. The best teachers have always treated their students with respect, but those of us not in these generations can relate many tales of our sterner professors of the past who did not suffer fools lightly, but were nevertheless effective educators apart from that, in their own ways. However, these new generations react very strongly against this type of teaching, and educators who tend towards this model must realign their teaching methods. Many new paradigms have been proposed for engaging modern students, including the flipped classroom model, in which students are assigned pre-work so that classroom time can be dedicated to discussion and engagement, typically around case presentations, simulated patient encounters, etc. Modern students also expect information to be delivered in a concise and often summary format (“just the facts”) and have a low tolerance for lengthy explanations that include what they consider to be extraneous detail. Most members of the AUPN are active teachers of medical students, graduate students, residents, fellows, and practicing physicians, and many of us have already adapted our methods to best suit the educational needs of these generations. However, for most, this is a journey of continuous process improvement as we seek to further understand and adapt our own approaches, so that we may effectively transmit our medical knowledge to those who will carry the torch after us. The Cornell Center for teaching education has a great web page summarizing much of this:
This month’s leadership minute is on a topic near to all of us: “Chair Faculty Evaluations: How to get your faculty to prepare for evaluation & how they should view it,” moderated by Dr. Mud Alvi and presented by Dr. David Standaert. Dr. David Standaert discusses not only the goals of these evaluations but also tips on how best to implement improvements to the process. This and our previous leadership minutes are now available on the AUPN website under the "Chair Resources Tab."
We appreciate everyone who has already renewed their AUPN membership for 2021. If you have not already done so, please take a moment to renew at the below link.
Clifton L. Gooch, MD
Today’s Resource Links
Renew your AUPN Membership for 2021
Go to www.aupn.org and click on Pay Dues at the top of the page. Log into your account. If you have forgotten your username, please email email@example.com. If you have forgotten your password, please reset it. Do not create a new profile. Follow the directions to pay dues. If you wish to pay with a check, simply print a copy of the invoice and return by mail. AUPN does not accept ACH payments. Access our 2020 W-9
ANA 2021 Call for Abstracts
The ANA2021 Call for Abstracts is now open! To access the submission site click here. The deadline to have your work considered for presentation at this meeting is March 31st. All accepted works will be published in the Annals of Neurology.
AUPN’s Leadership Minute #6: Chair Evaluations of Faculty
Past AUPN Leadership Minutes
AUPN Winter Workhop Recordings
The Department Chair’s Directors Forum
The Program Director’s Workshop
The Clerkship Director’s Workshop
The Neuro Academic Recruiters Workshop (Available February 19th)
AUPN Fall Chairs Session Recordings
How to Get More Medical Students to Choose Neurology as a Career
How to Foster the Development of Junior Faculty
Managing Up and Down: Getting What You Need from Your Faculty and Your Dean