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GME Professional Development

​​​​​​​​​​​​​​​​​​​​​​​​​​​​​The Graduate Medical Education (GME) Office at AUBFM is pleased to launch the Clinician-Educator Faculty Development Program, planned and organized in partnership with the Department of Anesthesiology and Pain Medicine.

​Activity Directors: Salah Zein El Dine, MD; Marie Aouad-Maroun, MD; Fatima Msheik, PhD, MBA​

    Upcoming Events

    Register for the Full Program by Clicking Here


    Navigating Emotions and Learning

    Sep 22nd, 2026, 6pm (WebEx)

    Speaker: Laura Hopson, MD, MEd. Josiah Macy Jr Distinguished Educator Professor. ​Associate Chair of Education. Clinical Professor, Department of Emergency Medicine, University of Michigan, USA

    Discussant: Beatrice Khater, MD. Assistant Professor of Family Medicine. American University of Beirut Faculty of Medicine​

    Format:​ ​​​​​TBA

    Objectives: TBA

    Associated Clinician-Educator Milestone(s): Educational Theory and Practice 8: Science of Learning; Feedback 1: Providing Actionable Feedback​


    Measuring the Mind at Work: Strategies for Assessing Clinical Reasoning

    Sep 29th, 2026, 6pm (WebEx)

    Speaker: Michelle Daniel, MD, MHPE, FACEP. Vice Dean for Medical Education. Professor of Clinical Emergency Medicine, University of California, San Diego School of Medicine, USA

    Discussant: Marie Aouad-Maroun, MD. Professor and Chair of Anesthesiology. American University of Beirut Faculty of Medicine

    Format:​ ​​​​​Skill-building workshop (90 min)​

    Objectives: At the end of this session, attendees will be able to: 1. Describe the three major categories of clinical reasoning assessment methods - non-workplace-based assessments, assessments in simulated clinical environments, and workplace-based assessments 2. Analyze the strengths and limitations of representative methods within each category in terms of validity, reliability, and alignment with components of the clinical reasoning process 3. Critically evaluate how different assessment methods capture distinct components of clinical reasoning and propose strategies to address underassessed domains in a program of assessment.

    Associated Clinician-Educator Milestone(s): Learner Assessment 3: Assessment Methods and Tools; Educational Theory and Practice 1: Teaching and Facilitating Learning​



    ​Do not Skip the Framework! From Ideas to Rigorous Studies, Theory Makes the Difference

    Oct 20th, 2026, 6pm (WebEx)

    Speaker: Fatima Msheik El-Khoury, PhD. Assistant Professor​, Department of Anesthesiology and Pain Medicine. American University of Beirut, Lebanon

    Discussant: Firas Kreidieh, MD. Clinical Instructor of Medicine. American University of Beirut Faculty of Medicine​

    Format:​ ​​​​​Skill-building presentation (60 min)

    Objectives: At the end of this session, attendees will be able to: 1. Define and distinguish between theory, theoretical framework, and conceptual framework in health professions education research, and explain their uses and importance in guiding research design 2. Identify and justify the selection of theories that are most relevant to their own research questions and contexts 3. Apply either a theoretical framework or a conceptual framework to a proposed medical education research project

    Associated Clinician-Educator Milestone(s): Educational Scholarship 2: Research Design and Implementation; Educational Theory and Practice 8: Science of Learning​


    Empowering Medical Learners through Remediation

    Oct 27th, 2026, 6pm (WebEx)​

    Speaker: Thana Harhara, MBBS, FRCPC, MSc. Consultant, Department of Medicine, Sheikh Khalifa Medical City, UAE. Director of Workforce Development and Upskilling at the Department of Health, Abu Dhabi, UAE

    Discussant: Imad Bou Akl, MD. Associate Professor of Medicine, American University of Beirut Faculty of Medicine

    Format:​ Skill-building workshop (60 min)

    Objectives: At the end of this session, attendees will be able to: 1. Recognize early warning signs of trainees in difficulty and identify factors contributing to performance concerns. 2. Differentiate common trainee deficits, including communication, professionalism, and clinical reasoning, and align them with appropriate remediation strategies. 3. Develop individualized remediation plans with clear goals, interventions, and expectations for improvement. 4. Apply structured monitoring and assessment strategies to evaluate trainee progress and support data-informed progression decisions

    Associated Clinician-Educator Milestone(s): Remediation 1: Recognition and Management of Learners in Difficulty; Learner Assessment 3: Assessment Methods and Tools


    “Learning to Manage: Supporting the Development of Management Reasoning from Training to Clinical Practice”

    Nov 17th, 2026, 6pm (WebEx)​

    Speaker: Andrew Parsons, MD, MPH, FACP. Associate Dean for Clinical Competency, Division Director of Research and Academic Advancement, Associate Professor, Division of Hospital Medicine, University of Virginia School of Medicine, USA

    Discussant: TBA.

    Format:​ Skill-building workshop (60 min)

    Objectives: At the end of this session, attendees will be able to: 1. Define management reasoning as a distinct domain of clinical reasoning. 2. Explore how rapid gains in AI diagnosis make management reasoning the next priority for clinical reasoning faculty development and trainee education. 3. Describe how management reasoning develops among trainees and what can help and hinder growth. 4. Draw on clinical reasoning theory and the key concepts behind management reasoning to inform our practice and teaching.

    Associated Clinician-Educator Milestone(s): Educational Theory and Practice 1: Teaching and Facilitating Learning, Educational Theory and Practice 8: Science of Learning​


    “Enhancing Your Academic Value Proposition: Why It Matters?” 

    Nov 24th, 2026, 6pm (WebEx)

    Speaker: Moises Auron-Gomez, MD, FAAP, FACP, SFHM, FRCP(Lon), FRC

    PCH, DFPM, BCC. Staff Physician, Department of Hospital Medicine, Cleveland Clinic and Department of Pediatric Hospital Medicine, Cleveland Clinic Children's; Professor of Medicine and Pediatrics, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, USA

    Mohammad Mohmand, MD, MEd, FACP. Vice Chair, Education - Dept of Hospital Medicine, Cleveland Clinic, USA


    Discussant: TBA.

    Format:​ TBA.

    Objectives: TBA.

    Associated Clinician-Educator Milestone(s): Universal Pillar 1: Reflective Practice and Commitment to Personal Growth, Educational Theory and Practice 9: Medical Education Scholarship​


    Precision Education

    Dec 8th  2026, 6pm  (WebEx)​

    Speaker: Janae K. Heath, MD, MSCE. Associate Program Director, Internal Medicine Residency Program, Assistant Professor of Medicine (Pulmonary, Allergy and Critical Care) at the Hospital of the University of Pennsylvania, USA.

    Format:​ TBA.

    Objectives: TBA.

    Associated Clinician-Educator Milestone(s):  Educational Theory and Practice 3: Learner Assessment, Educational Theory and Practice 11: Curriculum


     Shame Competence: the concept, its relevance in medical education, and its implications in medicine

    TBA, 6pm (WebEx)

    Speaker:  Will Bynum, MD, PhD, Professor of Family Medicine, Department of Family Medicine and Community Health, Duke University School of Medicine, USA. 

    Format:​ TBA.

    Objectives: TBA.

    Associated Clinician-Educator Milestone(s):  

    Educational Theory and Practice 2: Professionalism in the Learning Environment, Educational Theory and Practice 4: Feedback, Universal Pillar 2: Well-Being


    Past Events


    Activity Directors: Salah Zein El Dine, MD; Marie Aouad-Maroun, MD; Fatima Msheik, PhD


    From Knowledge to Compassion: Teaching Learners to Navigate Difficult Conversations 

    June 30th  2026, 6pm  (WebEx)

    Speaker: Jennifer Costa, MD. Assistant Professor, Department of Family Medicine, University of South Florida, USA

    Discussant: Christian Rouphael, MD. Assistant Professor of Medicine. American University of Beirut Faculty of Medicine​

    Format:​ ​​​​​Skill-building presentation​​

    Objectives: At the end of this session, attendees will be able to: 1. Identify common barriers learners face in difficult conversations with patients, families, and colleagues 2. Compare evidence-based frameworks for structuring difficult healthcare conversations 3. Apply teaching strategies (observation, role modeling, coaching, feedback) to build learners' skills 4. Assess learners' performance during difficult conversations using structured tools and direct observation 5. Create a teaching plan to integrate difficult-conversation training into learners' educational setting​.

    Associated Clinician-Educator Milestone(s): Administration and Leadership 1: Leadership Skills; Coaching and Mentoring 1: Coaching and Advising Skills​​

    Recording link​

    Password: cHmt323?


    Artificial Intelligence in Health Professions Education Assessment

    April 28th  2026, 6pm  (WebEx)

    Speaker: Ken Masters, PhD, FDE. Associate Professor of Medical Informatics, Medical Education & Informatics Department, College of Medicine & Health Sciences, Sultan Qaboos University, Oman

    Discussant: Rami Mahfouz, MD. Professor of Laboratory Medicine. American University of Beirut Faculty of Medicine

    Format:​ ​​​​​Skill-building presentation (60 min)​

    Objectives: At the end of the session, participants will be able to: 1. Identify some of the potential assessment opportunities introduced by AI 2. Identify some of the potential assessment problems introduced by AI 3. Use some basic AI tools and strategies to assist in creating assessments 

    Associated Clinician-Educator Milestone(s): Learner Assessment 3: Assessment Methods and Tools; Educational Theory and Practice 1: Teaching and Facilitating Learning

    Recording link​

    Password: SxnTMu$3



    Leveraging Effective Feedback Conversations in Clinical Settings

    April 21st  2026, 6pm  (WebEx)

    Speaker: Rola Ajjawi, PhD. Scientist, Centre for Health Education Scholarship. Professor, Department of Surgery, Faculty of Medicine, University of British Columbia, Canada

    Discussant: Wajiha Jurdi Kheir​, MD. Associate Professor of Ophthalmology. American University of Beirut Faculty of Medicine

    Format:​ ​​​​​Skill-building presentation (60 min)​

    Objectives: At the end of this session, attendees will be able to: 1. Identify the components of a strong educational alliance 2. Describe strategies for promoting a productive feedback culture

    Associated Clinician-Educator Milestone(s): Feedback 1: Providing Actionable Feedback; Educational Theory and Practice 1: Teaching and Facilitating Learning​

    Recording link

    Password: QeeBUt$2



    How to Develop Mini-MedEd Scholarship Products

    February 24th  2026, 6pm  (WebEx)

    Speaker: Alice Fornari, EdD, FAMEE, RDN, HEC-C, ACC/ICF. Professor of Science Education, Occupational Health & Family Medicine. Associate Dean, Educational Skills Development, Zucker School of Medicine at Hofstra/Northwell. Vice President, Faculty Development, Northwell Health, USA

    Co-Speaker: Melissa Affa, Project Manager, Office of Academic Affairs, Northwell Health, Creative Instructional Designer, JiTT Infographics App ​

    Discussant: Nathalie Khoueiry-Zgheib, MD. Professor of Pharmacology. American University of Beirut Faculty of Medicine

    Format:​ ​​​​​Skill-building presentation (60 min)

    Objectives: At the end of this session, attendees will be able to: 1. Define mini-scholarship 2. Outline a process to develop mini-scholarship 3. Investigate how to disseminate mini scholarship 

    Associated Clinician-Educator Milestone(s): Educational Scholarship 3: Dissemination of Scholarly Work; Educational Theory and Practice 8: Science of Learning​



    Creating a Trusted Data Driven Approach to Addressing Learner Mistreatment

    February 17th  2026, 6pm  (WebEx)

    Speaker: Zeina M. Nabhan, MD, FAAP. Associate Dean, Graduate Medical Education. Professor of Clinical Pediatrics, Division of Pediatric Endocrinology/Diabetology, Indiana University School of Medicine, USA

    Discussant: Marianne Majdalani, MD. Professor of Pediatrics. American University of Beirut Faculty of Medicine

    Format:​ ​​​​​Skill-building presentation (60 min)

    Objectives: At the end of this session, attendees will be able to 1. Recognize mistreatment behaviors in the clinical learning environment 2. Describe the mistreatment prevention and response system at the largest medical school in the U.S. 3. Assess ways to improve and sustain the mistreatment system at their home institution 

    Associated Clinician-Educator Milestone(s): Diversity, Equity, and Inclusion 2: Promoting an Inclusive Learning Environment; Administration and Leadership 3: Addressing Learning Environment Challenges

    Recording link

    Password: iHdmk3s@




    Professional Identity Formation of our Learners: Our Role as Educators

    January 27th  2026, 6pm  (WebEx)

    Speaker:  Mona Osman, MD, MEd, MBA. Assistant Professor of Family Medicine, Department of Family Medicine. Medical Director, Family Medicine Clinics. Director, University Health Services. Director, Fellowship in Primary Care Sports Medicine, Faculty of Medicine, American University of Beirut, Lebanon

    Format:​ Skill-building presentation (60 min)​

    Discussant: Alain Abi Ghanem, MD. Assistant Professor of Diagnostic Radiology. American University of Beirut Faculty of Medicine

    Objectives: At the end of the session, attendees will be able to:​ 1. Define professional identity formation, 2. Describe how professional identity develops across the continuum from medical student to resident, including key influencing factors, 3. Identify educator behaviors and learning environments that positively or negatively shape learners' professional identity, 4. Describe the role of educators in supporting professional identity formation, 5. Integrate professional identity formation into their educational practice.

    Associated Clinician-Educator Milestone(s): Educational Theory and Practice 1: Teaching and Facilitating Learning; Diversity, Equity, and Inclusion 2: Promoting an Inclusive Learning Environment​

    Recording link

    Password: xWw84aJ?​



    ​

    How to Coach and Develop Master Adaptive Learners in GME?

    January 20th  2026, 6pm  (WebEx)

    Speaker: Maya Hammoud, MD, MBA. Professor & Chief, Division of Women's Health. Director, Program on Research, Innovation, and Development in Education. Professor of Obstetrics & Gynecology and Learning Health Sciences, University of Michigan Medical School, USA

    Discussant: Eveline Hitti, MD, MBA. Chair and Professor of Emergency Medicine. American University of Beirut Faculty of Medicine

    Format:​ ​​​​​Skill-building presentation (60 min)​

    Objectives: At the end of the session, attendees will be able to: 1. Distinguish coaching from advising and mentoring, 2. Apply practical coaching techniques to help residents recognize learning gaps and adapt in real-time clinical settings, 3. Integrate coaching into routine GME activities to promote residents’ self-directed learning adaptive expertise.​

    Associated Clinician-Educator Milestone(s): Coaching and Mentoring 1: Coaching and Advising Skills; Educational Theory and Practice 1: Teaching and Facilitating Learning​




    Qualitative Research in Surgical Education

    December 16th   2025, 6pm  (WebEx)

    Speaker: Gurjit Sandhu, PhD. Professor, Departments of Surgery & Learning Health Sciences. Director, Center for Surgical Training and Research. Director, ASE Surgical Education Research Fellowship. UM-Trained Executive Coach, University of Michigan Health System, USA

    Discussant: Mustapha Lakkis, MD. Assistant Professor of Surgery. American University of Beirut Faculty of Medicine

    Format:​ ​​​​​Skill-building workshop (90 min)​

    Objectives: At the end of the session, attendees will be able to: 1. Explore uses of qualitative research in health sciences 2. Identify qualitative research methods, including observations, interviewing, and focus groups 3. Discuss criteria for judging quality and credibility of qualitative research 

    Associated Clinician-Educator Milestone(s): Educational Scholarship 2: Research Design and Implementation; Educational Theory and Practice 8: Science of Learning

    Recording link

    Password: iWW4zPp$


    ​

    AI Tools for Clinicians-Educators: Let's Get Started!

    December 9th  2025, 6pm  (WebEx)

    Speaker: Jumana Antoun, MD, PhD, CPHIMS. Professor of Clinical Specialty, Department of Family Medicine, Faculty of Medicine, American University of Beirut, Lebanon

    Discussant: Bassem Safadi, MD. Professor of Surgery. American University of Beirut Faculty of Medicine​

    Format:​ ​​​​​​​​​​Skill-building presentation​​​ (90 min)​

    Objectives: At the end of the session, attendees will be able to: 1. Identify and explain categories of AI tools relevant to clinical practice and medical education, including their benefits and limitations 2. Apply and analyze selected AI platforms to generate clinical and educational outputs, and critique them for accuracy, bias, and appropriateness​

    Associated Clinician-Educator Milestone(s): Educational Theory and Practice 1: Teaching and Facilitating Learning; Learner Assessment 3: Assessment Methods and Tools

    Recording link

    Password: Vpgb6cJ?




    The Other Side of Leadership: Understanding Followership in Academic Medicine

    November 25th  2025, 6pm  (WebEx)

    Speaker: Zeina Kanafani, MD . Tenured Professor of Medicine, Division of Infectious Diseases, Hospital Epidemiologist, Department of Internal Medicine. Associate Dean for Medical Student Affairs, Faculty of Medicine, American University of Beirut, Lebanon

    Discussant: Nadine Yazbeck, MD. Associate Professor of Pediatrics. American University of Beirut Faculty of Medicine

    Format:​ ​​​​​Skill-building presentation (60 min)​

    Objectives: At the end of the session, attendees will be able to: 1. Define the concept of followership and explain its relevance within healthcare teams and academic medicine 2. Differentiate among followership styles using established models, recognizing how these styles impact team dynamics and leadership effectiveness 3. Apply principles of effective followership to enhance collaboration, accountability, and leadership development in both medical education and clinical practice

    Associated Clinician-Educator Milestone(s): Administration and Leadership 1: Leadership Skills; Diversity, Equity, and Inclusion 2: Promoting an Inclusive Learning Environment​​

    Recording link

    Password: Fg743Eb@



    Best Practices in Constructing Multiple Mini-Interviews as an Admissions OSCE for Residency Programs

    November 18th  2025, 6pm  (WebEx)

    Speaker: Kevin Eva, PhD, Hon. FAcadMEd, FSACME. Professor & Director, Education Research and Scholarship, Department of Medicine, University of British Columbia. Associate Director & Scientist, Centre for Health Education Scholarship. Editor-in-Chief, Medical Education, Canada

    Discussant:  Sahar Siddik-Sayyid, MD. Professor of Anesthesiology. ​American University of Beirut Faculty of Medicine

    Format:​ ​​​​​Skill-building workshop (90 min)​​

    Objectives: At the end of this session, attendees will be able to: 1. Discuss the evidence base pertaining to the use of Multiple Mini-Interviews in selecting trainees 2. Understand best practices for designing MMIs

    Associated Clinician-Educator Milestone(s): Learner Assessment 3: Assessment Methods and Tools; Educational Theory and Practice 1: Teaching and Facilitating Learning




    Improving the Quality of Feedback in Medical Education

    October 28th  2025, 6pm  (WebEx)

    Speaker: Jennifer Kogan, MD. Vice Dean for Undergraduate Medical Education. Professor, Perelman School of Medicine, University of Pennsylvania, USA.

    Discussant:  Fadi Haddad, MD. Professor of Surgery. ​American University of Beirut Faculty of Medicine. 

    Format:​ ​​​​​Skill-building workshop (90 min)​

    Objectives: At the end of this session, participants will be able to: 1. Describe approaches for setting the stage for feedback 2. List characteristics of effective feedback 3. Explain strategies for giving feedback in challenging situations

    Associated Clinician-Educator Milestone(s): Feedback 1: Providing Actionable Feedback; Educational Theory and Practice 1: Teaching and Facilitating Learning ​

    Recording link

    Password: ​eMNc5sH*




    Clinical Reasoning - Navigating Clinical Care with a Trainee

    October 21st  2025, 6pm  (WebEx)

    Speaker: Rabih Geha, MD. Associate Professor of Medicine. Director of Education, Emergency Department, University of California San Francisco. Co-Founder, The Clinical Problem Solvers, USA

    Co-speaker: Youssef Saklawi, MD. Assistant Professor of Medicine. Emory University School of Medicine, USA

    Discussant:  Afif Mufarrij, MD. Associate Professor of Emergency Medicine. Program Director. ​American University of Beirut Faculty of Medicine​

    Format:​ ​​​​​Skill-building presentation​​ (90 min)

    Objectives:  At the end of the session, attendees will be able to: 1. Showcase the principles of clinical reasoning by virtue of a clinical unknown case. 2. Demonstrate the attending-resident dynamic and principles for effective teaching of clinical reasoning 3. Perform a cognitive autopsy of a clinical unknown case 

    Associated Clinician-Educator Milestone(s): Educational Theory and Practice 1: Teaching and Facilitating Learning; Learner Assessment 3: Assessment Methods and Tools

    Recording link

    Password: Rm2hQa8*



    Lies, Damned Lies, and Surveys: Designing Better Surveys for Education and Research 

    September 30th  2025, 6pm  (WebEx)

    Speaker: Anthony R. Artino, Jr., PhD. Profess​​or & Associate Dean for Educational Research. Co-Director, Academy of Education Scholars, School of Medicine & Health Sciences, The George Washington University, USA.

    Discussant:  Jumana Antoun, MD, PhD, Msc. Professor of Family Medicine. ​American University of Beirut Faculty of Medicine. 

    :​ ​​​​​Skill-building presentation​​ (60 min)

    ​Objectives: At the end of this lecture, attendees will be able to: 1. Recognize the elements of a survey 2. Describe how cognitive processes and motivation guide the way people understand and respond to survey questions 3. Learn how to identify poorly written survey items and other design pitfalls 4. State several design principles 5. Discuss expert reviews and cognitive interviews

    Associated Clinician-Educator Milestone(s): Educational Scholarship 2: Research Design and Implementation; Educational Theory and Practice 8: Science of Learning

    Recording link

    Password: CjFH6U8@




    Simulation in Medical Education

    September 23rd  2025, 6pm  (WebEx)

    Speaker: Rana Charara-Chami, MD, FAAP. Associate Professor of Medical Education, University of Virginia. Section Chief, Pediatric Critical Care, Inova Children's Hospital. Director, Pediatric Critical Care Medicine Fellowship Program. President, International Pediatric Simulation Society, USA.

    Discussant:  Carine Zeeni, MD. Associate Professor of Anesthesiology. ​American University of Beirut Faculty of Medicine. 

    Format:​ ​​​​​Skill-building presentation​​ (60 min)

    Objectives: At the end of this session, attendees will be able to: 1. Understand the principles of simulation in medical education 2. Understand the characteristics of a high-functioning simulation program 3. Discuss assessment in simulation-based education

    Associated Clinician-Educator Milestone(s): Educational Theory and Practice 1: Teaching and Facilitating Learning; Learner Assessment 3: Assessment Methods and Tools

    Recording link

    Password: jJVFiR*6



    ​

    ​Safe Spaces, Brave Learners, and What Else? 

    Promoting Psychological Safety in Clinical Learning​ Environments

    June 26th 2025, 7pm​ (WebEx)

    Speaker: Fatima Msheik, PhD. Clinical Instructor, Department of Anesthesiology. American University of Beirut, Lebanon

    Discussant: Sahar Siddik-Sayyid, MD​. Professor. Department of Anesthesiology and Pain Medicine. American University of Beirut, Lebanon

    Overview: In this presentation, Dr. Msheik El-Khoury reflects on the often-overlooked but vital dimension of the clinical learning environment: psychological safety. Drawing on current literature and institutional data from our own trainees, this presentation explores how psychological safety impacts not only learner performance and well-being, but also patient outcomes. The talk examines structural and interpersonal barriers, cultural dynamics specific to our context, and actionable strategies for cultivating safer, more inclusive clinical spaces where residents can truly thrive and become braver.​

    Associated Clinician-Educator Milestone(s): ETP 2 – Educational Theory and Practice 2: Professionalism in the Learning Environment

    Recording link​

    Password: zHfYhG*2

    Effective Written Feedback and How It Can Enhance Learner’s Growth
    ​

    June 17th 2025, 7pm​​ (WebEx)

    Speaker:​ Nathalie Khoueiry-Zgheib, MD, Tenured Professor, Department of Toxicology, Pre-clerkship Director, School of Medicine, American University of Beirut, Lebanon

    Discussant:​ Imad Bou Akl, MD. Associate Professor, Department of Internal Medicine, American University of Beirut, Lebanon

    Overview: This presentation explores the concept of feedback in medical education, focusing on where and how written feedback is used. It highlights the importance of written feedback within competency-based medical education and programmatic assessment, and clarifies how feedback differs from evaluation. The session introduces models of self-regulated learning and coproduction to frame the feedback process. It also examines common challenges and barriers to providing effective written feedback and outlines the characteristics that make written feedback helpful, distinguishing it from feedback that is less effective.​

    Associated Clinician-Educator Milestone(s): E​TP 4 – Educational Theory and Practice 4: Feedback

    Recording link

    Password: GcHXjy$8​


    Artificial Intelligence and the Future of Medical Education

    May 22nd 2025, 7pm​ (WebEx)

    Speaker: Karim Hanna, MD. Assoc​​iate Professor; Board-certified in Family Medicine and Clinical Informatics, Department of Family Medicine, University of South Florida Morsani College of Medicine. Chief, Department of Family Medicine, Tampa General Hospital, Program Director, USF TGH Family Medicine Residency Program, USA

    Discussant:Riyad El Khoury, PhD. Tenured Associate Professor. Department of Pathology and Laboratory Medicine. American University of Beirut, Lebanon​

    Overview: This session provides an understanding of core concepts of AI and machine learning in the context of medicine, builds on a live demonstration of ChatGPT navigating a clinical case to brainstorm innovative ways AI can advance medical practice and education, and assesses current limitations and ethical considerations to develop a balanced perspective on AI's role in the medical field.​

    Associated Clinician-Educator Milestone(s): ETP 1 & 11 – Educational Theory and Practice 1 & 11: Teaching and Facilitating Learning, Curriculum 

    Recording link​ 

    Password: vHYEMa*5


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    Global Inequities in Medical Education Scholarship: Barriers, Strategies, and the Case for Inclusion​

    May 6th 2025, 7pm​ (WebEx)

    Speaker: Halah Ibrahim, MD, MEHP. Vice President, International Outreach, Accreditation Council for Graduate Medical Education (ACGME)​, Chicago, IL, USA

    Discussant: Mona Nabulsi, MD​, MSc. Professor, ​Department of Pediatrics and Adolescent Medicine, American University of Beirut, Lebanon​

    Overvi​ew: While health professions education (HPE) spans the globe, HPE literature is dominated by a few countries and primarily reflects a Western perspective. Recent studies have shown that authors from English-speaking high-income countries (United States, United Kingdom, Canada, Australia) have authored 80% of medical education publications. This session invites participants to reflect on the value of diverse perspectives in shaping the field and explores how international and multinational scholarship can enrich medical education research and practice. Through a mix of data and personal experience, the presentation will highlight common barriers faced by international authors and share practical approaches to increasing visibility and impact. Whether you're an aspiring scholar, experienced educator, or collaborator across borders, this session will offer fresh perspectives and tools to help create a more diverse and connected scholarly community.​​

    Associated Clinician-Educator Milestone(s): ETP 9 – Educational Theory and Practice 9: Medical Education Scholarship​

    Recording link​

    Password: 2kVPMzV$


     Assessment and Feedback

    ​April 24th 2025, 7pm​ (WebEx)

    Speaker: Maya Jalbout Hastie, MD, EdD. Professor of Anesthesiology. Vice Chair for Education, Interim Director of Diversity, Equity, and Inclusion, Department of Anesthesiology, Columbia University Medical Center, USA

    ​Discussants: Marie Aouad-Maroun, MD​. Chairperson and Professor. Department of Anesthesiology and Pain Medicine. American University of Beirut, Lebanon

    Objectives At the end of the session, the learner will be able to differentiate between program assessment and learners’ assessments, and distinguish between various forms of assessments while evaluating their suitability for different learning situations. They will also be able to develop an assessment plan tailored to a current or future educational intervention. In addition, learners will appraise the differences and similarities between evaluation and feedback, and explore the concept of coaching within medical education. Finally, they will be able to formulate best practices for delivering effective and personalized feedback.​​​​

    Associated Clinician-Educator Milestone(s): ETP 3 – Educational Theory and Practice 3: Learner Assessment; E​TP 4 – Educational Theory and Practice 4: Feedback​

    ​

    Recording link​

    Password: xBq4RY7$



    CBME, Programmatic Assessment, and Implications for Medical Education

    April 15th 2025, 7pm​ (WebEx)

    Speaker: Glenn Woodworth, MD. Director of Education Scholarship; Professor, Department of Anesthesiology and Perioperative Medicine, Oregon Health and Science University, USA

    Discussants: Ramzi Sabra, MD, MHPE, Associate Dean for Medical Education; Sahar Siddik-Sayyid, MD​. Professor and Program Director. Department of Anesthesiology and Pain Medicine. American University of Beirut, Lebanon​

    Overview: Competency-Based Medical Education (CBME) is rapidly being adopted throughout medical education.  Programmatic competency assessment is a core principle of CBME. This presentation will focus on the core principles of CBME, the role of programmatic assessment, and implications for medical education.​

    Associated Clinician-Educator Milestone(s): ETP 3 – Educational Theory and Practice 3: Learner Assessment​ ​

    Recording link​

    Password: Sh4brUY$​


    A Theory-Informed Approach to Teaching Clinical Reasoning

    March 27th 2025, 7pm​ (WebEx)

    Speaker: James Boyle, MD​. Clinical Associate Professor, School of Medicine, Dentistry & Nursing, University of Glasgow, UK

    Discussant: Zeina Kanafani, MD​. Tenured Professor, Department of Internal Medicine, American University of Beirut, Lebanon

    Overvi​ew: Dr Boyle expounds the core tenets of some cognitive theories and provide practical examples of theory informed pedagogical approaches to teaching clinical reasoning. He outlines some some top tips to teaching and assessing clinical reasoning both in small groups and at the bedside across the continuum of undergraduate and postgraduate medicine.

    Associa​ted Clinician-Educator Milestone(s): ETP 8 – Educational Theory and Practice 8: Science of Learning​​

    Recording link​

    Password: gJPWkE2*


    Artificial Intelligence in Medical Education

    March 18th 2025, 7pm​ (WebEx)

     Traci Wolbrink, MD. Program Director, Pediatric Critical Care Medicine Fellowship, Senior Associate in Critical Care Medicine, Boston Children’s Hospital, Associate Professor of Anaesthesia, Harvard Medical School​, USA

    Discussant:​ Albert El Hajj, MD. Associate Professor, Department of Surgery, American University of Beirut, Lebanon

    Overview: This lecture explores how AI tools and technologies are revolutionizing teaching and learning in healthcare professions education. It defines generative AI and describes how generative AI-powered tools such as custom GPTs, adaptive learning platforms, and virtual simulations may impact how future healthcare professionals are trained are expected to gain actionable strategies to apply these innovations into their teaching practices.​

    Associated Clinician-Educator Milestone(s): ETP 1 & 11– Educational Theory and Practice 1 & 11: Teaching and Facilitating Learning, Curriculum​

    Recording link

    Password: WzHPZH5*​

    JiTT Tool for Micro Learning, Micro Teaching, and Micro Assessment

    February 27th 2025, 7pm​ (WebEx)

    Speaker: Alice Fornari, EdD, FAMEE, RDN, HEC-C. Vice President of Faculty Development, Northwell Health, USA

    Discussant:​ Umayya Msharrafieh, MD, MEd. Chairperson and Professor, Department of Family Medicine, American University of Beirut, Lebanon

    Objectives: Upon completion of the session, participants will:​

    1. Define micro-teaching to achieve micro-learning with micro-resources.
    2. Identify the steps in the learning loop to support microteaching.
    3. Discuss the rationale for the microteaching concept considering generational learning styles differences 
    4. Visualize a variety of JiTTs to use in the learning environment and how to apply them with a learner 
    5. Consider the creation of a JiTT as a form of mini-educational scholarship 

    Associated Clinician-Educator Milestone(s): ETP 1 & ETP 3 – Educational Theory and Practice 1 & 3: Teaching and Facilitating Learning & Learner Assessment 

    ​Recording link​

    Password: Zi4t6Qf*

    Selecting and Applying Theories in Medical Education Research Using MedEd Mentor A​I Tool

    February 18th 2025, 7pm​ (WebEx)

    Speaker: Geoffrey V. Stetson, MD. Associate Professor of Medicine and Medical Education Director of Clinical Faculty Development, University of Illinois Chicago (UIC), USA

    Discussant:​ Nathalie Khoueiry-Zgheib, MD. Tenured Professor, Department of Pharmacology and Toxicology, American University of Beirut, Lebanon

    Overview: This session is designed to explore the challenges that make medical education scholarship particularly difficult. It also aims to introduce participants to at least three tools on the MedEdMentor platform that can support and enhance their scholarly work.​

    Associated Clinician-Educator Milestone(s): ETP 9 – Educational Theory and Practice 9: Medical Education Scholarship

    ​Recording link ​

    Password: WsbuMp*7

    Best Practices in Clinical Teaching

    January 21st 2025, 7pm​ (WebEx)​

    Speaker: Julia Sobol, MD, MPH. Director of Clinical Education; Associate Professor, Department of Anesthesiology, Weill Cornell Medicine, USA

    :​ Imad Bou Akl, MD. Associate Professor, Department of Internal Medicine, American University of Beirut, Lebanon

    Overview: This session invites participants to reflect on the qualities of outstanding educators, explore how adults learn, and examine various methods of instruction that emphasize engaging teaching strategies.

    ​

    Associated Clinician-Educator Milestone(s): ETP 1 – Educational Theory and Practice 1: Teaching and Facilitating Learning



    Password: iQMeZa3@

    AI Applications in Curriculum Development: Challenges, Solutions, and Ethical Paths​

    December 19th 2024, 7pm Beirut time​ ​(WebEx)

    Speaker: Nehal Khamis, MD, PhD, MHPE, MAMSE, Adjunct Professor of Health Professions Education, Johns Hopkins University, Baltimore, MD. Founder & CEO, Smart MedEd Solutions (SMES) LLC, Cleveland, OH

    Discussant: Jumana Antoun, MD, PhD, CPHIMS​.Professor, Department of Family Medicine. American University of Beirut, Lebanon

    Overview:​ ​This session explores the dilemmas and opportunities of integrating AI into curriculum development, providing a comprehensive understanding of how generative AI can be incorporated into Kern's six-step approach. Participants will learn to apply a structured framework for effectively reporting AI usage in curriculum design while addressing related ethical concerns and discussing methods to mitigate potential risks.​

    Associated Clinician-Educator Milestone(s): ETP 11 – Educational Theory and Practice 11: Curriculum

    Recording link​

    Password: fPXK8k3?


    ​

    More about the Program

    Building on the success of our inaugural series, this year’s program continues to promote faculty development, a core requirement of the ACGME-International (ACGME-I) Foundational Requirements, and to support the professional growth of clinician-educators, education scholars, and education leaders.

    This CME Category 1 program is aligned with the ACGME Clinician-Educator (CE) Milestones and emphasizes practical skill-building across key areas of medical education. Through interactive, hands-on sessions held twice per month, participants will develop and practice strategies in instructional design, feedback, assessment, remediation, mentorship, leadership, educational scholarship, equity and inclusion, and emerging innovations such as artificial intelligence in medical education.

    Sessions are led by local, regional, and international experts and facilitated by faculty members from multiple specialties, offering a multidisciplinary perspective that enriches learning and collaboration.

    Our aim is to foster a vibrant GME Community of Practice — a regular forum where faculty, program leaders, coordinators, and clinical trainees can share experiences, solve challenges, and refine their skills as clinician-educators.

    ​Target Audience: This program is primarily intended for physicians and faculty members across all clinical specialties at AUBFM, as well as at local, regional, and international levels. The GME Office strongly encourages the participation of GME program coordinators, who are vital members of the education leadership team and critical to the success of their programs. Additionally, this forum is open to clinical trainees who are interested in enhancing their profiles as educators.​

    Series Learning Objectives: By the end of this program, participants will be able to:

    • Apply scholarly teaching methods for learners at different training levels and across varied settings, incorporating educational theories and adapting to diverse learning preferences
    • Develop strategies for effective communication, collaborative problem-solving, and inclusive teaching
    • Select and use appropriate assessment methods and provide actionable feedback
    • Contribute to remediation planning and recognize situations that require intervention​
    • ​Apply foundational strategies for coaching, advising, and mentoring learners
    • Identify inequities and apply strategies to foster diversity, equity, and inclusion in the learning environment
    • Identify and apply basic leadership skills to achieve intended outcomes in educational settings
    • Recognize opportunities to integrate artificial intelligence into teaching and assessment
    • ​Recognize opportunities to integrate artificial intelligence into teaching and assessment

    Accreditation Statement: This activity has been planned and implemented in accordance with the essential areas and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the American University of Beirut Medical Center. 

    The Healthcare Professional Development Center at AUBMC is accredited by the ACCME to provide continuing medical education for physicians. The Healthcare Professional Development Center at AUBMC designates each live activity for a maximum of 1 or 1.5 AMA PRA Category 1 CreditsTM. Physicians should only claim credit commensurate with the extent of their participation in the activity.

    Faculty Disclosure: In accordance with the Standards for Integrity and Independence in Accredited Continuing Education issued by the Accreditation Council for Continuing Medical Education (ACCME), the Healthcare Professional Development Center at AUBMC requires the identification, mitigation and disclosure of all faculty financial relationships with ineligible companies to ensure CME activities are free of commercial bias. 

    All planners, faculty, and others in control of content for this activity have no relevant financial relationships with ineligible companies.​​


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