BEGIN:VCALENDAR VERSION:2.0 METHOD:PUBLISH PRODID:-//Telerik Inc.//Sitefinity CMS 14.4//EN BEGIN:VEVENT DESCRIPTION:\n\n Who should attend\n Objectives\n Keynote speakers \n Planned schedule\n Register/join waiting list\n\nThe complexities and challenges inherent in the teaching and learning of clinical reasonin g are encountered by all physical therapist educators\, whether working wi th:\n\n students in the classroom and clinical settings\, \n residen ts and fellows in post-professional programs or \n colleagues across he alth professions. \n\nThis symposium is designed to deepen your understand ing and further develop teaching\, learning\, and assessment strategies th at bridge the gap across academic and clinical learning environments.  \;  \;\nWho should attend\n\n Academic and clinical faculty\n Si te coordinators of clinical education (SCCEs)\n Clinical instructors\n Directors of clinical education (DCEs)\n Residency &\; fellowship directors\n Mentors\n Residents/Fellows\n\nMaximum enrollment is 75 participants. \; \;\n\n Participants with prior experience men toring/teaching professional students in a clinical setting\, (entry level \, residency or fellowship)\, or in an academic setting are highly desired . \n\nPlease do not make travel arrangements until you receive confirmatio n of registration.\nObjectives\n\n Explore clinical reasoning as a comp etency in professional and post-professional education and reflect on the potential roles of different stakeholders in this innovative educational m odel.\n \n \n Identify evidence-based teaching and learning activ ities to assess\, facilitate or remediate clinical reasoning abilities for professional and post-professional education.\n \n \n Describe h ow knowledge translation frameworks traditionally utilized to advance clin ical practice may be applied to best practices in teaching and learning cl inical reasoning in PT education.\n \n \n Build collaborations be tween educators across the continuum of PT education to support research i n clinical reasoning and redesign/construct innovative training models for supporting clinical reasoning as a competency in professional\n and po st-professional education.\n \n \n Compare and contrast common ba rriers\, facilitators\, and strategies to implementing best practices in t eaching and learning for clinical reasoning.\n \n \n Formulate a plan to engage in the knowledge translation process and elevate the teachi ng and learning of clinical reasoning within their respective educational settings. \;\n \n \n\nRegister to attend the symposium here\n&nb sp\;\nKeynote Speakers\nKEYNOTE SPEAKER: Gail Jensen\, PT\, PhD\nDr. Jense n is Vice Provost for Learning and Assessment\, Dean Emerita\, and Profess or of Physical Therapy at Creighton University. \; She is known nation ally and internationally for scholarly contributions in expert practice\,\ nclinical reasoning\, professional ethics\, and interprofessional educatio n. \; \nDr. Jensen is author or coauthor of more than 90 publications in peer-reviewed journals and has coauthored 13 books\, including the four th edition of Clinical Reasoning in the Health Professions (Higgs\, Jensen \, Loftus\, Christensen)\, Educating Physical\nTherapists\, and in 2020\, Clinical Reasoning and Decision Making in Physical Therapy. \; She led the research team that completed a National Study of Excellence and Innov ation in Physical Therapist Education funded by the American Physical Ther apy\nAssociation and several APTA components. \; She serves on a numbe r of editorial boards and most recently became an associate editor for The Clinical Teacher. \; \nDr. Jensen received her PhD in educational eva luation with a minor in sociology from Stanford University. She holds a ma ster&rsquo\;s degree in physical therapy from Stanford University and a ba chelor&rsquo\;s degree in education from the University of\nMinnesota.\n\n \n\nKEYNOTE SPEAKER (virtual presentation): Joseph J. Rencic\, MD\nDr. Ren cic received his BS at Georgetown University and his MD at the University of Pennsylvania School of Medicine. He completed his residency and chief r esidency in internal medicine at the Hospital of the University of\nPennsy lvania. He is a Professor of Medicine at Boston University and a hospitali st in the Division of General Internal Medicine.\n\nDr. Rencic&rsquo\;s re search seeks to improve health professionals&rsquo\; clinical reasoning an d enhance their\ndiagnostic accuracy and treatment decisions\, with the ul timate goal of reducing medical errors and improving patient outcomes. He has developed and disseminated theory-based strategies for how to effectiv ely teach and evaluate clinical reasoning through\ncurricula\, assessment methods\, journal publications\, and a book\, &ldquo\;Teaching Clinical Re asoning.&rdquo\; His multiple peer-reviewed publications in clinical reaso ning have challenged existing constructs\, proposed a new conceptual frame work\, provided\na seminal reference for its assessment\, highlighted the inadequacy of clinical reasoning curricula in U.S. medical schools\, and d eveloped the first set of interprofessional competencies in diagnosis.\n\n In addition to his research\, Dr. Rencic\nis the Director of Clinical Reas oning Education\, the co-course Director of Doctoring 2\, and a member of the Academy of Medical Educators at the Boston University School of Medici ne. He also serves as Acting Internship Director for the fourth-year\ninte rnal medicine rotation at Boston Medical Center. These positions align wit h his strong professional interests in medical education\, curriculum desi gn\, assessment\, competency\, and mentoring.\n\nDr. Rencic has been activ ely involved in the\nAlliance for Academic Internal Medicine\, serving as councilor for the Clerkship Director of Internal Medicine\, as well as the Society for Improved Diagnosis in Medicine.\nCourse coordinators: L Black \, J Furze\, H Knight\, G Jensen\, K Somers\, C Sebelski\n\n\nPlanned Sche dule\nFriday\, April 14\, 2023\n\n \n \n 12:30 &ndash \; 1:00 pm\n Registration\n \n \n 1:00 &ndash\; 2:00 pm\n Keynote: \;Gail Jensen\, PT\, PhD\n \n \n 2:00 &ndash\; 3:00 pm\n Session #1 &ndash\; Foundational concepts in the learning sciences\n Speak er: Gail Jensen\, PT\, PhD\n \n \n \n 3:00 &ndash\; 3:15 pm\n Break\n \n \n 3:15 &ndash\; 5:00 pm\n Session #2 &ndash\; Knowledge translati on concepts/application\n Panel discussion\n \n \ n 5:00 &ndash\; 7:00 pm\n Reception/poster presentat ions\n \n \n\n\nSaturday\, April 15\, 2023\n\n \n \n 8:00 &ndash\; 9:00 am\n Developing a clinical reasoni ng curriculum for faculty challenges\n \n \n 9:00 &ndash\; 10:00 am\n Session #3 - Panel discussion \n \n \n 10:00 &ndash\; 10:15 am\n Break\n \n \n 10:15 &ndash\; 12:00 pm\n Session #4 &n dash\; Assessing &\; Facilitating CR across a continuum \;and remed iating clinical reasoning\n Small group discussion panel\n \n \n 12:00 &ndash\; 1:00 pm\n Lunch &ndas h\; Boxed lunch\n \n \n 1:00 &ndash\; 2:45 pm\n Session #5&ndash\; Current research in CR &ndash\; where we are\ n Small group discussions\n \n \n 2:45 &ndash\; 3:00 pm\n Break\n \n \n 3:00 &ndash\; 4:45 pm\n Session #6 &ndash\; Moving forward from her e\n \n \n \n 4:45 &ndash\; 5:00 pm\n Summary and program evaluation\n \n \n\nRegister to at tend the symposium here.\n \;\nCall for Poster Abstracts\nThe poster p resentations are intended to facilitate the dissemination of current resea rch \;occurring in the fields of clinical reasoning and/or scholarship of teaching and learning across the continuum of physical therapy educati on. \;\nWe will consider a variety of abstract types including:\n\n Case studies\n Research\n Special interest and/or theoretical repor ts\n\nCurrent works in progress for professional/entry-level and residency /fellowship education are strongly encouraged to submit for review. \; \nPeer review process: \; A Clinical Reasoning Symposium Poster Revie w Committee\, whose decisions are final\, make the determination of accept ance/non-acceptance. \; \n\n Abstract submissions are accepted thro ugh March 1\, 2023. \; \n Email notification will be provided to th e primary author regarding the status of the abstract by March 14\, 2023.& nbsp\; \n All presenters of accepted posters are required to register a nd pay the full conference registration fee. \; \n Presenters are e xpected to engage in discussion of their posters for a minimum of one hour during the conference. \; Schedule to be determined upon acceptance o f the poster presenters.\n\nCategories for submission\nTo guide your submi ssion\, authors should submit abstracts under one of the categories listed below. \; Submissions will be accepted for educational research acros s all levels of physical therapy education.\n\n Assessment of clinical reasoning: Innovative and/or effective methods for testing and measuring a learner&rsquo\;s clinical reasoning skills.\n Facilitating clinical re asoning: \;Innovative and/or effective strategies for facilitating cli nical reasoning skills in the classroom and in the clinical practice envir onment.\n Remediation of clinical reasoning: Innovative and/or effectiv e techniques for assisting in the remediation of clinical reasoning skills when a learner is not progressing as expected.\n Scholarship of teachi ng &\; learning for clinical reasoning: Innovative and/or effective tea ching and learning for the student\, resident and/or fellow.\n\nSubmit you r poster abstract here.\n \;\nThe Symposium is co-sponsored \;by C reighton University and the American Council of Academic Physical Therapy (ACAPT)\n DTEND;VALUE=DATE:20230416 DTSTAMP:20240328T134407Z DTSTART;VALUE=DATE:20230414 LOCATION:Phoenix\, AZ\,Creighton University Health Sciences Campus SEQUENCE:0 SUMMARY:Forging ahead: The future of clinical reasoning UID:RFCALITEM638472302472260982 X-ALT-DESC;FMTTYPE=text/html:
\nThe complexities and challenges inherent in the teaching and learning of c linical reasoning are encountered by all physical therapist educators\, wh ether working with:
\nThis symposium is designed to deepen your understanding and further develop teaching\, learning\, and assessment strategies that bridge the gap across academic and clinical learning environments. \;  \;
\nMaximum enrollment is 75 participants. \; \;< /p>\n
 \;
\nDr. Jensen is Vice P rovost for Learning and Assessment\, Dean Emerita\, and Professor of Physi cal Therapy at Creighton University. \; She is known nationally and in ternationally for scholarly contributions in expert practice\,\nclinical r easoning\, professional ethics\, and interprofessional education. \; < /p>\n
Dr. Jensen is author or coauthor of more than 90 publications in p eer-reviewed journals and has coauthored 13 books\, including the fourth e dition of Clinical Reasoning in the Health Professions (Higgs\, Jensen\, L oftus\, Christensen)\, Educating Physical\nTherapists\, and in 2020\, Clin ical Reasoning and Decision Making in Physical Therapy. \; She led the research team that completed a National Study of Excellence and Innovatio n in Physical Therapist Education funded by the American Physical Therapy\ nAssociation and several APTA components. \; She serves on a number of editorial boards and most recently became an associate editor for The Cli nical Teacher. \;
\nDr. Jensen received her PhD in educational
evaluation with a minor in sociology from Stanford University. She holds a
master&rsquo\;s degree in physical therapy from Stanford University and a
bachelor&rsquo\;s degree in education from the University of\nMinnesota.\
n
\n
\n
Dr. Rencic received his BS at Georgetown Un
iversity and his MD at the University of Pennsylvania School of Medicine.
He completed his residency and chief residency in internal medicine at the
Hospital of the University of\nPennsylvania. He is a Professor of Medicin
e at Boston University and a hospitalist in the Division of General Intern
al Medicine.
\n
\nDr. Rencic&rsquo\;s research seeks to improve
health professionals&rsquo\; clinical reasoning and enhance their\ndiagnos
tic accuracy and treatment decisions\, with the ultimate goal of reducing
medical errors and improving patient outcomes. He has developed and dissem
inated theory-based strategies for how to effectively teach and evaluate c
linical reasoning through\ncurricula\, assessment methods\, journal public
ations\, and a book\, &ldquo\;Teaching Clinical Reasoning.&rdquo\; His mul
tiple peer-reviewed publications in clinical reasoning have challenged exi
sting constructs\, proposed a new conceptual framework\, provided\na semin
al reference for its assessment\, highlighted the inadequacy of clinical r
easoning curricula in U.S. medical schools\, and developed the first set o
f interprofessional competencies in diagnosis.
\n
\nIn addition
to his research\, Dr. Rencic\nis the Director of Clinical Reasoning Educat
ion\, the co-course Director of Doctoring 2\, and a member of the Academy
of Medical Educators at the Boston University School of Medicine. He also
serves as Acting Internship Director for the fourth-year\ninternal medicin
e rotation at Boston Medical Center. These positions align with his strong
professional interests in medical education\, curriculum design\, assessm
ent\, competency\, and mentoring.
\n
\nDr. Rencic has been activ
ely involved in the\nAlliance for Academic Internal Medicine\, serving as
councilor for the Clerkship Director of Internal Medicine\, as well as the
Society for Improved Diagnosis in Medicine.
Course coordi
nators: L Black\, J Furze\, H Knight\, G Jensen\, K Somers\, C Sebelski
\n
\n
Regis tration | \n|
1:00 &ndash\; 2 :00 pm | \nKeynote: \;Gail Jensen\, PT\, PhD | \n
2:00 &ndash\; 3:00 pm | \nSession #1 &ndash\; Foundational concepts in the learning sc
iences \n Speaker: Gail Jensen\, PT\, PhD\n \n |
3:00 &ndash\; 3:15 pm | \nBreak | \n
Session #2 &ndash\; Knowledg
e translation concepts/application \n Panel discussion | \n |
5:00 &ndash\; 7:00 pm | \nReception/poster presentations | \n
8:00 &ndash\; 9 :00 am | \nDeveloping a clinical reasoning curriculum fo r faculty challenges | \n
9:00 &ndash\; 10:00 am | \nSession #3 - P anel discussion | \n
10:00 &ndash\; 10:15 am | \nBreak | \n
10:15 &ndash\; 12 :00 pm | \nSession #4 &ndash\; Assessing &\; Facilita
ting CR across a continuum \;and remediating clinical reasoning \ n Small group discussion panel | \n
12:00 &ndash\; 1:00 pm | \nLunch &nda sh\; Boxed lunch | \n
1:00 &ndash\; 2:45 pm | \nSession #5&ndash\;
Current research in CR &ndash\; where we are \n Small grou p discussions | \n
2:45 &ndash\; 3:00 pm | \nBreak | \n
3:00 &ndash\; 4:45 pm< /td>\n | Session #6 &ndash\; Moving forward from here \n | \n
4:45 &ndash\; 5:00 pm | \nSummary and program eva luation | \n
The poster presentations are intended to facilitate the dissemination of < strong>current research \;occurring in the fields of clinical reasoning and/or scholarship of teaching and learning across the continuu m of physical therapy education. \;\nWe will consider a variety of abs tract types including:
\nCurrent works in progress for professional/entry-level and residency/f ellowship education are strongly encouraged to submit for review. \; < /p>\n
Peer review process: \; A Clinical Reasoning Symposium Poster Review Committee\, whose decisions are final\, make the d etermination of acceptance/non-acceptance. \;
\nCategories for submis sion
\nTo guide your submission\, authors should submit abs tracts under one of the categories listed below. \; Submissions will b e accepted for educational research across all levels of physical therapy education.
\n