May 7th Evaluation

1 Start 2 Complete

Thank you for recently attending the Educational Faculty Development 2019-2020 Series. We kindly ask that you complete this evaluation. Your evaluation and comments are helpful to us for planning future conferences.

APA credit

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Overall Conference Evaluation

	Excellent	Very Good	Good	Fair	Poor
How would you rate this educational activity overall?	How would you rate this educational activity overall? - Excellent	How would you rate this educational activity overall? - Very Good	How would you rate this educational activity overall? - Good	How would you rate this educational activity overall? - Fair	How would you rate this educational activity overall? - Poor
How relevant to your needs was the information presented?	How relevant to your needs was the information presented? - Excellent	How relevant to your needs was the information presented? - Very Good	How relevant to your needs was the information presented? - Good	How relevant to your needs was the information presented? - Fair	How relevant to your needs was the information presented? - Poor
How clear was the material presented?	How clear was the material presented? - Excellent	How clear was the material presented? - Very Good	How clear was the material presented? - Good	How clear was the material presented? - Fair	How clear was the material presented? - Poor
How well were questions answered?	How well were questions answered? - Excellent	How well were questions answered? - Very Good	How well were questions answered? - Good	How well were questions answered? - Fair	How well were questions answered? - Poor

Learning Objectives

How well were the Learning Objectives of this activity met? At the conclusion of this program, participants should be able to:

	Excellent	Very Good	Good	Fair	Poor
Understand the ways in which gender-discrimination, harassment and bias manifest in academic medical settings, including in medical education, medical teams, and medical education	Understand the ways in which gender-discrimination, harassment and bias manifest in academic medical settings, including in medical education, medical teams, and medical education - Excellent	Understand the ways in which gender-discrimination, harassment and bias manifest in academic medical settings, including in medical education, medical teams, and medical education - Very Good	Understand the ways in which gender-discrimination, harassment and bias manifest in academic medical settings, including in medical education, medical teams, and medical education - Good	Understand the ways in which gender-discrimination, harassment and bias manifest in academic medical settings, including in medical education, medical teams, and medical education - Fair	Understand the ways in which gender-discrimination, harassment and bias manifest in academic medical settings, including in medical education, medical teams, and medical education - Poor
Articulate how Title IX of the Education Amendments of 1972 applies to medical education	Articulate how Title IX of the Education Amendments of 1972 applies to medical education - Excellent	Articulate how Title IX of the Education Amendments of 1972 applies to medical education - Very Good	Articulate how Title IX of the Education Amendments of 1972 applies to medical education - Good	Articulate how Title IX of the Education Amendments of 1972 applies to medical education - Fair	Articulate how Title IX of the Education Amendments of 1972 applies to medical education - Poor
Understand how Brown University’s policy on Sexual and Gender-Based Harassment, Sexual Assault, Sexual Exploitation, Relationship and Interpersonal Violence and Stalking Policy applies to working in an academic medical setting, including interactions with medical students, residents, and medical school faculty and staff	Understand how Brown University’s policy on Sexual and Gender-Based Harassment, Sexual Assault, Sexual Exploitation, Relationship and Interpersonal Violence and Stalking Policy applies to working in an academic medical setting, including interactions with medical students, residents, and medical school faculty and staff - Excellent	Understand how Brown University’s policy on Sexual and Gender-Based Harassment, Sexual Assault, Sexual Exploitation, Relationship and Interpersonal Violence and Stalking Policy applies to working in an academic medical setting, including interactions with medical students, residents, and medical school faculty and staff - Very Good	Understand how Brown University’s policy on Sexual and Gender-Based Harassment, Sexual Assault, Sexual Exploitation, Relationship and Interpersonal Violence and Stalking Policy applies to working in an academic medical setting, including interactions with medical students, residents, and medical school faculty and staff - Good	Understand how Brown University’s policy on Sexual and Gender-Based Harassment, Sexual Assault, Sexual Exploitation, Relationship and Interpersonal Violence and Stalking Policy applies to working in an academic medical setting, including interactions with medical students, residents, and medical school faculty and staff - Fair	Understand how Brown University’s policy on Sexual and Gender-Based Harassment, Sexual Assault, Sexual Exploitation, Relationship and Interpersonal Violence and Stalking Policy applies to working in an academic medical setting, including interactions with medical students, residents, and medical school faculty and staff - Poor
Delineate strategies for reducing discrimination, bias and harassment within academic medicine	Delineate strategies for reducing discrimination, bias and harassment within academic medicine - Excellent	Delineate strategies for reducing discrimination, bias and harassment within academic medicine - Very Good	Delineate strategies for reducing discrimination, bias and harassment within academic medicine - Good	Delineate strategies for reducing discrimination, bias and harassment within academic medicine - Fair	Delineate strategies for reducing discrimination, bias and harassment within academic medicine - Poor

Competencies

To what extent has your knowledge and skills improved in the following competency areas as a result of this activity?

	Extreme Improvement	Much Improvement	Somewhat Improvement	Very Little Improvement	No Improvement
Patient Care	Patient Care - Extreme Improvement	Patient Care - Much Improvement	Patient Care - Somewhat Improvement	Patient Care - Very Little Improvement	Patient Care - No Improvement
Medical Knowledge	Medical Knowledge - Extreme Improvement	Medical Knowledge - Much Improvement	Medical Knowledge - Somewhat Improvement	Medical Knowledge - Very Little Improvement	Medical Knowledge - No Improvement
Interpersonal and Communication Skills	Interpersonal and Communication Skills - Extreme Improvement	Interpersonal and Communication Skills - Much Improvement	Interpersonal and Communication Skills - Somewhat Improvement	Interpersonal and Communication Skills - Very Little Improvement	Interpersonal and Communication Skills - No Improvement
Professionalism	Professionalism - Extreme Improvement	Professionalism - Much Improvement	Professionalism - Somewhat Improvement	Professionalism - Very Little Improvement	Professionalism - No Improvement
Practice-Based Learning and Improvement	Practice-Based Learning and Improvement - Extreme Improvement	Practice-Based Learning and Improvement - Much Improvement	Practice-Based Learning and Improvement - Somewhat Improvement	Practice-Based Learning and Improvement - Very Little Improvement	Practice-Based Learning and Improvement - No Improvement
Systems-Based Practice	Systems-Based Practice - Extreme Improvement	Systems-Based Practice - Much Improvement	Systems-Based Practice - Somewhat Improvement	Systems-Based Practice - Very Little Improvement	Systems-Based Practice - No Improvement

Did you perceive any commercial bias during this activity?

Yes, please explain:

Commercial Bias Yes, please explain:

Most important thing

What is the most important thing you learned by attending this activity and how will it affect your teaching abilities?

Impact on your practice

Will your participation in this activity have an impact on your practice of medicine, leadership performance, your research, or teaching abilities?

Yes

Not sure

Explain impact

Please explain your response to the above question.

Please describe any formative feedback that you received about your communication skills from program instructors.

Barriers to change

What barriers, if any, do you anticipate encountering as you make changes in your practice behavior?

Speaker Evaluation:Rene Davis

	Very Well	Well	Average	Disappointing	Poor
Speaker demonstrated interest and enthusiasm for teaching	Speaker demonstrated interest and enthusiasm for teaching - Very Well	Speaker demonstrated interest and enthusiasm for teaching - Well	Speaker demonstrated interest and enthusiasm for teaching - Average	Speaker demonstrated interest and enthusiasm for teaching - Disappointing	Speaker demonstrated interest and enthusiasm for teaching - Poor
Speaker communicated materials effectively	Speaker communicated materials effectively - Very Well	Speaker communicated materials effectively - Well	Speaker communicated materials effectively - Average	Speaker communicated materials effectively - Disappointing	Speaker communicated materials effectively - Poor
Questions were answered to your satisfaction	Questions were answered to your satisfaction - Very Well	Questions were answered to your satisfaction - Well	Questions were answered to your satisfaction - Average	Questions were answered to your satisfaction - Disappointing	Questions were answered to your satisfaction - Poor

Speaker Evaluation: Lindsay Orchowski

	Very Well	Well	Average	Disappointing	Poor
Speaker demonstrated interest and enthusiasm for teaching	Speaker demonstrated interest and enthusiasm for teaching - Very Well	Speaker demonstrated interest and enthusiasm for teaching - Well	Speaker demonstrated interest and enthusiasm for teaching - Average	Speaker demonstrated interest and enthusiasm for teaching - Disappointing	Speaker demonstrated interest and enthusiasm for teaching - Poor
Speaker communicated materials effectively	Speaker communicated materials effectively - Very Well	Speaker communicated materials effectively - Well	Speaker communicated materials effectively - Average	Speaker communicated materials effectively - Disappointing	Speaker communicated materials effectively - Poor
Questions were answered to your satisfaction	Questions were answered to your satisfaction - Very Well	Questions were answered to your satisfaction - Well	Questions were answered to your satisfaction - Average	Questions were answered to your satisfaction - Disappointing	Questions were answered to your satisfaction - Poor

Speaker Comments

Please provide any comments you have for our speakers.

Future topics

We would like to invite your ideas for future Educational Faculty Development programs and speakers. What is the top theme you would like to see addressed at a professional development program/conference for faculty, house officers and trainees?

Future speakers

Who would you like to see as a keynote speaker/workshop presenter at an Educational Faculty Development program?

Overall comments:

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Continuing Medical Education

TO BE RESCHEDULED: Medicine, Title IX and Creating an Inclusive Learning Environment - Didactic Lecture & Interactive Workshop

May 7th Evaluation

May 7th: Claim Your Credit

May 7th Certificate

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TO BE RESCHEDULED: Medicine, Title IX and Creating an Inclusive Learning Environment - Didactic Lecture & Interactive Workshop

May 7th Evaluation

May 7th Evaluation

May 7th: Claim Your Credit

May 7th Certificate

Course navigation