Robert Trowbridge, MD is an Associate Professor of Medicine at Tufts University School of Medicine and hospitalist at Maine Medical Center (MMC) in Portland, Maine. At MMC, he has a number of roles including Director of Undergraduate Medical Education for the Department of Medicine, and Director of the Tufts Longitudinal Integrated Clerkship. He served as the Co-Chair of the Education Committee of the Society to Improve Diagnosis in Medicine (SIDM) from 2013-2016, helping to develop and institute several educational initiatives centered on diagnostic error and aimed at all levels of medical education. He additionally has been a longtime member on the Planning Committee for the International Diagnostic Error in Medicine conference and served as the Chair of the Planning Committee and Conference in 2016 and 2017. He has a specific interest in teaching clinical reasoning and is Co-Director of the course “Introduction to Clinical Reasoning” at Tufts as well as an editor of the book “Teaching Clinical Reasoning” from the American College of Physicians.
October 2-6, 2018
Boston, MA: Omni Parker House
I’m here because…
Joseph Rencic, MD is an Associate Professor of Medicine and an Associate Program Director at Tufts University School of Medicine. During his tenure at Tufts, he has served as the internal medicine clerkship director until last year and co-course director of a second year medical school course on clinical reasoning. He has been recognized regionally and locally for his teaching winning the 2010 New England Medical Educator Award from the Society of General Internal Medicine and multiple awards from the medical students. He has been actively involved Clerkship Directors of Internal Medicine, and currently serves on its council. Dr. Rencic and his collaborators have recently published articles regarding their innovative “residents as teachers” program for Tufts medical residents. He is co-editor for a new book on teaching clinical reasoning in the American College of Physicians teaching series called “Teaching Clinical Reasoning.”
Daniel Weinshenker is a storytelling facilitator, writer, and proponent of deep listening, meaning making, and reflection in healthcare. Daniel has facilitated workshops for the past 15 years through Storycenter, a non-profit organization dedicated to transforming lives and communities through the acts of listening to and sharing stories. He co-founded Nurstory, a national reflective-practice digital storytelling project with nurses that is being integrated into nursing education, has worked with researchers at the Mayo Clinic, patients living with HIV in S. Africa, educators and health communicators at the National Cancer Institute, and written a personal health blog for a global audience. At the University of Colorado, Department of Pediatrics, Daniel has facilitated workshops with medical students, residents, faculty, and staff to reflect on car –as a practitioner, a learner, an advocate, an educator, and a patient. He was the first recipient of the Colorado Independent Media award and the only non-MD to be the Miller-Sarkin lecturer for COMSEP.
Raeann LeBlanc holds a PhD in Nursing and Doctorate in Nursing Practice in Public Health Nurse Leadership with board certification as an Adult Gerontological Nurse Practitioner and Hospice/Palliative care nurse. Raeann is an Assistant Clinical Professor at the University of Massachusetts Amherst and has nursing experience in collaborative clinical practice, education, and public health advocacy. Her current scholarly interests include innovative approaches to chronic care, community-based caregiving, palliative care education, and social network influences on health. Raeann has been working with the StoryCenter over the past five years and uses digital storytelling in research, education, and practice. Raeann is currently a Nurstory Scholar, advancing clinical education with the power of story and a narrative approach to health, healing, and health care.
Andrew Olson is an Assistant Professor of Medicine and Pediatrics at the University of Minnesota where he practices hospital medicine and pediatrics. He also serves as the Director of the Medical School’s Subinternship in Critical Care and as the founding Director of the Medical School’s Becoming a Doctor course. Dr. Olson was recently named the Director of Medical Educator Development and Scholarship. He is currently serving in the Aquifer Consortium as the Senior Director for Aquifer Diagnostic Excellence. Dr. Olsen is the Primary Investigator of the DX: Diagnostic Excellence project, a national project to develop, implement, and evaluate a novel curriculum for medical students about diagnostic reasoning and error. He also is the Co-Chair of the Education Committee of the Society to Improve Diagnosis in Medicine and the co-Primary Investigator of a Macy-Foundation project to develop an Interprofessional Curriculum to Improve Diagnosis.
Innovation Fair: Widening Our Lens
Joyce Cappiello PhD, FNP, FAANP is an Assistant Professor of Nursing at the University of New Hampshire where she teaches family nurse practitioner and pre-licensure nursing students. Her approach to education is through case-based and inquiry-based learning. She is the editor and case writer for A Day in the Office: Case Studies in Primary Care (2017) as well as numerous cases and simulation for the classroom, for OSCE evaluation and for statewide AHEC projects. She practices as a nurse practitioner at the Joan G. Lovering Health Center where she provides comprehensive reproductive health care to men and women.
Barbara Capozzi, DO, CNS, is an Associate Professor of Family Medicine and Assistant Dean for Clinical Education at NYITCOM. Her career has focused on medical education spanning the entire continuum in osteopathic medical education including pre-clinical, clinical, GME, and CME, as well as interprofessional education (PA, nursing, and undergraduate). She is alumna of the New York College of Osteopathic Medicine (NYCOM). In 2015 she joined NYITCOM from TouroCOM, where she was Course Director and Coordinator for the Clinical Systems course, and served as faculty in the Department of Primary Care. She is the recipient of several state and national teaching and leadership awards. Dr. Capozzi is the immediate past president of NYS Chapter of ACOPF, member of the board of directors for NYSOMS and NYCOMEC. She is the faculty advisor for Primary Care Progress group and Catalyst Team, “aimed at different groups in primary care offering training and coaching in relational leadership practices necessary to build teams, communicate with different stakeholders and advocate for change.”
Dr. Erik Langenau received his DO from New York College of Osteopathic Medicine, and M.S. in Learning Technologies from the Department of Education at Drexel University. After completing his osteopathic rotating internship, pediatric residency and chief residency at Maimonides Infants and Children’s Hospital of Brooklyn, he continued as a pediatric hospitalist and Program Director for the osteopathic pediatric residency program. In 2008, Dr. Langenau began working with the National Board of Osteopathic Medical Examiners (NBOME) as Vice President for Clinical Skills Testing and Vice President for Continuous Professional Development & Innovations. In 2013, he transitioned to Chief Academic Technology Officer and Director for Professional Development for the Philadelphia College of Osteopathic Medicine (PCOM). He currently serves as the Chair of the Section on Osteopathic Pediatricians for the American Academy of Pediatrics. His research and educational activities have involved professionalism, genetics, competency assessment, clinical skills testing, continuous professional development and learning technologies.
Cynthia Booth Lord, MHS, PA-C, is the Founding Director of the Case Western Reserve University Physician Assistant Program. She has been a PA educator for the past 24 years. Cindy received her PA certificate from Yale University School of Medicine and her Master of Health Science from Quinnipiac University. Currently, Cindy serves as a preceptor for an interprofessional team of students at the Case Western Reserve University Student-Run Health Clinic. Cindy’s career is distinguished by numerous awards for excellence in teaching, service and leadership roles. She has served as president and chairman of the board for the American Academy of Physician Assistants (AAPA) and currently serves on the Board of Directors of the International Association of Medical Science Educators (IAMSE). Most recently Cindy has focused her efforts and experience in the area of interprofessional education. She is a member of her institution’s Interprofessional Education (IPE) Steering Committee and has helped develop the health professions’ programs didactic and clinical curriculum.
Students: Race & Culture Project
Nkemdi Agwaramgbo completed his undergraduate career at Xavier University of Louisiana and is currently a second-year medical student at the University of South Alabama. His experiences as a Nigerian American have driven him to dive into social issues and push for a more just and humane society, whether it’s on a grand or micro scale. Throughout high school and his undergraduate career, Nkemdi made it his mission to improve his community. Nkemdi is very interested in preserving the realities and humanity of various marginalized groups through the improvement of healthcare and education.
Stephanie Bi is a second-year medical student at the University of Chicago Pritzker School of Medicine. She graduated from the University of Chicago with an undergraduate degree in Biological Sciences and English Language and Literature. In her free time, Stephanie enjoys reading poetry, rock climbing, and hip-hop dance.
Priyal Gandhi is a second-year medical student at the Johns Hopkins University School of Medicine. She has lived in Northern Virginia for most of her life and graduated from the University of Virginia in 2017 with a Bachelor’s degree in Neuroscience and a minor in Women, Gender, and Sexuality. Priyal has been involved in education with refugees, children in Indian slums, and middle schoolers in Baltimore. She is also passionate about many social issues in healthcare, including advocacy for the healthcare of incarcerated people.
Rose Milando is a second-year medical student at George Washington University School of Medicine and Health Sciences. Before attending medical school, Rose worked at a non-profit organization in New York City for 2.5 years, providing case management services to New Yorkers with HIV and/or multiple chronic conditions. Rose is passionate about investigating and interrogating the ways in which medical school professors discuss race and culture with their students, and is currently undertaking a review of GW’s pre-clinical curriculum on this matter.
Natalia Perez is a second-year student at the University of Maryland School of Medicine. She grew up in Puerto Rico, where her family resides. Natalia graduated from Georgetown University in 2017, where she obtained a Bachelor’s of Science in Biology of Global Health. She went straight to medical school after college and is currently in the MD/MPH dual-degree program. Natalia is very involved with the Latino Medical Student Association and the Student National Medical Association. Her interests include the intersection between education and health fields, and working to reduce minority health disparities.
Michelle is a third-year medical student at the Baylor College of Medicine in Houston, Texas. She graduated from Harvard College with a concentration in psychology and a secondary in chemistry. Her hobbies include reading fiction, spinning, and exploring new ideas.
Aquifer Code of Conduct
We all shape the culture at Aquifer every day through our work and actions as representatives of our academic mission-driven organization, even while traveling and entertaining. This includes celebrating our work together at receptions and meals. During our sponsored events, we often enjoy raising a toast or sharing a glass of wine or beer together. We appreciate that some Aquifer consortium members and/or staff may choose to extend the celebration afterward. This choice should be made at personal expense, and should always ensure the best interests of the organization, its mission, and a comfortable and inclusive culture for everyone.