January 15th  ~  1:00-2:00pm

January 29th  ~  1:00-2:00pm

February 12th  ~  1:00-2:00pm

February 26th  ~  1:00-2:00pm

March 12th  ~  1:00-2:00pm

March 26th  ~  1:00-2:00pm


Online Event


Wendy Jolivet 
(313) 577-1297 



2020-2021 Faculty Development Series 3

Distance Learning
Six One-Hour Sessions
presented by
Lawrence Fischetti, PhD
Lauren Budrow, MFA, MBA
Ilir Miteza, PhD

January 15th, January 29th, February 12th,
February 26th
, March 12th and March 26th 

1-2 pm EST via zoom

While Distance Learning has begun to pervade medical education in the form of online didactics, webinars, and learning modules, few medical educators are knowledgeable regarding the strengths and limitations of online instruction or the range of instructional strategies that could be applied to maximize this learning. This workshop will provide an abbreviated review of Cognitive Psychology, Learning Theory, and Instructional Design with implications for development of Distance Learning curricula. For medical educators lacking a high level of technological skill, mastering Educational Technology can be overwhelming and a source of frustration. These individuals will need some familiarity with the range of available technologies and basic skills in one or more applications as Distance Learning gains greater prominence in Graduate Medical Education.


Workshop Plan
The Distance Learning Workshop will be presented as a series of 60-minute online sessions distributed over a three-month interval. Prior to each session, workshop leaders will forward collaborating faculty materials outlining the content, recommended reading, and pre-workshop activities. Collaborating faculty will be asked to identify a focus for curriculum development, i.e., a gap in learner knowledge or skill or perceived need for attitudinal change. During online sessions, workshop leaders will provide an overview of content, engage faculty in discussion, and provide opportunity for team and/or small group analysis and planning. Additionally, workshop leaders will assist faculty in defining their curriculum focus, crafting goals and objectives, selecting instructional and assessment methods, and implementing their curricula. Moreover, leaders will model the process for curriculum development throughout including the application of educational technology and invite collaborating faculty to present the products of their efforts in a SEMCME forum.

Working individually or in teams, collaborating faculty will:
    1)  Evaluate the evidence for the efficacy of Distance Learning in Graduate Medical Education.
    2)  Identify implications of research in Cognitive Psychology and Learning for curriculum design.
    3)  Select a focus for curriculum development and craft a corresponding set of learning goals and objectives using the revised Bloom’s Taxonomy.
    4)  Detail a plan for formative and summative evaluation, learner feedback, and assessment of unintended outcomes.
    5)  Using principles of Instructional Design, draft a course outline incorporating a mix of instructional methods.
    6)  Select appropriate educational technologies for presentation of your curriculum.


Distance Learning - January 15
Advantages and Limitations
Synchronous, Asynchronous, Blended, Expansion
Distance Learning in Graduate Medical Education

Models of Learning - January 29
Cognitive Psychology
Experiential Learning and Communities of Practice
Implications for Design of Distance Learning

Goals and Objectives and Assessment - February 12
Revised Bloom’s Taxonomy
Writing Goals and Objectives
Formative and Summative Assessment
Unintended Outcomes

Instructional Design - February 26
Template for Instructional Design
Integrating Face-to-Face, Synchronous, Asynchronous Instruction

Selecting Educational Technology - March 12
Zoom, Google, Teams
Social Media
Other Applications

Putting It All Together - March 26
Practical Considerations
Review of Curriculum Teams


CME Credit is provided by Wayne State University

This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of Wayne State University School of Medicine and Southeast Michigan Center for Medical Education.  The Wayne State University School of Medicine is accredited by the ACCME to provide continuing medical education for physicians.

The Wayne State University School of Medicine designates this live activity for a maximum of 1.00 AMA PRA Category 1 credits TM per session.  Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Participants can access CME transcripts at https://www.med.wayne.edu/cme/transcipts/ 2-3 weeks after program.

Disclosure of Conflicts of Interest
This program is not related to specific diseases or conditions but rather deal exclusively with medical education.  Therefore there are no potential conflicts of interest with commercial entities as defined by ACCME and there is no need to identify, disclose or resolve commercial conflicts of interest.

SEMCME Faculty Development Planning Committee
Lawrence Fischetti, PhD • Beaumont Hospital, Dearborn (Co-Chair)
Valerie Overholt, DO • Ascension Providence Hospital (Co-Chair)
Camelia Arsene, MD, PhD, MHS • Sinai Grace Hospital/DMC
Lisa Dillon, PhD • Detroit Medical Center
Ryan Fringer, MD • Beaumont Hospital, Royal Oak
Susan Graham, MSW • St. Mary Mercy Hospital
Wendy Jolivet, MBA • Southeast Michigan Center for Medical Education
Barbara Joyce, PhD • Oakland University William Beaumont School of Medicine
Maria S. Kokas, PhD • Henry Ford Hospital
Heidi Kromrei, PhD • Detroit Medical Center
Nafisa Kuwajerwala, MD • Ascension Providence Hospital
Amber Lebowski, MHA • Detroit Medical Center
Laurie Richlin, PhD • Wayne State University School of Medicine
Marla Rowe-Gorosh, MD • Henry Ford Hospital
Kate Sheppard, MPH MSW • Southeast Michigan Center for Medical Education
Ronald Strickler, MD •  Southeast Michigan Center for Medical Education
Sharon Wilson, MS • Beaumont Hospital, Royal Oak
Barbara Wolf, PhD • McLaren Health