November 17, 2010

Medical Education Grand Rounds, Tuesday, Dec.7, Noon

Vanderbilt University School of Medicine
The Office for Teaching and Learning in Medicine, & The Academy for Excellence in Teaching
are proud to present

Medical Education Grand Rounds:
“Promoting Clinical Reasoning through a Hypothesis-Driven Physical Examination: Anticipating, Eliciting & Interpreting Physical Findings”

With
Georges Bordage, M.D., M.Sc., Ph.D.
Professor, Department of Medical Education
College of Medicine, University of Illinois at Chicago

Tuesday, Dec.7, 2010
 Noon - 1 p.m.
208 Light Hall

Please register to attend: http://sitemason.vanderbilt.edu/form/ef771K

Boxed lunches will be provided for participants who register by

Friday, Dec. 3

Bordage is French Canadian (Acadian) and also an American citizen. He completed his medical degree at Laval University, Québec City (Canada; 1973), a Master’s degree in Biometry at Case Western Reserve University in Cleveland (1976), and a doctoral degree in Educational Psychology at Michigan State University (1982).

He was also granted four honorary doctoral degrees from the Université de Sherbrooke (Canada, 1999), Université de Moncton (Canada, 2002), Université Catholique de Louvain, Bruxelles (Belgium, 2004), and Université Laval (Québec, 2007). From 1978 to 1992, Bordage was a professor in the Office of Health Sciences Education at the Université Laval in Québec City and since 1992, a professor in the Department of Medical Education at University of Illinois at Chicago. He was the founding director of a Master's degree program in Health Sciences Education at Laval and was the director of the Master's degree program in Health Professions Education at UIC from 1992 to 2003. He is a visiting professor at the University of Bern in Switzerland (2000-) and the University of Tokyo in Japan (2004-). He was recently made an Honorary Citizen of the City of Angoulême in France, where his ancestors came from.

He teaches courses in Scholarship and Current Issues in Health Professions Education, Research Design and Grant Writing, and Scientific Writing. His research includes the study of clinical reasoning, in particular, the organization of medical knowledge in memory and its effect on diagnostic reasoning; written and oral assessment of clinical competence (the key features concept); and scientific writing.

He chaired the AAMC Research in Medical Education (RIME) Program Planning Committee (1991) and the Group on Educational Affairs of the Association of American Medical Colleges (1995-96). He is the immediate past chair of the Editorial Board of Medical Education (2002-10) and a founding member of the Revue de Pédagogie Médicale. Dr. Bordage is the 2005 recipient of the Abraham Flexner Award of the American Association of Medical Colleges, the Association’s highest distinction. He was the 1994 recipient of the John P. Hubbard Award from the National Board of Medical Examiners (NBME), a member of the board of the NBME (1994-2002), the recipient of the 2002 Division I American Education Research Association Distinguished Career Award, and the recipient of the 1999 Merrel Flair Award of the AAMC Group on Educational Affairs. He was made a Fellow of the American Education Research Association (2009).
Grants: 35; peer-reviewed publications: 81; book chapters and monographs: 21; other papers and publications: 76; educational materials: 11; presentations: 429; educational Workshops: 160. He consults worldwide on educational matters and, over the years, has led a series of seminars in Japan on scientific writing and research design.

CME Credit:
Sponsored by VUSM; Department of Office of Teaching and Learning in Medicine.

VUSM is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. VUSM designates this educational activity for a maximum of 1.0 AMA PRA Category 1 Credit(s). Physicians should only claim credit commensurate with the extent of their participation in the activity.

It is the policy of VUSM to require disclosure of financial relationships from individuals in a position to control the content of a CME activity; to identify and resolve conflicts of interest related to those relationships; and to make disclosure information available to the audience prior to the CME activity. Presenters are required to disclose discussions of unlabeled/unapproved uses of drugs or devices during their presentations.

Don Moore, Ph.D., course director, has no financial relationships to disclose. Georges Bordage, M.D., presenter, has no financial relationships to disclose.

This educational activity received no commercial support.

 

https://medschool.vanderbilt.edu/otlm