<\/p>\n
<\/p>\n
<\/p>\n
\u201cImpact of Work-Life Integration on Teaching Amongst Junior Physicians with Children\u201d<\/strong><\/p>\n \u201cDesigning and Evaluating a Hands-On Evidence-Based Workshop on Menstrual Health and Menstrual Advocacy for Medical Students\u201d<\/strong><\/p>\n \u201cImplementing a \u2018Best Self\u2019 Exercise to Decrease Imposter Phenomenon in Medical Residents\u201d<\/strong><\/p>\n \u201cPerioperative Warm-Up to Improve OB\/GYN Trainee Performance in Vaginal Surgery\u201d<\/strong><\/p>\n \u201cFAMILY PhoTO: Fostering Agency, Mutuality, Introspection, and Learning via a Yearly PHOtovoice Training Opportunity\u201d<\/strong><\/p>\n \u201cValidating Productivity Metrics to Increase Education Research Trainee Outcomes Evaluation Efficiency\u201d<\/strong><\/p>\n \u201cCreating and Evaluating a Longitudinal Radiology Curriculum for Internal Medicine Residents\u201d<\/strong><\/p>\n \u201cCommunication Bootcamp\u201d<\/strong><\/p>\n \u201cTeaching Empathy in Medical Trainees Through a Diabetes Simulation Experience\u201d<\/strong><\/p>\n None awarded<\/p>\n None awarded<\/p>\n \u201cGraduates\u2019 Retention and Practice of Knowledge, Skills, and Values Gained in Ethics and Humanism Program at the UNC SOM Asheville Campus\u201d<\/strong><\/p>\n \u201cA Longitudinal Follow-Up Survey of the Comprehensive Advanced Medical Program of Spanish (CAMPOS) Alumni (2008\u20132018)\u201d<\/strong><\/p>\n \u201cA New Approach to Teaching Medical Students Procedural Skills\u201d<\/strong><\/p>\n \u201cEvaluation of the Competency of Medical Students to Navigate Complex Diversity Issues with Superiors, Peers, and Patients\u201d<\/strong><\/p>\n \u201cUsing Virtual Reality (VR) to Teach High-Quality CPR to Medical Students\u201d<\/strong><\/p>\n \u201c\u2018Escape\u2019 the Monotony: A Novel, Interactive, and Interdisciplinary Approach to TeamSTEPPS Training\u201d<\/strong><\/p>\n \u201cA Web-Based Tool for Real-Time Evaluation of ACGME Milestone Competencies and Clinical Feedback to Residents\u201d<\/strong><\/p>\n \u201cDeveloping and Implementing Pathology and Basic Science Modules for Clinicians in Training\u201d<\/strong><\/p>\n \u201cTeaching a Standardized Method of Handoffs to Medical Students\u201d<\/strong><\/p>\n \u201cSurgical Skills Feedback in the Operating Room: A Novel Web Approach to Facilitate Procedural Review and Resident Feedback\u201d<\/strong><\/p>\n \u201cDevelopment and Feasibility of a Mobile Application for Point-of-Care Data Collection in Assessing Trainee Skills During Colonoscopy Training: A Pilot Study\u201d<\/strong><\/p>\n \u201cImpact of Use of Simulated Student-Patient Encounters and Feedback in a Residents as Teachers (RATs) Program\u201d<\/strong><\/p>\n \u201cAssessment of Surgical Skill Using Computer Vision & Machine Learning Algorithms\u201d<\/strong><\/p>\n \u201cEducation Committee Professionalism Task Force: Developing a Consensus Around Defining, Teaching, and Assessing Professionalism\u201d<\/strong><\/p>\n \u201cImproving Surgical Education of Otolaryngology Residents in Endoscopic Sinus Surgery\u201d<\/strong><\/p>\n \u201cImpact of a Transitional Care Curriculum\u201d<\/strong><\/p>\n\n
\n
\n2024\u20132025<\/h2>\n
\n
\n
\n
\n2023\u20132024<\/h2>\n
\n
\n2022\u20132023<\/h2>\n
\n
\n
\n
\n2021\u20132022<\/h2>\n
2020\u20132021<\/h2>\n
\n2019\u20132020<\/h2>\n
\n
\n
\n2018\u20132019<\/h2>\n
\n
\n2017\u20132018<\/h2>\n
\n
\n
\n
\n2016\u20132017<\/h2>\n
\n
\n2015\u20132016<\/h2>\n
\n
\n2014\u20132015<\/h2>\n
\n
\n2013\u20132014<\/h2>\n
\n
\n
\n
\n2012\u20132013<\/h2>\n
\n
\n
\n
\n
\n2011\u20132012<\/h2>\n
\n