Academy for Professionalism in Health Care
Friday, November 17, 2032
10:00 a.m. ET – 7:00 p.m. ET
Reimagining Professionalism: Using Cultural and Generational Lenses
Program Subject to Change | All times are Eastern Time (New York)
10:00 – 10:30 a.m. Welcome
Elizabeth Kachur, PhD, FAMEE, Director, Medical Education Development, Global Consulting, APHC Conference Program Co-chair
Mary E. Kollmer Horton, MPH, MA, PhD, Director, Medical Student Research Office, Assistant Professor and Health Education Fellow Office of Educational Programs, Associate Faculty, McGovern Center for Humanities and Ethics, UTHealth Houston McGovern Medical School, APHC Conference Program Co-chair
Amal Khidir, MBBS, Associate Professor of Pediatrics, Weill Cornell Medicine Qatar, APHC Conference Program Co-chair
Dennis H. Novack, MD, Professor of Medicine, Associate Dean of Medical Education, Drexel University College of Medicine,APHC President
10:30 a.m. – 11:00 a.m. Networking Warmup
11:00 a.m. – 12:00 p.m. Keynote
Chair - Elizabeth Kachur
Defining Professionalism: A Cross-Cultural, Cross-Generational Odyssey – Goran Stevanovski, MD
This keynote address offers a unique perspective on the multifaceted concept of professionalism. Presented by a seasoned physician with extensive experience across various cultural contexts and countries, the keynote explores the underlying motivations that drive the definitions of professionalism. By delving into the profound impact of diverse cultures and generational perspectives, this address promises to shed light on the intricate interplay between personal experiences, cultural influences, and evolving generational values in shaping our understanding of professionalism in the ever-evolving field of medicine.
12:00– 12:10 p.m. Break/Networking
12:10 – 1:10 Concurrent – 1
1.1 Cultivating Cultural Awareness in Education (#51)
Problem Solving 1 – Education
Facilitator – Anita Chopra
This interactive session creates opportunities for participants to problem solve topics related to incorporating cultural awareness into the learning environment. Participants will appreciate the professional impact of cultural awareness.
Daniel Griffin, PhD, Assistant Dean, Pre-Clerkship Curriculum, Dr. Kiran C. Patel College of Allopathic Medicine
Suzan Kamel-ElSayed, DVM, PhD, Associate Professor, Oakland University William Beaumont School of Medicine
Stefanie Carter, EdD, Dr. Kiran C. Patel College of Allopathic Medicine
1.2 Supporting Struggling Learners Using Cultural Lens (#3)
Workshop 1 – Education and Clinical
Facilitator – Jaishree Patel
The workshop will address the learners’ challenging behaviors, including professionalism that might be culture-based, and the remediation process to help the learners change their performance.
Sohair Elsiddig, MBBS, Attending Pediatrician, Hamad Medical Corporation
Samar Magboul, MBBS, Attending Pediatrician, Hamad Medical Corporation
Amal Khidir, MBBS, Weill Cornell Medicine in Qatar
1.3 Educational Games that Inspire Professionalism (#50)
Problem Solving 2 – Education
Facilitator – Alice Fornari
Educational Games that Inspire Professionalism. It takes more than lecture and memorization to inspire professionalism. This session shares practical games and exercises to spark reflection and discussion so that students may deepen their awareness and acceptance of professional values.
Pamela Fitch, M. Ad. Ed, RMT, Educator, Reg'd CMTO, Mbr, RMTAO, CMTA
1.4 Oral Presentations 1 Insights into Cultural Differences in Diversity, Equity, and Inclusion
Chair – Halle Ellison
1.4 a Improving Professionalism Training in Medical School through Inclusion of Ethics and Anti-Racism (#19)
We are restructuring and greatly increasing our medical school professionalism education. The combination of ethics, professionalism, and EDI improves and strengthens students' understanding of each as a part of the whole of their education.
Stephen Hanson, PhD, Associate Professor, Tulane University School of Medicine
1.4 b Using Diversity, Equity, Inclusion and Belonging (DEIB) as a Lens for Professionalism in Health Care (#9)
Narrow definitions of professionalism in medicine can disenfranchise some groups and lead to bias (Dave, et al., 2021). This presentation focuses on skills to assist with creating inclusive principles when evaluating professionalism in healthcare.
Evette Allen Moore, PhD, Assistant Dean, DEI, NYITCOM
1.4 c What Are the Key Health Issues for Indigenous Peoples in Canada? (#35)
To identify eight pertinent issues putting this population at greater risk of health and living.
Mohamud Verjee, BSc (Hons), MBChB, DRCOG, MBA, CCFP, FCFP, Associate Professor of Family Medicine in Clinical Medicine, Weill Cornell Medicine.
1.5 Oral Presentation 2 Professional Challenges Across Different Professions
Chair -- Rohini Karunakaran
1.5 aA Professionalism Remediation Course for Health Professions Learners (#25)
This presentation describes a professionalism remediation course at a medical school. The course offers a learner-centered approach to address student needs and to assist students in identifying concrete steps toward their professional development.
Flavio Marconi Monteiro, EdD , Senior Medical Educator, The University of Texas Medical Branch
1.5 b Directed Organ Donation of Clinicians to Their Patients: Ethical and Cultural Considerations (#24)
Directed organ donation of physicians to patients under their care constitutes an inequitable gift and, at least implicitly, indicates a preference for one patient over others. As such, this type of directed organ donation is unethical.
Sean McCormick, MA, PhD Student, Case Western Reserve University
1.5 c Professional Nurse/Midwife Advocates: Experience to Date (#36)
Literature review of the experience of Professional Nurse/Midwife Advocates in implementing the A-equip model. Evidence for the benefits of restorative clinical supervision, very little reporting of quality improvement initiatives, weak quality.
Chanel Watson, RGN MSc FFNMRCSI PGDip HPE EdD, Royal College of Surgeons in Ireland
1.5 d Tools for Teaching Civility: Adopting Aspects of Intellectual Humility and Negative Capability (#41)
As professionals, we would do well to draw upon the concept of intellectual humility and negative capability as means to lower the barriers sometimes brought to the work environment by our generational and cultural differences.
John Stys, D.BE, RN, MS, MA, CPHQ, Assistant Professor and Undergraduate Program Director, Loyola University Chicago
1.6 Poster Session 1 Attitudes and Ethics in Health Professions Education
Chair – Tanja Adonizio
1.6 aPEAR (Professional Educator Appreciation and Recognition) Awards: Perspectives from a Student-led Educator Award (#45)
PEAR is a student-led educator appreciation award initiated to recognize and reinforce positive examples of professionalism in the hopes of tackling educator burnout and fostering a positive learning environment. Kristiana Nasto, Student, BS, Baylor College of Medicine,
Madeline Tomlinson, student, BS, Baylor College of Medicine
1.6 bAssessing the impact and development of mentors and leaders in medical school learning communities (#13)
WSUSOM's Learning Community and Peer Mentoring Programs foster community and professional development. This study uses Qualtrics survey feedback to assess the development of interpersonal communication, empathy, and leadership skills in student leaders.
Jack Considine, BS, medical student, 3rd year Medical Student, Wayne State University School of Medicine Chelsea Yu, BS, medical student,3rd year Medical Student, Wayne State University School of Medicine
1.6 c Learning Together to Work Together: An IPE event with Physician Assistant and Physical Therapy Students Using Actors (#42)
Collaborative formation of bonds between 2 professions increases positive patient health outcomes. An IPE event using actors in a simulated environment portraying a post op patient enhanced interdisciplinary communication between PT and PA students.
Janice Abraham, Ph.D. Assistant Professor, Department of Medical Education and Director of the Clinical Skills Center, Morehouse School of Medicine
Donny Ard, Ph.D. Associate Program Director/Academic Director, Department of Physician Assistant Studies, Morehouse School of Medicine.
Temitope Biola Akinyemi, MD, Morehouse School of Medicine.
1.6 d Assessing the Performance of ChatGPT in Bioethics (#11)
A Large Language Model's Moral Compass in Medicine.ChatGPT-3.5 was evaluated on bioethics questions designated for third- and fourth-year U.S. medical students, achieving a 59.6% accuracy. The study highlights its strengths and areas for refinement within bioethical contexts.
Jamie Chen, BS, MD Candidate, Medical Student, Hackensack Meridian School of Medicine
Angelo Cadiente, BS, MD Candidate, Medical Student, Hackensack Meridian School of Medicine
Bryan Pilkington, PhD, Professor of Medical Sciences, Hackensack Meridian School of Medicine
1.6 e Provider Professional Attitude Toward the Ill-Mannered Customer in the Digital Age (#43)
Providers interacting with ill-mannered customers may block collaborating with them, and the clients must look for other collaborators. This technique activates reflection on their unprofessional behavior. Customer professionalism is also required.
Sofica Bistriceanu, MD, PhD, Family Physician, EPCCS
1:10—1:20 Break/Networking
1:20—2:20 Symposium 1
Cultural Lenses & Professionalism Definitions
Chairs - Vijay Rajput & Amal Khidir
Rohini Karunakaran, PhD, Senior Associate Professor, Faculty of Medicine, AIMST University, Malaysia (Asia)
Mange Manyama, MD, PhD, Assistant Professor, Weill Cornell Medicine Qatar (Africa)
Gabrielle Silveira, PhD, Professor, Sao Leopoldo Mandic (South America)
2:20—2:30 Break/Networking
2:30—3:30 Concurrent—2
2.1 Using Polarity Thinking to Communicate Across Generations (#52)
Problem Solving 3 – Education and Clinical
Facilitator – Michelle Schmude
In this session, we will review common generational differences and their impact on PIF. Participants will then be introduced to polarity thinking and use a polarity map to construct a means of communicating across generational divides.
Ellen Pearlman, MD, Associate Dean for Professionalism, Zucker School of Medicine at Hofstra/Northwell
Julia Caton, MD, Co-Director of Patient, Physician, and Society, Zucker School of Medicine at Hofstra/Northwell
Madiha Yasin, MD, Zucker School of Medicine at Hofstra/Northwell
Taylor Hardy, Medical Student, Zucker School of Medicine at Hofstra/Northwell
2.2 Using Popular Cinema to Demonstrate Competing Codes of Conduct (#4)
Workshop 2
Facilitator – Alice Fornari
One authority in healthcare used to understand professionalism is our professional’s Code of Conduct. This presentation shows a lesson to use to get students and healthcare professionals to consider the challenges in our several competing codes of conduct.
Stephen Gambescia, PhD, MEd, MBA, MHum, MLS, MCHES, Professor & Director, Doctor of Health Science, Drexel University
2.3 How to Develop a Multi-Institutional Crisis Management Interprofessional Educational Activity (#7)
Workshop 3 – Education and Clinical
Facilitator – Jaishree Patel
During this session, attendees will attend a highly interactive session that will go over the steps needed to develop an interprofessional educational activity. Afterward, attendees will participate in an IPE educational activity.
Anisha Turner MD, MBA, Assistant Professor, Baylor College of Medicine
Anne Gill, DrPH, MS, RN, BCM
Catherine Hatfield, PharmD, FNAP, University of Houston – Pharmacy
Rebecca Aulbach, PhD, RN, ACNS-BC, Texas Women's University
2.4 Oral Presentations 3 Generational Perspectives in the Modern Workforce
Chair – Fatima Isa
2.4 a Sanctions for Professionalism Breaches: Are Learners and Leaders on The Same Page? (#38)
Perceptions between residents and program leaders regarding appropriate consequences for professionalism lapses have not been well studied. We sought to compare the trainee and leadership perspectives surrounding professionalism lapses.
Linessa Zuniga, MD, MEd, Assistant Professor of Pediatrics, Pediatric Residency Associate program Director, Baylor College of Medicine, Texas Children's Hospital
2.4 b Exploring a Theoretical Lens for Leadership Development of a Millennial Workforce (#10)
Millennials expect organizations to have career path opportunities, including leadership development. This presentation explores the application of authentic, transformational, and servant leadership theories in the development of aspiring leaders.
Jean Bernhardt, PhD, MSN, NEA-BC, CNP, Associate Professor, MGH Institute of Health Professions
2.4 c Comparing Cross-Generational Perspectives Following an Interactive Professionalism Education Session (#27)
Both trainees and faculty participating in an interactive Professionalism Grand Rounds reported significant improvements in professionalism skills. Teaching practical strategies, such as appreciation and communication, may bridge generational gaps.
Stacey Rose, MD, Associate Professor of Medicine, Associate Director, Center for Professionalism, Baylor College of Medicine
Ellen M. Friedman, MD, Professor of Otolaryngology, Senior Associate Dean of Professionalism and Director Center for Professionalism, Baylor College of Medicine
2.4 d The Teen Cafe Program: An Interactive, Intergenerational Peer-to-Peer Educational Platform (#16)
The Teen Cafe Program is a bilingual program aimed at promoting professional formation and meaningful conversations surrounding mental health among young people. Our model integrates both peer-to-peer and intergenerational education.
Mehr Grewal, Student Founder, Worth A Shot, Member, UW Post-COVID Group, Worth A Shot, UW Medicine Ransherjit Singh, Student, Head of Communications, Worth A Shot
2.5 Oral Presentations 4 Cultural and Generational Intersections
Chair – Tanja Adonizio
2.5 a Through the Lens of DEI: The Use of Mentorship and Coaching to Address Unique Differences of URiM's in Medicine (#23) MOVED TO 3.5 d
The Use of Mentorship and Coaching to Address Unique Differences of URiM's in Medicine. There is significant research to support that URiM’s experience microaggressions within the clinical learning environment at a higher rate. As a result, this may impact key areas of interpersonal communication, self-confidence, and professionalism.
La Conda Fanning, PsyD, RN, LPC, LSATP, ACS, Director of Assessment and Mentorship, Eastern Virginia Medical School
Sarah Anne Mayo, MS , Research Assistant and Intern, Eastern Virginia Medical School
2.5 b Perspectives on Mentoring Physician Professionals Across Cultures and Generations (#14)
The enterprise of training physicians is a cross-cultural and cross-generational undertaking. This presentation explores various perspectives on key points of successful strategies in proactive professional identity formation. UT MD Anderson Cancer Center Perspectives on Mentoring Physician Professionals Across Cultures and Generations. The enterprise of training physicians is a cross-cultural and cross-generational undertaking. This presentation explores various perspectives on key points of successful strategies in proactive professional identity formation.
Larry Driver, MD, Professor, UT MD Anderson Cancer Center
2.5 c Spotlighting Professionalism: Celebrating Positivity (#32)
Our Professionalism Committee has invested much time in addressing unprofessional behavior. A renewed focus on encouraging recognition of those modeling excellence has begun to shift our institutional culture to a more positive professionalism focus.
Karen Szauter, MD, Assistant Dean, Educational Affairs, University of Texas Medical Branch
Christine Baker, PT, EdD, FAPTA, Associate Dean for Academic and Student Affairs/SHP, University of Texas Medical Branch
Mary Ann Pedraza, University of Texas Medical Branch
2.5 d Exploring the Perspectives of Medical Students in South America Across Generations about Professionalism (#29)
Examining medical students’ perceptions of professionalism across generations in South America reveals notable gender-based differences, underscoring the need for gender-specific considerations in medical education.
Gabrielle Silveira, PhD, Professor, Sao Leopoldo Mandic
Arantes-Costa, PhD, São Leopoldo Mandic
Ahmed Haydar, MD, University of Sao Paulo
2.6 Poster Session 2 Curricula Development, Application, and Learning Tools
Chair – Arkene Levy
2.6 a Puzzled About Professionalism: Redefining Professionalism Using an 8-Piece Student Development Model (#47)
To better serve a variety of medical students, the Career Team created an 8-piece professional development model that encourages students to visualize how competencies interlock while challenging assumptions about what professional looks like.
Madison Tarleton, PhD(c), Career and Professional Development Counselor, Rocky Vista University
Jeddie Herndon, Career and Professional Development Counselor, Rocky Vista University
2.6 b International Collaboration: the Universal Language of 'Med Ed' Curriculum Development (#26)
A volunteer multicultural group of physicians commits to creating virtual simulation patient scenarios and contributing to world-class medical education.
Marcelino Quaglia Morato, MD, Physician, Sao Francisco University
Leticia De Mattei, MD, Physician, State University of Sao Paulo
Amin Azzam, MD, MA, UCSF, Department of Psychiatry & Behavioral Sciences
2.6 c The Impact of Empathy Curriculum in the Military Health System (#46)
This project aims to pilot an Empathy Seminar for a team of interdisciplinary trainees during their medical training and assess the workshop’s impact on their clinical skills and behaviors in relation to empathy and compassion.
Christopher Spevak, MD, MPH, JD, Medical Director, Walter Reed National Military Medical Center
Nicole Cornish, PharmD, Clinical Pharmacist, Walter Reed National Military Medical Center
2.6 d Word Choice, It Matters! A Workshop on Patient-centered Language in Documentation (#2)
Language in the medical chart can perpetuate bias, and this bias can affect clinical decision-making. This workshop provides a framework for providers on how to employ patient-centered principles in documentation.
Rebecca Dougherty, MD, MSEd, Associate Professor, Northwell Health
Julia Caton, MD, EdM, Assistant Professor, Northwell Health
2.6 e Don't Leave Me on Read: A Scoping Review of Instant Messaging Communication in the Hospital (#28)
This is a presentation of our work in conducting a scoping review of instant messaging communication in the hospital. We will review the common themes and major results of the 64 journal articles which were ultimately included in our analysis.
Christopher San Miguel, MD, Med, Clinical - Associate Professor of Emergency Medicine, The Ohio State University College of Medicine
2.6 f The Effectiveness of a Student-Run Free Clinic as a Learning Tool for Undergraduate Students (#49)
The study examines the role of student-run free clinics in preparing college undergraduate students for future healthcare positions by looking at the AAMC competencies developed, and knowledge gained.
Annie Zhao, Student, Wayne State University School of Medicine
3:30-3:40 Break/ Networking
3:40-4:25 Fireside Chat
Moderator: Joe Carrese
Interviewers: Tom Harter and Gia Merlo
4:25-4:35 Break/ Networking
4:35-5:35 Symposium - 2
Generational Lenses & Professionalism Definitions
Chairs - Jazz Patel & Jill Konkin
Mohamed Verjee, BSc (Hons), MBChB, DRCOG, MBA, CCFP, FCFP, Associate Professor of Family Medicine in Clinical Medicine, Weill Cornell Medicine (Boomer)
Prafel Patel (Gen X)
Tharsini Sivananthajothy, MD, MSc, Emergency Medicine Resident Physician, McMaster University (Millenial)
Kalim Parshot, OMS-II, Alabama College of Osteopathic Medicine (Gen Z)
5:35-5:45 Break/Networking
5:45-6:45 Concurrent – 3
3.1 The Role of Cultural Humility on Professionalism (#40)
Panel 1
Facilitator – Tom Harter
Culture shapes one’s view of professionalism. This view guides actions that may not always align with an institution’s view of professionalism. Understanding a person’s view of professionalism is crucial, and achieving this requires cultural humility.
Kerala Saugh, MD, Child and Adolescent Psychiatry Fellow, Baylor College of Medicine
Kim-Lan Czelusta, MD, Vice Chair for Education, Baylor College of Medicine
Joan Anzia, MD, Northwestern University
James Lomax, MD, Professor Emeritus, Baylor College of Medicine
3.2 Are We on The Same Page? Professionalism Experiences from a Multicultural Context (#8)
Workshop 4 – Education and Clinical
Facilitator – Jaishree Patel
Awareness of cultural explanations for behaviors that are common in some contexts and can be labeled as professionalism lapse in others. Encourage attendees to explore implicit reasons for some behaviors that of possible cultural etiology.
Magda Wagdy, MBBS, MBChB, Attending Pediatrician, Assistant Prof of Clinical Pediatrics, Sidra Medicine
Ahmed Alhammadi, MBChB, FRCPC, Assistant Prof. of Clinical Pediatrics, Chair Depart. of Pediatrics, Sidra Medicine Khalid Alyafei, MD, FRCPC, Sidra Medicine
Amal Khidir, MBBS, Associate Prof. of Pediatrics, Vice Chair IRB, Director of Pediatric Clerkship, Weill Cornell Medicine in Qatar
3.3 How to Support Professional Identity to Flourish in High-Stress Health Care Environments (#53)
Problem Solving 4 – Education and Clinical
Facilitator – Tanja Adonizio
Participants will discuss educational approaches to use the stressors within inherently stressful healthcare environments as educational features for fostering professional growth.
John Riggs, MD, MS, Professor, Assistant Dean for Professionalism, Director of Learning Environments, McGovern Medical School - UT Houston
Vineeth John, MD, MBA, Professor, Vice Chair of Education, Director of Learning Environments, McGovern Medical School - UT Houston
Abbey Bachmann, MEd, PhD, McGovern Medical School - UT Houston
Sam Neher, MS, EdD, Director of Accreditation and Continuous Quality Improvement, McGovern Medical School - UT Houston
3.4 The Impact of Psychological Safety and Incivility on Organizational Culture (#6)
Workshop 5 – Education and Clinical
Facilitator – Stacey Rose
This workshop focuses on the often-unconscious impact psychological safety and incivility have on key critical outcomes important to most academic health care organizations as patient safety, learning, job satisfaction, and faculty retention.
Lawrence Loo, MD, Vice-Chair for Education and Faculty Development, Loma Linda University School of Medicine - Dept. of Medicine
John Byrne, DO, Senior Advisor, Department of Veterans Affairs - Office of Academic Affiliations
3.5. Oral Presentations 5 Impact of Culture on Learning Experiences in Health Professions Education
Chair – Rohini Karunakaran
3.5 a The Influence of Culture on Professionalism (#30)
Culture plays a significant role in an individual’s perception of professionalism. This has potential consequences for students of different backgrounds which warrant consideration in medical education.
Nathan Sim, BS, Medical Student, Wayne State University School of Medicine
Christine Chang, BS, Medical Student, Michigan State University College of Osteopathic Medicine
Sarah Chung, BS, Wayne State University School of Medicine
Doohee Kim, BS, Medical Student, Wayne State University School of Medicine
3.5 b Insights from Brazilian Medical Students: An Integrative Account of Learning Professionalism (#20)
Reflections from Sao Leopoldo Medical School students about the Integrative Clinical Reunion (ICR) course. ICR unites concepts from various courses, stimulates clinical reasoning skills, and is essential to guarantee quality Medical Professionalism.
Paula Hayakawa Serpa, BA, Student, Sao Leopoldo Mandic Campinas Medical School
Bruno Oliveira, Student, Sao Leopoldo Mandic Campinas Medical School
Monaly Ribeiro, BS, Sao Leopoldo Mandic Campinas Medical School
Gabrielle Caranzano, PhD, Professor, Sao Leopoldo Mandic Campinas Medical School
3.5 c "It Can Be Hard to Talk About": A Qualitative Study of Diverse Learners' Experiences with Professionalism Feedback (#18)
We conducted a qualitative study of diverse medical students' and residents’ experiences with professionalism feedback. We describe how their experiences of professionalism feedback contrasted with evidence-based methods of feedback as dialogue.
Vincent Grospe, BS, Medical Student, University of California, San Francisco School of Medicine
Daniela Maristany, MD, Assistant Professor, Department of Medicine, University of California, San Francisco
Karen E. Hauer, MD, PhD, Associate Dean for Competency Assessment and Professional Standards and Professor, Department of Medicine, University of California, San Francisco School of Medicine
Bridget O'Brien, PhD, Professor of Medicine and Education Scientist, Department of Medicine and Center for Faculty Educators, University of California, San Francisco
3.5 d Through the Lens of DEI: The Use of Mentorship and Coaching to Address Unique Differences of URiM's in Medicine (#23) MOVED TO 3.5 d
The Use of Mentorship and Coaching to Address Unique Differences of URiM's in Medicine. There is significant research to support that URiM’s experience microaggressions within the clinical learning environment at a higher rate. As a result, this may impact key areas of interpersonal communication, self-confidence, and professionalism.
La Conda Fanning, PsyD, RN, LPC, LSATP, ACS, Director of Assessment and Mentorship, Eastern Virginia Medical School
Sarah Anne Mayo, MS , Research Assistant and Intern, Eastern Virginia Medical School
6:45-7:00 p.m. Closing Remarks and Take-Home Points
Elizabeth Kachur, PhD, FAMEE, Director, Medical Education Development, Global Consulting, APHC Conference Program Co-chair
Mary E. Kollmer Horton, MPH, MA, PhD, Director, Medical Student Research Office, Assistant Professor and Health Education Fellow Office of Educational Programs, Associate Faculty, McGovern Center for Humanities and Ethics, UTHealth Houston McGovern Medical School, APHC Conference Program Co-chair
Amal Khidir, MBBS, Associate Professor of Pediatrics, Weill Cornell Medicine Qatar, APHC Conference Program Co-chair
Dennis H. Novack, MD, Professor of Medicine, Associate Dean of Medical Education, Drexel University College of Medicine, APHC President
Thank you to our generous and loyal partners!
(If you would like to become a sponsor, please contact
BLewis@ProfessionalFormamation.org)
Platinum Circle - AMA Journal of Ethics and Center for Professionalism and Communication in Health Care at Drexel University College of Medicine
Gold Circle - American Board of Medical Specialties (ABMS), Johns Hopkins Berman Institute of Bioethics, Loyola University Chicago Bioethics Institute, Loma Linda University Center for Christian Bioethics, and Case Western Reserve University
Silver Circle - American Association of Colleges of Osteopathic Medicine (AACOM)
Bronze Circle - ABIM Foundation