Plenary Speakers
2018 NEGEA Annual Conference
Emerging Issues in Medical Education
April 26-28, 2018 at the Zucker School of Medicine at Hofstra/Northwell
Plenary I
David Acosta, PhD
Thursday, April 26, 2018
5:00 PM
“Bridging the Cultural Divide to Emerge as Equity-Minded Academic Health Centers"
David Acosta, MD
Chief Diversity and Inclusion Officer, Association of American Medical Colleges
As chief diversity and inclusion officer, David A. Acosta, MD, provides strategic vision and leadership for the AAMC’s diversity and inclusion activities across the medical education community, and leads the association’s Diversity Policy and Programs unit.
A physician of family medicine, Dr. Acosta joined the AAMC from the University of California (UC), Davis School of Medicine where he served as senior associate dean for equity, diversity, and inclusion and associate vice chancellor for diversity and inclusion and chief diversity officer for UC Davis Health System. He previously served as the inaugural chief diversity officer at the University of Washington (UW) School of Medicine, where he established a rural health fellowship program for Tacoma Family Medicine, a residency program affiliated with the UW Department of Family Medicine.
Dr. Acosta received his bachelor’s degree in biology from Loyola University and earned his medical degree from the University of California, Irvine, School of Medicine. He completed his residency training at Community Hospital of Sonoma County in Santa Rosa, Calif., and a faculty development fellowship at the UW Department of Family Medicine.
Plenary II
Rita Charon, MD, PhD
Friday, April 27, 2018
9:00 AM
“Radical Listening to Self and Other: Narratives toward Health”
Rita Charon, MD, PhD
Chair, Medical Humanities and Ethics and Director, Virginia Apgar Academy of Medical Educators
Columbia Vagelos College of Physicians & Surgeons
Plenary III
Eric Holmboe, MD
Saturday, April 28, 2016
8:30 AM
“Realizing the Promise of Competency-Based Medical Education”
Transforming Medical Education to Meet Societal Needs
Eric Holmboe, MD
Senior Vice President for Milestone Development and Evaluation, Accreditation Council for Graduate Medical Education
Professor Adjunct of Medicine at Yale University, Adjunct Professor at the Uniformed Services University of the Health Sciences, and Adjunct Professor at the Northwestern University
Feinberg School of Medicine
Dr. Holmboe is Senior Vice President, Milestones Development and Evaluation at the Accreditation Council for Graduate Medical Education (ACGME). He is also Professor Adjunct of Medicine at Yale University, and Adjunct Professor of Medicine at the Uniformed Services University of the Health Sciences and Feinberg School of Medicine at Northwestern University.
He also served as the Associate Program Director, Yale Primary Care Internal Medicine Residency Program, Director of Student Clinical Assessment, Yale School of Medicine and Assistant Director of the Yale Robert Wood Johnson Clinical Scholars program. Before joining Yale in 2000, he served as Division Chief of General Internal Medicine at the National Naval Medical Center. Dr. Holmboe retired from the US Naval Reserves in 2005.
His research interests include interventions to improve quality of care and methods in the assessment of clinical competence. His professional memberships include the American College of Physicians, where he is a Master of the College, Society of General Internal Medicine and Association of Medical Education in Europe. He is an honorary Fellow of the Royal College of Physicians in London and the Academy of Medical Educators.
Dr. Holmboe is a graduate of Franklin and Marshall College and the University of Rochester School of Medicine. He completed his residency and chief residency at Yale-New Haven Hospital, and was a Robert Wood Johnson Clinical Scholar at Yale University.
NEGEA Meeting Theme
Emerging Issues in Medical Education
Overall Meeting Learning Objectives
At the end of the meeting, participants will be able to:
• Describe means to enhance equity, diversity, and inclusion in academic medicine
• Reflect on the potential of narrative inquiry to facilitate understanding of patients and providers
• Examine the current state of competency-based medical education
• Describe educational research and innovations currently occurring across the continuum of medical education
• Develop strategies for implementing educational innovations at one's own institution
• Identify further opportunities for collaboration, networking and professional relationships