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Vic Divecha

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The Voices of Staff Embracing Change Community of Practice! The Embracing Change Voices of Staff team has started a community of practice to focus on the opportunities and challenges of leading change at the University of Michigan. Our goal is to offer a series of change sessions that showcase university change leaders, discuss challenging topics, and encourage the sharing of best practices. Vic Divecha and Jan Palmer Presented "The Michigan Medicine Change Management Model" Date: Thursday, April 27 Time: 2:30 - 4:30 PM Speakers: Janet Palmer, Michigan Medicine Performance Consultant & Vic Divecha, Michigan Medicine Senior Project Manager Workshop Published Description: Janet & Vic will share the new Michigan Medicine Change Management model that has been developed in the past two years. They will also provide a project use case for the model and talk about what went well, what could be improved, and lessons learned. They'll share practical tools and concepts in use at Michigan Medicine as ‘takeaways’

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Scholars in a global health research program are introduced to clinical and translational research through a three-week mentored research experience in Kenya. In this short time scholars have a packed learning agenda and a number of skills to master: a learning and assessment challenge. Previous attempts to capture scholar’s progression in certain aspects of clinical and translational research were limited to summative assessments by mentors. These were helpful to indicate overall competence, but found to be inadequate for understanding the learning in the context of clinical & translational research competencies. Our goal was to collect reflections using an online tool. The tool would be expected to function even when access to technology could be sporadic. A multi-author blog was used to gather reflections during the scholars’ time in Kenya. Reflections on their field-based research would reveal their learning and development as researchers. Four scholars submitted thirteen reflections over a three-week period. Reflections were reviewed for progression toward CTSA core competency domains. Results showed that scholar postings often veered away from reflective writing. While the technology, Google Blogger, worked well, the pre-flight training in reflective-writing was identified as a key area for improvement for future reflective-writing based assessment.

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Since 2008, scholars at the University of Michigan have been mentored in writing their NIH (K) career award applications as a part of a 3 session face-to-face (F2F) workshop. Each session focused on a section of the award application. Sessions started with a lecture followed by small group activity to get peer and mentor feedback. Working on award applications in small groups with mentors and peers provided a rich experience. Significant F2F time was spent on the lecture, a passive learning activity. We sought to maximize the active learning time in the F2F sessions without increasing the overall session length.

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