Register by August 24, 2026 - space is limited

Program Dates - IMPORTANT- Attendance for all 4 days is required to complete the program.
Workshop I DATES TBA IN JUNE 8:30 am - 4:30 pm both days
Workshop II DATES TBA IN JUNE 8:30 am - 4:30 pm both days
Within a few days after registering, you will receive a confirmation email from Alicia Blodgett.

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* 1. Contact Information:

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* 2. Please select your professional role:

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* 3. Please describe your previous teaching experience:

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* 4. Are you responsible for teaching in large group settings? 

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* 5. Are you responsible for teaching in small group settings? 

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* 6. Have you had previous formal teaching training? 

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* 7. If yes, please describe your training briefly:

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* 8. How would you characterize your strengths and weaknesses as a teacher?

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* 9. Rate your interest in the following topics from 1 (Most Interest) & 10 (Least Interested)

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* 10. Medical Education Initiative Project Idea
You will complete one medical education project as a component of the JEEP program, applying what you learn to improve your teaching. Working with a group of JEEP participants and a faculty facilitator (your “JEEP peer support group”), you obtain assistance and feedback developing a targeted strategy to address a teaching problem of your choice, measure your success, and share your INDIVIDUAL project in the form of a poster in May or June (date TBD). This is not a group project.
Please provide a medical education project idea below in 300 words or less. You should include:
- General idea
- Brief description of the current situation
- Why this is important
- What intervention you propose to improve the problem

Examples:
I would like to improve the teaching around social determinants of health (SDoH) in the UB pediatrics clerkship. (general idea) Third year medical students at the UB do not currently have formal teaching about SDoH in their pediatrics clerkship. (current situation) Social determinants of health (SDoH) is defined as “the conditions in which people 'are born, grow, work, live, and age' and the forces and systems shaping their lives”. This is important within pediatrics, as there are critical periods in early life in which exposures or environment can have protective or adverse effects on health and normal development. (why this is important) I would like to design and implement an interactive, case-based session on medical students' comfort screening for and addressing SDoH during the pediatrics clerkship, and assess the impact of this session with several groups of clerkship students. (proposed intervention)

I would like to increase the comfort level of family medicine residents in prescribing birth control and having conversations with their patients about various forms of contraception. (general idea) The largest barrier to contraceptive counseling for our Family Medicine Residents is the lack of education and training in this field, largely because the residency program is part of a Catholic Affiliated Hospital. However, since our clinic sites are private and not affiliated with catholic health, our clinic providers have the ability to prescribe oral contraceptives. Many of the patients that come to our continuity clinic are either taking some type of oral contraception or are interested in starting some form of contraception. (current situation) Nationally, family planning is among the most common services family physicians provide. However, although a significant amount of reproductive-age women see a primary care provider annually, less than half receive recommended contraceptive counseling. (why this is important) I would like to increase training in all methods of contraception for family medicine educators and residents and measure resident’s comfort with having discussions, and self-reported frequency of having discussions and prescribing contraception. (proposed intervention)

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