iMedEd Release Notes 3.1.19

Med AIJam Winners Announced

Since 2012, the School of Medicine has partnered with the Donald Bren School of Information and Computer Sciences (ICS) to host an inter-professional student-to-student competition to develop mobile health apps called the MedAppJam. For the 2019 event, SOM and ICS partnered with the Center for Artificial Intelligence in Diagnostic Medicine (CAIDM) and focused on a new them of artificial intelligence (AI) in healthcare. This year’s event took on the name “MedAIJam”.

The competition kicked-off on Feb. 11 followed by a Machine Learning Workshop led by Dr. Peter Chang on Feb. 12. The Judging and Awards Ceremony was held on Feb. 22. Five teams presented their projects in front of a panel of judges from ICS (Dr. Rick Lathrop, Dr. Alexander Ihler and Dr. Sameer Singh) and SOM/CAIDM (Dr. Peter Chang and Dr. Daniel Chow).

At the Judging Event, each team was required to present their projects and answer questions from the judging panel. The dedicated work by each team during the 11-days of the competition was evident in the innovative and functionally viable applications of artificial intelligence in healthcare in the submitted projects.

The final awards presented at the Awards Ceremony last week were as follows:

Grand Prize/First Overall ($1000)
GlockCOMA: a mobile application to calculate Cup to Disc ratios

ICS: Andrew Truong, Amitesh Arora, Harrison Huang, Cameron Sherry, Brian Chu, Armen Mouradyan
SOM: Rami Gabriel, MS3; Gabrielle Stetz, MS3


Second Overall ($500)
AICD-10: using natural language processing and machine learning to translate clinical text into ICD-10 codes that are suggested to the user automatically

ICS: Akash Idnani, Amy Yee, Theja Krishna
SOM: Inbal Epstein, MS3


Most Ready to Launch ($100)
Cardiomegaly Detector: app that uses machine learning to detect cardiomegaly

ICS: Kurtis Chow, Carlos Flores, Duy Nyugen
SOM: Charles Lin, MS4; Scott Refugio, MS3


Most Innovative Use of AI – Tie ($100)
vAItal Signs: an app that applies computer learning to predict when a patient with a brain bleed or head trauma in the critical care setting is going to have a subsequent brain bleed from a set of clinically relevant vitals

ICS: Shiyu Qiu, Shiqi Wu, Aiyuan Li, Qian Zhao, Ryan Dang, Sing Wong
SOM: Christina Tse, MS4; Jon Lee, MS4


ToothieBooth (Team Molar Bears): platform to integrate artificial intelligence and machine learning in the identification of dental disease

ICS: Xinxin Xie, Li Yian, Qingchuan Yang
SOM: Will Minteer, MS4; Justin Devera, MS3


Please join us in congratulating these teams for their hard work and innovative ideas!


iMedEd Release Notes 2.22.19

UCI Qualtrics (Online Survey Tool) for Free to UCI Users

Qualtrics is a powerful, online survey tool. Its features enable robust data collection and analysis in an easy-to-use web-based interface. UCI has acquired an enterprise license for Qualtrics so that this tool can be available to all UCI faculty, staff and students free of charge.

To access UCI Qualtrics

  1. Visit the UCI Surveys page.
  2. Click on the “Use UCI Qualtrics” button
  3. Login with your UCInetID and password

You can also bookmark: for easy access in the future.

UCI Qualtrics provides more features than a free account offered by Qualtrics including: more question types, allowing more than one active survey and offering CSV/SPSS file exports. It also provides branding on the surveys so respondents can identify them as originating from UCI and offers the ability to lock surveys by requiring users to authenticate with their UCInetID and password. To read more about how to do this and find the answers to other frequently asked questions, visit: Qualtrics FAQ.

iMedEd Release Notes 2.8.19

UCI SOM In the News and Announcements from the Division of Educational Technology

UCI School of Medicine MakerSpace to launch on Feb. 13

  • What is a makerspace? “Makerspaces are collaborative spaces where people gather to get creative with DIY projects, invent new ones and share ideas” ( Our makerspace, which was created in collaboration with the Technology in Medicine student interest group, features 3D printers, button makers and crafting materials. We look forward to this space providing learning and wellness opportunities for our students, faculty and staff.
  • Join us for the launch event: Feb. 13, 2019, 4-5:30 p.m. in Room 3070 (3rd Floor), Medical Education Building (Irvine).
  • For more information on the makerspace, contact Dr. Warren Wiechmann at

The Med AIJam Kicks-off on Feb. 11

  • What is the Med AIJam? Since 2012, the School of Medicine has partnered with the Donald Bren School of Information and Computer Sciences (ICS) to host an inter-professional student-to-student competition to develop mobile health apps called the MedAppJam. For the 2019 event, SOM and ICS will partner with the Center for Artificial Intelligence in Diagnostic Medicine (CAIDM). The competition will have a new focus of artificial intelligence (AI) in healthcare and take on the name MedAIJam.
  • Save-the-Date for the Judging and Awards Ceremony: Feb. 22, 2019, 3-5 p.m., Telemedicine Theater, Medical Education Building (Irvine)
  • For more information on the Med AIJam, visit the website.

ABC7 Features Virtual Reality at the School of Medicine

  • Denise Dador, ABC7 Eyewitness News health specialist, stopped by to see how we are using virtual reality to teach medical students at the School of Medicine. Watch the featured segment below.

Upcoming Education Conferences and Opportunities

  • EDUCAUSE Learning Initiative (ELI) Annual Meeting
    • The ELI annual meeting is a gathering of higher education teaching and learning professionals committed to advancing learning through the innovative application of technology.
    • Conference Date/Location: Feb. 19-21, 2019 in Anaheim, CA
    • A detailed agenda, registration and travel information can be found here: ELI Annual Meeting 2019
  • AAMC GEA National Research Grant Award
    • This is a grant that supports research projects that address important problems or questions in medical education.
    • Pre-proposals are due Feb. 22, 2019
    • Grant proposal guidelines and template can be found here: AAMC GEA Professional Development Opportunities
  • 16th Annual Innovations in Medical Education (IME) Conference (sponsored by Keck School of Medicine, USC)
    • The goal of the IME conference is to move education in the health professions toward a higher level of excellence and wellbeing by providing a forum for sharing innovative ideas and educational innovations.
    • Conference Date/Location: Feb. 22-23, 2019 in San Gabriel, CA
    • A detailed agenda, registration and travel information can be found here: IME Conference 2019
  • AAMC Use of the Arts and Humanities in Physician and Interprofessional Education
    • As part of a broader initiative in this arena, the AAMC will fund up to $30,000 to a team to conduct a scoping review guided by the following research question: How and why are the arts and humanities being used to educate physician and interprofessional learners across the developmental spectrum or continuum of medical education?
    • Proposal Deadline: Feb. 28, 2018
  • 2019 AAMC WGEA/WGSA/WOSR Spring Meeting – Going All In: Investment, Inclusion, Inquiry, Innovation
    • This is a conference for the AAMC medical schools in the Western Region focusing on Admissions, Student Affairs and Medical Education.
    • Conference Date/Location: March 28-31, 2019 in Reno, NV 
    • A detailed agenda, registration and travel information can be found here: Western Region 2019
  • AAMC Opioid Education Challenge Grant
    • This grant opportunity will be awarded to five institutions up to $25,000 each, funded in part by the Samueli Foundation, to respond to the training and development needs of academic medical centers in the areas of pain and substance use disorders.
    • Submission Deadline: June 7, 2019
    • For more information, visit: AAMC Opioid Education Challenge Grant Request for Proposals.

iMedEd Release Notes 1.18.19

AAMC Curriculum Dashboard Resource

Continuous quality improvement (CQI) initiatives are necessary both to the medical school curriculum and to maintaining accreditation. Curriculum dashboards are an effective and efficient way to support CQI efforts and identify opportunities to improve a medical education program. However, understanding what data to include in a dashboard, how to manage that data and the types of tools that can be used to develop one can be challenging.

The Undergraduate Medical Education (UGME) section of the Group on Educational Affairs (GEA) at the Association of American Medical Colleges (AAMC) recently created a resource to help provide some insights into how to set up a curriculum dashboard and develop a systematic way of analyzing curricula and associated outcomes.

For more information on the AAMC Curriculum Dashboard Resource and other projects, visit: AAMC GEA UME Resources.

iMedEd Release Notes 12.14.18

The IRB has Streamlined Review of Exempt Research

Have you wanted to do medical education research but have been concerned about the process to get an Institutional Review Board (IRB) approval? If so, there is good news for you. Earlier this year, the UCI IRB office streamlined the process for the review of exempt research. Updates to this process include:

  1. An Exempt Self-Determination Tool
  2. An updated Exempt Protocol Narrative for research that requires IRB review

Researchers can now walk-through the self-determination tool on their own to determine if their research requires an IRB review. Accordingly, you may now find that some of your educational research projects no longer need to be reviewed by the IRB. If you determine that an IRB review is needed, the protocol narrative for exempt research has been updated to be more succinct and simplified.

To read more about the process that went into effect on April 2, 2018, visit: Streamlining IRB Exempt Research Review.

iMedEd Release Notes 11.30.18

Future or Fad? Virtual Reality in Medical Education

In the latest phase of the iMedEd Initiative, the Division of Educational Technology has been actively exploring the potential uses of virtual (VR) and augmented reality (AR) in medical education. Integration of the “We are Alfred” VR program by Embodied Labs was the team’s first successful foray into this area. Through a VR headset and hand-tracking device, “We are Alfred” enables a student to embody the experiences of a 74-year old African-American man with macular degeneration and high frequency hearing loss. In June 2017, this VR experience was included as a station in the Ambulatory Medicine Clerkship clinical exam for empathy and communication skills training. All third-year medical students on this clerkship in AY 2017-18 were able to participate in this experience with positive feedback. An Alzheimer’s patient experience by Embodied Labs was also piloted with all first-year medical students in March 2018.

Current efforts of the Division of Educational Technology are focusing on creating VR content to address local curricular needs. The first example of this is an empathy training scenario created using 360-video and a script developed by medical student, Mark Rupasinghe, MS3, that takes on the perspective of an English-speaking patient in a Vietnamese clinic to help inspire awareness of issues around culture and language barriers.

Watch the video below: (Note: This video is best viewed with a headset for full immersion. To experience in a browser on a laptop, use the navigation buttons to move around the scene. To experience on a mobile device, use the YouTube app.)

For more on this topic, read: Future or Fad? Virtual Reality in Medical Education from AAMCNews.

To learn more about VR and AR opportunities at the School of Medicine, contact Drs. Warren Wiechmann/Julie Youm at or


iMedEd Release Notes 10.19.18

AAMC 2019 Medical Education Calls for Submission

Proposals are now being accepted for the 2019 AAMC Learn Serve Lead Meeting (LSL) in Phoenix, AZ and the 2019 Western Group on Education Affairs/Group on Student Affairs/Organization of Student Representatives Regional Meeting in Reno, NV. To review submission guidelines and submit a proposal click on the appropriate link below. All submissions must adhere to the structure and format described in each session type’s submission guidelines. Proposals may be submitted for the below meetings.

2019 Western Group on Educational Affairs/Western Group on Student Affairs/Western Organization of Student Representatives Spring Meeting (WGEA/WGSA/WOSR)

Learn Serve Lead 2019: The AAMC Annual Meeting

  • November 8-12, 2019 in Phoenix, AZ
  • 2019 Call for Medical Education Submissions
  • Submission Deadline: December 10, 2018 at 11:59 p.m. EST
  • Including: Research in Medical Education (RIME) papers, Session proposals, and Highlights abstracts

All submissions will undergo a peer review process.Each meeting is a unique event and has its own submission criteria and submission site. Be sure you submit your presentation proposal to the meeting most appropriate for your work. To submit work to both a regional and the national meeting you MUST submit to each meeting’s submission site. Your submission is considered a commitment to attend the meeting associated with your submission and present if your proposal is accepted.

For more information, email


iMedEd Release Notes 10.05.18

UCI Anteater Learning Pavilion

On September 25, 2018, the UCI Anteater Learning Pavilion opened its doors and became the first ‘active learning’ building in California. The 65,000-square-foot space features 15 smart classrooms and auditoriums, study/break-out rooms, tutorial rooms and lounge/study spaces. Each room is designed with flexible or swivel furniture, multiple writing surfaces and wireless projection to optimize active learning.

The Anteater Learning Pavilion is unique in that it is a wholly dedicated building to active learning. The only other building of this kind is at Oregon State University. Further, faculty who wish to teach in the Anteater Learning Pavilion must complete a certification by the new Active Learning Institute offered by the Division of Teaching Excellence & Innovation, under the auspices of the Office of the Vice Provost of Teaching and Learning. This certification includes a series of eight 90-minute workshops on active learning methods and technologies that take place over a period of about three months. For further insight into this certification, review the useful compilation of teaching resources on the Engaged Learning Institute page compiled by Dr. Andrea Aebersold, the UCI director of faculty instructional development.

Watch the video below for a sneak peek at the Anteater Learning Pavilion.


iMedEd Release Notes 9.21.18

3-part Webinar Series with the AAMC and the ACGME

The Association of American Medical Colleges (AAMC) welcomes you to join them for a 3-part webinar series with the Accreditation Council for Graduate Medical Education (ACGME) focusing on competency-based education across undergraduate and graduate learning environments.

Of particular focus will be the ACGME’s Milestones program – ranging from their initial creation, research following their implementation, and next steps with the development of the Milestones 2.0.

These webinars are free to attend, but registration is required for each individual event. Please contact with any questions. 

Webinar 1: ACGME Milestones in GME: History, Educational Theory, Rationale, and Experience from the First Five Years
Friday, Sept. 7 at 3 p.m. Eastern
This webinar has already occurred. View registration here.

Medical education is an intense, developmental process for students, residents and fellows. Milestones were incorporated in 2012 as part of the ACGME’s Next Accreditation System’s increased focus on continuous quality improvement in graduate medical education. Milestones, using a stage model of professional development, provide descriptive, longitudinal narratives for the six general competencies for all specialties. In this webinar we will discuss the history, educational theory, rationale, and experience with the first five years of Milestones in GME.

Eric Holmboe, MD, MACP, FRCP
Senior Vice President, Milestone Development and Evaluation

Webinar 2: Research on the ACGME Milestones
Monday, Oct. 22 at 3 p.m. Eastern
Register here.

When the Milestones were formally implemented in seven specialties in 2013, the ACGME made a commitment at that time to study the validity and impact of the Milestones on GME training.

The first five years of Milestone use by residencies and fellowships has catalyzed a number of important quantitative and qualitative studies on the validity and utility of Milestones. Multiple studies have involved either national or multi-institutional Milestone data to study key components of validity. We have learned lessons about what works and what doesn’t, success factors and approaches for residents, helpful and unhelpful characteristics of Milestone design and content, and early lessons about effective clinical competency committees. Dr. Stan Hamstra with provide an overview of the research lessons learned to date, with a special emphasis on validity research.

Stanley Hamstra, PhD
Vice President, Milestone Research and Evaluation

Webinar 3: Development of the ACGME Milestones 2.0
Wednesday, Nov. 28 at 3 p.m. Eastern
Register here.

The ACGME made a commitment from the outset all Milestones would be reviewed in the first four to five years to assess the need for revisions, edits and updating. The lessons learned (presented in Webinar 2) have provided rich data to move forward with a full-scale review and revision process for all Milestones sets between 2018 and 2021. The Milestones team refers to this initiative as Milestones 2.0. A number of specialties have already begun work on Milestones 2.0, including the inclusion of the UME voice in the process. Dr. Laura Edgar will share the new Milestone development and revision process and provide an update on progress and lessons learned to date.

Laura Edgar, EdD, CAE
Vice President, Milestones Development


iMedEd Release Notes 9.10.18

New Group Study Room Open at the Grunigen Medical Library

The Forest J. and Dolores S. Grunigen Study Room is now open in the Grunigen Medical Library (GML) at the UCI Medical Center!

This space is located across from the ITC classroom and behind the ITC computer lab (see map below). It is accessible to UCI faculty, staff and students with a current ID and can be used by up to five people for study, meetings and video conferencing (Zoom or Skype). The room is also equipped with a large whiteboard.

Booking the Study Room
This study room can be booked through the GML site. When the room is not booked, it is available on a first come, first served basis. Those using the room will need to have their own Zoom or Skype accounts to use video conferencing.

Other News from GML

  • A project to include a 24/7 space in GML has been approved. Though there is no timeline yet, it is moving forward.
  • GML loans out Lenovo Thinkpads, MacBook Pros, and portable charger units (useful for mobile devices like smartphones). Click here for more information on these equipment loans.