Remediation: Using Aquifer to Support Struggling Learners

Join us for an educator-led panel discussion webinar focused on how to use Aquifer cases to support learners who need more help in your curriculum.

In this session you’ll learn practical tips from colleagues across the country for diagnosing your learners’ struggles and using Aquifer cases to understand your learners’ needs, including how to use Aquifer cases to:

  • Provide additional content for knowledge gaps
  • Support clinical reasoning skills development
  • Support clinical skills development


  • Sherilyn Smith, MD – Aquifer Chief Academic Officer and Professor at University of Washington School of Medicine
  • Kindred Harland Shulgin, MS, PA – Clinical Assistant Professor, Pace University-Lenox Hill Hospital Physician Assistant Program – NYC Department of Physician Assistant Studies, College of Health Professions
  • Jensen Lewis, MSPAS, PA-C – Director of Didactic Curriculum, Physician Assistant Program, Case Western Reserve University
  • Elizabeth Stuart, MD, MSEd – Core Clerkship Director, Department of Pediatrics, Director of Clerkship Education, Stanford School of Medicine, Director – LPCH RAT/RATu Program

Table of Contents:

  • Introductions
  • Agenda: 2:34
  • Your students seems to be struggling, now what? 8:22
  • Aquifer Pedagogical Elements: Key Things to Know: 10:50
  • Kindred Harland Shulgin – Remediating Knowledge Gaps: 21:39
  • Elizabeth Stuart – Remediating Clinical Reasoning Skills: 27:13
  • Jensen Lewis – Using Case Analysis Tool for Remediation: 35:30
  • Sherilyn Smith – Using Breakpoints & Timed Note Writing: 40:30
  • Q&A: 44:45
  • Resources: 59:23

Coaching for the Development of Master Adaptive Learners

The pace of the development of new biomedical knowledge and of changes in healthcare systems requires physicians and medical students to develop the ability to seamlessly adapt new information and concepts into their existing mental frameworks in order to become experts. Never has this dynamic been more in evidence than during the COVID-19 pandemic, in which new knowledge, skills, and processes of care have arisen at a furious rate. In order to develop into what the American Medical Association has termed Master Adaptive Learners, medical students, typically highly-motivated learners, will benefit from coaching from their clinical teachers to facilitate their self-regulated learning and help them develop the habits of mind required for making clinical decisions in modern practice.

In this workshop, we will present a schemata of the Master Adaptive Learner process and introduce novel tools to aid family physician faculty as they coach their students towards their development of cognitive mastery. The workshop will combine didactic presentation and practical application of the new coaching tools so that attendees will come away with useful skills to bring back to their home institutions. The presenters will encourage active discussion and group participation so as to benefit from the shared experience in the room in developing best practices for making use of the novel cognitive coaching framework and tools. You can find the handout from the workshop here.

Presented by:

  • Dave Anthony
  • Jason Chao
  • Sherilyn Smith
  • Leslie Fall