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Don't miss this featured session: Physician Advisor and Care Team Trivia
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Melissa M. Buchner-Mehling, MD, CHCQM, CPHYADV, FABQAURP
Associate Chief Medical Officer
Sound Advisory
Natasha L. Chen, MD, CHCQM, CPHYADV, FABQAURP
Physician Advisor
Natasha L. Chen, M.D. PLLC
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NEW PORT RICHEY, FL USA -- HEALTHCARE UPDATE NEWS SERVICE -- JUNE 4, 2026: At this session, attendees will have the opportunity to experience an interactive and high-energy educational session led by Dr. Melissa M. Buchner-Mehling and Dr. Natasha L. Chen. Titled "Physician Advisor and Care Team Trivia", this session takes a creative approach to reinforcing essential knowledge for physician advisors and health care team members by blending education with a game-based format inspired by the classic quiz show Jeopardy.
Rather than relying on traditional lecture methods, the presenters will guide participants through a series of 20 multiple-choice questions designed to test and strengthen their understanding of key topics central to physician advisor practices and health care teams. Each question will be displayed on slides followed by answer keys and detailed explanations that encourage discussion and deeper comprehension. The Jeopardy-style format fosters engagement, collaboration, and friendly competition among attendees, making complex regulatory and clinical concepts more approachable and memorable. Key learning concepts will include regulatory forms, patient costs, physician advisor roles, compliance, documentation, and billing best practices.
Active learning strategies consistently outperform passive approaches across a wide range of disciplines. In a large meta-analysis of undergraduate STEM courses (science, technology, engineering, mathematics), Freeman et al. (2014) looked at evidence from 225 studies and found that active learning improved examination performance and reduced course failure rates when compared to traditional lectures. In practice, active learning can consist of discussion, group work, asking and answering questions, completing self-tests, formulating notes rather than copying verbatim, and explaining concepts to others. Unlike passive listening, these activities increase cognitive effort and retrieval which are strongly associated with learning.
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