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© University of Washington - 2018
Description
Welcome to CLIMEcasts—two podcast series featuring visiting professors and local experts. Hosted by Lynne Robins, PhD and Joshua Jauregui, MD, these sessions are a conversational approach to topics relevant to UW health professions educators.
15 Episodes
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This video is part of CLIME’s “Do No Harm” faculty development series on how to make teaching more equitable and inclusive. In it, William (Bill) Harris, MD, Block lead for the Blood and Cancer Block, and Edwin Lindo, JD, CLIME’s Associate Director for Critical Teaching and Equity discuss how they worked together to improve a presentation on health outcome inequality, with a specific focus on breast cancer in African American women. Actual footage of the teaching session is interspersed with their reflections on the roles they played in its creation and evolution.
We invite you to reach out to CLIME (clime@uw.edu) for help when teaching about social identifiers (such as race, ethnicity and gender), for guidance on how to discuss health inequities using a critical lens, and for creating instructional materials and presentations about the impacts of SDoH on health and access to/quality of health care.
In this podcast, Belinda Fu, MD, (aka “theImprovDoc”) discusses how improv transformed her life and propelled her to found The Mayutica Institute, an educational training company, co-organize an Annual International Medical Improv Trainer Workshops, and establish ImprovDoc.org, an educational resource about the use of improvisation in medicine. She shares her approach to teaching improv as well as her personal experience of the transformative power of learning how to listen to others and oneself and say “yes and” to life.
In this podcast, Dr. Bridget O’Brien shares her perspectives on writing scholarship that is compelling and publishable. Drawing on her experience as an education researcher, a deputy editor for Teaching and Learning in Medicine, and a qualitative consultant for Academic Medicine, Dr. O’Brien offers advice on how to write an Introduction to a paper that demonstrates understanding of your topic of study and its importance to the academic community while hooking readers’ interest. Bridget O’Brien is an Associate Professor affiliated with the Office of Medical Education, Research and Development in Medical Education unit (RaDME). She teaches and mentors faculty and learners in several programs, including the UCSF-University of Utrecht doctoral program in Health Professions Education, the Health Professions Education Pathway and the Teaching Scholars Program. At the San Francisco VA, she directs scholarship and evaluation for the Center of Excellence in Primary Care Education and a Fellowship in Health Professions Education Evaluation and Research.
In this podcast, Drs. Amanda Kost, Edwin Lindo, and Roberto Montenegro return to the studio to provide some “real-life” examples of how to implement the critical teaching frameworks they introduced during their first CLIMEcast, “Do No Harm: An Introduction to Equitable Teaching.” They share strategies for framing instructional sessions about race and gender that invite critique and mutual learning, responding positively to student critique, and turning teaching challenges into learning opportunities.
Achieving a just and equitable learning environment that supports learning and the development of socially responsible physicians requires commitment to critically appraising and changing current approaches to teaching and the presentation of content that can be biased and negatively impact learners and the learning environment. In this podcast, Drs. Kost, Lindo, and Montenegro discuss frameworks that educators can use to assess their content and instruction through a critical, structural, and social justice lens.
Remediation is a structured approach to helping trainees at all levels address deficits in knowledge, skills and attitudes. In this podcast, Dr. Heidi Combs explains how to determine when remediation is needed and how to work with learners to tailor remediation plans in ways that fit their needs and help them to succeed.
Clinical reasoning encompasses a number of different types of skills, including the skills of observation, communication, and synthesis. In this podcast Dr. Jon Ilgen provides a toolbox of instructional tips and techniques that can be used to help learners at different stages of the training continuum develop the skills they will need to diagnose and treat patients. Featuring Jonathan Ilgen, MD, MCR, Associate Professor, Department of Emergency Medicine, University of Washington School of Medicine, Seattle, WA, USA
Developing teaching scripts for common teachable moments can help you maximize learning, particularly when your teaching time is limited. In this podcast Dr. Trish Kritek shares her approach to building teaching scripts that incorporate drawings, formulas, and other small nuggets of content to teach interprofessional learners at all levels of expertise within her busy clinical settings. Featuring Patricia A. Kritek, MD, EdM, Professor, Division of Pulmonary, Critical Care, and Sleep Medicine, Department of Medicine, University of Washington School of Medicine, Seattle, WA, USA
Have you ever felt like you wanted to avoid teaching at the bedside because it makes you too uncomfortable? There is evidence that patients appreciate bedside teaching and it offers trainees unique opportunities to practice patient-centered communication, physical exam skills, and clinical reasoning. In this podcast, Dr. Paul Cornia provides tips on how to prepare both faculty and learners alike for effective bedside instruction, reducing anxiety and maximizing learning when teaching in the presence of patients. Simple things—such as using teaching scripts and making roles explicit—can greatly enhance these learning opportunities. Featuring Paul B. Cornia, MD, Associate Professor, Division of General Internal Medicine, Department of Medicine, University of Washington School of Medicine, Seattle, WA, USA
Medical schools are increasingly integrating authentic clinical experiences for students in the earliest stages of their curricula. There are many benefits to this early clinical exposure: enculturation into the medical community, opportunities to practice basic clinical skills, observing professionalism in practice, and reduction of the chasm between “pre-clinical” and “clinical” learning. But for preceptors, it can be challenging to provide meaningful activities that fully engage early learners with limited clinical knowledge. In this podcast, Dr. Jackson discusses how preceptors can optimize the medical education of beginning medical students in the clinical setting. Featuring Molly Blackley Jackson, MD, Associate Professor, Division of General Internal Medicine, Department of Medicine, University of Washington School of Medicine, Seattle, WA, USA
When it’s time to coach a learner through a procedure, the risk of doing harm to the patient can make the learner, the teacher, and the patient anxious. In this podcast Dr. Morris offers a structured approach to procedural teaching, providing valuable tips on how to decrease anxiety levels and prepare learners for success. She offers advice about what words to avoid when teaching learners how to perform procedures on conscious patients and the best ways to provide real-time communication about the precise movements they need to perform to complete the procedure successfully. Featuring Amy E. Morris, MD, Associate Professor, Division of Pulmonary, Critical Care, and Sleep Medicine, Department of Medicine, University of Washington School of Medicine, Seattle, WA, USA
Most of us have had difficult conversations with learners about professionalism or concerns about delivery of clinical care. These are often stressful for faculty and learners alike and it can be tempting to avoid giving constructive feedback altogether. In this podcast, Dr. Eileen Klein explains how giving constructive feedback can be seen as an opportunity to demonstrate caring for learners - and patients - and provides a model for giving timely and effective feedback. Featuring Eileen J. Klein, MD, MPH, Professor, Division of Emergency Medicine, Department of Pediatrics, University of Washington School of Medicine, Seattle, WA, USA
Nationally, many of our peer institutions have built successful teaching academies to enhance the culture for education at their institutions, provide faculty development in teaching and learning, foster innovation and education scholarship, and promote the careers of clinician educators. In this podcast, Dr. Sheila Chauvin shares her experiences forming and growing a Teaching Academy at Louisiana State University, and what she has learned by helping other institutions embark on similar academy development initiatives at other institutions across the nation. Dr. Chauvin describes the many benefits of teaching academies, as well as the importance of tailoring academies to local institutional contexts. Featuring Sheila W Chauvin, PhD, MEd, Professor Emeritus, Louisiana State University Health-New Orleans, USA
In this podcast, Dr. Larry Gruppen explains why the Learning Environment is such an enduring subject of study. Everyone wants to improve it – but defining it and discovering what variables really influence its quality has been elusive. He shares his ideas about how to construct a research agenda that might lead to a better understanding of the learning environment and gives advice on how to get started researching this fascinating and important topic. Featuring Larry D Gruppen, PhD., Professor, Department of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, MI, USA
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