CLIMEcasts

In this episode, CLIME Associate Director, Kate Mulligan talks with Dr. Audrea Burns about cultivating professional identity in medical education.Despite ongoing social and political disruptions, medical education has continued to refine how we can best cultivate the professional identities of our learners and faculty. Dr.Burns highlights current challenges in professionalism through discussion of emerging frameworks to support an antiracist and inclusive environment to allow for all members of the medical education community to flourish. 

In this episode our guest, Rachel Umoren, MBBCh, MS,  joins Kate Mulligan, PhD to discuss Virtual Simulation in Medical Education.   General Resources:Virtual Simulation in Medical Education TranscriptSimulation and Game-Based Learning for the Health Professions by Rachel UmorenHealthcare Simulation DictionarySociety for Simulation in HealthcareVirtual prenatal counseling simulatorJMIR Medical Education - Increasing Realism and Variety of Virtual Patient Dialogues for Prenatal Counseling Education Through a Novel Application of ChatGPT: Exploratory Observational StudyJMIR Serious Games - Virtual Antenatal Encounter and Standardized Simulation Assessment (VANESSA): Pilot StudyVirtual simulations on newborn resuscitation and careVirtual Essential Newborn Care (2023, updated version) https://sites.uw.edu/virtualenc/Virtual simulations for neonatal education - PubMed (nih.gov)Electronic Helping Babies Breathe (2019)Doctor Creates Virtual Reality Simulation to Save Babies' Lives - On the Pulse (seattlechildrens.org)eHBB: a randomised controlled trial of virtual reality or video for neonatal resuscitation refresher training in healthcare workers in resource-scarce settings | BMJ OpenUsing Mobile Virtual Reality Simulation to Prepare for In-Person Helping Babies Breathe Training: Secondary Analysis of a Randomized Controlled Trial (the eHBB/mHBS Trial) - PMC (nih.gov)Virtual disaster evacuation simulatorEvacuation of Vulnerable and Critical Patients: Multimodal Simulation for Nurse-Led Patient Evacuation. - Abstract - Europe PMCEVAC: Evacuation of Vulnerable and Critical Pediatric Patients for Nurses - PubMed (nih.gov)EVAC Washington.eduVirtual team training simulations

 In this episode our guest, Nicole Woods, PhD joins Kate Mulligan, PhD to discuss how we can re-think the integration of basic and clinical sciences in medical education.  Collaborative Advocacy & Partnered Education (CAPE)The Wilson CentreCLIME Grand Rounds

 In this episode our guest, Molly Jackson, MD joins Kate Mulligan, PhD to discuss what the UWSOM Colleges program and how it brings a personalized approach to medical education and provides a deepening understanding of both fundamental clinical skills and professionalism.

In this episode David Masuda and Kate Mulligan pick up from the Part 1 and get into a few more resilience coping skills you can try in your classroom and will cover the last category for advancing student wellbeing, connecting to the environment.  UW Resilience Lab Well Being for Life and Learning Guidebook Pedagogy of the Distressed, Jane Tompkins Texas Well-Being: Promoting Well-being in UT Learning Environments UCLA Health Guided Meditations 

In this episode our guest, David Masuda, MD joins Kate Mulligan, PhD to discuss how to incorporate teaching practices that foster wellbeing and encourage resilience to humanize the classroom. Resources:  UW Resilience Lab Well Being for Life and Learning Guidebook Pedagogy of the Distressed, Jane Tompkins Texas Well-Being: Promoting Well-being in UT Learning Environments UCLA Health Guided Meditations 

In this episode our CLIMEcast host and Associate Director Kate Mulligan, PhD talks with Anne Browning, PhD and Megan Kennedy, MA, LMHC about the importance of centering student well-being in higher education, and specifically in our health sciences educational programs. *Correction: Megan Kennedy joined the UW Resilience Lab in 2019 not 2018.ResourcesUW Resilience LabWell-Being for Life & Learning GuidebookBe REAL ProgramThe Engelhard Project for Connecting Life and LearningImpact of Imposter Phenomenon with Tyra Fainstad, MDStrategies for Using the Learning Climate to Reduce Imposter Phenomenon with Addie McClintock, MD

Get to know the new CLIME Director and Assistant Dean for Educator Development Dr. Kristina Dzara. Dr. Dzara began her new position at the University of Washington School of Medicine in April 2022. Show Notes: CLIME Teaching Scholars Program Lau, Dzara, Khachadoorian-Elia, and Berkowitz. 2021. “The ‘Medical Education Roadshow:' Delivering Faculty Development to Busy Clinician Educators When They Least Expect It.” Journal of Continuing Education in the Health Professions.  Well Being for Life and Learning: “A Guidebook for Advancing Student Well-Being at the University of Washington.” Berkowitz, Dzara, and Simpkin. 2021. “Building Your ‘Educational Peloton:' Cycling Together for Success During Uncertain Times.” Journal of Continuing Education in the Health Professions. CLIMEcasts Anti Ableism Series  Goldhamer, Pusic, Co, and Weinstein. 2022. “Can Covid Catalyze an Educational Transformation? Competency-Based Advancement in a Crisis.” New England Journal of Medicine.  Thoma, Warm, Hamstra, Cavalcanti, Pusic, Shaw, Verma, Frank, Hauer. 2020. “Next Steps in the Implementation of Learning Analytics in Medical Education: Consensus From an International Cohort of Medical Educators.” Journal of Graduate Medical Education.  Academic Medicine Last Pages Chan, Dzara, Paradise Dimeo, Bhalerao, and Maggio. 2020. “Social Media in Knowledge Translation and Education for Physicians and Trainees: A Scoping Review.” Perspectives on Medical Education.  @UW_CLIME @KristinaDzara Health Humanities Faculty Development (Alice Fornari) CLOSLER (Margaret S. Chisolm)Bynum, Varpio, Laggo, Teunissen. 2020. “I'm Unworthy of Being in This Space: The Origins of Shame in Medical Students.” Medical Education.  

In this episode, we explore a wealth of readily accessible resources and practical tips to go beyond just acknowledging ableism and eliminating ableist behavior, to actively supporting our disabled friends and colleagues.Show Resources: Bias Training: UW implicit bias training, which includes disability material (this is now required to be on search committees and is freely available to the UW community). Disability Attitudes Implicit Association Test (DA-IAT) freely available at Project Implicit hosted by Harvard. Project Implicit: https://implicit.harvard.edu/implicit/selectatest.htmResource Guide for Training on Disability Competence: A resource guide for PT and PTA faculty, clinicians, and students (December 2021)Learn about disability identity from a diversity perspective:Davis, Lennard J. (2013) "Introduction: Normality, power, and culture." The disability studies reader 4 : 1-14. Stella Young. “I am not your inspiration, thank you very much.” TED Talk (2014). Maysoon Zayid. “I have 99 problems… palsy is just one.” Ted Talk (2013)Adams-Spink, Geoff. “Social Model of Disability Animation.” (Nov. 7 2011). UW Resources:Bree Callahan, Tri-Campus ADA Coordinator, leading equity and compliance efforts for ADA/section 504The D Center – UW Seattle campus Deaf and Disability Cultural Center: Student Disability Commission: https://careers.uw.edu/organizations/asuw-student-disability-commission/ DO-IT: https://www.washington.edu/doit/ Disability Studies Program: https://disabilitystudies.washington.edu/ CREATE: https://create.uw.edu/ Other Groups of interest:Coalition for Disability Access in Health Science Education https://www.hsmcoalition.org/Stanford Medicine Alliance for Disability, Identity, and Equity https://med.stanford.edu/smadie/about.htmlDisability Rights Washington: https://www.disabilityrightswa.org/

In this episode, our guest speakers  "Evans and Feldner" share data from their CLIME-funded research project  on the lived experience of ableism and allyship of students, staff and faculty at the University of Washington, who identify as D/deaf, disabled, living with a disability, or as having a chronic health condition.  

Episode 1 of our Anti-ableism and Disability Allyship in Medical Education Series. In this episode our guests, Drs. Heather Feldner and Heather Evans, guide us through foundational concepts of disability, ableism and allyship, unraveling important terminology, and emphasizing the importance of language. Show Resources:Bias Training: UW implicit bias training, which includes disability material (this is now required to be on search committees and is freely available to the UW community). https://depts.washington.edu/podscan/gcw/implicit-bias/?_ga=2.69121425.1218851216.1639665509-786956136.1638917014#/ Disability Attitudes Implicit Association Test (DA-IAT) freely available at Project Implicit hosted by Harvard. Project Implicit: https://implicit.harvard.edu/implicit/selectatest.htmResource Guide for Training on Disability Competence: A resource guide for PT and PTA faculty, clinicians, and students (December 2021): https://cdn.ymaws.com/www.aptahpa.org/resource/resmgr/communications/Resource_Guide_for_Training_.pdfLearn about disability identity from a diversity perspective:Davis, Lennard J. (2013) "Introduction: Normality, power, and culture." The disability studies reader 4 : 1-14.  Pdf online at:https://ieas-szeged.hu/downtherabbithole/wp-content/uploads/2018/02/Lennard-J.-Davis-ed.-The-Disability-Studies-Reader-Routledge-2014.pdf#page=1 Stella Young. “I am not your inspiration, thank you very much.” TED Talk (2014).  https://www.youtube.com/watch?v=8K9Gg164Bsw Maysoon Zayid. “I have 99 problems… palsy is just one.” Ted Talk (2013).http://www.ted.com/talks/maysoon_zayid_i_got_99_problems_palsy_is_just_one Adams-Spink, Geoff. “Social Model of Disability Animation.” (Nov. 7 2011). You Tube. Available at: https://www.youtube.com/watch?v=9s3NZaLhcc4 UW Resources:Bree Callahan, Tri-Campus ADA Coordinator, leading equity and compliance efforts for ADA/section 504The D Center – UW Seattle campus Deaf and Disability Cultural Center: https://depts.washington.edu/dcenter/ Student Disability Commission: https://careers.uw.edu/organizations/asuw-student-disability-commission/ DO-IT: https://www.washington.edu/doit/ Disability Studies Program: https://disabilitystudies.washington.edu/ CREATE: https://create.uw.edu/ CLIME symposium- Anti-ableism in Healthcare Education - join us on June 10th! https://clime.washington.edu/2022-clime-together-symposium-2/ 

Dr. Addie McClintock is an Assistant Professor of Medicine in the Division of General Internal Medicine at the University of Washington School of Medicine. She practices at the University of Washington Women's Health Care Center where she also runs the women's health training pathway for the internal medicine residency. Dr. Tyra Fainstad and Dr. Addie McClintock have teamed up to develop a two-prong approach to help us help our learners manage the impact of impostor phenomenon and exploring the interplay of psychological safety. In this second episode Dr. McClintock will be broadening the conversation to describe how we can design the learning environment to create psychological safety and counter impostor phenomenon by creating healthy and functional teams.

Tyra Fainstad, MD, Associate Professor of Medicine, Department of General Internal Medicine, University of Colorado School of Medicine.In this episode Dr. Fainstad defines impostor phenomenon, how to recognize it in our learners, and strategies you can share with your learners to help them manage it. Dr. Fainstad will be sharing her wisdom about the characteristics and impact of impostor phenomenon and offering powerful strategies that educators can use to help learners manage it.

Kali Hobson, MD., Child and Adolescent Psychiatry Fellow, Department of Psychiatry, Child and Adolescent Psychiatry Division, University of Washington, Seattle, WA, USA and Roberto Montenegro, MD, PhD, Assistant Professor, Department of Psychiatry, Child and Adolescent Psychiatry Division, University of Washington, Seattle, WA, USAIn this podcast, Drs. Kali Hobson and Roberto Montenegro describe the methods they have developed to continuously review and revise curricular content to reduce bias and enhance coverage of societal and structural factors that impact health. Dr. Montenegro, who directs the BRICC (Bias Reduction in Curricular Content) process, also lays out his vision for using technology to automate the review process to insure timely curricular enhancements and project sustainability.

In this podcast Edwin Lindo, JD, CLIME’s Associate Director of Critical Teaching and Equity and William Harris, MD, the block lead for the University of Washington School of Medicine’s Blood and Cancer Block discuss how they worked together to improve a presentation on health outcome inequality, with a specific focus on breast cancer in African American women. We created this podcast to highlight Edwin’s work as a consultant with CLIME. He is available to assist faculty in making their teaching more equitable and inclusive.

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.

Jonathan Ilgen, MD, Associate Professor, Department of Medicine, University of Washington School of Emergency Medicine, Seattle, WATeaching clinical reasoning involves helping learners learn a number of related skills, including observing and communicating with patients (paying close attention to cues and clues), synthesizing information, managing problems. In this podcast Dr. Jon Ilgen shares his thoughts on the kinds of tools one should ha a teaching toolbox.

Patricia A. Kritek, MD, EdM, Professor, Division of Pulmonary, Critical Care, and Sleep Medicine, Department of Medicine, University of Washington School of Medicine, Seattle, WADeveloping teaching scripts for common teachable moments can help you maximize trainee’s 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 busy clinical settings.

Molly Blackley Jackson, MD, Associate Professor, Division of General Internal Medicine, Department of Medicine, University of Washington School of Medicine, Seattle, WAMedical 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.

Paul B. Cornia, MD, Associate Professor, Division of General Internal Medicine, Department of Medicine, University of Washington School of Medicine, Seattle, WAHave 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.

Eileen J. Klein, MD, MPH, Professor, Division of Emergency Medicine, Department of Pediatrics, University of Washington School of Medicine, Seattle, WAMost 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

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