Podcasts about lcme

In an April 23rd executive order (EO), the president of the United States alleges that the Liaison Committee for Medical Education (LCME) and the Accreditation Council for Graduate Medical Education (ACGME) are requiring medical schools and residency programs to pursue unlawful discrimination through DEI policies. The EO calls for the US Department of Education to “assess whether to suspend or terminate” them, and to “streamline the process” for recognizing new accreditors to replace them.  In addition, medical journals, including the New England Journal of Medicine, are getting letters from a US Attorney, calling them “partisans in various scientific debates,” and requesting information.  As a follow up to our last episode on authoritarianism and its implications for the medical profession, we consider these new developments from two perspectives: On the one hand we look for evidence to support the government's claims; and, on the other, we consider how they fit into the authoritarian's playbook of capitalizing on polarization to breakdown civil society and consolidate power.  There are things physicians and other health professionals can and should be doing now – and we propose a few -- to protect our profession from an authoritarian incursion that threatens our commitment so scientific integrity, and to a medical education system that, however imperfect, is informed by expert knowledge and professional values.

Stuart Wheaton, Guitar, Teaching, Examining, Composition and Creating a Syllabus Today I'm talking to Stuart Wheaton senior examiner for LCME. We talk about music college, Carlos Bonell and various guitar examination boards from Trinity rock school to LCME. We also discuss how great players have very different ways of approaching music and teaching. Great chat with Stuart Check out his Facebook https://www.facebook.com/people/Stuart-Wheaton-Guitar-Lessons/100063951765867/   To support the podcast and get access to features about guitar playing and song writing visit https://www.patreon.com/vichyland and also news for all the creative music that we do at Bluescamp UK and France visit www.bluescampuk.co.uk   For details of the Ikaro music charity visit www.ikaromusic.com   Big thanks to Josh Ferrara for the music

In this episode of the STFM Podcast, Dennis Baker, PhD, creator of the ARCH Model of feedback, shows us how we can create a learning environment in which the word “feedback” does not elicit instant dread in the learner. In a congenial conversation with our host, he describes each part of the ARCH model, showing us not only how we can use it in our practice, but also demonstrating how this feedback model can guide learners into a habit of intentional self-reflection, a practice they can then use throughout the rest of their career.Hosted by Saria Saccocio, MD, MHA, FAAFPCopyright © Society of Teachers of Family Medicine, 2024Resources:ARCH: A Guidance Model for Providing Effective Feedback to Learners - STFM Education ColumnUsing the ARCH Feedback Model - STFM Resource LibraryJanuary 2023 #MedEd Pearls: The ARCH Model for Providing Effective Feedback - Harvard Macy InstituteGuest Bio:Dennis Baker, PhD, is an Emeritus Professor of Family Medicine at the Florida State University College of Medicine. After receiving his doctorate in education at the University of Florida in 1976, Dennis began his medical education at a new College of Veterinary Medicine at Mississippi State University where he directed the student testing center and provided teaching skills training to new faculty, most of whom had never taught. In that environment he learned that helping faculty enhance their teaching skills required listening to faculty and that building positive and personal relationships with them are key elements of the faculty development process. Dennis went on to hold faculty development and administrative positions in three Colleges of Osteopathic Medicine. Taking the position as Assistant Dean for Faculty Development at the newly created Florida State University College of Medicine provided Dennis the opportunity to fully engage in his passion of helping those who teach medical students and residents to enhance their educational skills via the faculty development process.  His faculty development program at Florida State was cited as a strength by the LCME in 2011, as follows: The College of Medicine should be commended for an impressive faculty development program, particularly for the diverse nature of the offerings and the sheer volume of effort expended to support the development of faculty on an ongoing basis. Dennis is a “long-time” active STFM member and considers his experiences in STFM to be a guiding influence and highlight of his career in medical education.Link:stfm.org/stfmpodcast02202

UMass Chan Medical School and Lahey Hospital & Medical Center (Lahey), part of Beth Israel Lahey Health, have received approval from the Liaison Committee on Medical Education (LCME) to establish a new regional medical school campus in Burlington. LCME is the accrediting body for medical schools in the United States and Canada.   The UMass Chan-Lahey regional campus will emphasize leadership, health systems science and interprofessional education, preparing students to lead and create solutions to future challenges in health care. The new track will be called LEAD@Lahey, which stands for lead, empower, advocate and deliver. The first cohort of medical students participating in the program will begin in August 2024. Guests for this episode include: Anne Larkin, MD, associate professor of surgery and vice provost and senior associate dean for educational affairs at UMass Chan Anne Mosenthal, MD, chief academic officer at Lahey Hospital Medical Center, and inaugural regional executive dean of the UMass Chan-Lahey regional campus. Read about the new program at: umassmed.edu/news Get more information at: https://www.umassmed.edu/umass-chan-lahey

Dr. Jenny Christner has been a medical education leader and innovator for 20+ years. She has published widely, won several awards and serves on many national medical education committees. Most recently, Dr. Christner founded a consulting company, Christner Strategies, which focuses on her 3 loves. The first is public speaking. As a closet actress, she loves engaging an audience and does so nimbly on a variety of topics. Her favorite talks include "Improv Techniques to Improve Teamwork and Communication" and "Stop Limiting Beliefs and Achieve Your Goals." She has been a plenary speaker and retreat opener on numerous occasions. She is also facile with numerous medical education/faculty development topics. Her second love is life coaching. She offers 1:1 coaching and executive coaching packages as well as Courses on Branding 101 and How to Start Your Own Business. Finally, she is an expert at all things LCME/medical school accreditation. To find out more or to sign up for a course visit www.christner-strat.com.Sponsors: Master Your Podcast Course: MasterYourSwagFree Coaching Session: Masterleadership.orgSupport Our Show: Click HereLily's Story: My Trust ManifestoSupport this show http://supporter.acast.com/masterleadership. Hosted on Acast. See acast.com/privacy for more information.

Being accredited by the Liaison Committee on Medical Education (LCME) is key to making the School of Medicine an academic medical center, and the LCME wants to know what our students think. Medical students Maani Kamal (MS4, MD program) and Colin Quinn (GS1, MSTP program) talk with Dr. Vickers about their co-chairing the Independent Student Analysis, a student-led survey about key aspects of the School of Medicine, and how the ISA team got more than 95 percent of their classmates to participate.Learn more about LCME accreditation at go.uab.edu/lcme.

Being accredited by the Liaison Committee on Medical Education (LCME) is key to making the School of Medicine an academic medical center.As the UAB School of Medicine approaches re-accreditation in 2022, Veronica Catanese, M.D., MBA, senior director of Accreditation Services and LCME co-secretary at Association of American Medical Colleges, talks with Dr. Vickers about the rigors of the accreditation process and why LCME accreditation is an important benchmark for MD granting programs across the country. Learn more about LCME accreditation at go.uab.edu/lcme.

A conversation with Dr. Nichole Zehnder, Assistant Dean of Admissions and Student Affairs at the University of Colorado School of Medicine [Show summary] Dr. Nichole Zehnder, Assistant Dean of Admissions and Student Affairs at the University of Colorado School of Medicine, shares an overview of the school’s unique offerings and admissions process for prospective med school applicants. Get to know the University of Colorado School of Medicine [Show notes] Today's guest, Dr. Nichole Zehnder, earned her MD at the University of Rochester School of Medicine and Dentistry in 2006. She did her residency in internal medicine and is a practicing physician affiliated with the University of Colorado Hospital, and she's also an Associate Professor of Hospital Medicine at the University of Colorado. More importantly, for purposes of this interview, she is the Assistant Dean of Admissions and Student Affairs at the University of Colorado School of Medicine. Can you give an overview of the Colorado School of Medicine's program, focusing on the more distinctive elements? [1:37] The University of Colorado School of Medicine is a four-year MD/PhD program. We're LCME accredited and affiliated with AAMC. We offer spots for 10 MSPP students, so 10 MD/PhD students in each of our intern classes, and then 174 MD spots. I think there's a few different distinct parts of our curriculum, some of which are just blooming on the horizon, which I'd love to feature here, as well as some things that are already in existence. Some of the more notable parts of our school and our curriculum as it exists right now are our longitudinal interprofessional curriculum. We're fortunate to be on one of the biggest healthcare campuses in the United States. We have our medical school, our dental school, our PA school, our pharmacy school, and our nursing school all here on our campus. And with that, we think that we should take that geographic advantage and have our learners learn together in a true interprofessional environment. That starts here at CU in the first year, continues all the way through the fourth year or the senior year of medical school. That's one of our really distinct opportunities that our students can take advantage of. And that's true for both MD and MD/PhD students. I think a few other parts of our curriculum really deserve a shout out. One is, we have quite a few developed, longitudinal, integrated clerkships in our clinical year. Our students who will be entering in this year's intern class, so the 2020 intern class, have the opportunity to, if they want, participate in five different longitudinal integrated clerkship models. Everything from urban underserved care at our Denver Health site to our C-CLIC, which is our rural and community longitudinal integrated clerkship. The longitudinal clerkship model is a model that's been done for decades. Here at CU, we've been doing it for about the past six or seven years. And that's done in the clerkship phase of training, so the clinical phase of training, which for some schools is the third year, for some schools it's earlier. For us right now, it's in the third year, and I'll get to that part here in a second. But the students have the opportunity to do the entirety of their clerkship or clinical year at this specific site. The Colorado School of Medicine has a branch in Colorado Springs, although most of your campus is outside of Denver. What is the advantage of that? Why would a student choose that? [4:09] Our main campus is located at the Anschutz Medical Campus. That's in Aurora, which is east of the Denver Metro area. Colorado Springs is about an hour south of the Denver area, and we have 24 of our students do their clinical training down in Colorado Springs. One might think with Colorado Springs that they may be more interested in mountain medicine or rural medicine, but actually we have students who are interested in all of those things.

To tell you that we are experts in Rural Medical Education is a bit of an understatement! We have been training and retaining rural doctors in our state for more than 40 years! So, let's take it back to where it all began, the U.P., and learn how it all happened from the man that was there!  This Rural Mission is a podcast brought to you by Michigan State University College of Human Medicine. The podcast is produced with funds from the The Herbert H. and Grace A. Dow Foundation and The Michigan State University College of Human Medicine Family Medicine Department. Welcome to season two. I'm your host, Julia Terhune, and I hope you enjoy this episode. I don't think there's been a week that has gone by since I started working for the college of human medicine that I haven't talked about how we have been recruiting, training and retaining rural doctors for over 40 years. For those that I work with, I'm pretty sure they were able to dub those words with almost my exact inflection. I talk about it all the time and not just because it's my job, but because I'm really proud of the outcomes of our program. I'm really proud of the work that everyone for decades has put into the success of our medical students and the success of the rural medical systems that take our medical students. Now in 2019, I get to change my script just a little bit because this year we are celebrating 45 years of rural medical education. In these 45 years, we have been able to show the outstanding and significant outcomes related to developing the rural medical workforce, and we have expanded our rural medical education certificate programs to include two additional rural campuses where students can receive that certificate. Those campuses are now Traverse City and Midland. With that expansion in 2012, we have been able to cover the map of Michigan with rural medical education opportunities. Those opportunities provide students with an understanding of the unique needs found in many of our rural regions across the state. For those medical students who want to get rural medical training, they can pick from two different programs, the rural physician program based out of Marquette or the rural community health program that's based in either Midland or Traverse City. Both programs are under one big umbrella called the Leadership in Rural Medicine program. But this umbrella wouldn't exist at all if it wasn't for the men and women who worked so hard to establish rural medical education opportunities in the upper peninsula starting back in 1974. To honor this legacy, we wanted to showcase the man who was there when it started and let him tell you the story about how it all began. Dr. Daniel Mazzuchi was an internal medicine doctor who came to the upper peninsula of Michigan in the late 1960s. He was an integral part of establishing the program first in Escanaba and then in Marquette in later years. His influence on the college was so tremendous that much of what he's established during his medical education career is still in place today. Dr. Mazzuchi sat down with Dr. Andrea Wendling, the current director of our program, and told us the story of how it all began. To talk about medicine in Marquette, you have to kind of... Medical education in Marquette, you have to kind of break it up because nothing happens in a vacuum. The political factors that went into allowing the UP experiment, which is what it was called, to be started, the people or cast of characters involved in it, and then how it eventually evolved as medicine evolved in the UP. We owe a great deal of credit to the development of our Marquette campus and our rural medical education heritage to the late Donald Weston who served as Dean of the college of human medicine from 1970 to 1989. He's the reason why we're here. I mean, that's a simple declarative sentence. He was a fly fisherman and he and his buddies were up fly fishing somewhere in the mountains. They were dreaming. They were iconoclasts. People really have no idea how iconoclastic they were. They thought that they could develop more of an apprenticeship model of medical education. They thought about it for places like they were fishing in, Montana and Idaho and all. Eventually that became the whammy program. They were also very politically aware and connected and hung out with politicians from the state government. They were drinking and talking and talking about this stuff. One of the guys said, "The hell you thinking about Montana for? I mean, we have a problem in the UP. Why don't we do something in UP?" People up here in 1973 had an idea and that was to have this apprenticeship model on an experimental basis built around a practice. He got a lot of communities interested in it. Eventually Escanaba was the site they chose, not Marquette. They hired a guy named Paul Warner and another guy named John Hickner and they developed a family practice down there and he put students in there for all four years. Unheard of. This was an experiment. 10 students every other year. After about three or four years, the LCME called Weston and said, "If you don't stop this, we're going to discredit the school." Why did they say that? There was no way... Unless the students decided to take national boards on their own, the LCME could judge the progress of people. The curriculum was let's call it innovative to sprain the meaning of the word. In terms of available data, the students were doing fine, but the available data wasn't sufficient in the minds of the people who were in charge of the LCME at that time. The long and short of it is a compromise was reached to relocate the first two years back to campus and to make this a clinical campus, but with a different mission. That's lasted to this day. Yeah. What was that mission at the beginning? The beginning was to try to resolve the problem of rural areas in getting people to come here to practice or even more importantly, to encourage people who lived here, who would ordinarily want to stay here, to get into medical school, to open the doors a little wider for them. We, by the way, had a separate admissions committee. The thing was it was a day when the decision was placed in the hands of a small group of people who had their own ideas about who should be going to medical school and who shouldn't. Although I would say they were very, very well intended people, I was a part of them. It was a very serious matter for them. But they took to what would be viewed today as an extreme, their desire to be sure that people came back here as much as possible. The bias, if you will, was very heavily towards people from the upper peninsula as was the intention of the founder of this program. That's what he wanted, but also towards women, also towards older people in general. I would say those things have by and large continued as far as I can see in a much different way and under it. But I think this campus has almost always had at least 50 and more percent women students and has always had a handful... Always had people in their late twenties, early thirties coming in, which I think is outstanding. I think it's the way it should be, but no, it was just that they kind of went a little overboard. Can you talk about how you figured their curriculum out and how you could coordinate that with the main college? I did not figure out the curriculum. Okay? Okay. I worked with department chairs. Department chairs were responsible for the curriculum here from day one just like they were everywhere else. It wasn't a detached program. It was an integrated program. It had people in the department who believed strongly. It was not in a vacuum. It was all integrated and carried out under their distant supervision. Every department had their persons here. They were likely to be local and they made regular trips up here. The students took always the same exams that happened on campus. All that other stuff [inaudible 00:10:25] But anyway, yeah, that part I would describe it as real but imperfect. It wasn't perfect because it wasn't next door. It was far away. I went down there as associate dean in '84, five, six, and I was responsible for all the campuses. I came back here in '87. I think it was when I came back and took stock of things and I thought to myself, you know what, this place looks like every other campus there is. That's not good. It might've been while still I was... I don't remember exactly, but somewhere in there in the '80s started thinking out loud, we need to do something to make this a special program again. Yes, we were no longer called the UP experiment. They were called the UP campus. Yeah, we had had some graduates and they were practicing all over, but a lot of them are in the UP. I thought, hmm, why not a two month long family practice experience in the little towns of the UP with the people who graduated from this program as their kind of overseers and so forth? Ultimately they gave permission for us to do a two month long... In addition to the one month, a two month long family practice experience in these little tiny towns. That extended time in rural family medicine lives on for our rural physician program students in Marquette. I know students are thankful that Dr. Mazzuchi started that model, and I know this because I was able to talk to one of the graduates of the program. Dr. Nicole Zimmer is now a family medicine resident at the MidMichigan Family Medicine Residency in Midland, Michigan. Her longitudinal family medicine experience set her on that path that Dr. Mazzuchi had envisioned. What was a highlight of your time up at the Marquette campus? If you could pick a day that you could relive right now, what would it be? I really enjoyed... We do 12 weeks of family medicine up there. Four weeks was in Marquette and eight weeks we spend kind of in a rural area. Mine happened to be Ironwood. I loved everything about being up there. It was in the spring, so it was absolutely beautiful. I mean, you could go on the trails. Everything was opening up. I worked with this physician, Dr. Hubbard. He was absolutely an amazing teacher and wonderful and hilarious. I mean, sometimes you get nervous about eight weeks one-on-one with a physician, but it flew by. He was a great teacher. He was amazing. While working with him, I had my very first delivery. It's still just like rocks me to this day. I remember going through the motions with him. We're kind of talking about, okay, during this stage of labor, this is what you need to do, and this is where your hands need to be, and this is what you're checking for. It was really funny because they didn't find out what they were having, a boy or a girl. I was so excited to deliver this baby because I wanted to tell them this couple if they were having a boy or a girl. When the baby was born, you're supposed to suction and dry off the baby a little bit and then pass it up to mom. Well, I was so excited I kind of forgot about that. I held the baby up like Simba and I was like, "It's a boy." Everyone starts crying and they're all excited. Dr. Hubbard just gently nudge me. He was like, "All right, Nicole, bring him back down." Then of course, we do the suction and the stimulating and the baby was perfectly fine and crying and everyone was happy, but he always joked with me after that in all of our deliveries. He goes, "Don't do the Simba move this time." It's just kind of stuck, but it was my first delivery. My love of OB as a primary care provider just blossomed on to that and I hope to do that in my future practice. It's one of the reasons I chose this campus too based on the rural medicine and the OB experience you get here. I knew at that moment it had to be part of my life. I had to be delivering babies. It was just such a thrill. The first team we sent to Haute, two girls, two women. I remember on the front pages of the newspaper, there are pictures there. I remember the little teeny hairs on my head standing up. I go, "Wow. This is exactly what I'm looking for." I mean, they treated them... They had never seen students before. None of these people had ever seen students before. They treated them in a truly heroic fashion, and they had the greatest hands on experience since we went to medical school. You don't want to know about our hands on it. I grew up in the city hospital. I mean, honestly God. But anyway, it was an overnight success and what better people to have as teachers than people who are your own graduate. I think part of the benefit of a program that's been so well-established is the connections that are made. When we had to set up rotations there, it was office staff who had worked with that physician for the past 20 years. They'd been taking students that whole time. The atmosphere of education and learning and opportunities was already set up. We didn't have to forge the way for that. The previous students and administration, they have been done. We're working with physicians in the community who loved what they were doing, love the UP. They were great teachers. Having that 40 years experience allowed them to realize, "Oh, hey, I know that you guys have this during this rotation. Let me help you out, or I know in the past students have really struggled with this part of the exam. I think you should read these materials." They were really helpful with resources or kind of identifying weaknesses before you even got there because they had seen students before you who are weak in that area or realizing there was a very human aspect of it too as far as realizing, okay, I know that you have an exam this week. I know that there are surgeries planned for late, but you had seen dozens of appendectomies, why don't you study and we can catch up after this case when the next one comes in? There was definitely opportunities to foster both the educational experience in the classroom still with bookwork and hands on experience. They were really great about realizing kind of what we needed as students before we really knew ourselves what we needed most of the time. Last year we did a study where we looked at the impact of the undergraduate medical education program and the workforce in the UP and really its impact in rural areas throughout Michigan. We took all of the graduates from the UP campus over a 30 year period, from 1978 up until 2008, and looked at where they were practicing in 2011. What we found was that 27% of all of the graduates of that program were actively practicing in a UP County in 2011. It's amazing. Yeah. The impact that that has on the workforce for the UP sustained over time is amazing. We used to wonder out loud with each other, you know, how much longer we'd be working here. Yeah, yeah. Now it's 40 years and it's made such a difference over time. The other thing we found in that study is that the mission of the program based on outcomes has actually strengthened over time. We looked at the first decade of graduates, the second decade, the third decade. In the more recent graduates, it's actually a higher percentage of them are from the UP and a higher percentage of them stay in the UP than even early on. That's wonderful. It is. Because we worried a little bit would we we saturate what the U P could need even over time, but it doesn't appear to be. It just strengthens over time, which Bill Short at the time we published the article, his theory was that having the graduates of the program become faculty has actually strengthened the program over time both from a mission fit and from a stability fit for the community. It makes perfect sense to me. It's easy to look at it once it's already happened. Right. It was one of our goals for sure. Yeah. One of our hopes. I do think that this campus, and perhaps a couple of others, provide students with more clinical hands on experience than most campuses in most medical schools across the country. We used to assess that or try to assess it by asking them after they finished their first year of residency, how they compare to people in their class, and they are always... Many of them had way more physical experience delivering babies hands on in the OR, that kind of thing. They really had a lot of real doctor type experience. We just did another survey of the last 10 years and that message came through very clearly that they felt like compared to their peers, they had more one-on-one experiences. They had more OR time, more face-to-face patient time, early triage, and then procedures, delivering babies and first assisting in surgery, which many of their peers didn't get. Our rural medical education programs are a place for rural students to have a home or to return to home. We are also a place for students who want hands on experience in surgery or emergency medicine or even general practice. They can come and learn in a small one-on-one environment. Finally, we're a place for students who want to learn more about health disparity and the needs of those who are most vulnerable and find a way to fix and solve those problems. Some of our students want all three of these things and we provide that too. We leave you today with a short testimony of what this legacy has provided one student, who at the time of this interview was only a medical school hopeful and is now part of our incoming class of 2023. John Berglund is from Bergland, Michigan. This is what John says about the rural physician program in Marquette and what it means to him to have this opportunity. Well, to be able to start my training in medicine in the region that I hope to end up one day would be huge for me. I can imagine it being a little tough training in a large city for four years or onwards and then making that huge jump to the rural area like the UP, I think it'll be pretty tough. But it's great to be able to learn and train with the people and the patients that I hope to one day care for before I even progressed. Plus, I would not have to leave my favorite place in the world, the UP. I don't think it could get much better than that. If I can give anything back to my hometown, I hope it's that that I can come and serve the people in my hometown and pretty much my whole county. I guess training there would be would be huge because I would get... I know the people from Bergland and to be able to train in that area and to train there and to get people to know even more and to build that trust and connection before I even start to be a doctor there I think is huge. Thank you as always to Dr. Andrea Wendling. Her devotion to rural medicine has paved the way for so many students to make an impact in their communities and has been a mentor and example to so many students. It's an honor and a privilege that I get to work with her. Thanks also to Dr. Mazzuchi, Dr. Nicole Zimmer, and the future Dr. John Berglund. I speak for all of us at the Leadership in Rural Medicine Programs when I say we are happy that our relationship has continued for all of these years. I would like to also thank the community assistant deans who help make our rural certificate programs run in Marquette, Midland, and Traverse City. Those individuals are Dr. Stuart Johnson in Marquette, Dr. Paula Close in Midland, and Dr. Daniel Webster in Traverse City. Thank you for all of the hard work that you do and all that you pour into the staff and students at your campuses. I hope you've enjoyed this podcast, but more importantly, I hope it has encouraged you to make rural your mission.

This episode finally gets us to a medical school out West, in particular, the Pacific Northwest with Dr. Leila Harrison, the Interim Senior Associate Dean for Student Affairs, Admissions, and Recruitment.  She has an extensive background in admissions and education which really comes through in our conversation.  WSU Elson S. Floyd is a relatively new medical school (2015) which is exciting to hear how they have created a unique mission-based and community-based medical school as the second allopathic medical school in the State of Washington.  We conclude our conversation discussing how Holistic Review works in Admissions. Have a question for the show? Send it to allaccess@case.edu Visit https://case.edu/medicine/allaccess for more information on this episode and others. If you haven been digging what you have been hearing, kindly head over to ApplePodcasts and leave us a rating, a review and subscribe! Resources Washington State University Elson S. Floyd College of Medicine Class Demographics and Statistics What are OSCEs?  Longitudinal Integrated Clerkships (LIC) - link to the CLIC Consortium for more information. WSU ESF Applicant Eligibility Requirements (see Requirements to Receive a Secondary Application section) WSU ESF Applicant MCAT/GPA combinations to receive a secondary applications (see Academic Requirements section) WSU ESF - What are we looking for?  (see Holistic Review section) Who is the LCME?  Holistic Review Explained AAMC Minority Student Medical Career Fair, Phoenix, AZ, 11/9/19 Cleveland Clinic Medical Innovation Summit Top 10 Medical Innovations for 2020 - 10/23/2019 Dr. Harrison's Recommendations Carol Dweck and Growth Mindset Topics in: Emotional Intelligence and Leadership Management Impostor Syndrome Wellness & Coping with Stress (a nice resource found on Purdue University's website) Contact medicine.admissions@wsu.edu

Carol Parker provides administrative leadership to Academic Affairs, leadership to the Continuing Medical Education Office, and serves as the assistant course director for required courses in the MD degree program. As a member of the Shared Discovery Planning Group, the last several years have focused on implementing the college’s new curriculum which entails developing new curriculum and addressing budgetary, space and faculty availabilities. Carol also works closely with the Senior Associate Dean for Academic Affairs on LCME accreditation including the monitoring and continuous quality improvement requirements.

In January 2020, representatives of the Liaison Committee on Medical Education will come to OHSU for an accreditation site visit of the School of Medicine M.D. program. Learn about the months-long self-study process that leads up to this important moment. Guests include: Dr. Tracy Bumsted, associate dean for undergraduate medical education in the School of Medicine Alex Hernandez, M.D. student in the Class of 2020 and co-chair of the LCME student committee. Learn more on O2, at the School of Medicine LCME website.

Once you actually start taking care of people,  you realize again why you did it in the first place. You will see people at their worst, at their best, and you are going to make people better. You will heal the sick, mend the wounded, and comfort the dying, there is no better mission than that. Introduction Dr. Williams is the Lead Educator and Founder of Online MedEd, Clerkship Director of Baton Rouge General Medical Center, and a teacher in the Baton Rouge Internal Medicine Residency Program. Dustyn's OnlineMed videos and notes have personally made it tremendously easier to go into clinical clerkship and shelf exams with more confidence. Thank you for what you do! In this episode we dive into Dustyn's work with Online MedEd, challenges along the medical journey, tips for education, life, and much more. Please enjoy the episode and check out Online MedEd   *** Join The Happy Doc Team! Link in to the social media, subscribe to the podcast, and join the e-mail list on the sidebar! Facebook       Instagram      Twitter Link Link *** Sample of the conversation: Can you describe a fulfilling moment in your medical career? I used to volunteer at Bridgehouse, a clinic where recovering addicts would live, work, and live together. On Tuesdays we Tulane students would  go and act as physicians and fourth years led the clinic; first and second years were doing it as part of their community service hours.  I heard a student who was a third year coaching a second year, with the drapes closed, and they were using one of my advanced organizers. They were coaching the  people below them the exact way I had coached it. I peered around the corner and I thought: "I'm pretty sure I didn't teach this guy", and it was word for word the way I did it. This is awesome! I taught someone, they are teaching someone else, and they are teaching someone else and someone else. The message just got propagated, and I hadn't done anything yet. I was a fourth year medical student. It meant that other people were teaching others. That is really why I teach. The Emotional Bank Account I treat people like people and it has to do with the "emotional bank account". You as an individual have an emotional battery and you give and take as you interact with people. It's really easy to deposit into the bank account, [for example]just spending time to listen to the nurse and learning what beer he likes. It has nothing to do with patient care, in fact it's kind of disruptive. But I listen anyways, because I put those deposits in. Then later, when I'm doing a procedure, the ultrasound is ready with the consents signed. Whereas, the jerk-off guy who treats everyone else like crap, has to go do it himself. The emotional bank account means when there's a time you need to draw, it's a shitty day, you get people to help you. In the guide I talk about, if you blow off your best friend who you've known for twenty years for lunch, you just get lunch the next day. If you blow off a tinder date and you don't show up to the bar, you aren't going to get a second date. The idea is, you have twenty years of investment with your friend and two texts worth with this girl from tinder. So you need to treat your environment like your best friend. And yes big things count, but I think little things count more, like knowing someone just had a kid, or someone started school... know what's important to them and go after it! If you could redraw what medical school could be like, if you could redraw what residency training would be like, what would be your ideal system? I don't know if this is ideal but we have all this material on Online MedEd and we have Student-faculty mode. I think that medical school is ruthlessly inefficient in both cost and time. I think that the way medical education is going is not following what doctors need to become. I actually think the LCME and the ACGME have been doing a good job of what things need to happen. You need to learn how to work in systems, you need to be a great leader, and you need to know a bunch of stuff. That's not all of the milestones, but becoming a physician is not just memorizing a bunch of things and remembering them all. And also, practicing medicine for the most part, can follow an algorithm. As long as you get the diagnosis right, you can follow. If the blood pressure isn't right, follow this dose. If the diabetes isn't controlled, go up by this much on their insulin. A lot of things can be automated. So what I would like medical school to become is a training ground for amazing people to happen to know some stuff. And I justified medical school, particularly the clinical sciences, because I learned so much in the pre-clinical years preparing for a test I didn't want to take, that now when I reencounter those things, it's like second nature. But I don't think that's necessary. I think that an ideal education world, we would have, I think, just the same amount of time and we would use something like OnlineMed Ed to make learning what we need to know more efficient. But then we would change the paradigm in which we train. We would do more stuff on leadership, more stuff on communication, more stuff on systems. Teaching physicians to be leaders, the captain of the ship, who manage huge teams of people and use those people as extensions of themselves. I don't know how to do that specifically, and OnlineMed Ed is the piece we are using to make learning more efficient rather than PhD's who are super obsessed with their one molecule for 55 minutes in the dark auditorium. Let the students learn what they need to learn on their own time, and then use the rest of the time to craft great people. For more of the conversation, listen to the audio!

New York Times Best Selling Author, Kristine Carlson invites you to practice Don't Sweat wisdom to achieve greater mental health, and better communication with your family, friends, and co-workers. Learn how to live with more peace and happiness and rediscover your joy, passion, and self-compassion, to awaken your most vibrant life. www.KristineCarlson.com and www.dontsweat.com   Stephen G. Post, Ph.D.  is a researcher and public speaker on how helping others benefits those who give, how empathic care contributes to patient outcomes and professional well-being, how youth who follow the Golden Rule live happier and more resilient lives, how caregivers find meaning and hope in caring for the deeply forgetful, and how positive psychology and spirituality enhance health. He is a best-selling author who has taught at the University of Chicago Medical School, Case Western Reserve University School of Medicine, and Stony Brook University School of Medicine, where he is Founding Director of the Center for Medical Humanities, Compassionate Care, and Bioethics (designated as a special strength of the Stony Brook School of Medicine by the LCME visiting committee. He is an elected member of the College of Physicians of Philadelphia, the New York Academy of Medicine, and the Royal Society of Medicine, London. He is a member of the Editorial Board of Character Strengths and Virtues, the handbook and classification of Positive Psychology. In this episode, listen to the incredible journey of a true Scholar and Philosopher and man of heart as he shares the soul-warming stories that impacted his incredibly rich journey and show how kindness truly matters. He shares how volunteerism and altruism is at the heart of resiliency and happiness. You can hear the kindness in Dr. Stephen G. Post’s voice.

Talking about DO medical students, military students, and those with previous training with panel experts: Dr. Merle Carter (Albert Einstein - PA), Dr. Doug Finefrock (Hackensack - NJ), Dr. Damon Kuehl (VTC). Hosted by Dr. Mike Gisondi (Northwestern) and Dr. Michelle Lin (UCSF) Watch the hangout here: https://www.youtube.com/watch?v=E1anAEExSD4 Edited by David Yang