Educators’ Collaborative Lunch

Recording

Karen Symes, Tiffany Wong

A longitudinal advising curriculum was established where 40 active faculty members serve as advisors and teach doctoring to medical students in a program known as the Academy of Medical Educators (AMEs). The AMEs function as part of a larger advising network that also includes Student Affairs deans, and Field Specific Advisors (FSA). The Medical Student Wellbeing Program is integrated into advisor training to raise awareness of the resources and programs for medical students, and to create a framework through which AMEs can further support students. In this session, we will discuss the wellness program and the strategies used to incorporate student wellbeing into the AME program.

Recording

Kristen Sheridan, Barbara Slover, Katie Sweeney

The Alumni Medical Library has a wide variety of visual resources that promote student learning, encourage thoughtful discourse, and can help to supplement current health sciences curriculum. Visual tools, such as videos, interactive databases, and special collections, allow visual learning to assist students in making sense of new information. Visual learning evokes emotions, develops new perspectives, and can increase information retention on complex topics. Our librarians will share how you can use these visual tools to help teach health sciences education and set your students up for success.

Recording (Kerberos)

Ann Zumwalt

Most information in medical education is framed in binary sex or gender categories (that is, information is categorized by male/female or men/women).  The current generation of trainees grew up in a culture where expansiveness of gender identity and sexual orientation is more normalized than it was in the past. Because of this demographic shift, students are aware that binary sex/gender categories are limiting framings that exclude subsets of the population. This awareness leads to vocal student feedback that faculty should modify their teaching to be more inclusive. However, faculty often struggle to understand this feedback or how to respond to it.  The purpose of this workshop is to help educator faculty understand the rationale and motivations for feedback, to provide practical ways to recognize exclusionary framings in one’s own teaching, and to adjust language to be more inclusive and accurate.

Recording (Kerberos)

Christopher Robinson, Dawn Sousa-Hearn

What services does Disability & Access Services offer, and what are the processes for approaching the office for support?
What strategies can educators use to approach students who may be reluctant to ask for help or use services due to stigma or cultural influences?
What disabling conditions may not be immediately perceived but still qualify for services, and how can we support students with these conditions?

These and more questions that have been generated by you will be addressed in this session and will include current insight from the recent December 2024 BUMC Accessibility Workshop. Attendees are encouraged to peruse the online resources.

Recording (Kerberos)

Maria Blanco, Tufts University

Educational activities can be transformed into scholarship work by adopting a scholarly mindset and considering the broader definitions and types of academic scholarship. In this webinar, participants will review various types of scholarships and their alignment with educational activities. Examples of educational scholarship will be shared, and participants will have the opportunity to reflect on their potential educational scholarly projects.

Learning objectives: By the end of the webinar, participants will be able to:

• Describe accepted types of educational scholarship.
• Identify ways to turn their educational activities into scholarship.
• Formulate potential scholarship work related to their current educational practices.

Recording

Marisol Lopez

Our student and trainee population face many stressors including academic and financial responsibilities, work life balance, and socializing. In addition, faculty members are charged with many teaching, research, clinical, and service responsibilities which can lead to burnout. These challenges may negatively affect how we manage our everyday responsibilities and daily interactions with our colleagues and the audiences we serve. Using positive psychology-based interventions can be a helpful way to navigate these challenges and mitigate potential negative outcomes. This interactive workshop will provide you with the background and application of positive psychology principles that can be implemented into regular daily practice.

REGISTER HERE!

Angela Jackson

Teachers may sometimes perceive their learners as uninterested and not engaged. This interactive discussion will explore why the perceived  “reluctance” and strategies to address, drawing on teaching experiences from the audience and providing a framework to address teaching challenges.