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

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.

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Christopher Robinson, Jonathan White

VIRTUAL only!

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Maria Blanco, Tufts University

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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.

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Angela Jackson