{"id":2769,"date":"2025-07-25T12:03:31","date_gmt":"2025-07-25T16:03:31","guid":{"rendered":"https:\/\/www.bumc.bu.edu\/medsci\/?page_id=2769"},"modified":"2026-01-23T11:42:53","modified_gmt":"2026-01-23T16:42:53","slug":"2024-2025","status":"publish","type":"page","link":"https:\/\/www.bumc.bu.edu\/medsci\/training\/educators-collaborative-lunch\/2024-2025\/","title":{"rendered":"2024-2025"},"content":{"rendered":"

Home<\/a><\/h3>\n\n\n\n\n\n\n\n\n\n\n
September 17, 2024<\/strong><\/span><\/p>\n

Recording<\/a><\/span><\/td>\n

A Path to Wellness: Incorporating Wellness into an Advising Curriculum<\/strong><\/span><\/p>\n

Karen Symes<\/a>, Tiffany Wong<\/a><\/strong><\/span><\/p>\n

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).\u00a0The 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.<\/span><\/td>\n<\/tr>\n

October 15, 2024<\/strong><\/span><\/p>\n

Recording<\/a><\/span><\/td>\n

Go Figures: Using Visual Tools for Health Sciences Education<\/strong><\/span><\/p>\n

Kristen Sheridan<\/strong><\/a>, Barbara Slover<\/a><\/strong>, Katie Sweeney<\/a><\/strong><\/span><\/p>\n

The Alumni Medical Library<\/a> 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.<\/span><\/td>\n<\/tr>\n

November 19, 2024<\/strong><\/span><\/p>\n

Recording (Kerberos)<\/a><\/span><\/td>\n

Why your students are so upset about sex and gender: Navigating a changing culture in medical teaching<\/strong><\/span><\/p>\n

<\/a>Ann Zumwalt<\/a><\/strong><\/span><\/p>\n

Most information in medical education is framed in binary sex or gender categories (that is, information is categorized by male\/female or men\/women). \u00a0The 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.\u00a0 The purpose of this workshop is to help educator faculty understand the\u00a0rationale and motivations for feedback, to provide practical ways to recognize exclusionary framings in one\u2019s own teaching, and to adjust language to be more inclusive and accurate.<\/span><\/td>\n<\/tr>\n

January 21, 2025<\/strong><\/span><\/p>\n

Recording (Kerberos)<\/a><\/span><\/td>\n

Disability & Access Services<\/strong><\/a>: BUilding a Bridge between the questions and answers<\/strong><\/span><\/p>\n

Christopher Robinson, Dawn Sousa-Hearn<\/strong><\/span><\/p>\n

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

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<\/a>.<\/span><\/td>\n<\/tr>\n

February 18, 2025<\/strong><\/span><\/p>\n

Recording (Kerberos)<\/a><\/span><\/a><\/td>\n

Turning Your Educational Activities into Scholarship<\/b><\/span><\/p>\n

Maria Blanco<\/a><\/strong>, Tufts University<\/span><\/p>\n

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.<\/span><\/p>\n

Learning objectives<\/span>: By the end of the webinar, participants will be able to:<\/span><\/p>\n

March 18, 2025<\/strong><\/span><\/p>\n

Recording<\/a><\/td>\n

Creating a Best Self Toolkit: Learning and Understanding Strategies Based on Positive Psychology Principles for Promoting Being Our Best Selves<\/strong><\/span><\/p>\n

Marisol Lopez<\/a><\/strong><\/span><\/p>\n

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.<\/span><\/td>\n<\/tr>\n

April 15, 2025<\/strong><\/p>\n

 <\/td>\n

Reluctant Learner<\/strong><\/p>\n

Angela Jackson<\/strong><\/a><\/p>\n

Teachers may sometimes perceive their learners as uninterested and not engaged. This interactive discussion will explore why the perceived \u00a0\u201creluctance\u201d and strategies to address, drawing on teaching experiences from the audience and providing a framework to address teaching challenges.<\/td>\n<\/tr>\n

May 21, 2025<\/strong><\/td>\n20th Annual McCahan Medical Campus Education Conference<\/a><\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/h3>\n","protected":false},"excerpt":{"rendered":"

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