Transformational Times
Words of Hope, Character & Resilience from our Virtual Community
Friday, April 8, 2022
In This Issue Curated by the Kern Institute Clinical Learning Environment Pillar:
Associate Director's Corner

“Music Can Heal the Wounds that Medicine Cannot Touch
-Debasish Mridha

By Cassie Ferguson, MD

aren’t your
eyelids tired
of keeping prisoners?
those tears
are precious minerals.
lap them up
like a medicine;
it’s called healing.

I wasn’t sure what I’d feel. More accurately, I have been blunted for so many months that I hadn’t given any thought to what I might feel. Yet within a nanosecond of him taking the stage, within the time it took for the light to recede from the crowd and for the first wave of sound to hit my consciousness, I began to cry and could not stop.

Lessons Learned from “Adapting Medical School Curriculum to Millennial and Generation Z Learners”

By Sandra Pfister, PhD

I am long removed from being considered a member of the Millennial generation.  My three children have Millennial birth years (between the early 1980s and 2000), so it makes me ask whether my relationship with them has influenced how I have approached my teaching. And should it? 
Based on a recent article in the Wisconsin Medical Journal (WMJ), “Adapting Medical School Curriculum to Millennial and Generation Z Learners,” by Sarina Schrager, MD, MS, WMJ Editor-in-Chief, we should all be adapting our teaching and our curriculum to our Millennial learners. My goal in this perspective is to summarize key recommendations (the 5 Rs) introduced in the WMJ editorial. My words are followed by additional articles from other Learning Environment Pillar members providing their own viewpoints on how key aspects of the 5 Rs contribute to their own work. 

How our Diagnostic Reasoning and Evidence Based Medicine Curriculum Align with Millennial Learning Philosophy

By Jayshil (Jay) Patel, MD

Dear Millennial: When it comes to educational philosophy, I am like you, but in a Generation X body. Instead of rote memorization, I seek value, understanding, and depth. In this essay, I hope to convey “why” a medical school curriculum bolstered by a diagnostic reasoning and evidence-based medicine thread is existentially valuable and aligns with your learning philosophy ...
Dear Millennial Learners, 
I was born in 1978, and I have a hard time interpreting Millennial slang. At best, I’m a poser who thinks he understands, only to be reminded that I have no clue. I once heard a Millennial say to another, “Stay woke,” only to realize they weren’t asking the other person to “stop slumbering.”

Thoughts from a Millennial Instructional Designer

By Johnathon Neist, MLIS

The perspective of being a graduate student not that long ago influences many of the instructional design choices at MCW. Here is the thought process of a Millennial instructional designer…

If you are a student reading this, know that a lot of the new instructional experiences that have come to fruition in the past few years have, at a minimum, come across my desk. And when they do, I try my very best to look at the concept from a student’s perspective.

Adapting Phase I Patient-Based Discussions to Millennial and Generation Z Learners

By Chelsea C. Weaver, PhD

Dr. Weaver, who is both a Millennial and is actively engaged in developing the new curriculum’s patient-based discussions, demonstrates how this approach is consistent with the optimum approaches to medical students’ learning styles. Faculty interested in serving as case facilitators for the 2022 Case-Based Learning Pilots can find a link here ...
I am a millennial educator currently part of a work group tasked with developing a standardized approach to patient-based discussions (PBDs) for phase I of the new curriculum. These PBDs will be a patient-focused, learner-driven approach to applying foundational science concepts in a clinical context. While reading the article on “Adapting Medical School Curriculum to Millennial and Generation Z Learners,” it quickly became clear how many ways this project has already incorporated the 5 Rs of Curriculum for Millennial Learners. Here, I’ll break down where I hope to see the design of patient-based discussions in the new curriculum meeting the needs of millennial and generation z learners.

Learning Communities and the 5 Rs at MCW-Central Wisconsin

By Jeff Fritz, PhD and Casey Balson, M1

Dr. Fritz and Ms. Balson share their thoughts on the foundational principles and first-hand experiences of the MCW-Central Wisconsin learning communities ... 
From Dr. Fritz: 
I’d like to share my experiences with learning communities at MCW-Central Wisconsin as a highly rewarding option to incorporate Sarina Schrager’s 5 R’s of Curriculum for Millennial Learners (WMJ 120(1):5-6, April 2021). In case you have yet to read the article, Schrager’s 5 R’s are:  
  • Research-based 
  • Relevance 
  • Rationale 
  • Relaxed 
  • Rapport 
Take 3

Three Questions with Medical Student Kosta Karabetsos

Kosta Karabetsos, who serves on the Kern Institute’s Learning Environment Pillar, reflects on how Millennials view their journey through medical school and the roles of mentors ...

Mr. Karabetsos answers the following questions:
  • As a student born in the years that classify you as a Millennial, do you think this influenced your learning style in medical school?
  • Research suggests that Millennials prefer a more relaxed learning environment. Do you agree? Why or why not?
  • What are ways faculty can connect with students in the classroom and outside the clinical setting? 
Take 3

Three Questions with Medical Student Bryn Sutherland

Medical student Bryn Sutherland, who serves on the Kern Institute’s Learning Environment Pillar, reflects on how Millennials view their journey through medical school and how their learning styles differ from other learners ...

Ms. Sutherland answers the following questions:
  • As a student born in the years that classify you as a Millennial, do you think this influenced your learning style in medical school?
  • Research suggests that Millennials prefer a more relaxed learning environment. Do you agree? Why or why not?
  • What are ways faculty can connect with students in the classroom and outside the clinical setting? 
By Leslie Owen Wilson

I came to teach,
To see what I could find
Inside my students’ deeper selves.
I came to try and open minds
Before they were seamed shut.
I came to channel passages,
Hoping to connect hearts to heads
And hands.
I came to entreat,
To coax ennobled thoughts,
Ideals, and love of self and others.
I thought that this must come from inside out
Into the essence of their beings,
Into relationships,
As connections to words and deeds,
And pedagogic styles.
I came to probe,
And sometimes poke,
To make them think,
And laugh
At small and narrowed views.
For I wanted them to see,
With their own eyes,
Beyond the limitations of closed perceptions
Into the beauty and the pain of others’ views.
I came to teach,
But learned instead
That they had just as much
To say to me.
Their lessons were often raw,
Sometimes unformed and yet complex.
I came to give and yet was given.
For through their gifts I saw anew
That I must learn to guard against complacency, conclusions,
And the allure of too soon ends.
I came to grow,
To shed my false, new scholar’s skin
And metamorphose
Into to something new
And strange –
Something far beyond the shadows of my old instructive self.
I came to teach but was changed in other ways,
And now remember that life is still a two way street.
These were lessons
I needed to commit to memory, again.
Perhaps it is enough to say, I came to teach but learned instead.
For this week's reflection prompt, please answer the following question:

What is the most spontaneous thing you've ever done?

Register Now
April Kern Connection Cafe: Finding Joy, Resilience and Character: My Medical Education Journey
With panelists Hallie Tolo, Morgan Ashley Craft, Sarah Torres and Peter Nguyen
Moderated by Malika Siker, MD

From serendipitous encounters to unexpected challenges, the path to becoming a physician is unique for each of our learners. While our students face academic rigors and clinical demands, they also find deep purpose and wonder in the pursuit of healing humankind. Join us as we hear how four of our M4 learners forged their resilience, built their character, and found joy during their journey in medical education, followed by a Q&A where they share their secrets to success.

April 14, 2022
Virtual via Zoom
4:00 - 5:00 pm CT  
Register Now
2022 Understanding Medical Professional Identity and Character Development Symposium

Join us for the second annual Understanding Medical Professional Identity and Character Development symposium. This year's half-day event will be held virtually on April 22, 2022. We will welcome keynote speaker Dr. Tasha Wyatt of the Uniformed Services University of the Health Sciences, and also host workshops and discussion groups on major topics on PIF and character development. 
April 22, 2022
9:00 am - 2:00 pm CT  

Please email Michael Braun or Penelope Lusk with any questions.
KNN Discussion Series
Human Flourishing 2030: Creating Organizational Cultures of Flourishing

Imagine it’s 2030 and we live in a healthier world where healthcare learners, practitioners and patients are flourishing. What does that future look like, and what will it take to get there? We need your voice and participation to chart that future. This series will examine influences, micro to macro, that shape and drive the vitality of healthcare students, professionals and broader society.
During April’s session, leaders will discuss the unique organizational cultures at Mayo Clinic, Ascension Health and Vanderbilt University School of Medicine. Robert Brown Jr., MD, MPH; Sister Teresa George; Sister Tierney Trueman; and moderator Melinda Buntin, PhD, will explore how establishing clear, relevant values can help align each team member’s personal mission with the organizational mission. In doing so, organizations can foster a stronger culture that “cares for the caregiver,” appreciates diverse perspectives, and contributes to learner, practitioner and patient thriving.
April 26, 2022
Live Virtual Event
4:00 pm - 5:00 pm CT  

This series is presented by the Kern National Network for Caring & Character in Medicine through an investment from the Kern Family Trust and Kern Family Foundation.
Register Now
2022 Summit on Advancing Equity in the Learning Environment

Please join us to explore, discuss and align our efforts in equity-focused initiatives in the learning environment! The summit will highlight how MCW incorporates equity into the learning environment while examining four areas: (1) Curriculum (2) Equitable Assessment and Mitigating Bias (3) Learning Environment Culture and (4) Equity in Research Education.
April 28, 2022
Virtual via Zoom
9:00 am - 1:00 pm CT  
Please email Devarati Syam or Malika Siker with any questions.
Register Now
Curriculum Planning Virtual Retreat

The Curriculum Innovation team invites you to register for a virtual half-day retreat on Monday, May 2, from 8:00 am – 12:00 pm. We invite all faculty, staff and students to attend and share feedback on some of the curricular models. After registering, you will receive a confirmation email containing information about joining the meeting. We hope you'll join us!

May 2, 2022
Virtual via Zoom
8:00 am - 12:00 pm CT  

Register Now for the 8th Annual Carrie Falk Memorial Lecture
All That Glitters

by Jessica Zitter, MD, MPH
Associate Clinical Professor, School of Medicine,
University of CA – San Francisco
Education Outreach Director, Division of Palliative Care, Highland Hospital
Author of Extreme Measures: Finding a Better Path to the End of Life
Featured in the Netflix documentary, Extremis

Dr. Zitter challenges and invites us, as physicians and healthcare professionals, to take a step back, take a deep breath, and enquire: what do we really want for ourselves, our loved ones, and those entrusted in our care when death comes? 

May 5, 2022
Presented in the Kerrigan Auditorium and via Zoom
10:30 am - 12:00 pm CT  

Register Now
Faculty Development Day: Thriving at All Stages of Your Career

The Office of Faculty Affairs is thrilled to host an all virtual Faculty Development Day: Thriving At All Stages of Your Career. This annual one-day event provides resources to enhance overall faculty professional development in a variety of areas, with a special keynote address at noon.

Many Kern Institute faculty are contributing to sessions at this event, with Dr. Adina Kalet facilitating a Mentoring Intensive Workshop. Registration for this Workshop is limited and only open through the end of March.

May 12, 2022
Virtual via Zoom
8:00 am - 5:00 pm CT  

Register Now
The Doctor as a Humanist DASH 6th Symposium: Humanism in Surgery

Fabrice Jotterand, PhD and Clara Bosco will be leading a plenary session entitled The Wise Surgeon in the Age of Artificial Intelligence at The Doctor as a Humanist DASH 6th Symposium: Humanism in Surgery, a hybrid event.

May 20, 2022
Hybrid Event  

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