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Transformational Times
Words of Hope, Character & Resilience from our Virtual Community
Friday, August 12, 2022
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In This Special Issue from the Kern Clinical Learning Environment Pillar: | |
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Director's Corner
Perspective/Opinion
Poetry Corner
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Trisha Xiong: Inhales, but Twice
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Your Turn
Upcoming Events/Announcements
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Director's Corner
Mini Clerkships and Other Novel Ways to Prepare Ourselves for a New Medical School Curriculum
By Adina Kalet, MD, MPH
In this Director’s Corner, Dr. Kalet challenges us to get creative about the integration of clinical and basic sciences by ensuring scientists and clinical medical educators have a “lived” experience of each other’s learning environments …
In 1998, Dr. Karen Marcdante had an idea.
She and others realized that M3 and M4 students were not routinely seeing the relevance of the foundational sciences they had spent so much time studying during their increasingly compact pre-clinical years. As a Pediatric Intensivist and medical education scholar, Dr. Marcdante knew that, while physicians relied heavily on the basic sciences, the details were so ingrained and tacit that few could discuss the scientific concepts with confidence. This was a problem for both student learning and patient care. How could clinicians help students connect their new clinical experiences to the foundational sciences?
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Perspective/Opinion
History of Faculty Introduction Slides in Pre-clinical M1 and M2 Courses: A Positive Impact for the Learning Environment
By Sandra Pfister, PhD
I am more than my name and my lecture topic. Providing our students with a personal story on what I do/or have done for well-being adds meaning and contributes to the fact that we need each other to thrive. Can you be more than your name?
As the start of new school year is all around us, many of us remember that first day as a student in the classroom. Whether it was freshman year at college or day one of medical or graduate school, for most of us the connection to fellow students was paramount. There was probably less thought to any connection to the professor in the front of the room. As semesters went on, long-lasting 'friend'ships were made that continue long after school days ended. But did any of us as students feel a connection to our faculty and does it even matter?
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Perspective/Opinion
Leading with Psychological Safety – Essential in our Learning Environments
By Marty Muntz, MD
Psychological safety is a key component of excellence on teams. Team leaders have an essential role to foster this in our learning environments ...
Psychological safety is the belief that the work environment is safe for interpersonal risk-taking. Ideas are exchanged freely on teams when psychological safety is present – regardless of power hierarchy. Individuals respect each other and the team’s shared vision, and goals are developed collaboratively to achieve that vision. Meaningful and actionable feedback supports team members’ growth and development. When disagreement occurs, it is productive and followed by candid conflict resolution when needed. Individuals are encouraged to bring their best selves to work, because they know that their contributions matter. Team members don’t just feel safe – they feel obligated to be candid, because the team and those served by the team deserve to benefit from their input.
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Perspective/Opinion
Teaching Skills for Delivering Difficult News
By Mary Ann Gilligan, MD, MPH
Delivering difficult news is an advanced communication skill that can be learned. Mastering the skill requires deliberate practice and feedback ...
Delivering difficult news is a skill used by all clinicians although most receive little or no formal training in how to do it. Yet, we know that when difficult news is delivered poorly, it can have a negative impact on patients including increased patient distress and decreased satisfaction. There is evidence that small group teaching interventions that incorporate experiential learning methods improve self-efficacy and observable skills of learners. Until now teaching skills for delivering difficult news using a structured approach was not part of the formal medical school curriculum at MCW. This past year we conducted a pilot project to determine whether a class-wide, skills-based workshop in delivering difficult news was feasible at our medical school, acceptable to students, and able to improve student confidence in conducting such conversations.
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Perspective/Opinion
Diagnostic Reasoning – A Call for Faculty Engagement
By Jayshil J. Patel, MD
Dr. Patel shares, in earnest, that he is musing and making use of this essay to call on interested clinical faculty to engage in the diagnostic reasoning curriculum. In many ways, our patients and posterity depend on it ...
As many of you know, threads will be woven into the new medical school curriculum. The Critical Thinking in Medicine thread will be a synergistic marriage between diagnostic reasoning and evidence-based medicine which, I think, are the key constituents for deliberately practicing medicine in today’s clinical environments and setting learners on paths towards diagnostic expertise. Over the past few years, components of the curriculum have been tried and tested in various venues throughout undergraduate and graduate medical education and many learners have embraced and incorporated the language of the diagnostic process into their medical lexicon. Some have left training equipped with skills to metacognate.
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Perspective/Opinion
“Parachute Packing” and the Team
By Kosta Karabetsos
Medical student Kosta Karabetsos played hockey for years. The lessons he and his teammates learned from a former POW’s motivational talk, might benefit healthcare teams like the ones on which he has rotated during medical school …
Prior to medical school, the most experience I had with teams was through ice hockey. From Pee-Wees up through our club team at Michigan, I was fortunate to have served some very dutiful, accountable, and all-around high-performing groups. I was equally fortunate to have recognized and learned from more difficult dynamics.
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Inhales, but Twice
By Trisha Xiong
Bloated, battered, but better.
Careful, cathartic, but carefree.
Dense, delightful, and drifty.
Yet, flowing in the breeze.
Learning light, but not lean.
Mindful, might, against the stream.
Never a sight to be unseen.
Caress, courage, and create.
Tightly, tumble, and trice.
Saying no and being extra nice.
Breathes for the first time, (inhales) but twice.
Trisha Xiong recently graduated from Mount Mary University studying Biology Health-Sciences with minors in Psychology and Chemistry. she shares this about her poem:
This summer, I am a part of MCW’s SPARCC where I get to attend workshops, clinical practicums, and learn more about cancer research in the OB/GYN Department. My poem is about the journey of pursuing medicine and being a woman in STEM. There’s challenges in all areas especially with imposter syndrome. Having graduated, I feel like I finished the first race and now am entering a new race. And so, I am expressing my thoughts and emotions through this poem.
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For this week's reflection prompt, please answer the following question:
What song is #1 on your playlist right now?
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August Kaleidoscope
Supporting Afghan Neighbors in the Context of Resettlement
In August 2021, the US initiated a mass evacuation for allies within Afghanistan following the return of the Taliban to political power. Since that time, tens of thousands of Afghan nationals have transitioned through Fort McCoy, Wisconsin to begin a new life in the US; approximately 900 of those will remain in WI to make a new home. This session will provide a brief cultural/ historical background for the recent evacuation efforts and highlight the unique stressors of resettlement in this context. Local Milwaukee efforts will be highlighted to allow attendees to consider ways to welcome our Afghan neighbors.
Tuesday, August 16, 2022
12:00 - 1:00 pm CT
Live Via Zoom
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Please Join Us!
Kern Grand Rounds: The Pursuit of Advocacy: Power, Purpose, Perseverance, Patience and PATIENTS
Presented by Walter J. Lanier, JD, MDIV
As a pastor, lawyer, teacher, lecturer and leader, Pastor Lanier says he has been advocating for himself and others since he was a young child in the classroom.
Having successfully navigated many systems but also having stumbled under the weight of others, Lanier believes effective advocacy for self and others is central to successfully moving communities forward.
Come and learn about the pain, power, patience and perseverance that he learned on his advocacy journey.
Thursday, August 25, 2022
9:00 - 10:00 am CT
Live Via Zoom
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Please Join Us!
KICS Journal Club with Dr. Sara Spinella
Register to join us at our monthly Kern Institute Collaboration for Scholarship Medical Education Journal Club! Each month, we discuss recent medical education scholarship with its author for a lively, intimate conversation about the transformation of medical education.
In September, Dr. Sara Spinella will be discussing her curriculum on the management of alcohol use disorder and the process of publishing curriculum in MedEd Portal.
Dr. Spinella is a physician at the Pittsburgh VA Medical Center where she specializes in the care of women with substance use disorders. She completed her Master's in Medical Education and GIM fellowship at the University of Pittsburgh.
September 14, 2022
12:15 - 1:00 pm CT
Live Via Zoom
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KNN Discussion Series
Human Flourishing 2030: Flourishing in Healthcare Spaces
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 August’s session, leaders will explore how factors such as hierarchies and interpersonal dynamics affect the flourishing of practitioners, staff, patients and learners in care settings. Danny O. Jacobs, MD, MPH, FACS; Linda D. Scott, PhD, RN, NEA-BC, FNAP, FAAN; and moderator Kimara Ellefson, MBA, will discuss how individual agency and the ability to act on one’s values has an influence, as well as how collaborative practice approaches can help those within care settings flourish.
August 23, 2022
4:00 - 5:00 pm CT
Live Virtual Event
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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. | |
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The Transition to Residency Symposium
Night-onCall, co-founded by Dr. Sondra Zabar and Dr. Adina Kalet, is an immersive, clinically- authentic simulation experience for near-graduating medical students that provides the student, and the medical school, with comprehensive, debriefed feedback on readiness from multiple perspectives. Please join the NOC Symposium for a virtual interactive discussion on communication and clinical competency during the transition to residency.
During this Symposium, you will have an opportunity to:
- Hear from Dr. Holly Humphrey, the President of the Macy Foundation, on how consortia like Night-onCall contribute to the future of medical education
- Learn about the impact of simulation from medical schools that have implemented Night-onCall
- Understand how using data-rich feedback for learners can help your curriculum and learners' transition into residency
October 28, 2022
10:00 - 2:00 pm CT
Live Via Zoom
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New School of Medicine Curriculum: Facilitator Recruitment for Fall 2022 Pilots
The Curriculum Innovation team is recruiting small group facilitators for our Patient-based Discussions in the 2022 fall semester. These pilots will occur in both the M1 and M2 curriculum and take place during various dates and times. An electronic sign-up sheet has been compiled and can be accessed below. Please review the available sessions and add your name as available.
Our Patient-based Discussions will be student-led, small group discussions, wherein students will apply basic science principles to a patient scenario. Ten students will be assigned to each group and each group has one faculty facilitator. The facilitator supports student-led discussion of the learning objectives, makes connections between the foundational science concepts and clinical features of the case and encourages students to ask questions and seek out answers from trusted resources. In this role, faculty will serve as facilitation experts rather than content experts; therefore, mastery of the content is not required. Facilitators will be provided with detailed facilitator guides, a facilitator checklist and a 30-60 minute preparatory session prior to the discussion.
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The Transformational Times publishes weekly, delivering stories of hope, character and resilience to our virtual community. | |
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Bruce Campbell, MD, Editor-in-Chief
Editorial Board: Kathlyn Fletcher, MD, Jeff Fritz, PhD, Adina Kalet, MD, Wendy Peltier, MD, Erin Weileder, Nabil Attlassy, Julia Bosco, Ana Istrate, Scott Lamm, Sophia Neman, Wolf Pulsiano, Eileen Peterson, Neehal Shukla, Sarah Torres, Anna Visser, James Wu, Serena Zacharias & Emelyn Zaworski
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