By Jeffery D. Fritz, Sandra Pfister, Diane Wilke-Zemanovic, Sally Twining and Jose Franco.
Can we incorporate into the curriculum a quick and easy way to promote awareness and the practice of wellness by both medical school faculty and students? At the start of the fall 2017 term, course directors overseeing first- and second-year pre-clinical instruction at the Medical College of Wisconsin encouraged each faculty member to develop a simple communication slide. These instructors were asked to include an introductory slide noting their practices of wellness to be shown at some point in their instructional block. The exact content of this slide was not prescribed; however, all participants were encouraged to include images and personalize the content to the degree that they felt comfortable. Given the magnitude of this initiative – it would involve over 300 different faculty members and reach over 500 first and second year students across three campus locations – it was hoped that voluntary participation by faculty would be sufficient to would significantly enhance student and faculty awareness and practice of wellness/wellbeing.
Faculty participation across the 13 pre-clinical first and second year courses was surveyed throughout the academic year by reviewing the recorded sessions for inclusion of the introductory wellness content at any time during the session.Read More »
By J.M. Monica van de Ridder
Teaching is something that I have been doing for over 20 years. So, in general, I don’t worry about it. I think I know what works and does not work.
Things were very different for me this time. I was worried, and I felt very much out of my ‘comfort zone’ almost in my ‘panic zone’ (Brown, 2008; Palethorpe & Wilson, 2011). I had developed an intersession for M1 and M2 medical students on how to optimize their learning processes in the clinical setting through goal setting, self-regulation, receiving and seeking feedback. The content on feedback I am familiar with, from goal-setting and self-regulation, -I assume- I know more than average.
I tried to discover my fears. What is worrying me?Read More »
By Adrian K. Reynolds
Over the past few months, I’ve been on a quest to answer this one question: How does my mission to create opportunities for students to develop self-regulated, active learning1,2 skills support diversity and inclusion?
In this quest to raise my level of critical consciousness3, or, in my African American Vernacular English, to “stay woke”, I’ve asked, how do the learning opportunities I’ve provided for students foster a culture of inclusion for all, regardless of gender, ethnicity, race, age, religion, sexual orientation, socioeconomic status, origin, language, ability, or political beliefs? Well, I thought to myself, as a Black male teacher of Spanish in the K-12 school system, then later as a college instructor of English as a Second Language (ESL), and now as an academic enhancement specialist in the medical school setting, the learning opportunities I’ve created for students from all walks of life have, I believe, reflected meaningful contributions to building a culture of diversity and inclusion. Not being completely satisfied with this response, I continued along the path of critical self-reflection. Read More »
By Michael Dauzvardis
Place: gross anatomy lab
Music playing softly in the background: Your Body is a Wonderland, by John Mayer
“I’ve been at it for 4 hours and still can’t find the greater occipital nerve!” barks Joe, a first year medical student meticulously dissecting the posterior neck region on his cadaver— which he has nick-named Marvin.
Emily, one of Joe’s four dissection partners, quips “Perhaps that’s what killed Marvin—the congenital lack of a left greater occipital nerve!”
“Hilarious, “Joe retorts “Remind me to laugh.”
At that instant, Joe, in a moment of frustration, slips and forcibly plunges his scalpel into the neck musculature– striking bone.
Emily cautiously points, smiles, and adds “Oh—I didn’t know the greater occipital nerve was hollow.”
Joe, with his overzealous dissection technique, had managed to cut through both the greater occipital nerve and occipital artery.
“You’ll make a fine psychiatrist” taunts Emily.
Joe sets down his scalpel, rips off his gloves, and sulks out of the lab…
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