Faculty Feed

How do we represent diverse gender identities in patient simulation? This week we talk again with Carrie Bohnert, MPA, CHSE, who is the Director of the Standardized Patient Program at the University of Louisville School of Medicine. We discuss how standardized patient programs portray patients who are transgender and nonbinary for clinical skills training. Carrie describes some of her work showing inconsistency in how programs teach and assess skills for gender-affirming care, but all educators can be purposeful in supporting gender diversity in health professions education. Want to learn more? Look at the training resources discussed in the interview, including: the Fenway Guide, the AAMC competencies, and UofL’s eQuality Toolkit clinical skills manual and free CME module.  Listeners interested in patient simulation can learn more about Carrie’s research exploring how simulation programs portray gender diversity, perspectivesof gender diverse SPs, and SP case resources for educators.

Do you have comments or questions about Faculty Feed? Contact us at [email protected]. We look forward to hearing from you.

Out of the sharing economy we all experience now (Uber, VRBO, etc.), comes a global, shared medical curricular ecosystem built by Dr. Tao Le and his team at ScholarRx. This worldwide movement is now providing modular content for 70 medical schools across four continents by engaging students and faculty educators in content creation. Dr. Le joins us on Faculty Feed this week to bring this initiative forward to our audience. Questions or comments? Contact us at [email protected].  

Link to ScholarRx.com application for an educator account https://scholarrx.com/rx-bricks/ 

Link to the Academic Medicine article mentioned "A Proposal for a Shared Curricular Ecosystem" https://scholarrx.com/wp-content/uploads/2019/11/A_Proposal_for_a_Shared_Medical_School_Curricular.20-1.pdf

Every process turns out the best if we begin with the end in mind, whether it is a car trip, baking a cake, developing a Grand Rounds presentation, or revising an entire curriculum. Decide what you want the outcome to be…in our case, determining what the learners should be able to do at the end of the presentation/curriculum. Join us as the Faculty Feed team (Drs. Saner, Rabalais, and Weingartner) discuss Understanding by Design, the “backwards” approach to developing a curriculum. We dive into the difference between knowing and understanding and provide practical lessons for all who deliver content to learners.

Feel free to ask questions or make comments by emailing us - [email protected]

How might learners get practice presenting scholarly work without doing a research project? This week we talk with Dr. Becky Gesler, EdD, MSN, RN, who is an Assistant Professor at the University of Louisville School of Nursing. We discuss her “Review of Literature Pediatric Evidence-Based Poster Session” assignment, in which nursing students examine current healthcare literature and disseminate their findings in an all-digital, conference-style poster session. Dr. Gesler describes how this innovative project engages students in scholarship practices and can translate to any discipline. Louisville community members are encouraged attend the next poster session on Monday, November 14. Stop by any time between 9:30am and noon in the School of Nursing.

Do you have comments or questions about Faculty Feed? Contact us at [email protected]. We look forward to hearing from you.

If you are looking for inspiration for why to consider getting additional training in health professions education strategies, this week’s podcast will fill that need. Join us as we interview Dr. Brian Williams, UofL neurosurgeon and director of the brain tumor program, as he recounts why he chose to complete the Health Professions Education Certificate Program at UofL and how what he learned drove better teaching for his students and residents.  HPE Program: https://louisville.edu/hsc/faculty-development/programs

https://uoflhealth.org/provider/brian-williams/

Feel free to ask questions or make comments by emailing us - [email protected]

Looking for a way to increase learner engagement and critical thinking about clinical scenarios? This week we talk with Dr. Kennetha A. Williams, DNP, MS, APRN, PMHNP-BC, who is an Assistant Professor at the University of Louisville School of Nursing. We discuss her use of the Unfolding Case Study, which she developed for nursing students as part of the Seminar on Teaching for New Faculty. Dr. Williams describes how unfolding case studies incrementally reveal information to learners, which can help replicate the dynamics of the clinical setting while promoting critical thinking among student groups. Join us at the virtual Educator Grand Rounds at 12pm on Tuesday, December 13 for more unfolding case study resources from Dr. Williams (email [email protected] for the Teams Meeting invite), and learn more about the Seminar on Teaching for New Faculty from the Delphi Center for Teaching and Learning.

Do you have comments or questions about Faculty Feed? Contact us at [email protected]. We look forward to hearing from you.

How do health professions education (HPE) students learn to work with patients? This week we talk with Carrie Bohnert, MPA, CHSE who is the Director of the Standardized Patient Program at the University of Louisville School of Medicine. Carrie describes how patient simulation includes standardized patient encounters, which allow learners to practice communication, physical exams, and other clinical skills with trained educators who portray patients. This practice gives learners formative feedback in a clinical setting before working with actual patients. Learn more about UofL’s Standardized Patient Program and how to become an SP if you know someone who would be a good fit for standardized patient work!

Do you have comments or questions about Faculty Feed? Contact us at [email protected]. We look forward to hearing from you.

Join us as Dr. Chris Barton, Assistant Professor in Child Neurology, shares his perspective on what he came to understand about learning science through Health Professions Education coursework at UofL, the book, Neuroteach, and how he is using that new knowledge to be an even better educator. He provides practical tips that you too can implement tomorrow as you supervise clinical learners. Don’t miss this one.

For questions or comments, please email us at [email protected]   We would love to hear from you!

This week we talk with Dr. John Chenault, PhD, MA, MSLS, who is Associate Professor and the Director of Anti-Racism Initiatives at the University of Louisville School of Medicine. We discuss why anti-racism is critical for every provider and health professions educator. Dr. Chenault describes how systemic bias and persistent prejudice affect the assumptions that we all make, which means that anti-racism work is challenging but imperative for clinical and educational settings. Learn more about anti-racism resources and information at UofL.

Do you have comments or questions about Faculty Feed? Contact us at [email protected]. We look forward to hearing from you.

Have your learners done the reading? Are you tired of discussion board posts? This week your Faculty Feed hosts Staci Saner, EdD, MEd and Laura Weingartner, PhD, MS from the Health Sciences Center Office of Faculty Development talk about one of our favorite teaching tools. The social e-reader Perusall allows learners to interact with each other asynchronously through reading assignments and other course content. Staci and Laura describe different ways that faculty can incorporate this amazing tool into their teaching, with a specific focus on health professions education (HPE). Check out the research article studying Perusall mentioned in the episode.

Do you have comments or questions about Faculty Feed? Contact us at [email protected]. We look forward to hearing from you.