In this episode featuring Dr. Russ Farmer, the conversation centers on the value of narrative feedback in medical education as a more effective alternative to traditional numeric evaluations. Dr. Farmer discusses the distinction between formative and summative feedback, stressing that clear, specific, and actionable comments are essential for meaningful learner development. He outlines common challenges, such as vague or generic feedback, and highlights the need for faculty to be trained in delivering thoughtful evaluations that balance strengths with areas for improvement. The episode concludes with practical strategies educators can use to enhance their feedback practices, ultimately supporting better skill progression and learner engagement.

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Start with the end in mind—every great journey, recipe, or presentation begins by knowing where you're headed. Whether you're planning a road trip or designing a medical curriculum, defining your desired outcome is key. In this episode of Faculty Feed, Drs. Saner, Rabalais, and Weingartner explore Understanding by Design, a powerful “backward” approach to curriculum development. Discover the crucial difference between knowing and understanding, and gain practical strategies for creating impactful learning experiences. If you teach, train, or share knowledge in any capacity, this episode is for you!Questions or make comments: [email protected]

We are re-airing this episode from 2024.  Listen in as Dr. BillCrump, Associate Dean for UofL’s principal satellite campus in Madisonville, describes how the unique longitudinal association with learners allows the faculty at that campus to track professional identity formation and the dreaded“empathy drop” that occurs early in their training. His research with family medicine residents has surfaced proven interventions that interrupt and reverse that drop in empathy. This is a must-listen episode for all medical educators.

Trover Campus  Dr. Crump’s latest bookDo you have comments or questions about Faculty Feed? Contact us at [email protected]. We look forward to hearing from you.

We are re-airing this episode from 2023. If you have struggled with the chore of writing learning objectives for a presentation, a course, a workshop, this episode is the answer for you to lift the veil of mystery and reveal just why and how to do this well. Rise module on writing learning objectives

Bloom's Taxonomy

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We are re-airing this episode from 2023.

Is our healthcare systemaccessible for people with disabilities or just compliant? This week we talkwith Dr. Priya Chandan, MD, MPH, who is Vice President of Healthcare Qualityand Analytics at Kramer Davis and Clinical Associate Professor in the Divisionof Physical Medicine & Rehabilitation at the University of LouisvilleSchool of Medicine; and Dr. Emily Noonan, PhD, MA, who is Assistant Professorin Undergraduate Medical Education at the University of Louisville School ofMedicine. We discuss disability and medicine, which touches all cliniciansregardless of specialty. Priya and Emily describe how ableism and the lack ofaccessibility create barriers to care for people with disabilities, and theydiscuss their curriculum initiatives that engage self-advocates to teach studentsabout disability and health care. Learn more about their work to improve healthcare for people with intellectual/developmental disabilities here.

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We are sharing this popular episode from last fall with Dr. Martin Huecker.

Discover thetransformative power of stress in this enlightening episode featuring Dr.Martin Huecker from the University of Louisville’s Department of EmergencyMedicine. As a full professor, Wellness Director, and board-certified expert inIntegrative Health Medicine, Dr. Huecker delves into the often-misunderstoodconcept of stress, highlighting how it can be a force for growth andresilience. Learn how to reframe stress for a healthier life, why rest iscrucial for both body and mind, and actionable ways to embrace "goodstress" in your daily routine. Tune in for insights that could reshapeyour approach to wellness!

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Dr. Ashley Shelton,Senior Instructional Designer, discusses the concept of "AI and theillusion of fluency" in education, especially in medical and adultlearning contexts. She explains how fluency—defined by accuracy, speed, andexpression—does not necessarily equate to comprehension, and how learners canappear proficient while lacking deeper understanding. Dr. Shelton warns that AItools, while powerful, can create a false sense of mastery by providing quick,polished answers that bypass the cognitive effort needed for synthesis andlong-term learning. She emphasizes the importance of using AI as one of manytools in a learner’s toolbox, cautioning against over-reliance, which can leadto "metacognitive laziness" and decreased learner self-efficacy.Ultimately, she encourages educators to disrupt this illusion by probingstudents’ understanding beyond surface-level responses and helping them developthe critical thinking necessary for true mastery.

Your Brain onChatGPT

The MemoryParadox: Why Our Brains Need Knowledge in an Age of AI

Protecting HumanCognition in the Age of AI

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Dr. Michelle Rodems, Assistant Dean for Student Success at the University of Louisville Graduate School, discusses the importance of effective, intentional mentoring in graduate education. She highlights how mentoring—while a long-standing concept—still suffers from structural and communication gaps that can significantly impact student success. Dr. Rodems shares her own journey intomentoring support, explains the evolving goals of the Graduate School's Mentoring Academy, and stresses the importance of training both students andfaculty in mentoring practices. She emphasizes that mentoring should be proactive, mentee-driven, and structured through clear expectations, oftensupported by tools like mentoring compacts. The episode encourages institutions to invest in evidence-based training programs, such as those from the Center for the Improvement of Mentored Experiences in Research (CIMER), to cultivate a sustainable, culturally ingrained mentoring environment.

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This podcastexplores the concept of Radical Candor, based on Kim Scott’s 2017 book RadicalCandor: Be a Kick-Ass Boss Without Losing Your Humanity. Drs. Rabalais, Saner& Weingartner discuss how the framework, which balances caring personallyand challenging directly, is essential for effective feedback in medicaleducation. Through examples like Sheryl Sandberg’s direct but caring critiqueof Kim Scott, the conversation illustrates how honest feedback, when groundedin genuine concern, fosters professional growth. They examine why many facultydefault to “ruinous empathy” by avoiding uncomfortable conversations, and howthat can hinder trainee development. The podcast emphasizes creating a feedbackculture built on trust, vulnerability, and clarity, and encourages listeners topractice radical candor in their own environments.

RadicalCandor by Kim Scott

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Dr. Josh Kurtz,Assistant Professor and Program Director for the Pediatric CardiologyFellowship at the University of Louisville, shares his insights on theintegration of generative AI in clinical education. Drawing from both hisclinical experience and educational leadership, Dr. Kurtz discusses the promiseand pitfalls of AI in medicine, emphasizing that while AI tools can enhancediagnostic thinking and reduce cognitive biases, they still lack the nuance andcontextual judgment essential in complex medical cases. He notes that learnersmay increasingly rely on AI over traditional resources like UpToDate, andstresses the importance of educators modeling thoughtful AI use. Dr. Kurtzadvocates for evolving assessment strategies—such as requiring learners todefend their AI-assisted decisions or explain their prompts—to ensure criticalthinking remains central. Ultimately, he encourages clinical educators toengage with AI firsthand to better guide and assess learners in this newtechnological landscape.

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