Teach Well Learn Well

Join us as Drs Kodweis and George discuss how they used ChatGPT to design a dynamic active-learning activity on the social determinants of health. We discuss the reality of the AI-assisted classroom, how to catch AI hallucinations'—and why keeping a 'human in the loop' is more critical than ever.

Kodweis KR, Cory TJ, Hall EA, George CM, March KL. Let's chat(GPT): Implementation of a ChatGPT-generated social determinants of health activity. Explor Res Clin Soc Pharm. 2025 May 6;18:100553. doi: 10.1016/j.rcsop.2024.100553. PMID: 40469773; PMCID: PMC12136922.

Teach Well Learn Well is produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. http://tlc.uthsc.edu.

Drs. Marie Gill, Janet Tucker, Laura Reed, and Rhonda Johnson from the College of Nursing, discuss their paper arguing for the importance of teaching students theory and it helps them become more effective health providers and in turn provide better care for patients.

This is part two of a two part series.

Teach Well Learn Well is produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. http://tlc.uthsc.edu.

Drs. Marie Gill, Janet Tucker, Laura Reed, and Rhonda Johnson from the College of Nursing, discuss their paper arguing for the importance of teaching students theory and it helps them become more effective health providers and in turn provide better care for patients.

This is part one of a two part series.

Teach Well Learn Well is produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. http://tlc.uthsc.edu.

In the high-stakes, rigorous environment of health science education, intense self-doubt—known as Imposter Phenomenon—is incredibly common. Students who were once academic "shining stars" often find themselves overwhelmed by strict academic standards and the heavy burden of their future careers.

In this month's episode, I talk to three of the authors of a paper titled Imposter Phenomenon in Allied Health Students, published in the Spring 2026 edition of the Journal of Public Health. The article was written by LaToya Green, Emily Shannon Hughes, Pamela Lewis-Kipkulei, We Williamson, Myra meekins, Chelsea Peeler, Carlos Clardly, Jennifer Hausladen, Keisha Burnett, Cassandra Christainsen, Robert Hatfield, and Carol Likens, all faculty in the College of Health Professions. Drs Green, Lewis-Kipkulei, and Mr. Williamson explore with me why this happens and share practical strategies educators can use to foster safe spaces, normalize failure, and help future healthcare professionals conquer the fraud within.

Green L, Hughes ES, Lewis-Kipkulei P, Williamson TW, Meekins MM, Peeler C, Clardy C, Hausladen J, Burnett K, Christiansen C, Hatfield R, Likens CC. Imposter Phenomenon in Allied Health Students: A Mixed-Methods Study Using Questionnaire and Qualitative Analysis. J Allied Health. 2026 Spring;55(1):87-92. doi: 10.21091/jah.2026.01017. PMID: 41802956.

Teach Well Learn Well is produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. http://tlc.uthsc.edu.

In nursing education, clinical site visits are often viewed merely as a logistical requirement for accreditation and student evaluation. But an essential question remains are these interactions truly empowering preceptors? And is there a direct relationship between the structured faculty support and improved patient care? As the complexities of clinical environments and virtual constraints continue to grow, how can nursing programs move beyond inconsistent observations to intentionally create standardized, flexible frameworks where educators can confidently guide and learners can truly thrive, not just perform? Welcome to Teach Well Learn Well, a podcast series highlighting the scholarship being published by members of the University of Tennessee Health Science Center's community about effective ways to teach. This month, I talked to authors of an article titled Optimizing Advanced Practice Registered Nurse Critical Site Visits with a Standard Operating Procedure, published in the October twenty twenty five Journal for Nurse Practitioners.

Humphrey, S., Reed, L., & Bellflower, B. (2025). Optimizing advanced practice registered nurse clinical site visits with a standard operating procedure. The Journal for Nurse Practitioners, 21(9), 7. doi:https://doi.org/10.1016/j.nurpra.2025.105515

Teach Well Learn Well is produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. http://tlc.uthsc.edu.

Dr. Mona Wicks, College of Nursing, discusses the importance of faculty and student flourishing in nursing education.

Newsome Wicks M. The Case for Creating Flourishing Nursing Education Environments. J Nurs Educ. 2025 Aug;64(8):472-473. doi: 10.3928/01484834-20250714-01. Epub 2025 Aug 1. PMID: 40801519.

In this episode, we dive into a pioneering early-exposure program originally designed for first-year medical students to demystify neurology through hands-on labs, clinical shadowing, and mentorship. We'll discuss how giving students an early look at the clinical impact of a specialty—before they are overwhelmed by their standard coursework—not only successfully increases their comfort and interest levels, but also provides vital cross-training for those who ultimately pursue different paths, such as emergency medicine.

Teach Well Learn Well is produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. http://tlc.uthsc.edu.

Drs. Wheeler and Kodweis, both of UT Health Science Center's College of Pharmacy, discuss how their students are using AI in their studies.

Kodweis, K. R., & Wheeler, J. S. (2025). Use of generative AI on a drug information project: Curricular tool or cheating fuel? American Journal of Pharmaceutical Education, 89(11), 101570. Elsevier.

Teach Well Learn Well is produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. http://tlc.uthsc.edu.

The panel discusses the challenges of polypharmacy and how teaching students the importance of deprescribing improves patient care.

Scott D, Cernasev A, Barenie RE, Springer SP, Axon DR. Teaching Deprescribing and Combating Polypharmacy in the Pharmacy Curriculum: Educational Recommendations from Thematic Analysis of Focus Groups. Clin Pract. 2023 Mar 14;13(2):442-453. doi: 10.3390/clinpract13020040. PMID: 36961065; PMCID: PMC10037566.

Teach Well Learn Well is produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. http://tlc.uthsc.edu.

Drs. Jennifer Valli and Anne Zachry discuss their research on how to increase occupational therapist students' comfort in talking to their patients about sexual health.

Valli JL, Shearer K, Zachry AH, Weisser-Pike O, Boughter JD Jr. A Missing Piece of Occupational Therapy Education: Attitudes About Sex. Occup Ther Health Care. 2025 Apr;39(2):412-427. doi: 10.1080/07380577.2024.2325069. Epub 2024 Apr 1. PMID: 38557162.

Teach Well Learn Well is produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. http://tlc.uthsc.edu.