Click workshop title to see overview and faculty.
Improving Learner Well-Being Through Organizational Assessment and Change
System and culture change to improve the clinical and learning environment for well-being can be confounding for medical educators: we all want learners who are happy, healthy, and fulfilled, but the best practices for achieving a culture of maximal learner well-being are unclear and it can be hard to know where to start. In this workshop we will present strategies for change management that promote progression along a continuum of organizational change to improve learner well-being. Using representative case scenarios and adapting knowledge and insight gained from the business world and other educational environments, we will explore the most effective ways to measure and change your own institution's culture of learner well-being.
Hannah Decker, MD
Research Resident, UCSF Department of Surgery
Alyssa Perez, MD
Assistant Professor of Medicine; Associate Program Director for Wellness, UCSF Internal Medicine Residency
Wen Shen, MD, MA
Professor of Surgery, Director, Department of Surgery Grand Rounds Education Series
Larissa Thomas, MD
Associate Professor of Medicine, Director, Well-being for GME
Human Flourishing, an objective (the objective?) of holistic medical educators.
Calls for transformation of medical education to promote human flourishing highlight the importance of a more holistic approach to the development of learners and educators. This requires that educators understand and value the underlying frameworks. In this workshop we will explore the frameworks supporting human flourishing, and practice applying the relevant concepts to the development of learning objectives and assessments. This practical workshop will equip you with skills to promote flourishing of learners and educators, and is applicable to any group of learners, from students to residents to faculty.
Jeff Fritz PhD, MS, MATL
Associate Professor of Cell Biology, Neurobiology and Anatomy, Director of Professional Development, Department of Regional Campuses, Central Wisconsin Campus, Director, Kern Scholars Program, Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education, Medical College of Wisconsin
Adwoa Osei, MD, FAAP
Assistant Clinical Professor of Pediatrics, Director, Pediatric Thread and Clerkship, Co-director, Health Equity, Social Justice, Anti-Racism Thread, University of California, Riverside
Kimara Ellefson, MBA
National Director for Partnerships, Kern National Network for Caring and Character in Medicine
Inspire During Challenging Times: Engagement Strategies to Ensure Success for All Learners
As we move towards a post-pandemic world, educators face an important inflection point in how to inspire and engage learners. Drawing from social learning theory and professional identity formation, in this workshop we will explore promising practices to engage learners. You will learn several active engagement strategies for teaching diverse groups of learners in various settings, with a constant weave and awareness of equity and inclusion. We will also include ideas for educators’ wellbeing, which is important for bringing our very best to our teaching practices.
Erick Hung, MD
Professor of Psychiatry, Associate Dean for Students, UCSF
Sanziana Roman, MD, FACS
Professor of Surgery and Medicine, Director of Learning and Teaching in the Procedural Specialties, Dean’s Diversity Leader for Leadership Equity and Inclusion, UCSF
Bite-sized, well-timed, and spot-on: pragmatic approaches to faculty development for busy clinicians
Education oriented faculty development tends to attract self-identified educators, but not always busy clinicians, who often take on the bulk of teaching and supervision in clinical learning environments. How do you get these faculty to acquire the skills needed to effectively support their learners and create an inclusive learning environment? In this workshop, we will share our experience with faculty development approaches designed to overcome the many barriers we face in reaching busy clinicians. Participants will then work in small groups to share their own experiences, discuss what approaches might work at their own institution and what challenges they have encountered or anticipate. At the end of the session participants will have an actionable plan to implement faculty development for clinicians at their own institution.
Andrea N. Leep Hunderfund, MD, MHPE
Associate Professor of Neurology, Associate Director, Professionalism and Values, Director (UME) and Vice Chair (GME) for Learning Environment, Quality Chair for the Department of Neurology, Mayo Clinic School of Medicine
Sandrijn van Schaik, MD, PhD
Professor of Pediatrics, Baum Family Presidential Chair for Experiential Learning, Education Director, UCSF Kanbar Center for Simulation and Clinical Skills, Director, Learning and Caring Environment (LACE) Faculty Development, UCSF
Developing Inclusive Excellence in Recruitment of Historically Excluded Groups in Medicine
Promoting a diverse and inclusive physician workforce is a complex and multi-faceted undertaking. A key first step is developing recruitment practices that identify and highlight the experiences and attributes of groups historically excluded from medicine. In this workshop, participants will learn to build inclusive excellence in recruitment by incorporating diversity and equity practices at each stage of the recruitment process. We will discuss strategies for outreach to historically excluded groups, holistic review of applications, promoting community among applicants and current university members, and building a climate of belonging that supports recruited individuals.
Kate Lupton, MD, FACP
Professor of Medicine, Director, SPAN (Specialty Practice Ambulatory sub-iNternship), UCSF
Sarah Alba-Nguyen, MD, MPH
Associate Professor of Medicine, Associate Program Director for the Internal Medicine Residency and the Director of GME Diversity for the Department of Medicine, UCSF
Empowering Learners with Patient Advocacy Tools to Promote Health Equity in Clinical Practice
To truly improve health, it is important to understand the root causes of health inequities and skillfully weave action into clinical care to reduce inequities. Applying this knowledge to direct patient care within clinical environments is challenging. During this workshop we will share lessons learned from the implementation of novel curricula to teach students skills for patient advocacy during clinical clerkships. You will learn methods to incorporate advocacy education in your own education setting with students, residents or fellows.
Katherine Brooks, MD
Assistant Professor of Medicine, UCSF
Nancy Choi, MD
Assistant Professor of Medicine, UCSF
Bassem Ghali, MD
Assistant Professor of Medicine, UCSF
Beth Griffiths, MD, MPH
Assistant Professor of Medicine, Director, Health Care Advocacy for the Division of General Internal Medicine, UCSF
If ignorance is bliss then what is awareness without action? Faculty and Staff Development to create anti-racist learning environments
Medical educators are increasingly aware of health care structures that are racist and oppressive, but awareness without action maintains the status quo. One obstacle is the lack of continuing education curricula focused on antiracist anti-oppressive practices, and limited faculty and staff development to guide individuals towards action. Critical consciousness pedagogy of Paulo Freire disrupts the status quo by calling on participants to reflect, have dialogue, and work together in community to apply learning to concrete situations. In this workshop, we will review critical consciousness and praxis pedagogy, and provide you with the tools needed to implement faculty and staff development activities with the goal of creating anti-racists learning environments.
Shiecca Madzima, MD
Assistant Professor of Medicine, UCSF
Yalda Shahram, MD
Assistant Professor of Medicine, UCSF
Giving Learners Room to Grow: How To Create Autonomy While Providing Supervision
In today's clinical learning environments, crafting an ideal balance between trainee autonomy and appropriate supervision can be difficult. With increasing requirements for supervision medical trainees often lose a sense of independence in clinical decision-making. In this workshop, we will review how to promote learner autonomy and patient care ownership even when supervision is required. You will practice ways to encourage independent decision-making by learners in clinical learning environments.
Sirisha Narayana, MD
Associate Professor of Medicine, Director of Education, Division of Hospital Medicine, Co-Director, Diagnostic Reasoning block, School of Medicine, Chair, UCSF Medical Ethics Committee
Margaret Robinson, MD
Assistant Professor of Pediatrics, UCSF
Using an Anti-Deficit Framework in Medical Education
Identifying and addressing racial inequities in the clinical learning environment (CLE) is challenging. Adopting an anti-deficit framework can help educators assess the CLE as well as reveal the strengths of trainees from racially minoritized groups. This interactive workshop will equip participants with the skills to discern norms that perpetuate inequities and recalibrate our gaze to better appreciate learners' superpowers.
April Edwell, MD
Assistant Professor of Pediatrics, UCSF
What is Restorative Justice? Going Beyond the Term to Framework & Application in MedEd
As medical educators we are increasingly recognizing how curricula can cause harm to learners, in particular those belonging to groups historically excluded from careers in medicine. Restorative justice is a framework that can be applied to prevent and respond to episodes of curricular harm. In this workshop, we will discuss the origins of restorative justice and its potential applications to medical education. You will learn how to begin to apply foundational aspects of restorative justice practices to your own educational environments with medical students, residents, and fellows, with a focus on the preventive, community-building pillar of the framework.
Maria S. Jaochico, MEd
Director, Restorative Justice Practices, UCSF
Juri Sanchez, MSW
Associate Director, Restorative Justice Practices, UCSF
D’Anne Duncan, PhD
Assistant Dean for Diversity and Learner Success, Graduate Division, UCSF
Mia F. Williams, MD MS
Assistant Professor of Medicine, Assistant Program Director, UCSF Primary Care Internal Medicine Residency Program
Corina Iacopetti, MD, MA
Assistant Professor of Pediatrics
Getting past “Read more” and “Good job”: Feedback to Promote a Growth Mindset
Feedback continues to be a challenge for medical educators: learners say they don't get enough, and educators report lack of time and skill to provide effective feedback. One problem is that feedback is often grounded in "assessment-of-learning", and the perceived need to provide learners with a comprehensive picture of what they do well and where they can improve is daunting. In this workshop, participants will review how feedback grounded in "assessment-for-learning" principles can promote a growth mindset in learners, and practice in-the-moment feedback conversations that can take place in every day interactions.
Erica Brode, MD, MPH
Associate Professor of Family Community Medicine, Clerkship Co-Director, Family Medicine, UCSF
Duncan Henry, MD
Associate Professor of Pediatrics, Associate Program Director of Assessment, UCSF Pediatric Residency Program
Filling Up Your Cup Before Pouring Into Others: Early Recognition of Burnout and Organizational Strategies to Enhance Educator Wellness
The wellbeing and burnout crises within medicine have accelerated during the pandemic, which created a uniquely traumatic experience for the healthcare workforce. Though the wellness of all health care providers has been profoundly impacted during the pandemic, groups known to be underrepresented or marginalized in medicine, have been disproportionately impacted. As we shift toward recovery and rebuilding community, there are several opportunities to implement systemic changes aimed at shifting organizational cultures and improving workplace conditions to allow for recovery and healing. In this workshop we will review such opportunities and you will identify organizational strategies that you as educator can bring back to your own institution.
Starr Knight, MD
Associate Professor of Emergency Medicine, ZSFG Director of Faculty Experience, Associate Chair of Diversity & Inclusion, Department of Emergency Medicine, Emergency Medicine Diversity, Equity and Inclusion Endowed Professor, UCSF