Teaching In Medicine

How do you find the right mentor? How should you prepare before meeting with your mentor?  How is sponsorship key for success? How do we address inequities in how mentorship is offered? Check out the fourth part in this series with Dr. Harriet Hopf, Executive Director of Faculty Development and Academic Affairs in the Department of Anesthesiology and Co-Director of the Utah Coaching and Advancement Network. Additional Resources: UCAN: https://medicine.utah.edu/faculty-dev/programs/coaching-program Manuel SP, Poorsattar SP. Mentoring up: Twelve tips for successfully employing a mentee-driven approach to mentoring relationships. Med Teach. 2021; 43:384-387. Zerzan JT, Hess R, Schur E, Phillips RS, Rigotti N. Making the most of mentors: A guide for mentees. Acad Med. 2009;84(1):140-144. Kow CS et al. A systematic scoping review of ethical issues in mentoring in medical schools. BMC Medical Education (2020) 20:246. Straus SE, Johnson MO, Marquez C, Feldman MD. Characteristics of successful and failed mentoring relationships: A qualitative study across two academic health centers. Acad Med. 2013;88(1):82-89. Hastings LJ, Kane C. Distinguishing Mentoring, Coaching, and Advising for Leadership Development. New Directions for Student Leadership. 2018;158:9-22.

What skills and techniques are important for mentors, coaches, advisors, and sponsors when supporting mentees? What are coaching skills? What are the costs and benefits of being a mentor? Check out the third part in this series with Dr. Harriet Hopf, Executive Director of Faculty Development and Academic Affairs in the Department of Anesthesiology and Co-Director of the Utah Coaching and Advancement Network. Additional Resources: UCAN: https://medicine.utah.edu/faculty-dev/programs/coaching-program Manuel SP, Poorsattar SP. Mentoring up: Twelve tips for successfully employing a mentee-driven approach to mentoring relationships. Med Teach. 2021; 43:384-387. Zerzan JT, Hess R, Schur E, Phillips RS, Rigotti N. Making the most of mentors: A guide for mentees. Acad Med. 2009;84(1):140-144. Kow CS et al. A systematic scoping review of ethical issues in mentoring in medical schools. BMC Medical Education (2020) 20:246. Straus SE, Johnson MO, Marquez C, Feldman MD. Characteristics of successful and failed mentoring relationships: A qualitative study across two academic health centers. Acad Med. 2013;88(1):82-89. Hastings LJ, Kane C. Distinguishing Mentoring, Coaching, and Advising for Leadership Development. New Directions for Student Leadership. 2018;158:9-22.

What is the difference between mentorship, coaching, sponsorship, and advising? What are some of the benefits for the trainee and educator? What are the best ways to find a coach or mentor? What qualities should you look for? What does it mean to manage up? Check out the second part of our series on Mentorship with Dr. Megan Fix, Assistant Dean of Student Affairs. Check out these resources: Make the most of mentors: a guide for mentees, https://pubmed.ncbi.nlm.nih.gov/19116494/ https://www.ama-assn.org/system/files/2019-09/coaching-medical-education-faculty-handbook.pdf

We are kicking off a series on mentorship and other professional relationships in medical education! Tony Tsai received his MBA from Columbia Business School and is the Director of Career and Leadership Development at the University of Utah School of Medicine. Join us as we explore the importance of caring and relationships in education. What challenges do learners face in the current environment? What types of professional relationships can help learners succeed? How can mentors demonstrate care for their learners? Also, check out Mr. Tsai’s book “Solving for WHY”. https://www.amazon.com/Solving-Why-Antonius-Tsai/dp/1543938108

Let's explore the psychology of simulation with Dr. Jared Henricksen, critical care physician and Medical Director of the Intermountain Healthcare Simulation Consortium.  How can we promote psychological safety in the simulation learning environment? What is known about the stress that simulation participants experience? Is all stress bad? What are best practices for simulation facilitators and participants?

Have you ever wondered why I started this podcast? In this episode, Dr. Beth Vukin interviews me on the process of making a podcast! How is an episode created? How do I come up with topics? What are the highs and lows of podcasting? Check out the final episode of this season!

Have you ever been in a tense encounter with patients or their caregivers?  What are some techniques to de-escalate the situation? How are Drs. Vukin and Rippstein developing a curriculum to equip residents with the necessary skills for de-escalation?  What was their needs assessment?  How do you ask a good QI question?

Dr. Karishma Sriram is a 2nd-year Pediatrics resident and former podcaster. We discuss the role of social media in medical education. How do learners use social media? Why would educators want to use Instagram as a platform for medical education? What are the downfalls and benefits of using social media for educational purposes? https://sites.duke.edu/listening/ https://doctorsonsocialmedia.com/

Meet Dr. Joni Hemond.  She is a general pediatrician, Associate Program Director, South Main Clinic Director, and author!  What is a typical week like for her in these roles?  What are the greatest challenges and joys?  How does she teach in the busy clinical setting?  What inspired her to write two books?  Join me and guest co-host Dr. Kim Stowers as we explore these topics and more. Learn more about Dr. Hemond and check out her writing here: https://www.jonianne.com/

Join me, and co-host Dr. Kim Stowers, as we explore the joys and challenges of leadership in medical education. This is Part 2 of a two part episode with Dr. Bruce Herman, Residency Program Director and Vice Chair of the Education Enterprise in Pediatrics at the University of Utah. What has recruitment been like during Covid-19? What is the role of Vice Chair of Education? How does he fit personal wellness into his busy schedule?

Dr. Bruce Herman is the Residency Program Director and Vice Chair for the Education Enterprise in Pediatrics at the University of Utah.  Join me, and co-host Dr. Kim Stowers, as we explore the joys and challenges of leadership in medical education.  What was his first leadership role in med ed? What is a 'typical' day like as a Residency Program Director?  What are the changes and innovations that he has implemented in these roles?

Dr. Kathy Moore is a Medical and Dental School Professor at the University of Utah with a PhD in molecular and cellular biology.  Join us as we discuss key transition points in medical education and how educators can support learners at these junctures.  How can we help ease the transition into medical school?  What are resources to support students who are struggling with transition into the clinical years?  How can you assist students who decide to apply to a different residency program than they originally intended to, or even leave medicine altogether?  Explore this advice and more with talented educator, Dr. Kathy Moore.

We are back with Dr. Brigitte Smith, vascular surgeon and grant-funded medical education researcher.  How did she decide to complete a Master of Health Professions Education degree? What are some of the education research projects that she is currently working on?  How did she obtain a grant for education research? What are her tips for success?

Meet Dr. Brigitte Smith, Program Director for the Vascular Surgery Fellowship and Vice Chair of Education for the Department of Surgery. How did she decide to pursue a career in education? What was it like to become a leader in education shortly after her own training? What was it like to develop a longitudinal pathway at the School of Medicine? What are some of the joys and struggles of her leadership roles in education?

Let's discuss Dr. Hannon's path within medical education, including his roles in undergraduate and graduate medical education.  How did he get started in medical education? What was it like to create the Students-as-Teachers pathway?  How do you carve out a career you love?  What was it like to go back to fellowship mid-career?  Check out this fascinating interview with University of Utah neurologist and palliative care specialist Dr. Pete Hannon!

Let's explore tips for learning with medical school professor, Dr. David Morton. What are evidence-based strategies for studying? How can we as medical educators promote effective learning practices?  We discuss highlights from the book Make It Stick: The Science of Successful Learning by Peter Brown, and other suggestions. Check out Dr. Morton's website: thenotedanatomist.com to see his educational videos.

What are microaggressions and how do they manifest in the learning environment? How do microaggressions impact the victim? How can we become better "upstanders" in recognizing and confronting microaggressions? Join me as I explore this and more with Dr. Reena Tam, pediatric hospitalist at the University of Utah. Also, be sure to check out these resources: https://accelerate.uofuhealth.utah.edu/explore/commit-to-confronting-the-microaggressions-that-are-affecting-your-learners https://healthcare.utah.edu/wellness/resiliency-center/ https://app.healthcare.utah.edu/peakCourseRegistration/byCategory?categoryPrimaryId=60 https://pubmed.ncbi.nlm.nih.gov/32456801/

How do you assess a learner's baseline knowledge before teaching them a procedure?  How do you set a learner up for success while performing a procedure?  What are some modern frameworks to use beyond, "see one, do one, teach one"?  How can low frequency procedural skills be maintained?  Join me as I discuss this and more with Dr. Cheryl Yang, pediatric emergency medicine fellow. Also, check out Dr. Yang's high-yield article "How to Teach Medical Procedures That Stick": https://accelerate.uofuhealth.utah.edu/explore/how-to-teach-medical-procedures-that-stick

What are the biggest challenges to giving effective feedback?  What are some frameworks for giving quick and meaningful feedback? How can you troubleshoot when faced with barriers while giving feedback?  Join me as I discuss this and more with Dr. Kimberly Stowers, general pediatrician and outstanding clinician-educator!

Dr. Como is a Medicine and Pediatrics hospitalist physician who practices in rural Montana.  She is also developing an innovative Rural Training Track for Med-Peds residents.  How does she approach patient education and care in this setting?  What are the benefits to trainees of training and rotating at rural clinical sites?  How is Dr. Como and her team designing a unique rural residency track?  Check out this fascinating discussion with Dr. Como as we celebrate Utah Rural Health Week (Nov 16-20) and National Rural Health Day (Nov 19)!

How can you effectively teach at the patient's bedside?  How do you create a safe learning environment in the clinical setting?  What are some frameworks and approaches for teaching trainees in patient care settings? How can you prepare for clinical teaching?  Join me as I discuss this and more with Pediatric Hospitalist Dr. Parimal Deodhar.

How do you prepare to teach a small group?  What do you do when you don't have time to prepare? How do you keep learners engaged? How do you troubleshoot challenging situations that may arise when teaching in this setting? Join me as I discuss this and more with friend of the podcast Dr. Jonathan Sawicki, a pediatric hospital medicine fellow with a longstanding passion for teaching.  Show notes: kahoot.com

What is health literacy and why is it important to consider when teaching patients?  How can we effectively educate and communicate with patients? How is Covid-19 impacting health literacy?  Check out my interview with Ms. Jean Shipman, a librarian emerita and former President of the Medical Library Association. Additional Resources: - Health Literacy in Action Conference https://hlia-harcconf.org/ - North Carolina Program for Health Literacy. (2014). The teach-back method. Retrieved from http://www.nchealthliteracy.org/toolkit/tool5.pdf - UNC-CH Assessment tool list: https://hsl.lib.unc.edu/health-literacy/assessing-health-literacy/ - HHS Plain Language checklists  - https://www.plainlanguage.gov/resources/checklists/ - CDC - Everyday Words for Public Health Communication https://www.cdc.gov/healthcommunication/everydaywords/ - The Health Literacy Data Map, http://healthliteracymap.unc.edu/ - Searchable map of health literacy estimates for the entire United States http://bit.ly/271301r.  - Health Literacy Importance(from U.S. Dept. Health & Human Services)  https://health.gov/news/201912/hhs-leaders-highlight-importance-health-literacy - Health Literacy Online (from health.gov) at http://health.gov/healthliteracyonline/  Works through an online form to create content. - Health Literacy Studies:  Assessing  Materials (Harvard School of Public Health)  at http://www.hsph.harvard.edu/healthliteracy/assessing-and-developing-materials/ - Health Literacy Studies at Harvard: https://www.hsph.harvard.edu/healthliteracy/ - CE health literacy modules for physicians, nurses, therapists, counselors, and all health practitioners providing direct or indirect patient care: https://healthliteracy.osu.edu/modules

Part 2 of my interview with University of Maryland hospitalists, Drs. Farber and Donohue.  How did they create a virtual elective on quality improvement during the Covid-19 pandemic?  What deliverables did their learners have each week?  What are their tips for quickly launching a new curriculum during this time?  Be sure to check out Part 1 if you haven't already.

Drs. Farber and Donohue are hospitalists at the University of Maryland, taking care of adult patients with Covid-19 in a biocontainment unit.  How do they facilitate safe involvement of residents and fellows in clinical care?  How has their approach to clinical teaching changed?  What lessons have they learned about providing effective education to trainees during this time?  Check out Part 1 of my interview with this dynamic duo!

Dr. Brad Poss is a pediatric critical care physician who has held some of the highest leadership positions in medical education including Program Director, Chair of Department of Pediatrics, Designated Institutional Official(DIO)/Associate Dean of GME, and Chief Medical Education Officer.  He also served in the U.S. Navy for 20 years.  What changes does he foresee in medical education moving forward? What early experiences set him up for future success?  How does someone get started down the path towards medical education leadership? This is Part 2 of a two-part series as Dr. Poss reflects before retirement.

Dr. Brad Poss is a pediatric critical care physician who has held some of the highest leadership positions in medical education including Program Director, Chair of Department of Pediatrics, Designated Institutional Official(DIO)/Associate Dean of GME, and Chief Medical Education Officer.  He also served in the U.S. Navy for 20 years.  What lessons did he learn from his first leadership position?  What were his responsibilities as DIO?  What are his recommendations for correcting the path when you've taken on too much?  This is Part 1 of a two-part series as Dr. Poss reflects before retirement.

How should you study for high-stakes examinations, like the USMLE steps and boards?  How does Chase personally approach studying?  What is the right balance between reviewing content and doing practice questions? Check out Part 2 of my interview with education professional, podcaster, author, and MD/PhD candidate, Chase DiMarco. https://freemeded.org/medstudent/ https://www.facebook.com/FreeMedEd/ https://www.instagram.com/freemeded/ https://twitter.com/freemeded https://www.youtube.com/user/FreeMedEd

Have you ever struggled to master new information? What are the most effective study methods and memorization techniques?  What are visual mnemonics and memory palaces?  How can you set yourself up for academic success by changing your approach to learning new information?  Check out my interview with education professional, podcaster, author, and MD/PhD candidate, Chase DiMarco. https://freemeded.org/medstudent/ https://www.facebook.com/FreeMedEd/ https://www.instagram.com/freemeded/ https://twitter.com/freemeded https://www.youtube.com/user/FreeMedEd

Meet Dr. Ryan Murphy, an internal medicine hospitalist, as he reflects on clinical teaching practices during the pandemic.  In what capacity should medical students and residents be involved in the care of patients with Covid-19?  How will he change his approach to bedside teaching?  What impact has the pandemic had on the longitudinal course he leads at the medical school?  And what does he mean by, "don't blame the learner"?  Listen here to find out.

Meet Dr. Jonathan Sawicki, a medicine-pediatrics trained PHM fellow with a longstanding passion for teaching. What early experiences sparked Dr. Sawicki’s interest in education? What sets apart this award-winning educator? What was it like transitioning from the Northeast to Utah? How has be been able to individualize his training in Pediatric Hospital Medicine at the University of Utah? What Master’s degree is he pursuing during training? Listen here to find out.

“Look critically at not 'are you or aren’t you a racist', but how you might benefit from this system and how might you contribute to it, because once you start doing that then I think you start choosing differently.” Dr. Cowan is an internist at the VA in Salt Lake City, UT.  What opportunities has she created for trainees and faculty?  What makes her an award-winning educator?  What is White Allyship? Listen to Part 2 of our discussion about diversity, discrimination, and inclusive teaching practices.   To learn more,  Dr. Cowan recommends the following resources: https://www.vitaltalk.org/resources/ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3097516/

Dr. Cowan is an internist at the VA in Salt Lake City, UT.  Listen to our discussion about diversity, discrimination, and inclusive teaching practices.  What were some of Dr. Cowan's early career experiences around discrimination?  How does she create an inclusive clinical learning environment?  What does she do when racist remarks are made about trainees?  This episode is part one of our discussion. To learn more, check out Dr. Cowan's JAMA article on calling out inappropriate behavior by patients and their families: https://jamanetwork.com/journals/jamainternalmedicine/fullarticle/2701633. She also suggests the Scene On Radio podcast https://www.sceneonradio.org/seeing-white/ and the book, White Fragility by Robin DiAngelo.

Let's discuss a recent article from the Annals of Internal Medicine, "The Role of Medical Students during the Covid-19 Pandemic".  Ryan Carlisle (2nd-year medical student) and I will review this article and other recent publications on this topic.  Should medical students be allowed in the clinical setting during a pandemic?  What clinical activities, if any, are appropriate for medical students to perform?  How has Ryan's medical education been impacted?  In what ways have his fellow medical students pitched in during this time of need?  Listen here to find out.  As always, the opinions are our own and do not represent opinions of affiliated institutions.  Miller D, Pierson L, Doernberg S. The Role of Medical Students during the Covid-19 Pandemic. Annals of Internal Medicine. 2020. DOI: 10.7326/M20-1281.

Let's continue our conversation with Dr. Brian Good, Clerkship Director in Pediatrics at the University of Utah.  What are the greatest joys and challenges in his role as Clerkship Director?  What is the EPAC (Education in Pediatrics Across the Continuum) study?  How did Dr. Good teach local health promoters in Guatemala? Listen here to find out. This episode is part two of a two-part "Meet the Educator" interview.  Go back and listen to part one if you haven't already.

Meet Dr. Brian Good, Clerkship Director in Pediatrics at the University of Utah.  What was it like to attend medical school in Ireland? Why did he come back to academia after working in the community?  What unique opportunities exist for his clerkship students?  This episode is part one of a two-part "Meet the Educator" interview.

Meet Dr. Wade Harrison, a chief resident in pediatrics at the University of Utah. How does he approach teaching as a chief? What has it been like to transition to the attending role? What is he looking for when interviewing residency program applicants? What was it like to teach a course in Switzerland?  Listen here to find out. 

Meet Dr. Lindsey Gakenheimer-Smith, a chief resident in pediatrics at the University of Utah. What was medical school like for her in Michigan? How did she learn to teach as a resident?  What are her teaching responsibilities as chief? What was the medical education system like during her global health experiences in Kenya and Rwanda?  Listen here to find out.

Meet Dr. Benjamin Chan, a child psychiatrist and Associate Dean of Admissions at the University of Utah School of Medicine.  What is it like to be the Dean of Admissions?  How did he decide to pursue a Master of Education degree?  Listen here to find out. This episode is part two of a two-part "Meet the Educator" interview.  Go back and listen to part one if you haven't already.

Meet Dr. Benjamin Chan, a child psychiatrist and Associate Dean of Admissions at the University of Utah School of Medicine.  What early opportunities led him down the path to medical school administration?  How does the medical school involve rural preceptors and communities in the education process?  Listen here to find out. This episode is part one of a two-part "Meet the Educator" interview.