Kali Hobson, MD., Child and Adolescent Psychiatry Fellow, Department of Psychiatry, Child and Adolescent Psychiatry Division, University of Washington, Seattle, WA, USA and Roberto Montenegro, MD, PhD, Assistant Professor, Department of Psychiatry, Child and Adolescent Psychiatry Division, University of Washington, Seattle, WA, USAIn this podcast, Drs. Kali Hobson and Roberto Montenegro describe the methods they have developed to continuously review and revise curricular content to reduce bias and enhance coverage of societal and structural factors that impact health. Dr. Montenegro, who directs the BRICC (Bias Reduction in Curricular Content) process, also lays out his vision for using technology to automate the review process to insure timely curricular enhancements and project sustainability.

CLIMEcasts

BRICC (Bias Reduction in Curricular Content) Process with Roberto Montenegro, MD, PhD & Kali Hobson, MD

In this podcast Edwin Lindo, JD, CLIME’s Associate Director of Critical Teaching and Equity and William Harris, MD, the block lead for the University of Washington School of Medicine’s Blood and Cancer Block discuss how they worked together to improve a presentation on health outcome inequality, with a specific focus on breast cancer in African American women. We created this podcast to highlight Edwin’s work as a consultant with CLIME. He is available to assist faculty in making their teaching more equitable and inclusive.

Consultation to Improve Curriculum Content with William Harris, MD & Edwin Lindo, JD

In this podcast, Belinda Fu, MD, (aka “theImprovDoc”) discusses how improv transformed her life and propelled her to found The Mayutica Institute, an educational training company, co-organize an Annual International Medical Improv Trainer Workshops, and establish ImprovDoc.org, an educational resource about the use of improvisation in medicine. She shares her approach to teaching improv as well as her personal experience of the transformative power of learning how to listen to others and oneself and say “yes and” to life.

How Improv Can Improve Teaching and Promote Wellness with Belinda Fu, MD

In this podcast, Dr. Bridget O’Brien shares her perspectives on writing scholarship that is compelling and publishable. Drawing on her experience as an education researcher, a deputy editor for Teaching and Learning in Medicine, and a qualitative consultant for Academic Medicine, Dr. O’Brien offers advice on how to write an Introduction to a paper that demonstrates understanding of your topic of study and its importance to the academic community while hooking readers’ interest. Bridget O’Brien is an Associate Professor affiliated with the Office of Medical Education, Research and Development in Medical Education unit (RaDME). She teaches and mentors faculty and learners in several programs, including the UCSF-University of Utrecht doctoral program in Health Professions Education, the Health Professions Education Pathway and the Teaching Scholars Program. At the San Francisco VA, she directs scholarship and evaluation for the Center of Excellence in Primary Care Education and a Fellowship in Health Professions Education Evaluation and Research.

Instructions for Scholarly Writing: Write an Effective Introduction with Bridget O'Brien, PhD

In this podcast, Drs. Amanda Kost, Edwin Lindo, and Roberto Montenegro return to the studio to provide some “real-life” examples of how to implement the critical teaching frameworks they introduced during their first CLIMEcast, “Do No Harm: An Introduction to Equitable Teaching.” They share strategies for framing instructional sessions about race and gender that invite critique and mutual learning, responding positively to student critique, and turning teaching challenges into learning opportunities.

Do No Harm: Equitable Teaching Practices (Part 2) with Amanda Kost, MD,MEd, Edwin G. Lindo, JD, and Roberto Montenegro, MD, PhD

Achieving a just and equitable learning environment that supports learning and the development of socially responsible physicians requires commitment to critically appraising and changing current approaches to teaching and the presentation of content that can be biased and negatively impact learners and the learning environment. In this podcast, Drs. Kost, Lindo, and Montenegro discuss frameworks that educators can use to assess their content and instruction through a critical, structural, and social justice lens.

Do No Harm: An Introduction to Equitable Teaching with Amanda Kost, MD,MEd, Edwin G. Lindo, JD, and Roberto Montenegro, MD, PhD

Remediation is a structured approach to helping trainees at all levels address deficits in knowledge, skills and attitudes. In this podcast, Dr. Heidi Combs explains how to determine when remediation is needed and how to work with learners to tailor remediation plans in ways that fit their needs and help them to succeed.

How to Get Learners Back on Track: Remediation in the Clinical Setting with Heidi Combs, MD, MS

Jonathan Ilgen, MD, Associate Professor, Department of Medicine, University of Washington School of Emergency Medicine, Seattle, WATeaching clinical reasoning involves helping learners learn a number of related skills, including observing and communicating with patients (paying close attention to cues and clues), synthesizing information, managing problems. In this podcast Dr. Jon Ilgen shares his thoughts on the kinds of tools one should ha a teaching toolbox.

How to Teach Clinical Reasoning with Jonathan Ilgen, MD

Patricia A. Kritek, MD, EdM, Professor, Division of Pulmonary, Critical Care, and Sleep Medicine, Department of Medicine, University of Washington School of Medicine, Seattle, WADeveloping teaching scripts for common teachable moments can help you maximize trainee’s learning, particularly when your teaching time is limited. In this podcast Dr. Trish Kritek shares her approach to building teaching scripts that incorporate drawings, formulas, and other small nuggets of content to teach interprofessional learners at all levels of expertise within busy clinical settings.

Developing Teaching Scripts to Enhance Learning and Efficiency with Patricia Kritek, MD, EdM

Molly Blackley Jackson, MD, Associate Professor, Division of General Internal Medicine, Department of Medicine, University of Washington School of Medicine, Seattle, WAMedical schools are increasingly integrating authentic clinical experiences for students in the earliest stages of their curricula. There are many benefits to this early clinical exposure: enculturation into the medical community, opportunities to practice basic clinical skills, observing professionalism in practice, and reduction of the chasm between “pre-clinical” and “clinical” learning. But for preceptors, it can be challenging to provide meaningful activities that fully engage early learners with limited clinical knowledge. In this podcast, Dr. Jackson discusses how preceptors can optimize the medical education of beginning medical students in the clinical setting.

How to Teach Beginning Students in the Clinical Setting with Molly Jackson, MD

Paul B. Cornia, MD, Associate Professor, Division of General Internal Medicine, Department of Medicine, University of Washington School of Medicine, Seattle, WAHave you ever felt like you wanted to avoid teaching at the bedside because it makes you too uncomfortable? There is evidence that patients appreciate bedside teaching and it offers trainees unique opportunities to practice patient-centered communication, physical exam skills, and clinical reasoning. In this podcast, Dr. Paul Cornia provides tips on how to prepare both faculty and learners alike for effective bedside instruction, reducing anxiety and maximizing learning when teaching in the presence of patients. Simple things—such as using teaching scripts and making roles explicit—can greatly enhance these learning opportunities.

How to Teach at the Bedside with Paul Cornia, MD

Eileen J. Klein, MD, MPH, Professor, Division of Emergency Medicine, Department of Pediatrics, University of Washington School of Medicine, Seattle, WAMost of us have had difficult conversations with learners about professionalism or concerns about delivery of clinical care. These are often stressful for faculty and learners alike and it can be tempting to avoid giving constructive feedback altogether. In this podcast, Dr. Eileen Klein explains how giving constructive feedback can be seen as an opportunity to demonstrate caring for learners - and patients - and provides a model for giving timely and effective feedback

How to Give Difficult Feedback to Learners with Eileen J Klein, MD, MPH

When it’s time to coach a learner through a procedure, the risk of doing harm to the patient can make the learner, the teacher, and the patient anxious. In this podcast Dr. Morris offers a structured approach to procedural teaching, providing valuable tips on how to decrease anxiety levels and prepare learners for success. She offers advice about what words to avoid when teaching learners how to perform procedures on conscious patients and the best ways to provide real-time communication about the precise movements they need to perform to complete the procedure successfully. Featuring Amy E. Morris, MD, Associate Professor, Division of Pulmonary, Critical Care, and Sleep Medicine, Department of Medicine, University of Washington School of Medicine, Seattle, WA, USA

How to Teach Procedures with Amy Morris, MD

Podcast series featuring visiting professors and local experts. Hosted by Lynne Robins, PhD and Joshua Jauregui, MD, these sessions are a conversational approach to topics relevant to UW health professions educators.

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CLIMEcasts

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