EQUITY AND DIVERSITY: DEVELOPING AND PILOTING DISABILITY ALLY SHIP TRAINING IN HEALTH PROFESSIONS EDUCATION AND BEYOND
Heather Feldner, PT, PhD, PCS, Assistant Professor, Rehabilitation Medicine
Mark Harniss, PhD, Rehabilitation Medicine
Heather Evans, PhD, Disability Studies
Lesley Ellis, MA, D Center
Grant Amount: $5,000
Abstract: Addressing issues of equity and diversity have become central in implementing inclusive, responsible social and educational practices in health professions education and beyond. Yet, the constructs of disability, disability and d/Deaf identity and culture, and allyship are often overlooked, or approached from outdated philosophical approaches that pathologize disability and fail to prioritize the lived experiences, expertise, and self-identified needs of people with disabilities. We propose a pilot study that meaningfully defines disability allyship within our campus culture, and cultivates pedagogical opportunities within health professions education to explicitly address our collective role in creating inclusive and accessible academic and healthcare experiences. Using a Participatory Action Research Framework, we aim to: 1) Qualitatively explore the academic and healthcare experiences of students and faculty with disabilities as they navigate physical, attitudinal, and social environments of UW; 2) Create a disability allyship training curriculum rooted in Critical Disability Studies principles; 3) Pilot test and examine the effects of disability allyship training on student and faculty attitudes toward disability in health professions education and across campus.
BUILDING A PSYCHOLOGICALLY SAFE LEARNING ENVIRONMENT FOR OUR MEDICAL TRAINEES: UNDERSTANDING BEHAVIORS THAT CREATE, DESTROY, AND REGAIN PSYCHOLOGICAL SAFETY IN CLINICAL TEACHING ENVIRONMENTS
Adelaide McClintock, MD, Assistant Professor of Medicine, Internal Medicine
Joshua Jauregui, MD, Emergency Medicine
Grant Amount: $4,433
Abstract: Psychological safety is defined as an environment that is perceived as safe for interpersonal risk taking without the fear of personal cost. Psychological safety has been associated with better patient care and found to have positive impacts on learners in medical education. Theoretical components that enhance psychological safety have been described in the medical learning environment, but concrete behaviors that lead to a perception of psychological safety are poorly understood. The purpose of this study is to gain knowledge around how learners perceive psychological safety as being created, lost and regained in clinical teaching environments. We plan to conduct a multi-center, cross sectional, qualitative study of medical students in two institutions. We will carry out structured interviews designed to explore participants experiences in the clinical learning environment that lead learners to feel psychologically safe. We will pair interview with measures of mindset, self-efficacy, and cognitive load, all of which have been shown to impact psychological safety. These findings will allow academic institutions to build faculty development programs and institution-level changes to provide the specific skills and settings that foster psychological safety for learners.
VIDEO- BASED SUPPORTIVE PSYCHOTHERAPY DIDACTICS FOR PSYCHIATRY RESIDENTS
Laurel Pellegrino, MD, Acting Assistant Professor, Psychiatry and Behavioral Sciences
Grant Amount: $4,620
Abstract: Supportive psychotherapy techniques are the foundation of forming a therapeutic alliance with patients, a necessary skill for all psychiatrists. Unlike other areas of medicine, residents have little opportunity to observe these critical skills first-hand in the clinical setting and there are few video examples that demonstrate these skills. Nevertheless, residents are expected to receive adequate training in supportive psychotherapy as an ACGME requirement. This project aims to create high-quality video examples of supportive psychotherapy techniques that will enhance supportive psychotherapy education at University of Washington. Video examples paired with active learning techniques are effective in medical education and have been shown to increase learner engagement and retention. All materials will be shared freely online for use by psychiatric training programs nationwide.
BEYOND CLINICAL TRAINING: TEACHING PSYCHIATRY RESIDENTS TO IMPLEMENT COLLABORATIVE CARE IN RURAL PRIMARY CARE SETTINGS
Jessica Whitfield, MD, MPH, Acting Assistant Professor, Psychiatry and Behavioral Sciences
Lydia Chwastiak, MD, MPH, Psychiatry
Debra Morrision, Advancing Integrated Mental Health Solutions Center
Grant Amount: $4,582
Abstract: Training the upcoming workforce in evidence-based, effective integrated behavioral health models will be critical in increasing the capacity of the psychiatric workforce to address growing need for behavioral health care. At the University of Washington, the Integrated Care Training Program provides extensive training opportunities for psychiatry residents to gain firsthand experience in a form of integrated care called collaborative care, from second-year rotations that introduce residents to collaborative care and telepsychiatry, to clinical rotations in collaborative care at UW Neighborhood Clinics for third and fourth-year residents. One current gap in this plan for stepped resident exposure and training in the field of integrated care is in the implementation process for new behavioral health programs. Towards this end, we propose a new longitudinal rotation for fourth-year psychiatry residents focused on real-world implementation projects involving the development and launch of collaborative care programs in rural primary care clinics in Washington state, through which the resident will learn about basic implementation principles and critical factors to developing a sustainable integrated care program in primary care settings.