2022-2023 CLIME FUNDED PROJECTS
Medicine for a Changing Planet: A Clinical Case-based CurriculumNoelle A. Benzekri, MD, MA, DTM&H Assistant Professor, Medicine, Division of Allergy and Infectious DiseasesCollaborator: Peter Rabinowitz, MD, MPH, Director, UW Center for One Health Reseach; Professor, Family Medicine Global Health, Environmental and Occupational Health Sciences. Project Abstract: Human health depends on the health of our environment. Dramatic changes in our environment and ecological systems are affecting...
Anti-Ableism and Disability Allyship In Medical Education
About The GuestsHeather D. Evans, Ph.D.Pronouns: she / her / hersEmail: hdevans@uw.edu Heather is a socio-legal scholar who focuses on the ways in which institutions such as the law, higher education, and the medical field interact with marginalized populations. She has conducted statistical analyses, ethnographic fieldwork, and evaluation research. Heather’s current work is in the field of Critical Disability Studies examining disclosure, identity management, and workplace accommodations...
CLIMEcast: Strategies for Using the Learning Climate to Reduce Imposter Phenomenon
Trends in Health Professions EducationAbout This EpisodeAddie McClintock, MD is an Assistant Professor of Medicine in the Division of General Internal Medicine at the University of Washington School of Medicine. She practices at the University of Washington Women’s Health Care Center where she also runs the women’s health training pathway for the internal medicine residency. In this episode, Dr. McClintock will be broadening the conversation to describe how we can design the learning...
CLIMEcast: Impact of Imposter Phenomenon
Trends in Health Professions EducationAbout This EpisodeTyra Fainstad, MD, Associate Professor of Medicine, University of Colorado School of Medicine. In this episode we learn what defines impostor phenomenon, how to recognize it in our learners, and strategies you can share with your learners to help them manage it. Dr. Fainstad will be sharing her wisdom about the characteristics and impact of impostor phenomenon and offering powerful strategies that educators can use to help learners manage...
2021 CLIME Together Symposium Recording
2021 CLIME Together Symposium RecordingPlenary Speaker: Thema Bryant-Davis, PhD is a professor of psychology at Pepperdine University and director of the Culture and Trauma Research Lab. She is a past president of the Society for the Psychology of Women and past psychology representative to the United Nations. The California Psychological Association honored her as Scholar of the Year for her work in the cultural context of trauma recovery and the Institute of Violence, Abuse, and Trauma...
2021-2022 CLIME FUNDED PROJECTS
2021 CLIME Funded Projects2021-2022 CLIME Funded ProjectsAssistant Professor Rehabilitation MedicineEquity and Diversity: Developing and Piloting Disability Allyship Training in Health Professions Education and Beyond Collaborator(s): 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...
TIPS FOR EFFICIENT & EFFECTIVE BEDSIDE TEACHING
Tips for Efficient & Effective Bedside Teaching Presenters: Andrea Christopher, MD, MPH Paul Cornia, MD Melissa (Moe) Hagman, MD Justin Kappel, MD, MPH Description: In bedside teaching, providers are tasked with diagnosing the patient, diagnosing the learner, providing excellent care and providing excellent teaching. Juggling these roles and completing necessary tasks in a timely fashion can be challenging, and often results in underutilization of high-yield and satisfying opportunities to...
NAMING RACISM IN REAL-TIME: CAN YOU HANDLE THE TRUTH?
Naming Racism in Real-Time: Can You Handle the Truth?Leona Hess, PhD, MSW is a change leader, systems thinker, and experiential learning facilitator with extensive experience in planning for, creating and implementing training solutions and leadership development experiences to support transformational change. A transformational educator, she recently joined the Icahn School of Medicine at Mount Sinai as the Director of Strategy and Equity Education Programs where she is leading a structured...
HEALTHY VOICE TIPS FOR VIDEO CHATS
Voice Health for Faculty and Trainees - "Zoom Voice" TutorialA short tutorial that covers some basic vocal hygiene tips and warms ups as well as a little bit about the audio/mic settings for Zoom. This video was created by the combined Speech Language Pathology/Laryngology team at UW-Montlake. If you have questions and or need help you can reach out to performvoiceclinic@uw.edu.
PEARLS FOR OUTSTANDING PROCEDURAL TEACHING
Pearls for Outstanding Procedural TeachingPresenters: Lauren Steffel, MD & Carlos Delgado, MD Description: Educators frequently encounter the challenge of teaching a procedure. Do you demonstrate one, ask your learner to perform one, and then expect them to be able to teach one themselves? Encourage independent practice? Utilize an OSCE screening? How do you deal with an anxious learner? A learner that has trouble with manual dexterity? Objectives: Describe how procedural teaching differs...
2020 CLIME Together Symposium
2020 CLIME Together Symposium Plenary Speaker: Belinda Fu, MD, is a family physician, educator, and improvisational actor. She is Clinical Assistant Professor in the Department of Family Medicine at the University of Washington, Faculty at Swedish Family Medicine Residency–First Hill, and Founder and Director of Mayutica Institute, an education and training organization. She originated the "Attune-Affirm-Advance” framework for cultivating creativity and connections in medicine, and...
OPTIMIZING THE EDUCATIONAL ENVIRONMENT: GLEAM
Optimizing the Educational Environment: GLEAM WorkshopDescription: Many students do not disclose personal issues (illness, family roles and responsibilities, biases) that may impact their performance on clinical rotations, and most faculty do not proactively ask about these. There are challenges in choosing to disclose personal matters in environments where students are being evaluated. We have developed a tool using the mnemonic "GLEAM" that uses concepts analogous to "patient-centered"...
HIDE: WANT TO PRESENT YOUR WORK?
Present at a Work in Progress SessionNeed feedback or just need a place to present your work contact us below and we will organize a day and time for you to present your work. We want to help at any stage of your work and will get a group of experts to help with feedback. We normally have sessions on Tuesdays or Wednesdays 12pm-1pm, but will find a time that is convenient for you and the CLIME team to present your work.
Verbal Feedback for Continuous Learning
Verbal Feedback for Continuous Learning PEARLS Normalize feedback by making it a regular, expected part of your teaching routine. Align feedback with the learner’s goals and established learning objectives. Observe efficiently—use brief, targeted observations to gather actionable data. Be specific and constructive—focus on observable, modifiable behaviors rather than traits or general impressions. Deliver feedback promptly—timing matters for relevance and impact. Use the UWSOM ADAPT...
Best Practices in Writing Letters of Recommendations
Best Practices in Writing Letters of RecommendationCLIME | Recorded August 14, 2020Jeanne Cawse-Lucas, MD Dr. Cawse-Lucas is a board-certified family physician and Professor and Vice Chair of Education in the Department of Family Medicine at UMass Chan Medical School. She is also affiliated with UW Medicine at Harborview and the University of Washington Medical Center. Dr. Cawse-Lucas earned her medical degree from UMass Chan and has over a decade of experience in clinical care. Her areas of...
MEDICAL EDUCATION DURING COVID
Medical Education During COVID: How to Make it Work OnlineDescription: The COVID-19 pandemic is changing education practices across the world as physical distancing requires educators to move in-person teaching sessions to virtual formats. This session will provide practical tips on how to run effective, interactive virtual teaching sessions. Presenters:Rosemary Adamson, MBBSMolly Billings, MDBaşak Çoruh, MDAmy Morris, MDElizabeth Parsons, MDADDITIONAL RESOURCES Medical Education During COVID...
TEACHING THE PHYSICAL EXAM IN “SHORT” ENCOUNTERS
PEARLS Set the stage for the patient encounter with the student Highlight specific physical examination goals Observe the student perform some aspect of the examination and provide coaching as they examine the patient. Require that the student commits to a description of their findings. Teach based on the patient's physical examination findings. ADDITIONAL RESOURCES Teaching the Physical Exam in "SHORT" Encounters (PDF)
2020 CLIME FUNDED PROJECTS
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 Co-Investigators 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...
DUTY TO TRAIN: THE ROLE OF EDUCATION IN MITIGATING THE IMPACT OF CLIMATE CHANGE ON HEALTH
Duty to Train: The Role of Education in Mitigating the Impact of Climate Change on HealthPresented by: Arianne Teherani, PhD, UCSF School of Medicine Description: Climate change is the most significant "threat" to human health of this century. The role of education in preventing further climate and global environmental change is strategic and a necessity. Drawing on educational theories and the current evidence, this talk discusses methods by which to create cognizance of the problem and its...
HIDE: EFFECTIVE LARGE GROUP TEACHING
Presenters: Gaby Berger, MD, Margaret Issac, MD, & Seth Cohen, MD, MS Facilitators: Lynne Robins, PhD, Jon Ilgen, MD, MCR, Trish Kritek, MD, EdMLarge group teaching remains a foundational instructional strategy in medical education despite the limitations of traditional lectures. Introducing flexibility for different learning styles and creating space for discussion within a large group enhances the educational experience and makes learning more durable. This session will focus on...
BRICC (BIAS REDUCTION IN CURRICULAR CONTENT)
Critical Teaching SeriesAbout This EpisodeKali Hobson, MD, Child and Adolescent Psychiatry Fellow, Department of Psychiatry, Child and Adolescent Psychiatry Division, University of Washington Roberto Montenegro, MD, PhD, Assistant Professor, Department of Psychiatry, Child and Adolescent Psychiatry Division, University of Washington In this podcast, Drs. Kali Hobson and Roberto Montenegro describe the methods they have developed to continuously review and revise curricular content to reduce...
HIDE: DO NO HARM: CONSULTATION TO IMPROVE CURRICULUM CONTENT
This video is part of CLIME’s “Do No Harm” faculty development series on how to make teaching more equitable and inclusive. In it, William (Bill) Harris, MD, Block lead for the Blood and Cancer Block, and Edwin Lindo, JD, CLIME’s Associate Director for Critical Teaching and Equity discuss how they worked together to improve a presentation on health outcome inequality, with a specific focus on breast cancer in African American women. Actual footage of the teaching session is interspersed with...
CONSULTATION TO IMPROVE CURRICULUM CONTENT
Critical Teaching Series Consultation to Improve Curriculum ContentWilliam (Bill) Harris, MD, Associate Professor, Oncology, University of Washington School of Medicine, Seattle, WA Edwin Lindo, JD, Lecturer, Department of Family Medicine, University of Washington School of Medicine, Seattle, WA 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...
CLIMEcast: HOW IMPROV CAN IMPROVE TEACHING AND PROMOTE WELLNESS
Trends in Health Professions EducationAbout This EpisodeBelinda Fu, MD, Clinical Assistant Professor, Department of Family Medicine, University of Washington 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...
WHAT IS “GOOD USE” OF THEORY IN HEALTH PROFESSIONS EDUCATION?
What is "good use" of theory in health professions education? A Case Study of Communities of Practice and Situated Learning TheorySession by: Bridget O’Brien, PhD Critiques of health professions education research have prompted members of the community to put theoretical and conceptual frameworks to better use in their scholarly work. Many scholars aim to do this, but find it challenging to incorporate theory in ways that enrich their ideas, methods, findings, and implications. In this...
CLIMEcast: INSTRUCTIONS FOR SCHOLARLY WRITING: WRITE AN EFFECTIVE INTRODUCTION
Trends in Health Professions EducationAbout This EpisodeBridget O’Brien, PhD, Associate Professor, Department of Medicine, Division of General Internal Medicine, University of California, San Francisco 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...
STRUCTURAL RACISM AND SUPPORTING BLACK LIVES – THE ROLE OF HEALTH PROFESSIONALS
Structural Racism and Supporting Black Lives - The Role of Health ProfessionalsLecture by: Rachel R. Hardeman, PhD, MPH & Eduardo Medina, MD, MPH Addressing violence against black communities must start with anti-racist practices in medical education and clinical practice. Structural racism— a confluence of institutions, culture, history, ideology, and codified practices that generate and perpetuate inequity among racial and ethnic groups — is the common denominator of the violence that is...
2019-2020 CLIME FUNDED PROJECTS
USE OF VISUAL ARTS PROGRAM IN ENHANCING EMPATHY AND SELF REFLECTION AMONG PALLIATIVE CARE CLINICIANS Lee Burnside, MD, MBA; Clinical Assistant Professor, Gerontology & Geriatric Medicine Co-Investigator: Robert A. Pearlman, MD, MPH, Gerontology & Geriatric Medicine, University of Washington Grant Amount: $3,588 Abstract: This pilot study aims to assess the impact of using a formal method of art observation and reflection on improving clinical skills of understanding psychosocial,...
MEDICAL EDUCATION RESEARCH: LESSONS LEARNED IN A DUTY-HOUR FLEXIBILITY TRIAL IN INTERNAL MEDICINE
Medical Education Research: Lessons Learned in a Duty-Hour Flexibility Trial in Internal MedicineSession by: Judy A. Shea, PhD This presentation involves a brief summary of the rationale, design and main results related to education for the Comparative Effectiveness of Models Optimizing Patient Safety and Resident Education Trail (iCOMPARE). The randomized trial involving 63 internal medicine residency programs provides lessons for medical educational researchers on multiple fronts including...
PRACTICAL NARRATIVE MEDICINE
Narrative Medicine: A Practical Approach for Clinicians and EducatorsSpeaker: Elizabeth Lahti, MD Backgroud: Dr. Lahti received her undergraduate degree in English and Spanish literature from Lawrence University, and her medical degree from University of Illinois at Chicago. She completed her Internal Medicine residency at Oregon Health Science University, where she is currently an Assistant Professor of Medicine, and the Director of Narrative Medicine in the YourMD curriculum in the OHSU...
THINK – PAIR – SHARE
Think- Pair- Share Learning Module Pearls1. Think-Pair-Share is an active learning technique that can be used in classes of all sizes. 2. After a question is posed to the class, students are asked: - First to think of or write their answers independently, - Then pair or convene into small groups to discuss their answers - Finally, share their group’s responses with the class. 3. Variations of think pair share can include: Pair-Share, in which students are given a problem and read and think...
HOW TO GET LEARNERS BACK ON TRACK
Clinical Teaching SeriesAbout This EpisodeHeidi Combs, MD, MS, Associate Professor, Department of Psychiatry, University of Washington School of Medicine. 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.RESOURCESMookherjee,...
PRACTICAL TIPS FOR FACILITATING SMALL GROUPS
Pearls - Getting Ready Show students you are invested in them as individuals Demonstrate enthusiasm for your material Prepare class materials and your plan to navigate the material ahead of time Organize your room to foster discussion and collaboration Set expectations with your group Pearls - Managing the Classroom Facilitate discussion rather than lecturing Redirect questions you receive to the group Plan questions and questioning strategies Allow students ample time to respond to your...
WRITING AND WORKING WITH CASES
Writing and Working with Cases - Foundations of TeachingPearlsCases are descriptions of real works scenarios you can use to help students learn how to approach problems in the way a clinician would. The first step in writing a case is to write learning objectives describing what you want learners to know or be able to do after working through the case You can create cases for different learning approaches: problem based learning (students lead the learning activities), case based learning...
LEARNING OBJECTIVES
Learning Objectives - Foundations of TeachingPearls Learning objectives inform learners about what they should achieve after engaging in a learning activity to demonstrate competence Learning objectives should be in the future tense, relate to explicit statements of achievement, always contain action verbs and be easily understood Incorporate learning objectives from each of the three domains of Bloom's taxonomy - cognitive, affective and psychomotor - and aim for the highest order of function...
FLIPPED CLASSROOMS
Flipped ClassroomPEARLS1. Prepare students - set expectations. 2. Keep pre-class assignment reasonable. 3. Be intentional about pre-class assignment media. If there is a reading assignment and a video, are they equivalent or do learners need to use both? 4. Pre-class quiz should be conceptual, meant to ensure learners are prepared to interact in class. 5. In-class activities should be aimed at higher order skills. 6. Revise the assessment to steer toward integrative questions.ADDITIONAL...
SHAME AND GUILT IN HEALTH PROFESSIONS LEARNERS
Shame and Guilt in Health Professions Learners: Building Resilience nd Fostering a Healthy Learning EnvironmentA Professor of Medicine and Deputy Director for Graduate Programs in Health Professions Education (HPE) at the Uniformed Services University of the Health Sciences in Bethesda, Maryland. He holds a joint appointment in the Department of Preventive Medicine and Biometrics. A graduate of the University of Connecticut with a PhD in educational psychology, Dr. Artino mentors graduate...
MEDICAL STUDENTS’ VOICES ON GENDER DISCRIMINATION
Medical students' voices on gender discrimination: A faciliated conversation with Dr. Christina SurawiczFacilitator's notes from Dr. Christina Surawicz Medical students at UWSOM have reported episodes of mistreatment, for many years, with most related to gender. I created this podcast to educate faculty about the kinds of comments report by medical students, using real examples from a recent student survey. This podcast is a distillation of two hours of conversation with four current...
CLIMEcast: How to Teach Clinical Reasoning
Jonathan Ilgen, MD, MCR, Associate Professor, Department of Emergency Medicine, University of Washington School of Medicine Dr. Ilgen serves as the Vice Chair of Faculty Development and Education and cares for patients in the University of Washington Medical Center and Harborview Medical Center Emergency Departments. He directs the Medical Education Research Fellowship within the Department of Emergency Medicine and also provides longitudinal mentorship and instruction to medical students...
CLIMEcast: Developing Teaching Scripts to Enhance Learning and Efficiency
Patricia A. Kritek, MD, EdM, Professor, Division of Pulmonary, Critical Care, and Sleep Medicine, Department of Medicine, University of Washington School of Medicine Patricia Kritek, MD, EdM, is a board-certified physician at UW Medical Center, a UW professor of Medicine in the division of Pulmonary, Critical Care and Sleep Medicine and the vice dean for faculty affairs for the School of Medicine. Dr. Kritek runs the Office of Faculty Affairs which brings together an array of resources...