A) Best Practices for Student Course Evaluations of Clinical Content Taught in the Classroom Setting, Evan Nelson, DPT, PhD; Jeff Hartman, PT, DPT, MPH; Susan Wenker, PT, PhD, MS
Room: 3110B HSLC

Evidence suggests end-of-course student evaluations of teaching may reflect student bias, inaccurately assess teaching effectiveness, and rarely measure the quality of students' interactions with the instructor(s), course content, and peers. There is a risk of making inaccurate curricula, teaching, or personnel decisions when end-of-course student evaluations are inappropriately emphasized. The purpose of this session is to present best practices to solicit meaningful input from students and describe how to integrate readily available data about academic performance, student evaluations, clinical education performance, and graduate outcomes to create multi-modal assessments. Case examples will present data from University of Wisconsin courses in clinical medicine, ethics, and psychosocial aspects of healthcare that implemented alternative and multi-modal assessments to enhance evaluations of teaching and learning. 

Objectives:

• Articulate strategies and best practices for designing assessments that will provide useful student feedback
• Describe how to align learning objective(s) with the student feedback mechanism(s) and timing
• Identify alternative strategies to assess teaching and learning

B) Borrowed Shoes and Perspectives, Anne Stahr, MS; Nancy Raymond, MD; Sarah Jung, PhD
Room:  3110C HSLC

Often the expression "walk a mile in someone's shoes" is used in society to remind us that people have their own experiences and live unique lives. This statement challenges us to avoid making judgements from our perspective and to use empathy and compassion by considering another person's lived experience. The content of this workshop plays upon the idea of borrowed shoes or perspective taking (seeing through their eyes) as first steps toward empathy, compassion and ultimately mobilizing character in medicine. Engaging empathy is seen as one way of creating more inclusive environments and increasing diversity. To help mobilize character in learners, colleagues, care seekers and ourselves we need to do the self-work in contemplating our identity salience in dominant and subordinate groups within different environments. Simply knowing about and believing empathy is malleable can lead to more effort to feel empathy in challenging situations. This session provides an opportunity to: practice perspective taking, engage empathy to act with compassion and character; discuss barriers to perspective taking and empathy; and view tools to use with self and learners.

Objectives:

• Map personal identity salience (identify aspects of individual identity) in dominant and subordinate groups
• Describe empathy, perspective taking and compassion
• Describe steps in empathy and perspective taking in self and learners
• Discuss barriers to perspective taking and engaging empathy (homophily, time, life pressure, etc.)
• Explore a tool to engage empathy and perspective taking (identity wheel, case, EMPATHY, message box, Johari windows, etc.)

C) Community Centered Curriculum: How Partnership Building Shapes the Process, Worldview and Content of New Curriculum, Stephen Bagwell, MA; Maxfield Flynn, MD, PhD; Melissa Metoxen, MS; Parvathy Pillai, MD, MPH
Room:  3110A HSLC

This workshop will highlight the planning, presentation and assessment of a community-led panel discussing food sovereignty within the Food Fasting and Fitness block of the ForWard curriculum. This curricular event was designed to center community voices and give space for Indigenous knowledge. The process led by SMPH faculty and staff identified curricular gaps and constructed learning objectives that were key for framing the conversation in a way that profoundly differed from previous discussions of nutrition. This session will outline the process that identified the curricular opportunity, the relationships that developed the new curriculum, the considerations taken in framing pre-work, presentation style, the dissonances with the traditional material and the development of assessment material. All aspects of this will be discussed with an eye to portability to other curriculum.

Objectives:

• Describe in detail one practical example of community-UWSMPH partnership resulting in new community driven, de-colonizing curricular content
• Explain how building partnerships, listening and creating trust are uniquely important when working with tribal communities
• Support community voices, values and ways of knowing through processes and structures within the UWSMPH curriculum
• Counsel students navigating conflicting value-structures occurring as a result of inclusive curriculum
• Apply the lessons learned for partnership, curriculum generation, and assessment of material that is in epistemic tension with normative medical school content

D) Preparing Learners, Faculty and Staff to Stand Up to Microaggressions, Deborah Simpson, PhD; Kjersti Knox, MD; Terry Frederick, BA; Tricia La Fratta, MBA; Melissa Lemke, MA; Jacob Bidwell, MD
Room:  3110D HSLC

Medical students, residents, faculty and staff experience belittling comments, inquiries into their racial/ethnic origins and/or credential/ability, and other forms of microaggressions on a regular basis. Over time, the recipients of these aggressions experience anxiety, depression, an erosion in relationships, decreased productivity, and increased cognitive (and emotional) load, which interferes with learning and performance. Given this pain, it is often difficult and counterproductive for the recipient to speak up in their own defense. Thus it is imperative that those who have witnessed the microaggression stand up and respond, driven by respect for the source and sincere curiosity regarding the behavior. Yet most students, residents, and/or faculty don't know what to do/or say in the moment of microaggressions - mistreatment. This workshop will illustrate how Robert Livingston's PRESS Model is being used to prepare learners and faculty to approach and stand up to microaggressions with the mindset that this is a continuous quality improvement approach and we will evolve as we learn and grow.

Objectives:

• Summarize the PRESS model
• Use scripts from a commonly used microaggression model in a role play scenario
• Create a safe place to practice approaching and standing up to microaggressions

E) Misrepresentations of Race in Medical Education Propagate Physician Bias, Maha A. Mohamed, MD; Andrea Schnell, MD
Room:  2272 HSLC

Race is not a meaningful scientific construct in the absence of context. Research shows that the misuse of race in medical school curricula propagates physicians' bias. Medical schools have the responsibility of producing scientifically sound doctors who are equipped to address racism as an epidemic and a social construct that propagates healthcare disparities. This workshop will explore misrepresentations of race in medical education and identify educational methods to address race and racism.

Objectives:

• Distinguish between race, ethnicity, ancestry, and genetics
• Identify and call out misrepresentations of race in medical education and explain how it propagates physician bias
• Imagine anti-racism educational methods to discuss and address race and racism in medical education

A) Best Practices for Interview Day:  How to Get Useful Data to Aid in Applicant Assessment, Aaron Kraut, MD; Benjamin Schnapp, MD, MEd; William Burns, MD; Tad Schmitt, MD; Sarah Fallon
Room:  2288 HSLC

Interviews offer a critical opportunity to assess non-cognitive attributes of applicants for undergraduate and graduate medical training, and often require a significant investment of time and energy on the part of interviewers. Despite their perceived importance in applicant selection, candidate interviews are commonly plagued by several pitfalls which limit their ultimate utility. In this interactive workshop, we will identify and analyze several of these pitfalls and arm attendees with a toolkit of best practices for tackling next year's interview season.

Objectives:

• Describe traditional interview day practices that lead to poor quality applicant data
• Highlight evidence-based practices that can increase reliability of data obtained during interview days
• Discuss specific challenges associated with the interview process
• Share worksheets and templates developed for residency interview days that can be customized for individual program use

Objectives:

• Provide background in entrustable professional activities (EPAs) and distinguish them from competencies
• Share curricular goals for community-based learning across the ForWard curriculum
• Identify common discrete community-based tasks that could be considered important for all UWSMPH MD graduates

C) Inclusive Curriculum Transformation:  Integrating Tribal Health Education to Enhance the Student Experience, Danielle Yancey, MS; Melissa Metoxen, MS
Room:  2284 HSLC

According to the AAMC, only 11% of the over 150 U.S. medical schools nationally provide American Indian health curriculum. Until recently the curriculum on tribal communities, one of Wisconsin's largest historically marginalized populations, was limited and not reflective of the state's demographics. The Native American Center for Health Professions (NACHP) has created an array of opportunities for learners within SMPH to engage and learn from tribal communities. Years of partnership building, community visits, and a shared desire to educate future health care professionals has resulted in tribal clinic rotations, research opportunities for faculty and learners, and the creation of the school's first elective focused on tribal health, to name a few. Using a land-based perspective, the presenters will use this framework to introduce the importance of American Indian/Alaska Native (AI/AN) health and its relationship to place, the environment and practice.

Objectives:

• Provide an overview of the national landscape of American Indian health curriculum
• Discuss why such curriculum and learning opportunities are important
• Look ahead to the future of AI health training and education at SMPH

D) Recognizing and Managing Microaggressions in the Clinical Learning Environment, Lisa Steinkamp, PT, PhD, MBA; Susan Wenker, PT, PhD, MS; Jeanne Duncan, PT
Room:  2276 HSLC

Health professions have been historically homogeneous. To increase greater representation in these professions, more students from diverse backgrounds are entering health professions programs. Differences can include, but are not limited to, race, ethnicity, nationality, religion, gender identification, sexual orientation, age, disability, and appearance. Patient-centered care, professionalism, and effective communication skills are emphasized and assessed in educational programs, but what happens when students experience racism, discrimination, or microaggressions from patients, staff, peers, or instructors while on clinical rotations? During this session, presenters will discuss findings from a recent study involving physical therapy students and practitioners. Presenters will share how participants defined racism, microaggression, and discrimination; the types of behaviors they experienced or observed; and how these situations were managed. Attendees will learn about their own positionality and intersectionality; how to identify microaggressions in the clinical environment; and how to manage derogatory behaviors using a UW Health tool. Our goal is to provide skills to create positive inclusive learning environments for not only health professions students but for clinical environments as a whole.

Objectives:

• Reflect on individual positionality and intersectionality
• Define and recognize microaggressions
• Discuss the impact/implications of microaggressions on student learning and work environment
• Appreciate inclusive teaching strategies in the clinic
• Apply inclusivity strategies and tools to manage microaggressions in the clinical environment through the use of case studies and role-playing

E) Using Data to Chart the Waters of Medical Student Career Advising, Brian Nunez; Pam Ryan, MD
Room:  2272 HSLC

This workshop will review national and local changes in the UME to GME landscape, including Step 1/2, program signaling, geographic preferences, and upcoming UW cumulative comparative performance changes. Workshop participants will be introduced to Charting Outcomes in the Match using scenario-based learning.

Objectives:

• Apply Charting Outcomes in the Match measures when assessing specialty/program feasibility for individual students
• Use best practices in summarizing a student's competitiveness compared to past matched applicants in a specialty of interest