Keynote Address: Promoting an Inclusive Learning Environment: Recent Insights from Diversity Science, Markus Brauer, PhD, Executive Director, Institute for Diversity Science and Professor of Psychology, University of Wisconsin–Madison

A) AI Shouldn't Mean "Ain't Interested": Embracing ChatGPT's Utility for Educators, Amanda DeVoss, MMS, PA-C; Kevin Wyne, PA-C, MPAS, MSc; Michelle Ostmoe, BS
HSLC Classroom

ChatGPT is an innovative new technology that has the potential to revolutionize medical education. The software, created by OpenAI in 2022, is a form of generative AI where users can enter prompts to receive human-like responses and composed written content. Its use is growing exponentially by both students and faculty throughout the world. While the use of ChatGPT and similar programs raise appropriate concerns related to academic integrity, the accuracy of data, and detriments to learning, the technology can also provide tremendous support to educators. Specifically, ChatGPT can be utilized as an interactive reference framework, facilitate the development of history-taking and problem-solving skills, create virtual patient cases, and help create competency-based assessments among other applications. Indeed, the technology can help educators assess hard-to-measure skills such as critical thinking, creative problem solving, and clinical reasoning. We invite all medical educators, both new and seasoned, to this workshop. In this focused session, we will review the rise of generative AI, introduce the audience to ChatGPT, and highlight what early educational adopters are saying about the technology. We will also share our personal experiences using the tool to create lecture objectives, assist with recommendation letters, and develop student assessments among other tasks. Participants will then have the opportunity to try out the technology using guided prompts that demonstrate ChatGPT’s capabilities.

Objectives:

• Provide background about generative artificial intelligence (AI), specifically chatbots such as ChatGPT
• Discuss the potential applications and benefits of using ChatGPT in medical education
• Discuss how ChatGPT can be used for information retrieval, the creation of lecture objectives, letters of recommendation, clinical scenarios, and other faculty tasks
• Provide hands-on exercises for participants to explore how ChatGPT can be utilized for various faculty and administrative tasks
• Discuss how faculty can critically evaluate the performance and limitations of ChatGPT and ensure responsible AI use in medical education

B) Incorporating Disability into Medical Education: Considering Competency and Disability Conscious Care, Melissa Villegas, MD; Jaclyn Bender, MS, OTR/L; Helen Rottier, MS
HSLC Classroom

Patients with disabilities are a nationally recognized population with health disparities. Most, if not all, healthcare providers will encounter patients with disabilities in their future practice. Incorporating disability specific education into medical education can improve knowledge and competency in caring for these future patients with a goal of improving care. This workshop will explore ways in which clinical educators and curriculum developers can further incorporate disability competency into medical education with a goal of disability conscious care. All educators are welcome to attend this workshop who would like to increase their knowledge on how to incorporate disability into medical education. This workshop will explore models of disability, considerations for disability competent care, and disability identity through framing presentation followed by large group discussion of ways in which disability education are currently being implemented by participants. In small groups, participants will be asked to assess current curricula and educational strategies for ways in which disability education could be further incorporated with the goal of concrete and actionable strategies educators can utilize moving forward.

Objectives:

• Describe ableism, models of disability, and disability identity
• Analyze challenges and successes in incorporating disability education into medical education
• Identify concrete strategies for incorporating disability education

C) It's a Joint Effort: Exploring Innovation in Rheumatology Education, Christine Sharkey, MD; Sarah Donohue, MD
HSLC Classroom

Rheumatology is a unique subspecialty with medical nuance, a high degree of complex clinical decision making and multifaceted patient centered care which can lead to learner intimidation. Often undergraduate (UME) and graduate medical education (GME) learners on the in-patient Rheumatology consult service, outpatient Rheumatology rotation and within medical residency programs describe decreased confidence with topics in rheumatology. We seek to change this common belief with curricular innovation and tailored teaching practices to a new generation of learners. This workshop will feature the structure of our 2023-2024 Rheumatology curriculum, the curriculum learning cycle that we utilize to ensure Internal Medicine resident competency in Rheumatology and innovative techniques including gamification, repetition, and reward to reinforce knowledge. This workshop will be interactive with a pre-survey, breakout groups with audience participation in a game and group think activity.  Educators from all disciplines are encouraged to attend. We seek to share our collective experience to help improve medical education curriculum for all stages of learners.

Objectives:

• Identify ways in which curricular innovation and tailored teaching practices can support a new generation of learners
• Participate in innovative teaching techniques to reinforce knowledge among undergraduate (UME) and graduate medical education (GME) learners
• Produce curricular innovation and collaboration that can lead to the production of scholarly work and publication

D) Question and Answer Session with Keynote Speaker Dr. Markus Brauer, Markus Brauer, PhD
HSLC Classroom

Join our keynote speaker for a more personal conversation. Dr. Brauer will answer your questions focused on themes that emerged from his keynote address.

E) Responding to Learners' Ideas and Contributions with Curiosity and Joy, Amy Zelenski, PhD; Lisa Barker, PhD
HSLC Classroom

A positive learning climate fosters curiosity and risk-taking, which can be difficult to cultivate in the competitive atmosphere of medical education. Students and faculty see the utility of asking questions to assess and teach, but students can perceive wrong answers as too risky and therefore shut down (Rucker et al. 2023). All students can be preoccupied with image management and students who have been underrepresented in medicine have the additional stress of stereotype threat (Lo and Regehr 2016, Steele 2011). These preoccupations can put learning in the backseat. So, how can we encourage contributions from students even–and perhaps especially–when they are not sure of the answer? Improvisational theatre techniques can help! Improv can be used to teach collaboration, empathy, and communication skills–all of which are essential to teaching in the dynamic clinical environment (Gao 2018). Additionally, applied improv has the potential to teach adaptability, attunement, and advancement (Chan et al. 2023). All faculty, staff and students involved in our statewide campus will find value in this workshop regardless of teaching context and learner level. Session attendees will participate in and reflect upon interactive activities that exercise the principles of improvisational theatre, with a focus on how improv principles apply to creating psychological safety in the classroom.

Objectives:

• Articulate the central principles of improvisational theatre, including making others look good by saying "yes, and . . ." to their ideas
• Use "yes, and . . ." to make space for and work with mistakes
• Explain how these principles apply to psychological safety and to the ways instructors respond to learners' ideas and questions

A) Casting a Wider Net in the Resident Selection Process: Practical Steps You Can Take to Increase Diversity, Anna Momont, MD; Tetyana Schneider, PhD; Beverly Hutcherson, MS
HSLC Classroom

This workshop provides tools to increase the diversified candidate pool in resident selection. Resident selection is a complex process with competing priorities. Program Directors, along with their selection committees, wish to identify candidates that will be academically and clinically successful.  At the same time, UWSMPH GME along with medical programs aim to recruit underrepresented in medicine (URiM), diverse residents and fellows.  However, personal and institutional biases can prevent interest from and inclusion of qualified URiM candidates for resident positions.  It is important to refine our recruitment and selection processes in order to increase diverse representation in the physician workforce and improve health outcomes. This workshop is valuable to those involved in resident and medical student selection. In this workshop we will present evidence of the importance of increasing diversity in the resident pool and healthcare workforce.  We will discuss the challenges of the resident selection process including specific examples from our department (ophthalmology) and then through sharing from workshop attendees.  We will share practices that our program has used to improve recruitment of URiM candidates and brainstorm ideas considering the current landscape and experiences of URiM candidates. 

Objectives:

• Describe barriers and challenges in selecting underrepresented in medicine (URiM) candidates for residency positions
• List strategies and activities that can improve recruitment and selection of URiM candidates
• Apply the tools from this workshop and identify next steps towards improving your program selection process

B) CLIMATE Change: Focus on Inclusive Learning Environments, Anne Stahr, PhD; Sara Johnson, MD; Sushant Srinivasan, MD; Megan Heneke, JD; Elizabeth Petty, MD; Nancy Raymond, MD
HSLC Classroom

Inclusive and supportive learning environments–or climates–are critical for health sciences learners and teachers to engage authentically and achieve the best learning outcomes. To foster a positive learning environment is to foster high-quality learning. This workshop focuses on a new novel and adaptable CLIMATE framework developed at SMPH. The CLIMATE framework includes pedagogical underpinnings, specific application examples, and summary pro tips. The CLIMATE elements for teachers are to: Consider the context for your learners; Lean into the learning process; highlight that Identities matter, Make space for safety, Attend to community, Teach inclusively and Engage and energize. This workshop will consist of reviewing the CLIMATE framework, hands-on small group activities with discussions, and reflections on current teaching and ideas on how the CLIMATE framework can be tailored to each unique teaching session and group of learners. We encourage attendees to review the asynchronous online Interprofessional Continuing Education Partnership (ICEP) module (approx. 45 mins with CME) called Education Essentials - Cultivate an Inclusive Learning CLIMATE which describes the CLIMATE framework, pre and/or post workshop.

Objectives:

• Define learning climate, contributing factors, and why it matters for effective teaching
• Reflect on teaching and learning experiences for applying the CLIMATE framework
• Identify CLIMATE approaches to be inclusive and promote learning
• Practice CLIMATE strategies in cases to foster inclusive and optimal learning climates
• Develop a plan to try 1-2 new skills to enhance learning climate in your own teaching

C) More Than "Keep Trying, It Will Come with Practice": Using the "Coach Approach" with a Struggling Learner, Kelly Herold, MD; Jane Crone, NP, MEd, MS; Andrew Schaefer, MD; Elzabeth Fleming, MD; Erin Fouch, MD
HSLC Classroom

Identification of individual learners’ goals, academic performance and development of professional identities fostered “coach-coachee” relationships to help students reach their fullest potential. As student needs become more varied, a coach‘s collection of techniques need additional skill sets. The purpose of this workshop is to define the role and function of a “coach” in contrast to an advisor, mentor, or teacher. Emphasis will be focused on the “coach-coachee” relationship where the process of some coaching techniques can be demonstrated and practiced by attendees. Intended for all medical educators, the relevance of utilizing competencies within their coaching provides effective methods leading to successful outcomes for learners. A learner’s ability to reflect, analyze and identify their goals will require this growth of their coach. During this workshop, we will outline several techniques that exemplify coaching competencies and participants will have opportunities to practice the different techniques.  

Objectives:

• Compare the different roles of Teacher, Mentor, Advisor, Coach
• Explore communication focused coaching competencies
• Describe various “Coach- Approach“ techniques, such as: Identify learner personal values; Employ Co-creative Brainstorming; Cultivate student emotional intelligence
• Demonstrate use of these techniques in a simulated setting

D) Providing Actionable Feedback on Professionalism, Deborah Simpson, PhD; Kjersti Knox, MD; Theresa Frederick, LSSGB; Jacob Bidwell, MD
HSLC Classroom

Feedback is an integral part of the learning process; it allows the recipient to remain on course in reaching their learning goals per 1983 JAMA article. Yet, our medical education literature is replete with evidence that our feedback is low quality. Providing actionable feedback is hard. We are often able to advise learners about their current performance – but not provide the additional details that enable learners to act on their feedback. Professionalism focused feedback often suffers from the same ills as other feedback. It’s not actionable (eg, that was unprofessional). The focus is non-specific, there is no goal state, no steps/strategies, or resources to improve. When faculty or learners are viewed as unprofessional it adversely affects teaching, learning and patient care. This workshop will provide a brief overview of actionable feedback and will utilize the ABIM’s professionalism elements (eg, altruism, accountability, excellence, duty, honor/integrity, respect for others) to help specify the professionalism element associated with the observed behaviors. This workshop is explicitly designed to allow workshop participants the opportunity to practice giving actionable feedback about professionalism in a “safe space” with the shared expectation that we can learn together.

Objectives:

• Identify the critical elements of actionable feedback
• Reframe observed behaviors into specific professional elements to enhance clarity of feedback
• Provide actionable feedback about professionalism professionally

E) Through the Looking Glass: Using Mirroring and Reverse Mirroring to Work with Challenging Emotions, Sarah Floden, MD; Shobhina Chheda, MD, MPH; Amy Zelenski, PhD; Julia Yates, MSSW, LCSW; Mariah Quinn, MD, MPH
HSLC Classroom

Teachers and mentors benefit from learning skills to navigating intense emotions that impact communication with learners and mentees. Mirroring, a hard-wired neural activity, functions to help us understand what another person is feeling by matching their non-verbal communication and facilitates a synergistic rapport (Neal 2011). However, there are circumstances in which reverse mirroring may be more helpful, aiding our communication partner (and ourselves) in physiologic regulation and calming. For example, when someone’s emotions are overwhelming or distressing, we both may benefit from our emotional presence being lesser and calmer, such as sitting quietly while the other person paces. This type of response requires intentional effort and practice. Workshop participants will engage in dynamic, structured verbal and non-verbal tasks designed to cultivate flexibility to engage in concordant or reverse mirroring. Applied improvisation pedagogy utilizes exercises/games to help participants connect the material to their own lives. Subsequent structured debriefs will elicit insights gained and promote sharing with others in the session. We will also demonstrate how we situate these communication skills in trainings for the UW Health Peer Support Program, a multidisciplinary volunteer group that supports clinicians and trainees as they navigate burnout, stress, or challenging situations.

Objectives:

• Reflect on experiences of using mirroring when communicating with learners or mentees
• Describe specific circumstances in which mirroring or reverse mirroring are likely to be beneficial
• Explain how improv activities can be used to teach skills in mirroring to aid in emotional regulation and understanding
• Utilize one applied improv activity in further teaching about emotional connections