What character strengths are important for creating a clinical learning environment that fosters well-being, psychological safety and flourishing? In this series, colleagues from the Kern National Network for Flourishing in Medicine reflect on a few key traits, their significance and how they can be demonstrated by members of the healthcare team. Use these videos to prompt reflection and discussion—or even to support CLE quality improvement efforts.
Introduction
Compassion
Courage
Equanimity
Humility
Perseverance
Trustworthiness
Take 5 videos are brief, 5-minute videos that present 5 learning points related to a particular faculty development topic developed by the Kern National Network for Flourishing in Medicine Team at the Mayo Clinic Alix School of Medicine. Take 5 videos can be viewed independently, shared as a prompt for group discussion, or delivered as part of a longer faculty development session/program. This format provides the flexibility needed to accommodate the unique needs of varied and diverse educational programs and facilitate integration of faculty development content into busy clinical settings. Take 5 videos include links to additional supplemental materials (e.g., summary handout, recommended reading, slide presentation, tools and templates) to facilitate additional learning and engagement with each topic. Have you viewed any Take 5 videos? Share Feedback
Microaggressions in the Learning Environment
Dr. Jyothi Marbin, Associate Clinical Professor of Pediatrics and an Associate Residency Program Director of the Pediatric Residency Program at University of California, San Francisco, shares a set of 5 tips for recognizing and responding to microaggressions in the learning environment
Take 5 Takeaway Handout
Microaggressions in the Learning Environment – Podcast
Companion podcast to Jyothi Marbin, mD Take 5, Microaggressions in the Learning Environment
Supporting Learners When a Patient Refuses Care
Drs. Hayes and Albold share tips on what to do when a patient refuses care from a provider due to race, ethnicity, religion, or other personal characteristics.
Reducing Implicit Bias in the Admissions Process
Quinn Capers IV, MD an interventional cardiologist, medical educator, and Vice Dean for Faculty Affairs at The Ohio State University College of Medicine shares strategies his school's admissions office incorporated to recognize implicit bias and increase the diversity of healthcare teams.
Reducing Cognitive Bias in Learner Evaluation: The SKAIR Method
As medical educators, we teach our learners how to avoid cognitive bias in clinical decision making. Dr. Matthew Meunier shares tips to ensure your assessments of learners are minimally impacted by cognitive biases using the SKAIR mnemonic.
Patient Bias: How To Support the Learner
Drs. Bhagra and Rizvi share five things you can do, as an educator, to support the learner and maintain a positive learning environment when a patient displays bias comments or behaviors.
Strategies To Support Learner Well-Being
The prevalence of burnout, as well as depression, is higher in residents than US college graduates of similar age who went on to pursue other careers. Have you found yourself wondering what you could do differently to support our learners? Colin West, MD shares 5 strategies, grounded in research, that you can implement today in your quest to improve our learners' experiences and their well-being.
How To Support Learners In Distress
Drs. Rackley and Wolanskyj-Spinner share 5 relevant and important tips that all faculty need to know to help identify and support learners in distress.
Strategies To Support Learners Seeking Help
Up to a third of our learners have depressive symptoms and nearly half have burnout. Lotte Dyrbye, MD draws from her recent research and shares suggestions for supporting learners who may need to seek help for emotional or mental health concerns.
Professionalism Pivot
See how you can use the Professional Pivot in a clinical learning environment. Andrea Leep-Hunderfund, MD shows us how!
Professionalism Pivot for Trainees
See how you can use the Professionalism Pivot in a clinical learning environment as a trainee. Dr. Vijay Ramanan shows us how!
Professionalism Pivot for Nursing
See how you can use the Professionalism Pivot in a clinical learning environment as a nurse. Mary Volcheck and Kimy Ounkong show us how!
How To Foster an Inclusive Learning Environment
How much of your true self can you bring to work? Reflect back to when you were a learner, the newest member of the care team. How much of your true self could you bring to the team then? Were there teachers who stand out in your memory as making you feel comfortable being yourself? Creating an inclusive learning environment is essential for effective exchange of knowledge and leaves everyone involved feeling valued, regardless of real or perceived differences. Drs. Ladlie and Porter share 5 ideas that are helpful to fostering an inclusive clinical learning environment.
Creating LGBTQ+ Inclusive Learning Environments
Ideal learning and work environments enable leaners to acquire new knowledge and skills, contribute in meaningful ways to patient care and research, and share feedback and ideas to help us improve. To focus on these things, our leaners need to feel safe, welcomed, and valued. Dr. Jewel Kling and Shawn Ehler share tips for creating inclusive learning environments that take into consideration the unique needs of our lesbian, gay, bisexual, transgender, genderqueer, and other sexual and gender minority learners…. LGBTQ+ for short… as well as their friends and allies.
LGBTQ+ Learn the Terms for Creating an Inclusive Learning Environment
In the past, the words “sex” and “gender” were often used interchangeably. Today they are considered separate constructs. The phrases “sex assigned at birth” and “gender identity” are used to make this distinction clearer. Shawn Ehler shares the terms that are important to understand because they describe key aspects of the human experience and reflect how many people understand their identities.
Cultivating Learner Autonomy: Get in the Zone
In our apprenticeship model of educating the next generation of physicians, progressive autonomy is essential to independent practice. Getting the balance ‘just right’ between supervision and autonomy - that zone of optimal performance - is probably one of the hardest things I do as a teacher. Eric Dozois, MD shares 5 tips that have been helpful in providing the right level of autonomy to his learners.
Strategies for Building Trust and Autonomy in the Clinical Learning Environment
Giving learners progressive graded authority and responsibility is essential for their learning and requires trust – trust in yourself to be able to anticipate the learner’s strengths and weaknesses, and trust in the learner to reach out for help and deliver the Mayo standard of care. Susan Moeschler, MD shares 5 strategies which have helped her trust her own decision making when providing learners levels of autonomy.
Reducing Stereotype Threat in the Clinical Learning Environment
Stereotype threat heightens learners’ anxiety about performance, diverts mental energy from the task at hand and interferes with their ability to perform to their full potential. Dr. Margaret Johnson shares with you 5 tips to reduce stereotype threat in the clinical learning environment.
See Something, Say Something: Title IX Considerations in Medical Education
In a 2019 national study of over 7,000 general surgery residents, 10% reported sexual harassment. Twenty percent of female surgical residents and 4% of male surgical residents reported experiencing sexual harassment. Dr. Annie Sadosty shares 5 tips for how we can work together to promote shared values and build an inclusive community where all can flourish.
Teaching High-Value Care in the Learning Environment
Stephanie Starr, MD provides a 5-step Framework for Teaching High-Value Care in the Learning Environment.
The Joy of Teaching
Dr. Mary Hedges shares what the data shows, and what she knows to be true about the value of teaching in medical education.
HELP: Healing the Emotional Lives of Peers
In situations involving adverse patient events, healthcare professionals, including learners, may experience anxiety, guilt, shame, fear and professional self-doubt. Healthcare practitioners and learners often want to talk with a peer to process the emotional implications. Learn how to provide support in this video.
What's in a Name?
Referring to learners by their preferred name—and pronouncing their name correctly—helps our learners feel valued and included because names are rooted in our language, culture and identity. Names are an extension of who we are. That’s why making an effort to remember and correctly pronounce a learner’s name is not just a common courtesy. It’s also an important part of creating an optimal learning environment.
Patient-Centered EHR Use During a Clinical Encounter
The computer and the electronic health record are the tools we have chosen to communicate next steps, and so we must direct our attention to the computer at some point during clinical encounters. Dr. Elizabeth Cozine and Jennifer Packard name 5 skills to balance the competing needs of giving attention to our patients, without eroding or compromising clinical documentation in the patient's electronic health record.
Master Adaptive Learner Model
With medical knowledge doubling about every 70 days, we can’t possibly teach our learners everything they need to know. To help ensure they apply evidence-driven treatments and solutions to known problems and confront novel challenges through new learning and innovation, they need to become expert lifelong learners. Dr. Bill Cutrer shares strategies that you can begin using today to promote lifelong learning.
Telling the Patient’s Story
In the video, Paul Scanlon, MD discusses the importance of active listening and storytelling skills in effective healthcare communication between the physician and patient, but especially among providers in the case hand-off. He also provides 5 simple, actionable steps to an effective case hand-off. We hope you enjoy the video.
Providing Support for Learners Who Are Lactating
Past studies of female learners have found approximately 6 to 10% are lactating at any given time and may need accommodations, such as time away for a personal appointment or to express breastmilk. We all need to be advocates and allies for these learners! With that in mind, Dr. Venk Bellamkonda shares 5 strategies he uses to support learners who are lactating.
The Kern National Network for Flourishing in Medicine provides support for a set of Mayo Clinic College of Medicine and Science Academy of Educational Excellence Take 5 videos. These videos display best practices for leaders and learners in medical education. Your responses to this two-minute survey will help inform the impact and effectiveness of the Take 5 videos. Thank you in advance for your time and feedback.
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