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 Caring and Character 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.
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
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.
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.
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.
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 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.
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.
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.
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.
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.
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.
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.