malee@aamc.org

lhowley@aamc.org

https://www.aamc.org/what-we-do/mission-areas/medical-education/curriculum-inventory/establish-your-ci/webinars

Dr. Thibault's paper: https://faseb.onlinelibrary.wiley.com/doi/full/10.1096/fba.2020-00061

If you have any questions or comments, feel free to type them in the chat (to all panelists and attendees if you want everyone to see) or note your name and "I have a question/comment" and I will unmute you during the Q&A time when Kathleen calls your name.

Great presentation Leah, can you comment on the impact of implicitbias training in micro aggressions? I am curious about strategies related to find commonality and asking someone, ‘where are you from?”

Faculty and students should co-create the approach to improve the environment

Phenomenal work, Dr. Chisholm!

At our institution. some socially and politically conservative students feel that their concerns are not addressed when we focus on microaggressions towards under-represented minorities in medicine. How do you manage this?

Thank you for the shout out Dr. Haramati- we have published on use of the humanities specifically providing individualized formative feedback to students' reflective writings to support their wellbeing within professional identity formation. We are providing faculty development internationally and we need institutional support for training of faculty in such methodologies. Dr Chisholm - Vanderbilt is a pioneer in this with faculty training we provided! Thank you all, Hedy Wald

Whether faculty and attendings would acknowledge it or not, I suspect that some would feel that coping with stress and adversity is an important skill that students need to develop and thus the types of interactions you have both addressed are a legitimate part of the leaning environment. How might one address such an attitude?

Re political/social conservative students: usually it is around gender or sexual orientation but occasionally religious minorities

Emotional and moral resilience for wellbeing as a component of one's professional identity is a conceptualization that may help with buy-in...https://journals.lww.com/academicmedicine/Fulltext/2015/06000/Professional_Identity__Trans_Formation_in_Medical.8.aspx Relates to patient safety...

https://www.mededportal.org/anti-racism A reminder about the MedEdPORTAL collection

At USUHS we offer the Healer's Art--a 5 session elective based on the work of Rachel Naomi Remen, to MS-I students in the Spring of each year. It includes elements of mindfulness, inclusion, acceptance & collegiality and helps reconcile concerns re: the imposter syndrome.

Published concept of "educational resilience" - adapting as faculty within curriculum for learners' wellbeing esp during stress of virtual learning in the pandemic but even beyond that. Can be helpful to take time to check in with learners and hear their narratives to facilitate engagement within small group teaching - we are not "delivering" information, we are facilitating. https://journals.sagepub.com/doi/abs/10.1177/0969733020976188

It can be helpful to use the term from Amy cuddy of imposter phenomenon vs syndrome to reduce pathologizing language

And here is another https://nam.edu/clinicianwellbeing/

Holocaust and medicine education as part of anti-racism/cultural humility training also is a growing interest - supporting reflection and PIF

haramati@georgetown.edu if you want to follow up

https://www.aamc.org/resource-library/clinical-teaching-and-learning-experiences

Thank you Drs Kashima, Chisholm and Haramati and ALL of you for joining!