Teaching

Course: INMD 7103: Becoming a Doctor III
Role: Curriculum designer & Small-group facilitator
Date: August 25-26, 2022
Time: 90 minutes
Audience: MS4 students

In this workshop, students were provided an opportunity to explore end-of-life care from the perspectives of chaplains, ethicists, and social workers.

Learning Objectives:

• Develop skills to navigate conversations around end-of-life care from perspectives other than the biomedical.

• Understand patient perspectives regarding end-of-life care and its relationship with spirituality and faith.

• Recognize the work of non-physicians in providing end-of-life care - e.g. chaplains, social workers, palliative care, music therapists, and more.

• Be able to apply the principles of bioethics in the setting of end of life care.

Developed an "End-of-Life Care Checklist" - inspired by Daily ICU Rounding checklists.

Course: PED 7501: Pediatrics Clerkship
Role: Curriculum designer & Small-group facilitator
Date: AY 2022-2023
Time: Longitudinal over a 4-week long clerkship
Audience: MS3 and MS4 students

In this two-part curriculum, students were asked to explore the intersection of racism and pediatrics while on their core pediatrics clinical clerkship.

Curriculum Structure:

• Module 1: Complete visual reflection, written reflection, or action item.

• Module 2: Complete additional reflection assignments or participate in a facilitated discussion board with classmates.

Course: MS1 Orientation
Role: Small-group facilitator
Date: August 17-19, 2020
Time: 120 minutes
Audience: MS1 students

In this anti-racism summer reading program, adapted from University of Washington School of Medicine, incoming MS1 students were assigned the book Fatal Invention by Dorothy Roberts and asked to reflect in facilitated small-group discussion sessions.

Learning Objectives:

• By the end of the summer reading program and small group discussion, incoming medical students will be able to identify that race was created as a social construct and is not a biological risk factor for disease.

• By the end of the summer program and small group discussion, incoming medical students will endorse having a better understanding of the role of race in medicine.

• By the end of the summer reading program and small group discussion, incoming medical students will be able to approach the rest of their medical education with awareness of how race is used and misused in medical education and clinical care.