A “diversity and inclusion” lecture for promoting self-awareness among medical students

Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.

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Epidemiologists Count: The Role of Diversity and Inclusion in the Field of Epidemiology

American Journal of Epidemiology ◽

10.1093/aje/kwaa108 ◽

2020 ◽

Vol 189 (10) ◽

pp. 1033-1036 ◽

Cited By ~ 1

Author(s):

Lan N Ðoàn ◽

Adrian M Bacong ◽

Kris Pui Kwan Ma ◽

Brittany N Morey

Keyword(s):

Health Disparities ◽

Real World ◽

Current Status ◽

Social Constructions ◽

Self Awareness ◽

Epidemiological Research ◽

Diversity And Inclusion ◽

Institutional Norms

Abstract We present interpretations of the idea that “epidemiologists count” in response to the current status of membership and diversity and inclusion efforts within the Society for Epidemiological Research (SER). We review whom epidemiologists count to describe the (mis)representation of SER membership and how categorizations of people reflect social constructions of identity and biases that exist in broader society. We argue that what epidemiologists count—how diversity and inclusion are operationalized—has real-world implications on institutional norms and how inclusive/non-inclusive environments are. Finally, we examine which epidemiologists count within the field and argue that inclusion can only be achieved when we address how resources and opportunities are distributed among epidemiologists. To improve diversity and inclusion within SER and beyond, we recommend that SER strengthen its commitment to diversity, inclusion, and equity by: 1) integrating this priority on all agendas; 2) enhancing efforts to improve self-awareness among members and accountability within the organization; 3) supporting the growth of a diversifying workforce in epidemiology; and 4) increasing the visibility of health disparities research and researchers in epidemiology.

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Promoting self-awareness and reflection through an experiential Mind-Body Skills course for first year medical students

Medical Teacher ◽

10.1080/01421590701509647 ◽

2007 ◽

Vol 29 (8) ◽

pp. 778-784 ◽

Cited By ~ 69

Author(s):

Pamela A. Saunders ◽

Rochelle E. Tractenberg ◽

Ranjana Chaterji ◽

Hakima Amri ◽

Nancy Harazduk ◽

...

Keyword(s):

Medical Students ◽

First Year ◽

Self Awareness ◽

First Year Medical Students

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Balancing Forces: Medical Students’ Reflections on Professionalism Challenges and Professional Identity Formation

Family Medicine ◽

10.22454/fammed.2021.128713 ◽

2021 ◽

Vol 53 (3) ◽

pp. 200-206

Author(s):

Amrapali Maitra ◽

Steven Lin ◽

Tracy A. Rydel ◽

Erika Schillinger

Keyword(s):

Medical Students ◽

Professional Identity ◽

Identity Formation ◽

Medical Training ◽

Health Care Team ◽

Free Text ◽

Self Awareness ◽

Theory Approach ◽

Professional Identity Formation ◽

Medicine Clerkship

Background and Objectives: Professionalism is essential in medical education, yet how it is embodied through medical students’ lived experiences remains elusive. Little research exists on how students perceive professionalism and the barriers they encounter. This study examines attitudes toward professionalism through students’ written reflections. Methods: Family medicine clerkship students at Stanford University School of Medicine answered the following prompt: “Log a patient encounter in which you experienced a professionalism challenge or improvement opportunity.” We collected and analyzed free-text responses for content and themes using a grounded theory approach. Results: One hundred responses from 106 students generated a total of 168 codes; 13 themes emerged across four domains: challenging patients, interpersonal interactions, self-awareness, and health care team dynamics. The three most frequently occurring themes were interacting with emotional patients, managing expectations in the encounter, and navigating the trainee role. Conclusions: Medical students view professionalism as a balance of forces. While many students conceived of professionalism in relation to patient encounters, they also described how professionalism manifests in inner qualities as well as in health systems. Interpersonal challenges related to communication and agenda-setting are predominant. Systems challenges include not being seen as the “real doctor” and being shaped by team behaviors through the hidden curriculum. Our findings highlight salient professionalism challenges and identity conflicts for medical students and suggest potential educational strategies such as intentional coaching and role-modeling by faculty. Overall, students’ reflections broaden our understanding of professional identity formation in medical training.

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Medical improvisation facilitating development of students’ confident responses

Porta Lingua ◽

10.48040/pl.2020.22 ◽

2020 ◽

pp. 273-278

Author(s):

Judit Fekete ◽

Kata Eklics

Keyword(s):

Medical Students ◽

Communication Skills ◽

Self Awareness ◽

Collaborative Communication ◽

Cultural Backgrounds ◽

Interprofessional Communication ◽

Medical School Training ◽

Sharing Responsibility ◽

School Training ◽

Difficult Situations

This study was conducted to examine doctor–patient and interprofessional communication skills, particularly self-awareness, listening to others, collaborative communication, assertiveness, and sharing responsibility and power in communication in simulated situations in which medical students would be expected to face problems dealing with difficult situations involving patients. The students, all proficient in English, were enrolled in a MediSkillsLab class. Three of the 15 students participating in the study came from Korea, one from Iran, one from Jordan and the rest of the students were from Norway. Most students were beyond their third year of medical school training. With the help of the new method used in this course, referred to as “medical improv”, we aimed to assess and compare which communication skills are more universally improvable based on using various improvisation techniques and methods regardless of ethnical and cultural backgrounds. Our goal was not to create a piece of “theater”, rather to use medical improv within clinical and educational settings, in which students could practice in a safe environment. The final section of this paper explores the implications of the study, especially the hypothesis that applied improvisation drastically improves communication skills of medical students coming from diverse ethnical and cultural backgrounds.

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Peak Performance: A Communications-Based Leadership and Teamwork Simulation for Fourth-Year Medical Students

Journal of Medical Education and Curricular Development ◽

10.1177/2382120520929990 ◽

2020 ◽

Vol 7 ◽

pp. 238212052092999

Author(s):

Sarah Smithson ◽

Gary Beck Dallaghan ◽

Jason Crowner ◽

Laura Trollinger Derry ◽

Akshitha (Ammu) Vijayakumar ◽

...

Keyword(s):

Medical Students ◽

Leadership Competencies ◽

Educational Activity ◽

Peak Performance ◽

Self Awareness ◽

Self Assessment ◽

Self Reflection ◽

Simulation Based ◽

Professional Coaching ◽

Fourth Year Medical Students

Background: Medical education has traditionally been rooted in the teaching of health and disease processes, with little attention to the development of teamwork and leadership competencies. Objective: In an era of value-based health care provided by high-functioning teams, new approaches are needed to develop communication, leadership, and teamwork skills for medical students. Design: We designed and piloted a simulation-based educational activity called Peak Performance that linked a workbook, which focused on self-reflection on communication and leadership skills, with professional coaching. The simulation scenario placed students in the role of an upper-level resident on an inpatient service, followed by a small group debrief with students, a clinical faculty member, and a professional executive coach. After the debriefing session, students were invited to complete a self-reflection workbook within 1 week of the initial simulation. The final element of the curriculum was an individualized session with an executive coach. Peak Performance was offered to all fourth-year medical students enrolled in the Social and Health Systems Science required course at the University of North Carolina School of Medicine. Results: Pre-/post-self-assessments of leadership competencies were completed by students. Pre-simulation self-assessment scores ranged from 3.72 to 4.33 on a 5-point scale. The lowest scores were in “Managing Conflict” and “Managing Others.” The highest score was in “Self-Awareness.” The post-simulation scores decreased in every competency, with “Managing Others” dropping significantly from 3.72 pre-simulation to 3.36 post-simulation (0.31, P < .05). Satisfaction with the curriculum was high, as reflected by a Net Promoter Score of 91% (“excellent” > 50%). Conclusions: A novel simulation-based educational activity linked to professional coaching is a feasible and impactful strategy to develop leadership, communication, and teamwork skills in medical students. Student insight and self-awareness increased as evidenced by a decrease in competency self-assessment after guided reflection and individualized coaching.

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Self-monitoring in third year medical students’ haematology clerkships

International Journal of Research in Medical Sciences ◽

10.18203/2320-6012.ijrms20175711 ◽

2017 ◽

Vol 6 (1) ◽

pp. 57

Author(s):

Sehlule Vuma ◽

Bidyadhar Sa

Keyword(s):

Medical Students ◽

Time Management ◽

Self Awareness ◽

Learning And Development ◽

Chi Square ◽

Self Monitoring ◽

Monitoring Strategies ◽

Improved Performance ◽

Continued Learning ◽

Pearson Correlations

Background: Self-monitoring by medical students is important for continued learning and development. It results in self-awareness and improved performance. It requires self-motivation, attentiveness and curiosity. However, students don’t have skills for self-monitoring when they enter university. These need development. The objective of the study was to evaluate the use of an online formative assessment, on subsequent summative examination performance in haematology clerkships among third-year medical students.Methods: Results of a formative, multiple choice question (MCQ) quiz were correlated with results of end of clerkship (EOC) summative examinations (free-response short-answer progressive disclosure questions-PDQ, and spotter-MCQ). t-ratio was calculated between students who took the quiz (responders) and non-responders. Descriptive statistics, Pearson correlations (r), and Chi square (χ2) were performed.Results: Of 241 students 75 (31.1%) took the quiz. t-ratio was 1.864 (P>0.05). Mean scores for EOC were higher for responders. Failure rate was higher for non-responders. Between the EOC-PDQ and EOC-spotter, for the whole group (N=241), r=0.414, for non-responders, (N=166), r=0.376, and responders r=0.473. For the responders, correlations between the quiz and PDQ, r=0.376, and between quiz and spotter, r=0.222. χ2 was significant at P<0.05.Conclusions: Quiz exercises are useful self-monitoring strategies. However online exercises require self-motivation. Students may not wish to do exercises that don’t count for summative scores. They should be encouraged to engage in these learning exercises. Timing is important. For the majority of students, the quiz was done the same week as PDQ for another course. Students chose to prioritize and concentrate on the summative PDQ. These exercises in themselves, would be useful time management lessons.

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Perceptions about Authentic Leadership Development: South African Occupational Therapy Students’ Camp Experience

Occupational Therapy International ◽

10.1155/2018/1587906 ◽

2018 ◽

Vol 2018 ◽

pp. 1-9

Author(s):

Fatima Hendricks ◽

Susan Toth-Cohen

Keyword(s):

South Africa ◽

Leadership Development ◽

Occupational Therapy ◽

Authentic Leadership ◽

Student Leadership ◽

Self Control ◽

Self Awareness ◽

Diversity And Inclusion ◽

Moral Crisis ◽

Authentic Leadership Development

Background. Twenty-three years into democracy, concern is deepening regarding the slow progress of Occupational Therapy (OT) in South Africa, especially with regard to diversity and inclusion within OT. Methods. This study explores authentic leadership development primarily among Black OT students attending a pilot Occupational Therapy Association of South Africa (OTASA) National Student Leadership Camp. It seeks to ascertain their perceptions on leadership and leadership development. This descriptive pilot study employs in-depth interviews and subsequent content analysis, with 12 OT students from six university OT programs in South Africa. Findings. Four categories of participant perceptions on authentic leadership development emerged from the analysis: (1) perceptions about oneself as a leader based on personal narrative, self-awareness, self-control, and psychological capital; (2) perceptions about others, specifically current leaders, with regard to their moral crisis, including continuing inequality, insincerity, greed, and selfishness; (3) goals and aspirations for leadership development via student camps; and (4) effects of leadership on the system. Conclusions. Recommendations for future practice include promotion of storytelling as a means of personal reflection for authentic leadership development and focused investment in camps for developing student leadership skills and building authentic leadership knowledge.

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“Follow Through”: Poetic Representation of Action Planning for Social Justice

Art/Research International A Transdisciplinary Journal ◽

10.18432/ari29248 ◽

2018 ◽

Vol 3 (1) ◽

pp. 69-89

Author(s):

Christopher Daniel Murakami ◽

Andrea Hawkman ◽

Crystal Kroner ◽

Jo Anna O'Neill

Keyword(s):

Social Justice ◽

Transformative Learning ◽

Action Planning ◽

Self Awareness ◽

Arts Based Research ◽

Diversity And Inclusion ◽

Planning Meeting ◽

Emotional Commitment ◽

Poetic Representation ◽

The University

During an historic semester of student led protests for social justice, the University College of Education (pseudonym) facilitated an action planning session for diversity, inclusion, and social justice. This paper is guided by the question, how can data gathered from an action planning meeting on diversity, inclusion, and social justice be a/r/tographically (Irwin & De Cosson, 2004) represented to support self-awareness and transformative learning experiences? The four co-authors engaged in poetic representation (Ward, 2011) and describe how the data analysis and poem construction yielded opportunities for critical reflection in pursuit of educational equity. This work calls for continued dialogue, action, and emotional commitment to address issues of marginalization in education. The potential of arts-based research to help mediate transformative and lifelong learning regarding diversity and inclusion are discussed.

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Medical Students’ Non-Technical Skills (Medi-StuNTS): preliminary work developing a behavioural marker system for the non-technical skills of medical students in acute care

BMJ Simulation and Technology Enhanced Learning ◽

10.1136/bmjstel-2018-000310 ◽

2018 ◽

Vol 5 (3) ◽

pp. 130-139 ◽

Cited By ~ 7

Author(s):

Ailsa L Hamilton ◽

Joanne Kerins ◽

Marc A MacCrossan ◽

Victoria R Tallentire

Keyword(s):

Medical Students ◽

Acute Care ◽

Situation Awareness ◽

Rating Scale ◽

Medical Training ◽

Poor Performance ◽

Technical Skills ◽

Face Validity ◽

Self Awareness ◽

Marker System

IntroductionGood non-technical skills (NTS) are critical to the delivery of high-quality patient care. It is increasingly recognised that training in such skills should be incorporated into primary medical training curricula. This study aimed to develop an NTS behavioural marker system (BMS), specifically applicable to medical students, for use within simulated acute care scenarios.MethodsThe methodology used to develop other BMS was adopted and modified. Following ethical approval, 16 final year medical students participated in acute care simulated scenarios. Semistructured interviews were performed to gauge the understanding of NTS. A panel meeting of subject matter experts was convened to translate key NTS into skill elements and observable behaviours. A second expert panel was consulted to refine aspects of the BMS. Further refinement and initial face validity was undertaken by a third panel of experts using the prototype BMS to observe prerecorded simulation scenarios.ResultsFive categories of NTS were identified: situation awareness, teamwork and communication, decision-making and prioritisation, self-awareness, and escalating care. Observable behaviours in each category describe good and poor performance. Escalating care was identified as a unique component that incorporated behaviours related to each of the other four skill categories. A 5-point rating scale was developed to enable both peer-to-peer and tutor-to–student feedback.ConclusionThe Medi-StuNTS (Medical Students’ Non-Technical Skills) system is the first BMS for the NTS of medical students. It reinforces the importance of escalating care effectively. It provides an exciting opportunity to provide feedback to medical students and may ultimately aid their preparedness for professional practice.

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