The Teaching Academy

Plenary

Earth and Health - Integrating Planetary Health into Medical Education

Carlos Faerron Guzman, MD, MSc
Associate Professor and Program Director, Global Health Programs, University of Maryland Baltimore
Director, Centro Interamericano para la Salud Global (CISG)
Associate Director, Planetary Health Alliance, Harvard T.H. Chan School of Public Health
Adjunct Faculty, Oral Health Policy and Epidemiology at Harvard University

The keynote will explore the emerging field of planetary health and its critical importance in the training of future health professionals. Planetary health focuses on understanding and addressing the interdependent health of human civilizations and the natural systems on which they depend. This session aims to illuminate the ways in which the health curriculum can be enriched with planetary health concepts, frameworks, and values.

Oral Platform Presentations 

• Selected from Abstract Submissions

How does Planetary Health Matter for [My Specialty] & What Can I Do About It? Methods to Incorporate Planetary Health into Your Teaching
David Rand, DO, MPH; Andy Rosenfeld, MD; Michael Latreille, MD; Christina Vatovec, PhD; Megan Malgeri, MD

We will provide an overview of Planetary Health, distinguishing this from medicine-as-usual, and highlighting benefits of a whole health approach. We then demonstrate clinical examples of teaching Planetary Health followed by participant-driven scenarios for applying Planetary Health method. Pedagogical approaches include direct methods (focus on planetary health with the patient), indirect methods (focus on planetary health at the clinician or clinic/unit level), and advocacy (supporting policy, legislation, testifying).

The Dynamic Spaces of Humanized, High-Quality Online Asynchronous Courses
Jan Carney MD, MPH; Carolyn Siccama, EdD

Asynchronous online courses go far beyond Zoom meetings. They are dynamic online spaces which allow a group of students to progress through their learning as a cohort and allow for flexibility and convenience of busy schedules. In this session, you will learn about this dynamic environment by doing. You will have the opportunity to see actual examples of asynchronous online modules from UVM Graduate Public Health courses and participate in an interactive and dynamic online discussion with your peers.

Trauma/Violence Informed Care (TVIC)
Cate Nicholas, EdD, PA

We can never know which of the patients we are seeing has experienced interpersonal violence, abuse or neglect and/or structural violence. People who have been traumatized by violence may avoid seeking healthcare services because of fear of retraumatization. Following a TVIC model as a universal practice helps us to avoid unknowingly retraumatizing a patient.

Interprofessional Education and Collaborative Practice in Health Professions: The Why, The How, and The What’s Next?
Naomi Hodde, MD, FACP; Kathleen Monforte, DNP, RN, PCCN

Interprofessional Education (IPE) is a vital component of health professions education that allows students from different disciplines to collaborate, communicate, and interact as a team.  In this workshop, you will get hands on experience designing an Interprofessional Education (IPE) session that can be utilized in a course or clinical setting. 

Planning for Promotion and Expanding Your National Reach
Bridget Marroquin, MD; Emily Stebbins, MD

Developing one's "national reach" can be a daunting task for early career scholars. In this workshop, participants will learn from a panel of experienced educators as they share their unique stories. Participants are asked to bring their own CVs. There will be an opportunity for expert review, identifying “national reach” opportunities.

Incorporating Advocacy into Medical Education Curriculum
Colton Jensen, MD;Rebecca Bell, MD; Mark Levine, MD; Anne Morris, MD; Tessalyn Morrison, MD

The session features a panel of 4 physicians discussing the importance of advocacy and its role in medical education followed by participants devising and discussing a plan to incorporate advocacy into their own medical education curriculum. 

iPad Minis in the Classroom: What to Expect and How to Incorporate Them into your Course
Rajan Chawla, MPH; Cathy Ryan, MEd

In August, LCOM began issuing first- and second-year medical students iPad Mini tablets and Apple Pencils for use in the Foundations curriculum. The education technology team will discuss and demonstrate how students are using these tools and associated mobile applications and facilitate a discussion exploring how faculty and course directors might leverage the iPad Minis and apps in their coursework. iPads and Apple Pencils will be available for exploration during the session. 

The Deans for Students Perspective: What Faculty Should Know about Medical Student Advising
Karen George, MD, MPH; Katie Dolbec, MD

Advising medical students can feel confusing and overwhelming. In a dynamic, ever-changing, post-pandemic residency application where each specialty is unique, how does a faculty member know that they are providing accurate and timely advice to students that doesn’t contradict what they are hearing from the Office of Medical Education or their peers? What if a student you are advising is interested in a specialty that isn’t your own? What information are students hearing from the Office of Medical Education? What resources exist for improving specialty advising for medical students? These questions and more will be answered in this session. Make sure to bring your own questions, as well!