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About this Episode
Kali Hobson, MD., Child and Adolescent Psychiatry Fellow, Department of Psychiatry, Child and Adolescent Psychiatry Division, University of Washington, Seattle, WA, USA and Roberto Montenegro, MD, PhD, Assistant Professor, Department of Psychiatry, Child and Adolescent Psychiatry Division, University of Washington, Seattle, WA, USA
In this podcast, Drs. Kali Hobson and Roberto Montenegro describe the methods they have developed to continuously review and revise curricular content to reduce bias and enhance coverage of societal and structural factors that impact health. Dr. Montenegro, who directs the BRICC (Bias Reduction in Curricular Content) process, also lays out his vision for using technology to automate the review process to insure timely curricular enhancements and project sustainability.
In this episode our guest, Nicole Woods, PhD joins Kate Mulligan, PhD to discuss how we can re-think the integration of basic and clinical sciences in medical education.
In this episode our guest, Molly Jackson, MD joins Kate Mulligan, PhD to discuss what the UWSOM Colleges program and how it brings a personalized approach to medical education and provides a deepening understanding of both fundamental clinical skills and professionalism.
In this episode David Masuda and Kate Mulligan pick up from the Part 1 and get into a few more resilience coping skills you can try in your classroom and will cover the last category for advancing student wellbeing, connecting to the environment.
In this episode our guest, David Masuda, MD joins Kate Mulligan, PhD to discuss how to incorporate teaching practices that foster wellbeing and encourage resilience to humanize the classroom.
In this episode our CLIMEcast host and Associate Director Kate Mulligan, PhD talks with Anne Browning, PhD and Megan Kennedy, MA, LMHC about the importance of centering student well-being in higher education, and specifically in our health sciences educational programs.
*Correction: Megan Kennedy joined the UW Resilience Lab in 2019 not 2018.
Get to know the new CLIME Director and Assistant Dean for Educator Development Dr. Kristina Dzara. Dr. Dzara began her new position at the University of Washington School of Medicine in April 2022.
In this episode, we explore a wealth of readily accessible resources and practical tips to go beyond just acknowledging ableism and eliminating ableist behavior, to actively supporting our disabled friends and colleagues.
Show Resources:
Bias Training: UW implicit bias training, which includes disability material (this is now required to be on search committees and is freely available to the UW community).
In this episode, our guest speakers "Evans and Feldner" share data from their CLIME-funded research project on the lived experience of ableism and allyship of students, staff and faculty at the University of Washington, who identify as D/deaf, disabled, living with a disability, or as having a chronic health condition.
Show Resources:
Bias Training: UW implicit bias training, which includes disability material (this is now required to be on search committees and is freely available to the UW community).
Episode 1 of our Anti-ableism and Disability Allyship in Medical Education Series.
In this episode our guests, Drs. Heather Feldner and Heather Evans, guide us through foundational concepts of disability, ableism and allyship, unraveling important terminology, and emphasizing the importance of language.
Dr. Addie McClintock is an Assistant Professor of Medicine in the Division of General Internal Medicine at the University of Washington School of Medicine. She practices at the University of Washington Women’s Health Care Center where she also runs the women’s health training pathway for the internal medicine residency.
Dr. Tyra Fainstad and Dr. Addie McClintock have teamed up to develop a two-prong approach to help us help our learners manage the impact of impostor phenomenon and exploring the interplay of psychological safety.
In this second episode Dr. McClintock will be broadening the conversation to describe how we can design the learning environment to create psychological safety and counter impostor phenomenon by creating healthy and functional teams.