Taking a systems approach to promote posttraumatic growth: A position paper.

As health systems emerge from the pandemic, academic medical centres are motivated to have a healthy and resilient workforce. In the face of the collective traumas of the pandemic, we took a systems approach to infuse wellness into our culture by modelling collective recovery in a non-traditional town hall. Over a dozen senior leaders, faculty, staff, and students shared their personal experiences in a virtual forum, nearly 1000 attendees communally supported one another.

Instagram as a virtual art display for medical students.

Implication Statement We require our medical students to create art as part of a core course. Projects have historically been displayed at our health sciences library. During a rapid adjustment to virtual teaching at the onset of the COVID-19 pandemic, using Instagram to hold a virtual art show was a quickly implemented alternative.

Tools for Discussing Identity and Privilege Among Medical Students, Trainees, and Faculty.

Introduction: Physicians and students of all backgrounds should be prepared to interact with patients of various socioeconomic, racial, ethnic, gender, religious, and sexual orientation identities. The approach described here emphasizes how important it is for physicians and physicians-in-training to develop self-awareness before engaging with patients.

Methods: Over the course of 6 months, we conducted workshops on identity awareness for four groups: (1) fourth-year medical students ( = 6), (2) first-year medical students ( = 88), (3) faculty and staff ( = 11), and (4) residents/fellows ( = 4).

Field Test Results of Sex- and Gender-Specific Health Multimedia Case-Based Learning Modules.

The sex- and gender-specific health (SGSH) multimedia case-based learning modules (MCBLMs) were developed to address the absence of validated or peer-reviewed material that incorporates topics of sex and gender differences into medical curricula. This article provides the methodology for development of the modules and reports the results of a field test of the modules in different medical educational settings. MCBLMs were created by a multidisciplinary committee of scientists, health profession educators, and students.

An empirical assessment of the short-term impacts of a reading of Deborah Zoe Laufer's drama Informed Consent on attitudes and intentions to participate in genetic research.

Objective: This study assessed the short-term impact of the play "Informed Consent" by Deborah Zoe Laufer (a fictionalized look at the controversy over specimens collected from the Havasupai Tribe for diabetes research in 1989) on perceptions of trust, willingness to donate biospecimens, and attitudes toward harm and privacy among the medical and undergraduate students, faculty, and the public in the Intermountain West.

Methods: Surveys were administered before and after a staged reading of the play by professional actors. Survey items included the short form Trust in Medical Researchers, and single-item questions about group identity, ethics of genetic testing in children, and willingness to donate biospecimens.

Perspective: The doctor as performer: a proposal for change based on a performance studies paradigm.

The authors recognize the pressing need for teaching methods that encourage empathy in both undergraduate and postgraduate medical curricula. While the useful application of theatrical acting techniques in medical education has been reported in major medical journals, these reports present an incomplete picture of these techniques and their potential importance to physician competence. The authors propose a broader understanding of performance theories and practices and a more nuanced appreciation of the experience and knowledge acquired through working with standardized patients and acting exercises.