Strategies to Promote Inclusive Learning Environments in Health Professions Education: Instructor Reflections From an Evaluation of a Diversity, Equity, and Engagement Course Reflection Tool
E. R. Walker, R. E. McGee, J. McGriff, & D. L. Lang
10.59450/RVZY7213 Download PDF In this “How-to”, we describe strategies that instructors can use to enhance inclusive teaching practices in a variety of settings, based on the evaluation of a DEI Course Reflection Tool. Introduction Across the health professional schools of Emory University’s Woodruff Health Sciences Center, centering diversity, equity, and inclusion (DEI) is a core […]
Medical Education Transformation: Setting the Foundation
J. Bussey-Jones, J. Keough, P. Smith, R. Sedlack-Prittie, & E. Sundberg
DOI: 10.59450/SIPR1101 Download PDF In this “How-to,” we describe the foundational development of the Medical Education Transformation process aimed at empowering ESOM (Emory School of Medicine) learners to be change agents capable of addressing evolving health challenges by reimagining curricula and co-curricular elements across all ESOM learners and all ESOM degree programs. INTRODUCTION Emory School […]
Encouraging Attendance in Emory’s Health Professionals Training Programs
L. Lichten, K.L. Bishop, & K. Garber
DOI: 10.59450/OTGP7585 Download PDF Health professional training programs often grapple with low student attendance of non-required learning events. These programs may benefit from structural and cultural changes that boost attendance. It may not come as a surprise that many students avoid coming to class unless strictly required to do so. With the vast array of […]
IPEC Core Competencies in Action: Developing Emory’s IPE-ACTS Program through Collaborative Interprofessional Teamwork
J. L. Guest, B. A. Swan, & R. L. Baggett
DOI: 10.59450/GYYR2002 Download PDF In this “How-to,” we describe the development of IPE-ACTS (Interprofessional Education – Achieving Collaborative Team Solutions), a new required interprofessional (IPE) training program for first-year Woodruff Health Sciences Center (WHSC) students at Emory University. Introduction IPE-ACTS is Emory’s new applied IPE program that trains first-year students in the schools of medicine, […]
Answering the Question, “How do I Deal with these Teams?”: An Approach for Supporting Effective Student Teams in Health Sciences Courses
E. Reisinger Walker, L. Salas-Hernández, R. McGee, & D. Lang
DOI: doi.org/10.59450/GCNA5598 In this “How-to”, we describe practical strategies for the intentional implementation of teamwork in health sciences courses with an emphasis in five areas: setting the foundation, peer evaluations, team reflections, seeking support, and self-reflections. Introduction Team-based pedagogical approaches, commonly used in health sciences courses to prepare students for the collaborative nature of health […]