Author: Theresa Suart
How to spend your summer not-vacation
There’s a different rhythm to summer at the medical school. Yes, this involves some vacation time, but it also involves getting many things done that get set aside during the university academic year.
For those involved in classroom-based teaching, the summer interval is an opportunity to review, reflect and revise teaching for the upcoming semesters. With this in mind, here’s my suggestion for tackling this task this summer:
A 4-R To-Do List for Summer 2019
What you review will depend on your role in the UGME program. If you’re a course director, for example, re-read your course evaluation report, your own teaching evaluation report, and any notes you may have made through the year about how things went. Did the student curricular reps have any feedback for you during your course? Re-read these emails. Have a look to see if any of the MCC presentations assigned to your course may have changed (we update our list as the Council updates its presentations).
If you’re an instructor in a course, read through your notes on your learning events and your instructor evaluation report. Read through your teaching materials and your learning event pages on Elentra (our LMS, formerly called MEdTech).
Did you set aside any journal articles relevant to your field with a sticky-note saying “save for next year”? Now is the time to pull that out!
Once you’ve reviewed relevant materials, think about your teaching. Did things go the way you wanted them to? Are there aspects of the past year that you’re really proud of and want to retain? Are there things that didn’t go as smoothly that you’d like to address next time? Are there things that went quite well, but you’d like to shake things up or experiment with something new? For anything that’s changed in your field, how might this impact your planning and teaching?
Decide what you’d like to change or address in next year’s teaching. Think about what’s manageable within the scope of your course or other responsibilities. Maybe you’ve seen some of the e-modules used in other courses and think one would fit with yours and make your teaching more effective. Maybe you’d like to enhance your existing cases to incorporate other curricular objectives assigned to your course. Maybe things are going pretty well, but you’d just like to shift things around a bit. Call me! I can help brainstorm and talk about timelines to set your plan in motion.
Many of us in medical education – and academia in general – have a lengthy summer to-do list that involves not only preparation for the next teaching cycle, but catching up on many other things, too. Sometimes that summer list can become overwhelming, so remember to take some time to relax and disconnect a bit from the “med ed” side of you: take some strolls along the lake, eat a popsicle or an ice cream cone. Do quintessential summer things that have nothing to do with any to-do list.
The TRC Calls to Action require a personal response
The 94 Calls to Action from the historic Truth and Reconciliation Commission demand response and action from governments and institutions. Seven of these Calls to Action focus on Health and Healthcare issues. For those of us with the privilege to be involved in medical education, there is a particular focus on #23 and #24:
23. We call upon all levels of government to:
i. Increase the number of Aboriginal professionals working in the health-care field.
ii. Ensure the retention of Aboriginal health-care providers in Aboriginal communities.
iii. Provide cultural competency training for all healthcare professionals.
24. We call upon medical and nursing schools in Canada to require all students to take a course dealing with Aboriginal health issues, including the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, and Indigenous teachings and practices. This will require skills-based training in intercultural competency, conflict resolution, human rights, and anti-racism.
Yes, an institutional response is required and is underway and has been and will be written about here and elsewhere. (In particular, look for future Education Team posts about curricular and teaching responses). But the Calls to Action also require a personal, individual response and this is, in some ways, harder.
I’ve been wrestling with my own response. Here’s some of that…
* * *
The Truth and Reconciliation Commission hearings exposed events long ignored in mainstream history curricula. I prided myself on being a student of history, of recognizing the foibles of historical records – the victor writes the books – and yet I found myself saying over and over again: “How did I not know this?” How was this never a part of the quaint lessons about Indians in my Grade 3 Reader, nor in the more sophisticated history books at King’s and Dal? How is it I could be so oblivious?
At the same time, I wanted to distance myself from any responsibility for these historical wrongs. For example: I’ve been at events where people introduce themselves with descriptors, such as their clan or First Nation affiliation, or, for people like me using the term “Settler”. I’ve always bristled at this. I don’t self-identify as a “Settler.” For me, “settler” implies agency, suggests choice. What choice did I have about where I was born? Extending this further, my pre-Confederation poor Acadian and Irish ancestors in rural New Brunswick likely weren’t concerned with much beyond day-to-day survival, and I’m sure were good people, so, they’re not responsible either. Right?
But I did have a choice when I moved to Kingston in 2006: when I moved to these traditional lands of a different nation. I don’t even know the historical relationship, if any, between the Wolastqiyik (the preferred name of the people I grew up knowing as Maliseet) and the Anishinaabe and Haudenosaunee. I never even thought about it vis-à-vis my discomfort with “settler”.
During his recent three-day visit to Queen’s, sponsored by the Faculty of Health Sciences, Dr. Barry Lavallee, a member of Manitoba First Nation and Métis communities, and a family physician specializing in Indigenous health and northern practice, pointed out that we can’t accept the status quo. We must consider who supports our ignorance and for what purpose. We are also responsible to recognize what phenomena support our own positions of privilege and power. And what to do with that power.
* * *
When I picked my Twitter handle in 2010, I wanted something unique – not @Theresa487 or something like that – and, wistfully, I wanted something that reminded me of home. I opted for the “original” Indigenous name of my New Brunswick hometown (the colonial-corrupted spelling, I later learned, but home nonetheless). So I became @Welamooktook. It reminded me of the place, the land, where I had roots, and family, and history.
But those same reasons I picked it became reasons to let it go. My original feelings and sentiments were sound, but I couldn’t escape the cultural appropriation, the feeling of wrongness it came to mean, as I reflected and wrestled with it.
* * *
A year ago, as part of an Education course I was taking, my classmates and I were encouraged to go to an exhibition of Kent Monkman’s artwork at the Agnes Etherington Art Gallery, Shame and Prejudice: A Story of Resilience.
The entire installation was thought-provoking, emotional, and disturbing. One painting, in particular, haunted me: The Scream (2017). As I stood looking at this large painting depicting “the exact moment Indigenous children were taken from their parents”, I focused on three young people in the background, at the right, running away. Running away from the red-serge Mounties I had grown up looking up to. The trio running in the back are dressed in jeans and hoodies and look like teenagers I would see anywhere in Kingston.
They looked like my son.
This made it real for me. Made it close enough to touch. Close enough to imagine.
My son has a hoodie like that.
* * *
The TRC demands a response but that response is not guilt – or denial. It’s self-reflection. And compassion. And empathy. And action.
It’s relinquishing a cherished Twitter handle because it’s the right thing to do.
It’s stumbling through a territory acknowledgement because I’m still getting my Maritime tongue around Anishinaabe and Haudenosaunee when Wolastqiyik is easier. And trying to go beyond the scripted suggestion to address relationships, and thoughts about land and people.
It’s accepting the self-descriptor “descendant of settlers” because that’s accurate and real and it matters.
It’s working with my physician colleagues to ensure sound curricular and clinical experiences that, as Dr. Lavelle described, gives our students “the ability to treat the person in front of them based on their experiences without judgment.”
It’s wrestling with getting all of these meandering ideas and feelings into words to share in this blog, because we all need to be part of this conversation — all the while worrying it’s arrogant or insulting or inadequate.
In his workshop, Dr. Lavallee urged us to use reflection to address our response to new information. And he challenged us: “When you feel the discomfort, move into it, because that’s where the learning occurs.”
We tell our students to ask questions and then listen: Patients have the information and will share it. I learned the same in my previous career as a journalist. Ask questions, but most importantly listen to the answers. Even when the answer is uncomfortable, is difficult, is challenging. That’s the personal response.
Spring UGME retreat May 28
The spring UG Education retreat is coming up on May 28 at the Donald Gordon Conference Centre.
Designed primarily for course directors, unit leads, intrinsic role leads and others in educational leadership roles in our Undergraduate Medical Education program, this annual day-long event provides opportunities for information sharing and faculty development in planning for the next academic year.
The morning agenda includes an update from Associate Dean Anthony Sanfilippo as well as sessions on the progress test and quality assurance, accreditation & program evaluation. There will also be brief updates from the Librarian team at Bracken Library about new resources, and from the course team about the Human Structure & Function curriculum renewal.
The afternoon will begin with our guest speaker, Melissa Forgie, MD, FRCPC, MSc, Vice dean, UGME, University of Ottawa. She will speak on Embracing Diversity in Medical Education
Break out sessions will follow, including a working session for pre-clerkship course directors to build or revise assessment plans for next year and a clerkship course directors’ session on continued EPA/CBME implementation.
If you contribute to the Queen’s UGME program, please join us for all or part of the day. To register, use this link: https://queensfhs.wufoo.com/forms/ugme-may-28-retreat-registration/
Inaugural FHS Interprofessional Symposium on Leadership
Interprofessional education is a priority in undergraduate medicine, as it is in our fellow health professions programs in the Faculty of Health Sciences in the School of Nursing and School of Rehabilitation Therapy.
Early this month (or last month, if you’re reading this after Tuesday), we brought together over 300 students from nursing (fourth-year undergraduates), medicine (second-year undergraduate program), occupational therapy (first-year master’s) and physiotherapy (first-year master’s) at the Leon’s Centre for a one-day symposium with a particular focus on leadership.
A key challenge in creating interprofessional learning opportunities is coordinating time, space, and learning objectives of independent programs with different classroom and clinical schedules. A committee of representatives from four programs, including student representatives, tackled this challenge earlier this year, working collaboratively to create the program and learning activities for the symposium. The day included plenary speakers, interactive case studies, and a bit of fun along the way.
Our plenary speakers included Dr. David Walker, former FHS dean; Lori Proulx Professional Practice Leader -Nursing and Kim Smith Professional Practice Leader Occupational Therapy and Physiotherapy from Kingston Health Sciences Centre; and Duncan Sinclair, former vice-principal of Health Sciences
Students were seated in interprofessional table groups to engage in discussions around cases and use IP tools for decision making.
We’ve taken lessons learned from organizing this event as well as formal and information feedback from students and other participants to carry forward to the next iteration of the symposium.
Med Students’ activities extend beyond the classroom
It’s that time of the new year when the winter doldrums can set it – weather and routine can weigh everyone down. Along with that, there’s that old cliché about “all work and no play”. There’s little risk of our medical students being thought of as anything approaching dull and they provide great ideas for how to beat the winter blahs. In addition to their full class and study load, they make time for a wide variety of extra-curricular activities for fun, recreation and community involvement.
Aesculapian Society President Rae Woodhouse recently shared some highlights of these endeavours:
In early January, 68 pre-clerks attended the annual MedGames in Montreal and placed 2nd of everyone outside of Quebec. Sponsored by the Canadian Federation of Medical Students (CFMS), MedGames brings together medical students from across the country for a friendly sports competition and network building.
Thirty-one second year students competed in BEWICS. This is the annual Queen’s Intramural sports competition which features a variety of self-proclaimed “quirky” sports such as water volleyball and rugby basketball. The QMed team placed third overall for competitiveness and spirit.
The Class of 2021 Class Project Committee hosted Queens’ first ever Scholars At Risk Talk (see more on this here).
Pre-clerk students recently competed in the Ottawa’s Winterlude Ice Dragon Boat competition and about 30 went on the annual ski trip to Mont-Tremblant two weekends ago.
And if ice dragon boating and skiing weren’t enough of a challenge, about 45 students from across the four years spent a couple of hours recently learning the basics of curling from a fourth year student. This is the fourth time for this event!
For Wellness month, the Wellness committee put together a month of activities with each week having a theme: social, physical, mental and nutritional wellness. During physical wellness week, 40 pre-clerks did a Crossfit class and 20 did a spin class taught by the AS Wellness Officer.
The 2nd annual Jacalyn Duffin Health and Humanities conference happened recently and was very well received.
This past weekend, 20 students went to NYC to learn about the history of medicine, led by Dr. Jenna Healey (Hannah History of Medicine Chair) and the What Happened In Medicine Historical Society.
And, over 100 mentorship group members attend trivia at the Grad Club. (Take note of that, it could be a future trivia question!)
Singing the praises of learning objectives
This past Sunday afternoon, I had the pleasure of attending the Kingston Symphony’s matinee performance of Gene Kelly: A Life in Music at the Grand Theatre. The show featured clips from Kelly’s most memorable performances, with live musical accompaniment by the symphony, under the direction of Evan Mitchell.
Throughout the show, Kelly’s wife and biographer, Patricia Ward Kelly, shared anecdotes and Kelly’s own insights into his choreography and performances.
She talked about the work he put into creating dances, painstakingly writing out the choreography plan, before working with his fellow performers to perfect the dances themselves. “He didn’t just show up and wiggle around on the stage,” she said.
My educational developer lens instantly compared this to the framework provided by well-written learning objectives. Objectives focus teaching and learning plans, and contribute to authentic assessment.
Yes, this is another blog about learning objectives.
In the abstract, learning objectives seem like just another box on a checklist or hoop to jump through. Used the way intended, however, they are signposts that guide learning and teaching plans effectively—whether for a class or a single person—the same way Kelly’s planning delivered award-winning and inspiring choreography.
Yes, there’s a “gold standard” for writing objectives (that I’ve written about previously here). And there are verbs to use—and ones to avoid—and if it doesn’t come naturally to you to think this way, it can be pretty tedious.
What it’s really about is planning: knowing what you’re setting out to do. If you have an objective—a goal—then you can make your plan and communicate it to others effectively.
Well-crafted objectives also make things great for assessment, because it’s very clear what you have to measure at the end of the lesson, course, or program.
If you say, “I’m going to get better at taking patient histories” – what does that mean? What does “better” look like? If it means, “I’m going to note down details, or I’m going to ask specific questions, or I’m going to listen more than I have been, or interrupt less… then you know what you need to work on. You know what the focus needs to be, whether you’re a learner or a teacher.
Eventually, you’ll be able to do a history without thinking things through so deliberately – once you’ve achieved fluidity in that skill. But before it’s a habit, you need to plan, your checklist, and I’m hitting all the boxes? Not just: “be better”.
For example, one of my plans in 2018 was to read more books that weren’t medical education and weren’t related to my PhD coursework. “Read more for fun.” That was it. My objective was pretty vague and, as a result, I didn’t create a workable plan. “Read more” didn’t get me very far. I read parts of eight non-work-related and non-course-related books. And three of those were cookbooks.
I set a more specific objective for 2019 that I would read more by spending five minutes every morning before I left for work reading something from my “recreational” “to be read” book stack (mountain).
I’ve finished two books, which is already a 200% improvement over last year. That specificity can make a difference.
And that’s really all objectives are: an outcome statement to focus your plan.
And that’s why we focus highlight objectives in our competency framework. It’s why we map things to them—learning events, assessments, EPAs—so we can be consistent and everybody knows what the plan is.
How much detail do you need in your objectives? This depends on how granularly you need to communicate your goals in order to be effective.
For his iconic Singin’ in the Rain, Gene Kelly had to map out the location of each of the puddles. His plan needed to be that detailed to get it right.
If you’re wrestling with learning objectives and how these relate to your teaching, give me a call.
A holiday reading list on leadership and change
In his keynote address at the UGME fall faculty retreat on December 10, Dr. Gary Tithecott addressed the topic of Leading change for success in medical education during challenging times. Dr. Tithecott is Associate Dean, Undergraduate Medical Education at Schulich School of Medicine and Dentistry, Western University.
During his presentation, Dr. Tithecott cited a few books and mentioned others as worth delving into. As I like to do here, I’ve created a “Top 5” list from those he mentioned (OK, it’s actually six books, as he recommended two from a single author). These books are practical and accessible reads with clear advice, he said.
There’s still time to add some or all of these to your holiday wish list.
Mindset: The New Psychology of Success by Carol S. Dweck
The traditional attitude – Fixed Mindset – dictated that your fate is determined by skill you have genetically and that you demonstrate, Dr. Tithecott explained. With a Growth Mindset , by contrast, asserts that with dedication, encouragement and effort you can learn from and with others to increase your ceiling.
Since one key responsibility for a leader is to develop other people, a Growth Mindset is essential, he said. Citing an article from Forbes magazine, he noted a Growth Mindset allows leaders to
- Be open-minded
- Be comfortable with ambiguity & uncertainty
- Have strong situational awareness
- have a greater sense of preparedness
- have clarity on what others expect
- Take ownership
- Grow with people
- Eliminate mediocrity and complacency
- Break down silos
Grit: The Power of Passion and Perseverance by Angela Duckworth
One key to success in leadership, Tithecott said, is in the power of working hard and sticking to it. For a leader it’s supporting someone to go outside of their box. He quoted Duckworth:
Grit, in a word, is stamina. But it’s not just stamina in your effort. It’s also stamina in your direction, stamina in your interests. If you are working on different things but all of them very hard, you’re not really going to get anywhere. You’ll never become an expert.
Leading Change and XLR8 by John P. Kotter
OK, this is actually TWO books, not one. Noting that no talk on change and change leadership is complete without including Kotter, Dr. Tithecott recommended both Leading Change and the more recent XLR8.
He reviewed Kotter’s list of why change fails:
- Not Establishing a Great Enough Sense of Urgency
- Not Creating a Powerful Enough Guiding Coalition
- Lacking a Vision
- Under communicating the Vision by a Factor of Ten
- Not Removing Obstacles to the New Vision
- Not Systematically Planning for, and Creating, Short-Term Wins
- Declaring Victory Too Soon
- Not Anchoring Changes in the Corporation’s Culture
Leaders Eat Last: Why Some Teams Pull Together and Others Don’t by Simon Sinek
The symbolism of leaders eating last – exemplified by the US Marine Corp chow line, described by Sinek – points to leaders who put their team first. This in turn, leads to more acceptance of the challenges of change, Tithecott said.
The Leader Who Had No Title by Robin Sharma
Leadership can be found in different places and doesn’t necessarily mean the person “at the top”. Where and how leadership for change can be developed can vary, Tithecott said, recommending Sharma’s book.
KHSC Nominations open for Exceptional Healer Awards
Nominations for the third iteration of the Kingston Health Sciences Centre (KHSC) Exceptional Healer Awards are open with a deadline of December 14.
Launched in 2017, the Exceptional Healer Awards are sponsored by the KHSC Patient & Family Advisory Council and was designed to honour a physician who demonstrates in clinical practices the core concepts of patient- and family-centred care: dignity and respect, information sharing, participation, and collaboration.
Prior honorees include ophthalmologist Dr. Tom Gonder and anesthesiologist Dr. Richard Henry (2017, tie) and urogynecologist Dr. Shawna Johnston (2018).
The award has been expanded this year to include one for physicians and one for nurses.
Physician nominees must, as a faculty member at Queen’s, have a current appointment at KHSC and have been credentialed at KHSC for at least the past two years. Nurse nominees must be KHSC staff members.
Patients and family members can nominate a KHSC physician and/or nurse who have provided care to them in the last two years while KHSC staff can nominate a physician and/or a nurse on a patient care team.
The awards committee is looking for nominees who:
- Demonstrate compassion as a skillful clinician by displaying personal qualities such as approachability, flexibility and empathy
- Use novel or innovative methods in attempting to deliver compassionate care
- Demonstrate a pattern of listening to and honouring patient and family perspectives and choices
- Exhibit a value of integrating patients and families into the clinical care model to ensure they are equal, informed participants in their health care
- Honour the uniqueness of patients and families by incorporating their knowledge, values, beliefs and cultural backgrounds into the planning and delivery of care
For the 2018 award, patients, families and staff nominated 21 physicians for the award. Thirty-four nominations were receive, with about 25 percent coming from KHSC staff.
Medical students and nursing students are eligible to submit nominations in the “staff” category.
Further information and links to the nomination forms can be found here: http://www.kgh.on.ca/healer
The stories we tell…
I’ve been thinking a lot about stories lately.
It’s partly because of an independent study I’m completing at the Queen’s Faculty of Education on narrative inquiry. It’s partly because I’m increasingly conscious of several aging family members whose stories I want to record—and of other members whose stories have been lost. It’s partly because I’ve watched some excellent biographical documentaries on Netflix recently. It’s also partly because I just love good stories.
As an educator, I embrace stories and that’s easy to do since we’re surrounded by stories: The stories we tell. The stories we hear. The stories we learn—and learn from.
We all have stories we’ve seem to have known forever that we know we will share and pass along. This is because stories are personal, usually relatable, and “knowable”—it’s a way to memorize without strict rote memory.
We tell stories to impart lessons, to entertain, to remember. And sometimes all three.
Like the story I tell of leaving a political science essay to the last minute when I was in my second year at the University of King’s College. The one I stayed up until 3 a.m. writing, then got up at 5 a.m. to type it (on my electric typewriter, no personal computers in those days). It was on the Cuban Missile Crisis. Except in my sleep-deprived state, I didn’t type it that way. Instead, I wrote of the Cuban Missal Crisis.
And my professor circled “missal” every single time it appeared through the paper. (Which was a lot). I respected this man profoundly and his was my favourite course. I was mortified when he returned the papers and I saw all the circles (every single time). Still, he gifted me with a B+ (which was rare for him), so the content, if not the spelling, was fairly sound.
Why do I tell this story? (1) It’s kind of funny. (What would a Cuban missal crisis look like? Too many prayer books? Too few? Typos within them?) (2) It cautions against procrastination. (Which is why I shared it with my daughter when she started university and use it to remind myself, constantly). And (3) it advocates good proofreading – which we should all do, all the time. Plus, it’s relatable to many who have “pulled an all-nighter” who nod and smile through the telling (or reading) of this anecdote.
Medicine, and medical education, relies heavily on stories. Every medical encounter I’ve had as a patient has started with my story – what brought me there. Taking patient histories is one of the first clinical skills our students undertake.
What are case studies if not stories? Some are bare bones, some rich and colourful in detail. Like patients. Like people. We can’t see (or read) all, but we can see (read) enough. Stories are entrées into another person’s life, their point of view, the path they are on.
What goes into a good story? There’s characters, and place, and time, and plot – something has to happen. And woven into this, deliberately or incidentally, is meaning.
Stories can be loud “A-HA!” moments, or a gentle unfolding. They can be meandering streams-of-consciousness (perhaps a bit like this blog post), or a clear, linear narrative. Or something in between.
The best stories are conversations. What are the stories you tell? What stories will be told about you? As a student, as a teacher, as a person?
Do you have a story you want to tell related to medical education? Drop me a line at email@example.com – it may fit here in our Guest Blogger posts.
What stories do you want to tell?
Patients are key to our students’ learning
Students have been part of my health care journey long before I became an educational developer at Queen’s School of Medicine.
When my daughter was born in 1995 in Fredericton, NB, I had not one but two nursing students from the University of New Brunswick assigned to me. For each of them, I was their first ever patient. I was also their only assigned patient. As a first-time mom, this was both gratifying (they pretty much catered to my every need from running baths to making me snacks) and faintly terrifying (like when they, under their preceptor’s watchful eye, demonstrated to me how to give my newborn a sponge bath) and slightly uncomfortable (post-partum abdominal palpations aren’t fun at the best of times, let alone by a learner who isn’t quite sure what they’re looking for).
My mantra at the time was: “They have to learn somewhere – why not with me?”
And it’s true – there’s only so much to be learned in a classroom, a mock clinic, or simulation lab. Ultimately, our medical students consolidate all that learning during their two-year clerkship period where they engage with real patients, in real hospitals and real clinics, supervised by staff and resident physicians.
In my role as an educational developer, this is a part of their education that I don’t typically see first-hand. I’m generally classroom-based in the coaching I provide to faculty, and it’s hard to be an unobtrusive fly-on-the-wall observer of patient encounters when you aren’t a member of the healthcare team.
As a patient (and parent of a patient, and partner of a patient), however, I’ve had several opportunities to see our clinical clerks in action first hand.
I’ve watched a senior clerk valiantly (and ultimately successfully) conduct a physical exam on my pleasant-but-non-cooperative then-nine-year-old son.
I saw another clerk—working on a rotation with anesthesia—get a reluctant laugh out of my grumpy (from fasting) and nervous (because, well, surgery) husband during the pre-op airway examination and checklist.
Most recently, one of our clerks independently led off an appointment I had at my family physician’s office. I’ve hit a milestone birthday (full disclosure: 50) that can trigger a number of screening tests and things. The clerk was well-prepared, asked me good questions, and had good information. It was clear to me that they had at least scanned my file before coming into the room and had done their homework on the types of screening tests that might be relevant to me.
Along the way, I’ve also seen some of the various ways the clinical clerkship preceptors supervise and monitor our students’ learning.
For the clerk who examined my son: after a consultation outside the exam room, the clerk and physician came in together for the rest of the appointment. There was a Q&A amongst all of us which included gentle coaching and good feedback for the clerk.
Prior to my husband’s surgery, after the clerk’s exam, the anesthesiologist followed up with their own exam and pointed out a couple of things to the clerk – who then had another look down my husband’s throat which they and the physician then discussed.
For my encounter, I know my clinic has video monitoring (as there are signs posted in the examination rooms) and the clerk themselves noted they were going out to consult with the physician.
These are all different ways that clinic-based teaching and learning takes place. And that’s due in large part to patients who willingly engage in these encounters. As part of the UGME team, I feel a certain obligation and responsibility for their education and training. Most other patients don’t have this same motivation and it’s their generosity that makes this learning possible.
Through not only their classroom based studies, but especially their clinical skills training over two years, their simulation lab work, and our First Patient Project, our students are ready to engage with patients and be part of the healthcare team in their clerkship years. A sincere thank you to patients in Kingston and at our regional sites who engage with them as they learn.