Group Learning Formats

Advancing Equity in Medicine: Faculty Development for Culturally Responsive and Anti-Oppressive Care

Submitted by Christine Schudel on November 20, 2023 - 8:29am Last revised by Kathleen Land on March 1, 2024 - 6:01pm.

Primary Author: Javay Ross

Learner Focus

SOM GME

Proposal Type

Full Proposal

Settings

Proposal Status:

Review Complete

I. PROPOSAL SUMMARY/ABSTRACT: The COVID pandemic illuminated the fact that racism is a root cause of health disparities in the US and compels health systems to utilize the most robust and innovative approaches to address racism in medicine (1, 2, 3). Diversity in medicine is critical to addressing structural racism in the healthcare system, but by itself is not enough. Medical education institutions, in particular, need to work on creating environments of inclusion and belonging across the health system.

Art for Anti-Oppression: A Physician Identity Week Partnership with SFMOMA for Social Justice

Submitted by Andrew Orr on November 16, 2023 - 9:32am Last revised by Kathleen Land on March 1, 2024 - 6:09pm.

Learner Focus

SOM UME

Proposal Type

Seed Project

Settings

Proposal Status:

Awarded

1. PROPOSAL SUMMARY/ABSTRACT

Geode Cracking: A New Way to Illuminate and Normalize ACP Conversations by Everyone, Everywhere, All of the Time (though we'll just start with Clinicians in the UCSF Parnassus Infusion Center)

Submitted by Dawn Gross on November 15, 2023 - 5:26pm Last revised by Kathleen Land on March 1, 2024 - 6:01pm.

Primary Author: Dawn Gross

Learner Focus

Proposal Type

Seed Project

Settings

Proposal Status:

Review Complete

1. Proposal Summary/Abstract

Healthcare workers align on a core principle of wanting to be of service to patients and families. As training advances and we become more specialized, our perception of how we may be of service reciprocally narrows. This unintentionally leads to siloed practice patterns. Advance care planning (ACP) offers a universally unifying opportunity for interprofessional collaboration.

Implementing a Climate Justice and Health Curriculum for Emergency Medicine Physicians

Submitted by John Quinn on November 15, 2023 - 8:59am Last revised by Kathleen Land on March 1, 2024 - 6:09pm.

Learner Focus

SOM GME

Proposal Type

Full Proposal

Settings

Proposal Status:

Awarded

1. PROPOSAL SUMMARY/ABSTRACT - based upon your original concept description

Building Advocates Not Walls: A Resident Elective in Asylum Medicine

Submitted by Rebeccah Brusca on November 14, 2023 - 11:41am Last revised by Kathleen Land on March 1, 2024 - 6:09pm.

Primary Author: Triveni Defries

Learner Focus

SOM GME

Proposal Type

Full Proposal

Settings

Proposal Status:

Awarded

1. PROPOSAL SUMMARY/ABSTRACT

Transformative Learning through Patient and Community Engagement in Residency Selection

Submitted by Anjana Sharma on November 14, 2023 - 10:04am Last revised by Kathleen Land on March 1, 2024 - 6:09pm.

Learner Focus

SOM GME

Proposal Type

Full Proposal

Settings

Proposal Status:

Awarded

1. PROPOSAL SUMMARY/ABSTRACT

Learning in the clinical environment: building a well-balanced and anti-oppressive culture in the perioperative environments

Submitted by Elle Clelland on November 14, 2023 - 9:28am Last revised by Kathleen Land on March 1, 2024 - 6:05pm.

Primary Author: Jeannette Lager

Learner Focus

SOM GME

Proposal Type

Full Proposal

Settings

Proposal Status:

Withdrawn

1. PROPOSAL SUMMARY/ABSTRACT - based upon your original concept description

“Physician, Know Thyself and thy Patients:” A longitudinal case-tracking curriculum for IM residents

Submitted by Abraham Kanal on November 13, 2023 - 10:19pm Last revised by Kathleen Land on March 1, 2024 - 6:09pm.

Learner Focus

SOM GME

Proposal Type

Full Proposal

Settings

Proposal Status:

Awarded

PROPOSAL SUMMARY/ABSTRACT

Deliberate tracking of patient outcomes through chart review and reflection has been repeatedly identified as a skill gap for graduating residents and has been highlighted as a key component of self-directed learning for clinicians of all stages.