SPRING QUARTER 2018

Wednesday, April 11

12:30pm-1:30pm

CCSR 4205

Marily Oppezzo, Instructor, Medicine—Stanford Prevention Research

Instructional Backfires

Marily Oppezzo, PhD, will discuss how instructional strategies that seem like a good idea and often work, can backfire in certain situations and give you the opposite result. In this talk she will present examples of these. For example, rewarding people for a good job seems like a good idea, but in some situations it can make them less motivated to try as hard in the future. Takeaways should include awareness of common mistakes in teaching and how to avoid them.

Speaker Bio

Marily Oppezzo is a behavioral and learning scientist. She completed her doctorate in Educational Psychology at Stanford in 2013. She also is a registered dietitian and has her master's of nutritional science. She completed her dietetic internship at the Palo Alto Veterans Hospital, and currently consults as a sports dietitian for Stanford's Runsafe program. Her research interests leverage her interdisciplinary training, with a focus on how to get people to change to improve their health and well-being. Specifically, these areas include: using social media to motivate physical activity changes in those with or at risk for heart disease; culturally tailoring nutrition and physical activity recommendations and education materials for an Alaskan native population; how walking can be used to improve people's cognitive and creative thinking; and applying learning theories to medical education topics.

WINTER QUARTER 2018

Wednesday, March 14

12:30pm-1:30pm

LKSC 120

Gilbert Chu, Professor of Medicine (Oncology) and Biochemistry

How to Give a Talk

Dr. Chu teaches in the required MD curriculum and conducts research on how cells repair DNA damage, currently focusing on how non-homologous end joining proteins assemble on DNA double-strand breaks.  In this seminar, he will share tips for how to create and deliver effective talks.  

WINTER QUARTER 2018

Wednesday, February 14

12:30pm-1:30pm

LKSC 120

David Schneider, Professor of Microbiology and Immunology

Teaching Students How to Design and Produce Storytelling Props

Dr. Schneider teaches a mini course in which students prepare some sort of object they can carry with them to explain their projects in an elevator talk.  The class brainstorms methods of creating jewelry or belts or other simple objects that can be used to visualize complex data or describe a project. In this seminar, Dr. Schneider will discuss the sorts of approaches he has taken in this course.

WINTER QUARTER 2018

Wednesday, January 17

Lawrence Uricchio, Postdoctoral Research Fellow, Biology

Whitney Heavner, Co-PI, Postdoctoral Research Fellow, Biology

Designing and Implementing Scientific Teaching Workshops for Stanford Postdocs

Through a series of TMA-funded workshops in summer 2017, Dr. Uricchio and Dr. Whitney Heavner led an initiative to bring experts in scientific teaching research and practice to Stanford to interact specifically with postdocs.  In this presentation, Dr. Uricchio will describe the goals and design of the workshops, and share some of the materials and best practices they learned from their expert participants.  He will also discuss other parallel efforts at Stanford to improve teaching opportunities for postdocs at Stanford, and the future of potential postdoc engagement in scientific teaching. 

FALL QUARTER 2017

Wednesday, November 29

Henry Lee, Associate Professor of Pediatrics (Neonatology)

Gaining Perspectives on Patient and Family Disease Experiences through Storytelling

In this project, funded by the Teaching and Mentoring Academy's Innovation Grants program, a group of medical students engaged in a seminar on storytelling taught by a collaborative team that included the PI and faculty from the Hasso Plattner Institute of Design (d.school) at Stanford. The goal was to see if students could benefit in gaining empathy and understanding of the impact of disease on patients and their families.

FALL QUARTER 2017

Wednesday, November 1

Thomas Caruso, Clinical Assistant Professor, Anesthesiology, Perioperative and Pain Medicine

From Paper to Practical: Translating Evidence Based Mentorship Strategies into Programs that Accelerate Professional Growth

This interactive session will focus on the benefits of mentorship and common pitfalls of mentorship programs. Establishing mentor relationships with trainees can accelerate a trainee's professional career.  But too often, mentorship programs end with the simple pairing of a mentor and trainee.  The scaffold upon which a mentorship program is built around can be the difference between a failed and successful relationship.  Given the known benefits of mentorship, it is imperative to establish successful programs that ensure the fulfillment of the highest potential of our medical trainees.

FALL QUARTER 2017

Wednesday, October 4

Fernando Mendoza, Associate Dean of Minority Advising Programs, Professor of Pediatrics

Lars Osterberg, Faculty Co-Director of Teaching & Mentoring Academy, Director of Educators-4-Care, Associate Professor of Medicine

Unconscious Bias in Clinical Care and Medical Education

The increasing diversity of patient populations requires physicians to enhance their abilities to provide culturally competent care. The literature suggests that teaching medical students to provide culturally effective care will require innovative teaching to imbed knowledge into their practice behaviors. In this seminar, Dr. Mendoza will discuss his Teaching and Mentoring Academy Innovation Grant project, “An Education Intervention Design to Decrease Implicit Bias in the Practice of Medicine,” and together with Dr. Osterberg will discuss feedback received from student and faculty surveys collected after implementing the project last spring. The seminar will then focus on a broader discussion of the challenges of teaching and discussing the topic of bias and diversity as it relates to medical care.