Introduction to Peer Assessments

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Del curso dictado por University of Michigan

Service Transformed: Lessons in U.S. Veteran Centered Care

9 calificaciones

University of Michigan

Service Transformed: Lessons in U.S. Veteran Centered Care

9 calificaciones

Improving health care for veterans has become a matter of national attention and has gained increasing attention from the medical community. With the current surge of veterans reintegrating into civilian society it is critical to improve the training of the next cadre of providers who will provide care for our veterans. It is widely known that veterans receive care in all aspects of the health system, thus providers in veteran focused care facilities, military health serves and civilian locals must be aware of the unique needs of veterans. It is perhaps even more important to educate civilian providers who may be unfamiliar with the unique physical, mental and emotional needs related to military service. Course Audience - all health professions learners, example: - medical students, resident physicians, dental students, - nursing students, advanced practice nurses, - social work, pharmacy student as graduate level learners - as well as any and all health professionals interested in veteran-centered care What You Will Learn: This course will provide learners the opportunity to engage with material to facilitate their understanding of the origins of Academic Medical Centers and Veterans Administration affiliations, recognize and manage the influence of bias, class, and power on the clinical encounter and self-reflect on their biases that particularly affect U.S. military veterans. This course also features several video clips from the acclaimed documentary, Where Soldiers Come From, directed by Heather Courtney. The views expressed in this course are those of the authors and do not necessarily reflect the position or the policy of the Department of Veterans Affairs or the U.S. government.

De la lección

Unit 1

Unit 1 highlights the relationship between Academic Medical Centers and Veterans Health Administration and provides an overview of knowledge of the military and basic demographic of U.S. veterans.

01.01 - Introduction4:06

01.02 - Today's Veterans10:10

01.03 - VA's Contribution to Medical Education15:49

Introduction to Peer Assessments4:18

End of Unit Evaluations0:41

Conoce a los instructores

Monica Lypson, M.D., M.H.P.E.
Associate Chief of Staff for Education, Ann Arbor Veterans Affairs Healthcare System and Professor of Internal Medicine and Learning Health Sciences
University of Michigan Medical School
Paula Ross, Ph.D.
Director, Advancing Scholarship and Medical Sociologist
Office of Medical Student Education

Welcome to the time when we're asking you to reflect on some of

the things you've learned in this veteran centered care curriculum.

One of the things that we will ask you over the course of the unit

is to really review and think about some of your own implicit biases.

Think about some of your immediate reactions when you look at someone,

when you try to understand where they're coming from,

we actually make a lot of immediate thoughts, assumptions,

and categorization of people when we first see them.

That's human nature, that's part of our development process as humanity.

And what we want you to do is actually take what you have as part of your

first reaction and often, there will be a prompt, after, there's a picture, and

ask you about how do you might apply some of those reflections and

thoughts when you see a photo of a veteran.

There's really no right or wrong answer here.

We really want to create a safe space for you to write your initial reflections and

thoughts about how the picture might get you thinking,

put you in a particular space, we'll give you an opportunity to jot

down some of those thoughts as part of the assignment, and then we're

going to give your fellow classmates a chance to actually read those.

And again, your classmates aren't there to look at it and

give you a grade on your reflection.

There is no right or wrong answer here, we're asking your peers to look at

what a reflection looks like coming from somebody else.

They'll be asked, you know, does this make sense to you?

Were the sentences constructed in a way that they allow one to present

a cohesive argument about what those first initial thoughts might be,

positive and/or negative?

And we want you to have the opportunity, especially as healthcare professionals,

to really react to some of the things that your peers might write down.

Once you've done that, again, you'll be asked whether that's done or not done.

There's no right answer, it's just,

did they do the task at hand, there's a rubric that has been asked.

An example would be, did they provide a rationale for

their change in perception from the time before or after looking at the picture?

Or they might be asked, did they demonstrate an understanding of social,

cultural issues in healthcare?

Again, doesn't mean you have to agree with them, it doesn't mean that there's a right

answer, it just means were they able to present to you an argument that you

thought was useful and contributed to the discussion.

So that's what we're asking you, when you reflect on these pictures.

I, too, have biases that come up and, you know, if you show me a picture

of a great work of art, I was at the art institute and I saw a gray square and

I had a lot of thoughts about that gray square that weren't necessarily positive.

And I was like, how does somebody make hundreds of thousand dollars making a gray

square, and that might be my initial thought about that, if it was a person,

I might be, wow, they got paid millions of dollars from making a gray square.

If I could present to you an argument about why that was useful or not useful,

why that bias might shape me if that artist was coming into my clinic and

I had that perception of their work,

that actually might have an impact on how I'd care for them.

Those are the kind of things that we'd like you to react to and

show on your reflection.

Good luck.

Again, there's no right answer or wrong answer, we want to actually have you be

very thoughtful in your reflections, we want you to do the assignments, and

we look forward to reading some of your ideas.

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