The curriculum for Live Humble Faculty Growth Initiative is based on an institution-wide needs assessment, a comprehensive literature review, and conversations with colleagues internal and external to EVMS. Kern's six-step approach was used as a guide to frame the development of the program.
Over the course of the certificate program, six workshops will be conducted complemented by asynchronous eModules and workshop preparation materials, designed as flipped learning encounters. Workshops will address factors that affect culturally humble interactions and be applicable to the different learning environments throughout the curriculum including classroom, lab, small group setting, and ambulatory settings including clinic and bedside. Themes that will thread through the program include building trust, respect, and empathy within the context of (i) the Live Humble Approach at EVMS, (ii) the culturally humble learning environment, (iii) active listening, (iv) student-centered 'interviewing' to guide 1:1 encounters, (v) feedback and assessment.
Emphasis will focus on carefully guiding faculty to co-construct their learning and development of critical self-reflection behaviors. Critical self-reflection will thread through activities in addition to content that includes structural inequity, micro and macro aggressions, unconscious bias, and others. Various cases and resources such as; short stories, TED talks, works of art, podcasts, journal articles, and more. will be explored throughout the program to invoke discussion. These will be delivered in the modality of pre-workshop materials. Educational Grand Rounds will be offered that enhance a certain aspect of cultural humility.
Faculty will understand and perform cultural humility encounters and be role models with each other, students, patients, and indirectly staff. Scenarios, case studies, and videos will be context-specific to the pre-clerkship and clerkship learning environment to elicit authentic situational context.
Stated learning outcomes guide learning objectives, which direct learning experiences and measures through a series of assessments including pre and post-measures, formative Objective Structured Teaching Exercises, and Peer Observations.