Poetry by Rhea Martin - Dear America

From the 4/16/2021 newsletter

Poetry

Rhea Martin

Dear America

I wish I felt loved by you.
I wish I felt safe being with you.
I wish I could trust the promises of hope and progress you keep saying will come.

Like any love
It is not perfect 
There is beauty as well as sorrow 
To give unconditional love means to have trust
I wish I could trust you America
But I can’t 

and what’s worse 
Is that it breaks my heart to see that people are trying
beautiful, strong, devoted people fight for you
And maybe I’m not strong enough to give 
That trust

That doesn’t mean you are hopeless
Or less beautiful and vibrant and passionate 
Nor is anywhere else going to be perfect
I’m not naive to expect more than what can be given within the current climate 
But maybe we just don’t fit 
and that’s ok
I wish nothing but the best for you

To the man who almost ran me over today
Who didn’t stop
Who didn’t look back 
To the witnesses who walked away 
To the police that drove around my neighborhood pretending to look out for the community

How dare you have the audacity to put the words “Black Lives Matter” in your yards
and in your windows 
and bumper stickers on your cars

To the one POC who witnessed what happened and gave me a ride home and said
Thank you for doing the decent, human thing

“Thank god you had good reflexes”

I know it is not a crime to be 
A women
Queer
Or Black

But America

Stop gaslighting me 

America

Being with you it’s like being with an alcoholic
I don’t know whether to be pessimistic or optimistic that recovery is in your future
There are so many programs and so many resources
Your casual slurs and liveliness at parties used to be fun
And I know I can be easily accused of not being virtuous enough to see you through and see you get better
I feel like it is on my back to make it my responsibility for you to get better

You have made it so many people's responsibility to call you out on your history and your lack of transparency of your habits habits you keep and how you destroy communities
But you are like my family
I would not be who I am without you
To have criticism does not mean I don’t see you for who you are
More
So much more than a simple word 
A moment 
A feeling 
I get so mad when others treat me better
Because I want to feel that love and acceptance 
from you

Show me I can believe in you
I want to trust you 

I want to walk down the street and feel safe
As a queer
Black 
Women
I google, safest places to live In America
Then I remember 
Back space 
Safest places for black queer women to live in America
Because there is a difference

Am I the problem
And I the problem in this relationship?
You shrug your shoulders
And I guess it depends

What am I wearing 
Where are you from
Did I say what I said the right way
Do I care too much?
Are you on your period?
Are my standards a little bit too high

I don’t know
But I’ll keeping working on things that are in my control
I am still standing today
I know about us right now, let’s take a break

Rhea Martin is a Public Ally with Public Allies MKE and an Intern with the MCW Office of Diversity and Inclusion. Rhea reflects on their relationship with America as a queer person of color. This work was shared during the Spring 2021 MedMoth event at MCW. 

‘Take 3’ Question and Answer: Report on a Human-Centered Design Sprint for the MCW Curriculum Re-imagined

 From the 4/16/2021 newsletter

  MCW Curriculum Re-imagined

 

‘Take 3’ Question and Answer:  Report on a Human-Centered Design Sprint for the MCW Curriculum Re-imagined

Dr. Wendy Peltier and second year medical student, Lauren Stippich, share their experience from participating in the first Virtual Design Sprint Workshop on the proposed MCW Curriculum, sharing perspectives through the eyes of a student and senior faculty.

 

The Kern Institute’s Human-Centered Design Lab facilitated a virtual design sprint last week with 77 participants, representing students, faculty, residents and staff from across our MCW community.  Amy Prunuske, PhD, and Travis Webb, MD provided a high-level overview of the key principles of the proposed curriculum, which involves development of learning communities and implementation of longitudinal, case-based and experiential teaching formats for foundational knowledge. The design sprint, led by Karen Marcdante, MD, Chris Decker, MD, and Julia Schmitt, provided an opportunity for participants to work in small groups to provide in-depth feedback on the curriculum proposal. This format ensured that every participant’s feedback was recorded, and all the information  has been qualitatively organized for the Curriculum Steering Committee’s use.   

The curriculum proposal would involve a major shift from our current, ‘2 by 2’ structure of separating basic science course work from clinical rotations. A potential timeline for approval, and detailed summary of background work over the last two years leading up to this proposal was provided. Dr Webb and Pronuske shared, ‘The goal of our curriculum is to produce competent well-rounded physicians who will be excellent clinicians in any specialty and are prepared to practice in the future health care environment’.

They acknowledged the contributions of many in developing this proposal, including Bill Hueston, MD, Jeff Amundson, PhD, and Jennifer Hinrichs.

 

1) What surprised you most about the session?

Lauren:  I was shocked by the high emotion from many of the participants! As students, we only see the ‘end product’ when a curriculum has been implemented, and I did not appreciate all the pre-work and planning that stands behind our course offerings.  It was eye-opening to hear the various worries and hesitations of key faculty for embarking on such a major change in teaching formats.  Frankly, it worried me that some of the comments seemed to go a bit too far, and without recognition for the immense amount of work that went into this workshop and the proposal itself .  This was my first time being part of such a broad group, and I quickly saw how important it will be to have buy-in from all our stakeholders to implement this change.

Wendy:  Must say, I anticipated the high emotions, having been at MCW during  the transition to the Discovery Curriculum, and from my experience with change management.  Hearing the plans for the first time in considerable detail, I was surprised and excited about the spirit behind bringing this new, student-centered approach to adult learning that is explicitly tied to promoting inquiry and innovation in our learners.

 

2) Did you feel your voice was heard?

Lauren:  The small group process really created an authentic, ‘safe space’, to both talk and listen, and we had enough time to review things in detail.  There was a basic science faculty in my group, and I developed an understanding for concerns that previously I did not appreciate even existed.  Some participants complained that the breakouts were too small with only three members each, stating they wanted to hear more opinions, but I understood the rationale behind this.  It is so important to hear all perspectives, and smaller sized groups help to ensure the collected conversations are representative of everyone, not just the most vocal members of a group.  This seems even more important in the virtual setting.  Being part of the workshop planning group, I also saw how the detailed feedback would be gathered, allowing the program leaders to have a full appreciation of all concerns.

Wendy:  My experience echoed Lauren’s.  The more ‘intimate’ breakout sessions created opportunity for in-depth discussion of the guided questions.  It was important to hear both the excitement for a new structure, but also concern and worry over the ‘heavy lift’ involved in implementing such a major change.  A strong theme that came through was need for culture change and to explicitly identify ways to honor educators in our community with protected time and recognition for teaching AND administrative efforts.

 

3) As we reimagine the MCW curriculum, what do you see as important     measures of success?

Lauren:  The new curriculum really excites me, particularly in the thoughtful and deliberate structures that promote student connection and support, as well as the spiral or ‘catch-up’ weeks, where students can take a breath, or refine and review important topics.  As a second year student, I can reflect on what a huge transition it was to enter medical school, and how the 4C Coaching program provided amazing support during this challenging time. I consider my participation in this program the most impactful activity of my M1 year—and I can see how the learning communities and small group activities will help that shine through in the new curriculum.  I would hope that students being more connected, and the environment continuing to be collaborative rather than competitive, despite our large class size, could be key outcomes. After participating in this workshop, I would also hope that all the faculty who contribute to teaching will feel supported, prepared and confident in launching the new changes.

Wendy:  My hope for success would first be a true, institution-wide, commitment to change with resources to manage the transition.  Success will be tied to students and faculty learning together, and for many of us, stepping outside our comfort zone.  The evidence behind the need for change, which is robust, indicates that this will be a much needed and important investment in preparing our graduates for future practice.  This year has certainly been one that highlights the challenges to our profession and current health delivery systems.  To me, training physicians who are prepared to speak up when needed, to care for themselves, and to seek innovation in their daily work, is something to promote and support.

To learn more about the MCW Curriculum Re-imagined and Human-Centered

Design:

1. Discovery Curriculum Exploration Project

2. Human-Centered Design Lab

 

Lauren Stippich is a Wisconsin native currently in her second year of medical school with interest in medical education and the Humanities.  Lauren is a student member of the Human-Centered Design Lab and this was her ‘first dive’ into a curriculum re-design process.  In her free time, Lauren enjoys reading books, time together with friends and a good game of spike-ball.

Wendy Peltier, MD is an Associate Professor of Neurology and Medicine, in the Division of Geriatric and Palliative Medicine at MCW. She is also a member of the Faculty Pillar of the Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education. In her free time, she enjoys yoga, reading books and home-cooked meals by her husband and son.

Opening the Drawer

From the 4/16/2021 newsletter

Medical Humanities reflection

Opening the Drawer

 Amy Domeyer-Klenske, MD

Dr. Domeyer-Klenske write about how engagement in the humanities makes students and residents better doctors, active listeners and more resilient humans …

I have long been interested at the intersection of humanities and medicine and felt challenged in my efforts to braid them together. I recall my enthusiasm to become a Doctor/Writer when I was a medical student and had an opportunity to interact with physician authors at the Examined Life Conference, held annually at University of Iowa. In one of these conversations, I was told I could put my writing interest in a metaphorical drawer during residency. I could allow myself to focus intensively on my training with the plan to re-open the drawer when I’d completed training. I left the conversation feeling a sense of freedom; I didn’t feel guilt or pressure to be too many things at once. Instead of Doctor/Writer I could just be Doctor.

I proceeded throughout my training giving little thought to writing. I’ve since reflected on this advice and my decision to follow it. I’m certain that I write less now than I did as a student. I wonder if something was lost in the drawer, if recovering interests becomes more difficult the longer they are locked away. 

I had the opportunity to share this advice and discuss strategies for remaining active in the humanities with Dr. Zack Schoppen, an OB/gyn resident, and a group of students during the M4 Humanities Elective on March 24, 2021. 

We discussed how the metaphorical drawer can be freeing when we are stressed. Alternatively, we discussed the option of planned engagement and disengagement where we use our time to actively check in on our humanities interests (writing a poem or an essay, reading a novel) but also allow ourselves time to actively “check out” (binge-watch television, nap, spend time with family and friends). The second strategy allows ongoing engagement, but on our own terms. 

This conversation refreshed me. I hope it did the same for our students. Inevitably, becoming a “good doctor” isn’t solely about how many articles you read or how much time you spend in the hospital. Engagement in the humanities can make us better doctors, active listeners and more resilient humans.

Amy Domeyer-Klenske is an Assistant Professor in the Department of Obstetrics and Gynecology at MCW. 

Holding a Virtual Storytelling Event: MCW’s MedMoth

From the 4/16/2021 newsletter

Holding a Virtual Storytelling Event: MCW’s MedMoth

Scott Lamm - MCW-Milwaukee Class of 2022

Mr. Lamm is one of the student leaders of MCW’s MedMoth, a live storytelling event inspired by The Moth and Milwaukee’s Ex Fabula. He reviews the most recent gathering and looks toward the future … 

One year ago, I had no idea how we could make MCW’s MedMoth storytelling event virtual. While yes, storytelling can be accomplished on various platforms, I struggled to grasp how we could take an intimate night of face-to-face interaction and connection and build the same atmosphere from the comfort of one’s home. It was a task, though, that the MedMoth team was prepared to undertake to continue the program.

In the runup to the main event, we held two virtual workshops facilitated by staff at Ex Fabula, a Milwaukee-based storytelling community. Working with other participants, our storytellers developed their narratives and honed their presentation skills. 

What we witnessed on April 8, 2021 was a celebration of stories connecting faculty, residents, staff, and students alike in ways we couldn’t have even imagined. We had eight wonderful storytellers sharing accounts ranging from how they bonded with the supply robots at Children’s to responding to a horrific trauma event as an EMT. Each storyteller brought their own experience and vulnerability on journeys that were both familiar and astonishing. 

About sixty people were in attendance from all aspects of healthcare and all points of the training spectrum. It was absolutely incredible to see a virtual group so engaged in everyone’s stories and, hopefully, they left wanting more. As we believe that there is intrinsic value to these types of narrative opportunities, we gathered data from both the participants and the audience on their experiences. 

As we continue to build the MedMoth program, we hope we can inspire more storytellers and listeners as each of us have a story to tell. It’s just a matter of when will you share it.

Please feel free to follow MCW MedMoth on Instagram (@mcwmedmoth) for updates on future events. We will be back in the Fall with more workshops and storytelling events. If you have any questions or would like to join our team, please feel free to reach out to me (Scott Lamm) at slamm@mcw.edu.

MedMoth is graciously sponsored by the Kern Institute. We would like to thank the entire institute for its continued support.

Scott Lamm is a third-year medical student at MCW-Milwaukee.