TLISI offers Georgetown University faculty and staff from all campuses the opportunity to explore strategies for excellence in teaching and learning. This year’s Institute centers around the theme "Creating Space," and will run in a hybrid format from Monday, May 23 through Thursday, May 26.
We will meet on Zoom on Monday, May 23 and Thursday, May 26.
We will convene in person, on campus on Tuesday, May 24 and Wednesday, May 25. Almost all in-person events will also be available for streaming so you can join us from any location.
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Browse and filter the TLISI 2022 schedule below. Register for the event using the green “Sign Up” or “Log In” buttons to indicate your attendance at in-person events and gain access to zoom links for plenaries and virtual sessions. After you register, you may return to this page to add/edit your personal schedule. Zoom links will be made available in Sched 10 minutes before the start of each session.
This event is open only to Georgetown faculty, staff, and graduate student instructors. You must register for the event using your Georgetown email address. If you need assistance, please email tlisi@georgetown.edu.
To Add and Remove Sessions from Your Schedule: First, be sure to login to your existing Sched account (or create a new one) with your Georgetown email address. Once logged in, you can make live updates to your personal TLISI schedule below. Click the circle next to a session’s name to add that session to your schedule—a check mark will appear indicating that this session has now been added to your schedule. Click the check mark again to remove the session from your schedule.
To Join a Zoom Session: Each virtual or streamed session description will include a button titled “Join Zoom Session”. This zoom link will show up 10 minutes before the start of the session. Clicking this button will automatically direct you into that session’s Zoom waiting room.
Please register for in-person events, especially lunches, where you’ll be directed to a form to indicate your dietary preferences. Knowing who intends to be on campus will help us attend to Georgetown’s COVID-19 protocols and will help our team and presenters prepare for each session. _______________________________________
When it comes to education of its trainees, most health professions have adopted the use of competencies. Spanning across the domains of knowledge, skills and attitudes, these competencies assess trainee outcomes in familiar and often standardized contexts. While important, a checklist of competencies cannot address the demands of the complex context in which medical practice operates today. Developing a critical consciousness by means of pedagogies can help meet contemporary educational goals to foster a deeper awareness of these challenges. This involves moving from a naïve view of the world, to a more critical one that is ‘conscious’ of the biological, social and historical aspects of power and privilege. By asking learners to think critically about social patterns and structural causes of ill health, one can promote opportunities to nurture their critically reflexive commitments towards a just and equitable society.
Advocated by Brazilian educational theorist Paulo Freire, ‘critical pedagogy’ is a means of empowering people to effect social change by questioning structures of power and oppression. While the discourse around its relevance has been gaining momentum within health professions education, the application of its theoretical constructs can be challenging for scholars and educators. This is evident across the many well-intentioned competency-based curricula that teach students and trainees about social inequities, but fail to educate them on the institutions that lead to the creation of those inequities. Many of these teachings reinforce stereotypes, generate biases, and diminish autonomy.
As part of the Georgetown Medical Humanities Initiative, our project aims to develop frameworks to incorporate critical pedagogies in Undergraduate Medical Education. We specifically focus on the deterministic ways through which Problem Based Learning impose a biomedical worldview of disparities in healthcare among medical students, and propose novel ways to develop a contextual ‘worldview’ of illness. This is especially timely given the recent changes within the MedStar Health network to adopt a Universal estimated Glomerular Filtration Rate (eGFR) without race modifiers.
Other potential areas to explore through clinical vignettes include race corrections in spirometry, access to obstetric care among women of color, history of redlining and so on. By leveraging critical pedagogies, we hope to facilitate a robust understanding of social determinants and transition from a competency based medical education to one that is a capability based.
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