Hi SIM General Members!
Are you looking for an opportunity to be involved in SIM? Then become a Compassion in Healthcare Class Coordinator by contacting Tram Huynh ( [email protected]) by February 24th. The class will be offered in Spring 2013. It will be a for-credit, pass/no pass course for the students in the class.
As a coordinator, you will not get credit unless you enroll and complete the assignments. However, you will:
1. Network with professors and healthcare professionals.
2. Meet/Get to know Health Professionals from a variety of fields
3. Play a crucial role in SIM.
4. Learn about the importance of Compassion and Empathy in healthcare In previous years, class coordinators had the following responsibilities: coming up with lecture topics, staying in contact with speakers, keeping attendance, creating surveys, planning gifts for speakers, write a syllabus, and attend amazing lectures. To learn more about how the class will be structured, see the sample syllabus from a previous year below. We really need help making this class a success!
Please contact me by February 24th to get involved! ([email protected])
Attached below is a previous syllabus
SYLLABUS BIO 92: Compassion in Medicine Spring 2011 Course Goals and Objectives The Association of American Medical Colleges states that medical schools are obligated to educate physicians who “must be compassionate and empathetic to care for their patients.” Empathy is a quality that can be cultivated through education. In a healthcare setting, studies have shown that empathy is correlated with good clinical characteristics such as dutifulness, good attitudes towards elderly patients, better clinical skills in history taking and physical examinations, reduction in malpractice litigation, higher patient satisfaction, better therapeutic relationships and positive clinical outcomes. However, studies have also shown that the erosion of empathy and compassion is evident during medical education and clinical training. Therefore, early premedical education is imperative to both cultivate compassion and to prevent the erosion of empathy. (See notes below). The goals of this class are to:
• cultivate compassion and empathy in future healthcare providers;
• provide positive role models in the community of health professionals that demonstrate empathic communication and compassion in healthcare;
• nurture an environment for candid discussions about compassion and empathy; • promote humanism in healthcare. These goals will be accomplished through engaging speakers from different disciplines in healthcare who will present their unique experiences and viewpoints about the critical importance of compassion in healthcare. Class Structure: 1 unit P/NP This course consists of a series of ten lectures, one each week, conducted by various professionals. Each class meeting is comprised of a formal lecture-style presentation with a discussion or question/answer session at the end. Students are encouraged to participate and interact with the speakers. Important: Community members are welcome to attend the lectures if seats are available but only those UCI students who are enrolled in the class will be entitled to receive course credit. Evaluation for this course will be based on 3 factors: (1) Attendance at least 8 of the 10 lectures
• Undergraduate students are required to sign an attendance sheet at the beginning and end of class.
• Two tardies are equivalent to one absence. A tardy is considered coming to class 15 minutes after the lecture starts or leaving 15 minutes before it lconcludes. (2) Completion of the EEE survey for each lecture attended
• Undergraduates must complete aEEE survey within 72 hours of attending each lecture to receive full credit for attendance. Failure to complete the EEE survey will be considered an “absence”. (3) Completion of a Course Evaluation Form at the end of the quarter
• The course evaluation form will be administered online in the same format as the EEE surveys. Students will have 1 week to complete this survey at the end of the quarter.
• There will be no exams and no formal papers required for this class. There are no required course books for this class but there might be occasional handouts or suggested readings.
To access the survey, login to EEE and click on the “Survey” link under BIO 92 on your MyEEE page. For more information and step-by-step instructions, visit: https://eee.uci.edu/help/student/survey/ SPEAKER TOPIC Week 1 3/29/11 Martha Sosa-Johnson, M.D. Internal Medicine Faculty Director, Office of Diversity and Community Engagement Introduction to compassion in clinical care Week 2 4/5/11 Aaron Kheriaty, M.D. Director, Psychiatry and Spirituality Forum Psychiatry & Human Behavior Assistant Clinical Professor The nature of the doctor-patient relationship Week 3 4/12/11 Wadie Nam, M.D.,M.S.E.d. Family Medicine Medical Director, Susan Samulei Center for Integrative Medicine Holistic Medicine- rediscovering the soul of healthcare Week 4 4/19/11 Roger Walsh, M.D.,Ph.D Professor, Psychiatry & Human Behavior, Anthropology and Philosophy The Art & Science of Cultivating Compassion Week 5 4/26/11 Lauren Mosqueda M.D Professor of Clinical Family Medicine Director, Program in Geriatrics, Ronald Reagan Endowed Chair in Geriatrics “I’m a busy doctor…there’s not enough time to be compassionate!” Excuse,Fear, or Opportunity Week 6 5/3/11 Johanna Shapiro, Ph.D Professor Director, Program in Medical Arts and Humanities Caring for Self as Well as Patients: Cultivating Resilience to Burn-out and Compassion Fatigue Week 7 5/10/11 *time change 6:30-7:50/Location TBD Public Forum co-hosted by UCI psychiatry and Spirituality Forum Role of Compassion in medicine from various religious perspectives Week 8 5/17/11 Geeta Gupta, M.D Professor, Internal Medicine and Infectious Diseases Medical Director, AIDS Education and Training Center The changing face of HIV Week 9 5/24/11 Patient Panel Previous/current patients with terminally ill disease speak about their experiences Week 10 6/1/11 Dr. Ronald Koon, M.D. Clinical Professor, Radiation Oncology & Medicine(Ethics) Our Communication: How it Affects Health and Healing of OThers This course was conceptualized and developed by Douglas Cheung and Bethel Mesgana in consultation with members of the UCI faculty and the UCI Medical School as part of the XIV Dalai Lama Endowed Scholarship. For more info, visit www.vcsa.uci.edu/dalai lama. We would like to express our deep appreciation to each of our honored speakers for agreeing to participate in Compassion in Medicine. NOTES: 1 Taylor MB. “Compassion: its neglect and importance.” The British Journal of General Practice. 1997;47(421):521. 2 Hojat M., Vergare MJ., Maxwell K., et al. “The Devil is in the Third Year: A Longitudinal Study of Erosion of Empathy in Medical School.” Academic Medicine. 2009;84(9):1182. 3 Spiro H. “What is empathy and can it be taught?” Annals of Internal Medicine. 1992;116:84-846. 4 Spencer J. “Decline in empathy in medical education: how can we stop the rot?” Medical Education. 2004;38:916-918. 5 Pence GE. “Can compassion be taught?” Journal of Medical Ethics. 1983;9(4):189. 6 Lu MC. “Why it was hard for me to learn compassion as a third year medical student.” Cambridge Quarterly of Healthcare Ethics 1995;4:454-458
Are you looking for an opportunity to be involved in SIM? Then become a Compassion in Healthcare Class Coordinator by contacting Tram Huynh ( [email protected]) by February 24th. The class will be offered in Spring 2013. It will be a for-credit, pass/no pass course for the students in the class.
As a coordinator, you will not get credit unless you enroll and complete the assignments. However, you will:
1. Network with professors and healthcare professionals.
2. Meet/Get to know Health Professionals from a variety of fields
3. Play a crucial role in SIM.
4. Learn about the importance of Compassion and Empathy in healthcare In previous years, class coordinators had the following responsibilities: coming up with lecture topics, staying in contact with speakers, keeping attendance, creating surveys, planning gifts for speakers, write a syllabus, and attend amazing lectures. To learn more about how the class will be structured, see the sample syllabus from a previous year below. We really need help making this class a success!
Please contact me by February 24th to get involved! ([email protected])
Attached below is a previous syllabus
SYLLABUS BIO 92: Compassion in Medicine Spring 2011 Course Goals and Objectives The Association of American Medical Colleges states that medical schools are obligated to educate physicians who “must be compassionate and empathetic to care for their patients.” Empathy is a quality that can be cultivated through education. In a healthcare setting, studies have shown that empathy is correlated with good clinical characteristics such as dutifulness, good attitudes towards elderly patients, better clinical skills in history taking and physical examinations, reduction in malpractice litigation, higher patient satisfaction, better therapeutic relationships and positive clinical outcomes. However, studies have also shown that the erosion of empathy and compassion is evident during medical education and clinical training. Therefore, early premedical education is imperative to both cultivate compassion and to prevent the erosion of empathy. (See notes below). The goals of this class are to:
• cultivate compassion and empathy in future healthcare providers;
• provide positive role models in the community of health professionals that demonstrate empathic communication and compassion in healthcare;
• nurture an environment for candid discussions about compassion and empathy; • promote humanism in healthcare. These goals will be accomplished through engaging speakers from different disciplines in healthcare who will present their unique experiences and viewpoints about the critical importance of compassion in healthcare. Class Structure: 1 unit P/NP This course consists of a series of ten lectures, one each week, conducted by various professionals. Each class meeting is comprised of a formal lecture-style presentation with a discussion or question/answer session at the end. Students are encouraged to participate and interact with the speakers. Important: Community members are welcome to attend the lectures if seats are available but only those UCI students who are enrolled in the class will be entitled to receive course credit. Evaluation for this course will be based on 3 factors: (1) Attendance at least 8 of the 10 lectures
• Undergraduate students are required to sign an attendance sheet at the beginning and end of class.
• Two tardies are equivalent to one absence. A tardy is considered coming to class 15 minutes after the lecture starts or leaving 15 minutes before it lconcludes. (2) Completion of the EEE survey for each lecture attended
• Undergraduates must complete aEEE survey within 72 hours of attending each lecture to receive full credit for attendance. Failure to complete the EEE survey will be considered an “absence”. (3) Completion of a Course Evaluation Form at the end of the quarter
• The course evaluation form will be administered online in the same format as the EEE surveys. Students will have 1 week to complete this survey at the end of the quarter.
• There will be no exams and no formal papers required for this class. There are no required course books for this class but there might be occasional handouts or suggested readings.
To access the survey, login to EEE and click on the “Survey” link under BIO 92 on your MyEEE page. For more information and step-by-step instructions, visit: https://eee.uci.edu/help/student/survey/ SPEAKER TOPIC Week 1 3/29/11 Martha Sosa-Johnson, M.D. Internal Medicine Faculty Director, Office of Diversity and Community Engagement Introduction to compassion in clinical care Week 2 4/5/11 Aaron Kheriaty, M.D. Director, Psychiatry and Spirituality Forum Psychiatry & Human Behavior Assistant Clinical Professor The nature of the doctor-patient relationship Week 3 4/12/11 Wadie Nam, M.D.,M.S.E.d. Family Medicine Medical Director, Susan Samulei Center for Integrative Medicine Holistic Medicine- rediscovering the soul of healthcare Week 4 4/19/11 Roger Walsh, M.D.,Ph.D Professor, Psychiatry & Human Behavior, Anthropology and Philosophy The Art & Science of Cultivating Compassion Week 5 4/26/11 Lauren Mosqueda M.D Professor of Clinical Family Medicine Director, Program in Geriatrics, Ronald Reagan Endowed Chair in Geriatrics “I’m a busy doctor…there’s not enough time to be compassionate!” Excuse,Fear, or Opportunity Week 6 5/3/11 Johanna Shapiro, Ph.D Professor Director, Program in Medical Arts and Humanities Caring for Self as Well as Patients: Cultivating Resilience to Burn-out and Compassion Fatigue Week 7 5/10/11 *time change 6:30-7:50/Location TBD Public Forum co-hosted by UCI psychiatry and Spirituality Forum Role of Compassion in medicine from various religious perspectives Week 8 5/17/11 Geeta Gupta, M.D Professor, Internal Medicine and Infectious Diseases Medical Director, AIDS Education and Training Center The changing face of HIV Week 9 5/24/11 Patient Panel Previous/current patients with terminally ill disease speak about their experiences Week 10 6/1/11 Dr. Ronald Koon, M.D. Clinical Professor, Radiation Oncology & Medicine(Ethics) Our Communication: How it Affects Health and Healing of OThers This course was conceptualized and developed by Douglas Cheung and Bethel Mesgana in consultation with members of the UCI faculty and the UCI Medical School as part of the XIV Dalai Lama Endowed Scholarship. For more info, visit www.vcsa.uci.edu/dalai lama. We would like to express our deep appreciation to each of our honored speakers for agreeing to participate in Compassion in Medicine. NOTES: 1 Taylor MB. “Compassion: its neglect and importance.” The British Journal of General Practice. 1997;47(421):521. 2 Hojat M., Vergare MJ., Maxwell K., et al. “The Devil is in the Third Year: A Longitudinal Study of Erosion of Empathy in Medical School.” Academic Medicine. 2009;84(9):1182. 3 Spiro H. “What is empathy and can it be taught?” Annals of Internal Medicine. 1992;116:84-846. 4 Spencer J. “Decline in empathy in medical education: how can we stop the rot?” Medical Education. 2004;38:916-918. 5 Pence GE. “Can compassion be taught?” Journal of Medical Ethics. 1983;9(4):189. 6 Lu MC. “Why it was hard for me to learn compassion as a third year medical student.” Cambridge Quarterly of Healthcare Ethics 1995;4:454-458
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