Website: https://hses.vcu.edu

This immersive day-long event will showcase educational research and initiatives from the entire MCV campus. Join fellow educators, leaders, and learners to engage with effective pedagogical strategies, interprofessional educational initiatives, and evidence-based practices that support health professions education. 

 Program Goals:

• Share health science educational innovations and scholarship occurring at VCU.
• Provide a forum for presentation, discussion, and feedback for scholarly work to advance new and ongoing research in pedagogical strategies, interprofessional collaboration in teaching, learner support, and evidence-based practices in health sciences education. 
• Network with students, faculty, and staff interested in optimizing the professional school experience through high quality education and holistic approaches to learning.

Keynote 

Still Standing, Quietly Decaying: How Professional Legitimacy in HPE Creates Trainee Harm

Description:

Health professions education is often presented as stable, authoritative, and oriented toward the future. This apparent stability, however, is maintained through long periods of endurance, postponed rewards, and carefully managed setbacks. Drawing on several critical theoretical perspectives, this talk examines how hope and discipline can encourage learners to remain committed to systems that may, over time, undermine their best interests. It concludes by offering educators a new way to think about professional reformation that includes reflecting on how acknowledging wear, strain, and decline within our institutions, rather than overlooking them, may create possibilities for more humane, honest, and sustainable approaches to training.

Bio:

Tasha Wyatt is Professor, Vice Chair for Research, and Co-Director of the Val G. Hemming Institute for Scholarship in Health Professions Education and Simulation at Uniformed Services University. She is a scholar of medical education whose work examines issues of legitimacy, power, time and professional identity. In her work she aims to reveal how institutional practices and systems-level forces shape experiences of medical trainees.