THE HEALER’S ART
The Faculty Development Training offers academic medical faculty the opportunity to learn and experience the processes, content, tools, materials and strategic thinking necessary to offer The Healer’s Art Course in professionalism and resiliency at their medical schools. The course has been successfully implemented in 90+ medical schools in the United States, Australia, Canada, Israel, Slovenia, Taiwan, Brazil, India and the Phillipines. For 25 years, at schools across the United States and abroad, the course outcomes have been found to be highly replicable across diverse regional, national and international cultures.
The Healer’s Art faculty training is both experiential and didactic and offers participating course directors an opportunity to personally experience each session of The Healer’s Art course, and then learn the psychological and discovery model principles underlying and shaping the curriculum modules. The process enables course directors to master these innovative techniques and gain confidence in implementing them. All course directors have access to long-term, ongoing phone and email consultation with RISHI staff, and a national network of Healer’s Art faculty and deans is available for additional insight, colleagueship and support.
This training is offered annually to medical faculty who teach first- and second-year medical students at accredited schools only.
GOALS & OBJECTIVES
The overall goals of The Healer’s Art Faculty Development Training are:
- To train faculty in the planning and implementation of The Healer’s Art curriculum.
- To support faculty in positioning The Healer’s Art curriculum within their institution.
- To teach faculty innovative approaches to strengthen and preserve the professionalism and resiliency of their medical students.
- To validate values clarification, purpose and meaning as legitimate goals in medical education.
- To foster the appreciation of curriculum as a transformative as well as an informative process.
- To foster relationships that are harmless, judgement-free and healing, between student and teacher, professional colleagues and physician and patient.
- To validate contemplation, reflection and self-care as legitimate educational objectives.
- To broaden the understanding of the nature of self-care.
- To re-inspire faculty as educators and renew their commitment to teaching.
Faculty participants will be able to:
- Implement and evaluate a 15-hour experiential, transformational curriculum for M1 and M2 medical students.
- Compare the transformational potential of the discovery model to the traditional cognitive/intellectual educational model.
- Discuss the shadow of medical education and strategies to detoxify it.
- Name three parameters of safe interactional space for learning and transformation.
- Use reflection and contemplation as major educational tools.
- List the characteristics of a community of inquiry approach to medical school education.
- Lead a class exercise focused on discovering effective healing responses to the losses of others.
- Discuss grief and its importance in preventing burnout.
- Discuss grief’s impact on the ability to find meaning in professional work.
- Run a Finding Meaning in Medicine groupfor faculty colleagues.
- Discuss the personal meaning of their work with peer professionals.
- Lead two class exercises in service, calling and professional commitment.
- Discuss the importance of silence and generous listening in transformational medical school education.
- Facilitate a small group discovery model discussion.
Participants will receive the full syllabus for the course and be prepared to implement The Healer’s Art for their medical students. Following the course, ongoing consultation with RISHI staff will be available to all participants for any questions or concerns that arise about the course itself, the writing of a curriculum committee proposal, as well as the opportunity to consult with The Center for the Study of the Healer’s Art, to design and implement curricular research. For research papers and other publications about The Healers’ Art discovery model curriculum, click here.
RISHI applies every year for AMA PRA Category 1 Credits ™ for the Healer’s Art Faculty Development Training Workshop. Wright State University (WSU) is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
As an organization accredited for continuing medical education (CME), Wright State University Boonshoft School of Medicine fully complies with the legal requirements of the Americans with Disabilities Act rules and regulations. If any participant is in need of accommodations, written requests should be submitted at least one month in advance.
ABOUT THE FACULTY
Rachel Naomi Remen, M.D., is clinical professor of family and community medicine at the the University of California-San Francisco (UCSF) School of Medicine and a clinical professor of community health at Wright State University Boonshoft School of Medicine. She is founder and director of the Remen Institute for the Study of Health and Illness (RISHI) at Wright State University Boonshoft School of Medicine, an international training institute for physicians, nurses, medical students, nursing students and other health professionals who wish to practice a medicine of compassion, meaning and service. She is an internationally recognized medical educator for her innovative discovery model courses in professionalism, resiliency and relationship-centered care for medical students. The Healer’s Art: Remembering the Heart of Medicine, is taught annually at more than 90 medical schools in the United States and eight countries abroad. Her bestselling books, Kitchen Table Wisdom and My Grandfather’s Blessings, have been published in 23 languages and have more than a million copies in print.
In recognition of her contribution to medicine and medical education, she has received numerous awards including the prestigious Bravewell Award as one of the earliest pioneers of integrative medicine and relationship-centered care; and the Gold Cane award from UCSF for embodying and teaching the qualities and values of the true physician. Dr. Remen has a 62-year personal history of chronic illness, and her work is a potent blend of the perspectives and wisdom of physician and patient.
Evangeline Andarsio, M.D., is a clinical associate professor of obstetrics and gynecology at Wright State University Boonshoft School of Medicine in Dayton, Ohio, where she is also director of The Healer’s Art course. She is director of RISHI and director of the National Healer’s Art Program. Dr. Andarsio is an Ob/Gyn physician, who, in private practice during the past 25 years, has experienced the blessing and inspiration of genuine and meaningful relationships with patients, while also dealing with the increasing challenges and difficulties of the day-to-day practice of medicine.
In 2004, after participating in several of Dr. Remen’s workshops, where she discovered she was not alone in her struggles to offer caring and compassion to patients, medical students and colleagues within today’s current health care system, Dr. Andarsio started a Finding Meaning in Medicine group in her medical community. In 2006 she assisted in starting The Healer’s Art course at Wright State. Dr. Andarsio initiated an annual Medical-Spirituality Conference in 2009 and also started an annual physicians’ retreat at that time. In 2011, with Dr. Remen’s support, she initiated a Midwest Regional Healer’s Art Faculty Retreat, which then led to a National Healer’s Art Faculty Retreat in 2013.
Dr. Andarsio has received hospital Physician Excellence Awards, the Dean’s Award at Wright State University Boonshoft School of Medicine in 2016, an Outstanding Alumni Award at Wright State University Boonshoft School of Medicine in 2011, and a Physician Mentor Recognition Award from the AMA Women Physicians Congress in 2009. She is a Harvard Macy Institute Scholar since participating in the Program for Leading Innovations in Health Care and Education in June 2013.