Monday, April 15 at 7pm
(Room: NB E22 ab)

Opening / Welcome Meeting with Students and staff members of the UWH:

How to develop Change Agency? Students´ Contributions to Meaningful Transformations

Transformative learning or change agency are in demand, which is also expressed in UW/H's mission statement.

But how do we develop change agency that enables us to master contemporary complex challenges together and change ourselves at the same time? How does professional education prepare us for this? And what role do students play in solving such challenges: are they learners or co-creators? Or both? Is there a specific contribution of students? What is their expertise? How do we transform our communities of practice into communities of learning?

This open plenary will discuss such questions. After an introduction into the topic, different impulse presentations are given:

Welcome and Introduction to the topic (Christian Scheffer)

UWH Student Initiatives and Student Undertakings:
Future Doctor Networks
Herzergreifend
Initiativlabor
Medical Students for Choice

Studierendengesellschaft
Perspectives from the chair for Didactics and educational research and the presidium (Jan Ehlers)

How to foster Change Agency? Perspectives from the Harvard Medical School Longitudinal Integrated Clerkships (David Hirsh)

Symposium on Clinical Education: The Potential of Medical Students to Contribute to Healthcare (April 17)

(Room: FEZ, großer Saal)

What potential do medical students have to contribute to healthcare? Normally, students have no role in healthcare. They do internships to learn, maybe they do small practical activities, but they don't have an impact on the quality of care. But what happens when students are integrated into care in such a way that they can make a contribution? Learning through contribution or "value added education" has attracted attention in recent years through various projects because they can be both educational and meaningful for students and provide valuable support for patients in critical life situations. Examples at UWH include numerous student initiatives in the healthcare sector and the PJ training wards.

One internationally renowned project in which students are involved is the LIC (Longitudinal Integrated Clerkship). This project was largely shaped by a working group at Harvard Medical School, which is participating in this symposium. Students learn medicine by accompanying a group of patients through the healthcare system, in consultation and supervision with the respective physicians and supported by case-oriented teaching.

In this symposium, we will jointly explore the potential that lies in allowing students to participate in the healthcare support of patients over a longer period of time.

Program
Morning Session
• Welcome from the Faculty, Department of Medicine (Melchior Seyfarth) 9.00-9.15 am
• Introduction: Students as Co-Providers of Care (Christian Scheffer) 9.15-9.30 am
• The Potential of Medical Students to Contribute to Healthcare in Longitudinal Integrated Clerkships (David Hirsh) 9.30-10.15 am
• Discussion 10.15-10.30 am

World Café I: 10.30-12.00 am
• Medical Students as Co-Providers from the Perspective of Operating Disciplines / Surgery (Tara Singh)
• Medical Students as Co-Providers from the Perspective of Internal Medicine (Yamini Saravanan)
• Medical Students as Co-Providers from the Perspective of General Medicine (David Hirsh)
• How to foster Patient-Centeredness and Professional Identity Formation (Liz Gaufberg)

Lunch: 12.00-1.00 pm (A lunch\me snack will be offered)

Afternoon Session
• Welcome from the Student Deanery (Marzellus Hofmann) 1.00-1.10 pm
• Transformative Learning at the CIC (Diane Keyes, Hannah-Milena Schmidt-Troschke) 1.10-1.30 pm

World Café II: 1.30-3.00 pm
• Students Contribution to Health Promotion of Patients with Chronic Diseases (Maren Michaelsen, Milena Schmidt-Troschke)
• Students Contribution to Health Promotion of Patients at Risk for Delirium / Vulnerable Patients (Petra Thürmann)
• How to Foster Student Health and Wellbeing During Participation (Tobias Esch, Miriam Thye)
• How to Foster Learning During Participation (Gabriele Lutz)
• The use of Digital Tools in Communication with Students and Care of Patients (Jan Ehlers)

Break: 3.00-3.30 pm

Summary and Outlook: Ideas and first concepts for a Witten Herdecke LIC 3.30-4.30 pm

What role do artistic activities play in professional education? Are they a hobby or is there something more? Can we learn something fundamental through them that will help us in our studies and later careers, or perhaps even in the art of life?

Elizabeth Gaufberg MD, Professor at Harvard Medical School, is a senior consultant to the Association of American Medical Colleges national initiative "The Fundamental Role of the Arts and Humanities in Medical Education" She is also a Director of the Harvard Macy Institute Art Museum-based Health Professions Education Fellowship.  As part of KULTURZEIT, we will talk with her about the importance of art, particularly in relation to transformative learning, i.e. the ability to shape oneself and the world in a meaningful way. She will focus on art museum-based education (MBE) as an illustrative example of the myriad ways engagement with the arts can lead to transfer of learning to the professional context, including and beyond the field of medicine.

Afterwards, there will be the opportunity to go on an excursion to the Folkwang Museum in Essen (by prior arrangement only!), where we will use art observations to practice our attention and explore how art can be fruitful for us. In addition to Elizabeth Gaufberg, Götz Fabry from the University of Freiburg will accompany and guide us.

12.00-01.15h Kulturzeit Workshop
A workshop with Studium fundamentale and Liz Gaufberg.

02.00-05.00h Excursion to the Folkwang Museum in Essen
Please register via the Studium fundamentale.

All events take place on the UW/H campus. The event is free of charge. Communication during the events will be in English.

You can find the entire program here.