1. Muster 2014
Uluru
Maurianne Reade

2. Faculty/Presenter Disclosure Slide 1
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Faculty: Maurianne Reade
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Relationships with commercial interests:
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Grants/Research Support: none
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Speakers Bureau/Honoraria: none Consulting Fees: none
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Other: none

3. Disclosure of Commercial Support Slide 2
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This program has received financial support from no one. This program has received in-kind support from no one.
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Potential for conflict(s) of interest:
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Debajehmujig Storytellers is a nonprofit organization which received a small stipend from the Northern Ontario School of Medicine for interacting with learners in these Community & Interprofessional Sessions.

4. Mitigating Potential Bias Slide 3
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No stipendiary funds were transferred from Debajehmujig to any of the authors.

5. 
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Consider collaboration with artists and animators to enhance communication opportunities in undergraduate curriculum.
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Discuss feedback provided by experienced animators as a means of contributing to true patient-centered education.
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Compare traditional Simulated Learning Experiences with Improvisational scenarios created by animators.
Learning Objectives

6. 
Authors
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Maurianne Reade, MD, CCFP (EM), FCFP, Assistant Professor, NOSM
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Shelagh McRae MD, CCFP, FCFP, Assistant Professor, NOSM
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Joahnna Berti B.A. (Hon), Director Outreach & Education - Debajehmujig Storytellers
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Bruce Naokwegijig, Artistic Director (School) – Debajehmujig Storytellers

7. Shelagh McRae & Maurianne Reade

8. Joahnna Berti and Bruce Naokwegijig

9. Debajehmujig storytellers

10. Josh Peltier

11. Canada: Ontario: Manitoulin Island
File: Wikimedia Commons

12. Manitoulin Island (Mnido-Maniss) Clinical Teaching sites for NOSM & Debajehmujig Theatre

13. Community and Interprofessional Learning Sessions (CILs)
physiotherapists, chiropractors, addictions specialists or community physicians in long term care homes
… Storytellers?

14. Module 110 - February
“The module will address complex brain functions, such as cognition, mood, and memory…In the area of clinical skills, you will gain experience in interviewing patients with mental health disturbance.”

15. 
Simulated Learning Experiences
Storytellers & Healthcare
•Past projects & lunch with animators
Simulated Learning Experiences
Circle discussion/wrap-up
A Day with Debaj

16. Simulated Learning Experiences
Student Partner: Situation-Background-Assessment-Recommendation Tool
Animator: Patient-Centered Feedback

17. 
Storytellers & Healthcare
Elders Gone AWOL
Sweet Surrender

18. Simulated Learning Experiences – on Manitoulin
Going beyond Standardized Patients

19. 
Improv Exercises
NOSM Curriculum Objectives
Community Stories & Perspectives
Cognitive Error Resources
Creating the not-so Standardized Patients

20. 
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List factors affecting mental health for Aboriginal peoples.
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Describe barriers to treatment for women living in rural areas. Develop ways of asking about sensitive information (e.g., substance abuse).
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Take a focused psychiatric history including:
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Mood symptoms including depressive and manic/hypomanic symptoms;
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Anxiety symptoms;
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Psychotic symptoms;
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History of trauma or abuse (current and past);
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Alcoholism or other substance abuse;
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Suicidal or homicidal ideation
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Demonstrate basic competencies using the Situation Background Assessment Recommendation (SBAR) tool and discuss its effectiveness in preventing communication breakdown and promoting patient safety.
Module 110 objectives - samples
NOSM Curriculum Objectives

21. Cognitive Error Resources

22. Elders Gone AWOL
Community Stories & Perspectives

23. Improv Exercises

24. 
Improv Exercises
NOSM Curriculum Objectives
Community Stories & Perspectives
Cognitive Error Resources
Creating the not-so Standardized Patients
Four Directions
Creative Process

26. Jessica Wilde Peltier
“Starting Monday” takes students on a journey through the life of Jennie – a young Ojibway girl who judges herself based on the opinions of others.

27. 
Patient
Doctor & others in team
Student
Medical Education for the Future: Identity, Power and Location (Bleakley et al, 2011)
Compromised
Student-Patient Dialogue
Patient
Doctor & others in team
Student
Strong Patient-Centered Exchange

28. “The essence of ensemble, whether in jazz or in medicine, lies in looking beyond one’s own perspective to see, understand, and respond to the perspectives of others”(Haidet,2007)

29. Joe Osaabinew
Cultural understanding and patient-centered communication

30. Cultural Emancipators
Board Member: Marjorie Trudeau
Incorporating Anishnnabeg views

31. References:
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Pascucci RC, Weinstock PH, O'Connor BE, Fancy KM, Meyer EC. Integrating Actors into a Simulation Program: A Primer. Simul Health 2014 Apr; 9(2):120-6.
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Bleakley, A., Bligh, J. & Browne J. Medical Education for the Future: Identity, Power and Location. Dordrecht: Springer; 2011.
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Haidet,P. Jazz and the ‘Art’ of Medicine: Improvisation in the Medical Encounter. Ann Fam Med. 5:164-169.
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Campbell, S.G., P. Croskerry, and W.F.Bond. 2007. Profiles in Patient Safety: A “Perfect Storm” in the Emergency Department. Acad Emerg Med ,14:743–749
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Croskerry,P. From Mindless to Mindful Practice — Cognitive Bias and Clinical Decision Making. NEJM 2013; 368;26
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Artistic Images courtesy of Debajehmujig Storytellers