Workshops

Registered delegates were able to attend two workshops during the afternoon session (in-person only):

• Workshop 1. Say My Name: the importance of names in building inclusive communities
• Workshop 2. Decolonizing the medical curriculum through student-staff collaboration on teaching materials
• Workshop 3. MedRACE - how staff can support students to make positive change
• Workshop 4. Creativity in Adversity
• Workshop 5. Writing your professional story
• Workshop 6. How to create effective Authentic Sponsor relationships

Workshop 1. Say My Name: the importance of names in building inclusive communities

Dr Jane Bryan (University of Warwick)

For many the feeling of being at ‘home’ begins with being known by name and yet for many students and staff, their experience of feeling welcomed, visible and
included can be diminished by routine name avoidance or mispronunciation, with consequent negative impacts upon their experience and engagement. In addition, despite university communities being rich with students from diverse cultures and backgrounds, there is a widespread tendency to erase difference by condoning practices that de-racialise names – either by acceptance that names that are unfamiliar will be adapted to ease communication or changed for ‘Western’ names, or by acceptance of university data systems which do not account for diacritics or non-Latin scripts, thus meaning that some students spend their time addressed in university communications only by rough approximation of their name. At the University of Warwick, the Say My Name project undertook research using surveys and semi-structured interviews with over 850 staff and students.

This workshop will explore: 

• The value of names 
• The impacts of name misuse 
• Discuss practical ways that institutions can support name-users and name-bearers to call each other by name 
• Formulate guidance through tools and systems 

Learning outcomes:

• Work towards building inclusive communities which celebrate difference
• Develop intercultural awareness of names and naming practices 
• Show respect for the person behind the name.

Workshop 2. Decolonizing the medical curriculum through student-staff collaboration on teaching materials

Fejiro Okagbare, Alexandra Ashaye, Karen Adams, Audrey Skidmore, Alan Harper (Keele University)

Decolonizing the medical curriculum through student-staff collaboration on teaching materials is a powerful way to create meaningful change. We developed a well-rounded problem-based learning (PBL) case to enhance anaemia teaching in year 2 MBChB, emphasizing important yet neglected aspects of healthcare. The PBL case followed the journey of an individual from conception through to adulthood and considered screening, diagnosis, and management of sickle cell anaemia, along with the lived experience of the person living with this condition and their family. Through the PBL case, students learnt about the impact of racial inequalities, such as the portrayal of health conditions in different cultures, and the underestimation of pain
experienced by people of colour. 

Based on our experience, we developed a workshop to explore how medical students and staff can work together to create a more diverse medical curriculum.

This workshop will explore:

• An introduction on the implementation at Keele Medical School
• Practical activity where participants plan the details of their own collaborative sessions to enhance the racial inclusivity of the medical curriculum.

Learning Outcomes:

• Demonstrate to staff and students how they could easily implement co-production of authentic teaching resources into their respective institutions. This collaborative approach helps create an equitable and just educational environment.

Workshop 3. MedRACE - how staff can support students to make positive change

MedRACE, Leicester Medical School, University of Leicester

MedRACE (Medicine: Raising Awareness, Celebrating Excellence) is a vibrant student-staff group at Leicester Medical School, working to progress the BMA Racial
Harassment Charter and create a more inclusive teaching and learning environment. Projects include inviting inspirational speakers, student led inductions, active
bystander training, staff training, inclusive curriculum review and changes (and creation of an inclusive curriculum toolkit), changes to School and Trust policies, and projects focussed on areas of exclusion (e.g. surgical headwear). 

Our activity has been well received at national conferences, discussed with national organisations, resulting in great collaborations with colleagues from other
universities. The strength and sustainability of MedRACE stems primarily from the truly joint nature of the student-staff co-leadership responding to a strongly felt need within the student body, as well as support from the Medical School Executive.

This workshop will explore:

• The key elements that have contributed to the success of the MedRACE working group and the approaches taken at Leicester to identify projects
• Attendees will be invited to share models from their own institutions, and discuss challenges and barriers to implementing impactful and lasting change.
• The format will be an interactive presentation, taster activities and group discussion.

Learning outcomes:

• Explore successful approaches to engaging with students and staff to work collaboratively 
• Identify key elements required to support student-staff working groups 
• Have an opportunity to share good practice with other institutions

Workshop 4. Creativity in Adversity

Dr Alysha Harun and Dr Hashvi Shah

The ability to think creatively is a valuable skill that can help individuals overcome challenges and find solutions in adverse circumstances. This workshop is designed to help participants tap into their creative potential and develop strategies for fostering creativity in times of adversity. Through a combination of interactive activities, group discussions, and inspiring examples, participants will learn how to approach challenges with a fresh perspective. This workshop will cover topics such as how to think outside of the box, how to channel difficult emotions into a creative outlet. This workshop is suitable for anyone looking to develop their creative problem-solving skills and will hopefully leave you feeling inspired. 

We will start with discussing what creativity in adversity means to us and open this up to the group. We will provide some examples and talk about them in a low-pressure environment. Following this, we will talk about the process of making the documentary and provide tips on how to create something similar. We will then continue with the interactive portion of the workshop, where we will guide participants to make a mini-interview using video features on participant’s phones. We will end with ideally one group sharing their mini-interview, final thoughts and questions.

This workshop will explore:

• How to tap into your creative potential and develop strategies for fostering creativity in times of adversity
• Topics including how to think outside of the box and how to channel difficult emotions into a creative outlet 
• Make a mini-interview using video features on participant’s phones 

Learning outcomes:

• Become more confident in developing skills in creative problem solving
• Empower individuals to approach challenges with fresh perspectives

Workshop 5. Writing your professional story

Kelly Coles (University of Warwick) and Dr Charlotte Simms (Leeds Teaching Hospital Trust)

We provide an overview of our innovative co-created project to create equity for students to access opportunities to enhance their own professional development.
This was borne of a desire to ensure that the extra-curricular activities within the Medical School are accessible and sustainable for all students.

Imposter syndrome and perfectionism can often create a distorted picture of the expectations medical students have of themselves. This workshop aims to empower students to consider how to utilise career development theory to reflect on the elements of their authentic self to create their own ‘career story’. This process aims to encourage students to consider their own perception of their ideal professional self, and gives an opportunity to reflect and interpret this in a meaningful way. This will be an interactive workshop where participants are encouraged to participate as part of a group discussion and activities, with appropriate resources for individual reflection to take away.

This workshop will explore:

• The barriers and challenges encountered by BAME students in relation to their professional identity
• Discuss Career Construction Theory (Savikas, 2005) as a construct and its potential to provide a meaningful tool to develop the ‘professional self’ concept

Learning outcomes:

• Apply this theory in practice to create a professional narrative
• Assess and evaluate this development in relation to their current situation and future ambitions
• Create a plan to develop goals to progress career development further
  

Workshop 6. How to create effective Authentic Sponsor relationships

David Villa-Clarke BEM,MBA, APFS (Aleto Foundation)

A workshop outlining the differences between mentorship and sponsorship. The delegate will be given an understanding as to why both are important and the
progression from having a mentor that guides you to having a sponsor that promotes you. The workshop will be an experiential learning experience with delegates encouraged to self reflect and participate with examples of their personal journey.

Learning outcomes:

• How to you find a well-suited mentor for you 
• How to be a good mentee & importance
• The importance of sponsorship and it's benefits
• Self reflect on your own personal goals

The Aleto Foundation was created to provide significant lifetime opportunities for young people with high potential. Their focus is on identifying and developing the next generation of leaders from communities who have historically found it challenging to access jobs due to their backgrounds. 

The Aleto Foundation’s leadership programmes and workshops are designed to develop your leadership potential and put them to the test. You’ll walk away a more confident, self-aware leader and collaborative leader with a much stronger network.