Number
526
Name
ADDRESSING UNCERTAINTY HEAD ON: A NATIONAL MODEL FOR STUDENT ENGAGEMENT AND ACTION
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Joelle Worm, Kern National Network for Flourishing in Health
Alex Nelson, University of Wisconsin-Madison School of Medicine and Public Health
Sydney Karre, Wake Forest University School of Medicine
Christy Audeh, Wake Forest University School of Medicine
Ahmad Abu-Mahfouz, Oakland University School of Medicine
Presentation Topic(s)
Other
Description
PURPOSE
Several approaches have been suggested as complementary to the
competency-based model of medical education, including identity formation,
humanism and flourishing (Jarvis-Selinger, Pratt and Regehr, 2012; Thibault,
2019; Maurana et al., 2024). Layering these additional concepts have the
potential to support the formation of future physicians who focus on the
ethos of adaptability - how health sciences learners sow the seeds to
flourish through adversity and unpredictability. Such approaches may improve
healthcare for patients and practitioners alike (VanderWeele, McNeely and
Koh, 2019).
METHODS
A national model for student engagement centering a novel framework for flourishing
empowers students with the responsibility of shared ownership for improving
learning environments. Students will provide examples of how they have
created spaces within their medical schools for grounding adaptability and
innovation in ethical reflection and humility. Students model participatory
processes as they lead undertakings responsive to their student body and that
shift decision making to students themselves.
RESULTS
Examples from this presentation will suggest how medical schools might
empower students to take action in their local contexts that help them grow
as leaders and empower them to design changes that promote collective
flourishing. In addition to environmental improvements, students themselves
grow in ethical leadership, becoming “good” leaders (Newstead et al., 2021)
who cultivate the values and partnerships essential for responsible
leadership in health and education while remembering they are always stronger
as a team.
CONCLUSIONS
By empowering students to participate in national leadership emphasizing
character, caring, practical wisdom and flourishing, medical schools have the
potential to improve their own learning environments and to produce
physicians ready to lead through uncertainty, while maintaining
responsibility, collaboration, community, dialogue and inclusivity.
Several approaches have been suggested as complementary to the
competency-based model of medical education, including identity formation,
humanism and flourishing (Jarvis-Selinger, Pratt and Regehr, 2012; Thibault,
2019; Maurana et al., 2024). Layering these additional concepts have the
potential to support the formation of future physicians who focus on the
ethos of adaptability - how health sciences learners sow the seeds to
flourish through adversity and unpredictability. Such approaches may improve
healthcare for patients and practitioners alike (VanderWeele, McNeely and
Koh, 2019).
METHODS
A national model for student engagement centering a novel framework for flourishing
empowers students with the responsibility of shared ownership for improving
learning environments. Students will provide examples of how they have
created spaces within their medical schools for grounding adaptability and
innovation in ethical reflection and humility. Students model participatory
processes as they lead undertakings responsive to their student body and that
shift decision making to students themselves.
RESULTS
Examples from this presentation will suggest how medical schools might
empower students to take action in their local contexts that help them grow
as leaders and empower them to design changes that promote collective
flourishing. In addition to environmental improvements, students themselves
grow in ethical leadership, becoming “good” leaders (Newstead et al., 2021)
who cultivate the values and partnerships essential for responsible
leadership in health and education while remembering they are always stronger
as a team.
CONCLUSIONS
By empowering students to participate in national leadership emphasizing
character, caring, practical wisdom and flourishing, medical schools have the
potential to improve their own learning environments and to produce
physicians ready to lead through uncertainty, while maintaining
responsibility, collaboration, community, dialogue and inclusivity.
Presentation Tag(s)
Student Presentation