1. Exercise:
   • Self-understanding and development
   • Understanding learning styles
   • Working effectively in teams
   • Problem-solving
   • Exploring career options

The IUSM gives the Myers-Briggs Type Indicator (MBTI) to all first year medical students and provides an interpretive session that covers the relevance of this inventory to:

Assessment: Participation is mandatory. Students unable/unwilling to participate in large group sessions are met with individually.

2. Small Group Exercise: Following their MBTI interpretive session, students working in a small group (Gross Anatomy, ICM, CHD, PBL, etc.) may use their Myers-Briggs personality types to explore how individuals within their group use different methods in approaching and completing tasks within the framework of their group. After the students have worked together for approximately a month (or at the end of a particular unit of work), each student should write 1-2 pages explaining how he/she has benefited from the natural focus and skills of colleagues with preferences different from his/her own.

Assessment: The small group facilitator will collect the papers and may go over them with the group as a learning tool. The Level 1 Likert scale for Competency V may also be used as an assessment instrument.

3. Exercise: A tape is shown of drug representatives engaging in marketing techniques and a discussion is held about the various areas of vulnerability for physicians and each student in particular to marketing techniques.

Assessments: Hypothetical cases where the student might be under pressure are presented and the student is to write where there vulnerabilities might be and how they might manifest themselves.

4. Exercise: In the Peer Assessment Program, students complete an assessment on themselves, and they receive feedback from approximately 10 of their peers.

Assessments: Participation is mandatory. Students meet with a faculty mentor to review their self and peer assessment feedback and to discuss how such information will be helpful to them in their training to become a professional physician. Participation in the program is mandatory and part of the requirement for earning levels 1 and 2 in Competency 5.

Note to faculty: Course Directors and/or faculty mentors may want to explore the literature or meet with the Self Awareness, Self Care and Personal Growth Competency Director to become more adept at reviewing the students' Peer/Self Assessment Summary Reports.

Each opportunity that students have to look at their values: thinking about ethical situations, cultural biases, spiritual beliefs, etc. presents an opportunity for self-awareness development. It is expected that students, in the first two years think about many of these areas.

Sample Exercises and Assessments:
The core materials in the Introduction to Clinical Medicine I/Doctor Patient Relationship course include opportunities for these discussions. Specifically, Sessions 12, 13 and 15 are excellent examples of helping students to gain a better understanding of their personal value sets and their impact on patient care. They each include an introduction, objectives, appropriate readings and activities.

• ICM Session 12: Professionalism
• ICM Session 13: Patient as Partner
• ICM Session 15: Sensitive Issues in the Medical Interview

Exercise:
At the beginning of the first year, in the orientation to the Gross Anatomy class, the instructor talks to the students about their working with a cadaver. In the presentation, the instructor addresses the profound gift a person makes when he/she leaves his/her body to a medical school. Students are asked to write a 1-2 page paper describing their thoughts about working with a cadaver, and it is handed in prior to their first lab session. The faculty reviews the students’ papers.

Exercise (large-group):
In the last 10-15 minutes of a lecture, the instructor may ask a series of questions about the topic that would cause the students to self-reflect, apply the lecture topic to patient care, etc. By using the Audience Response System (ARS), students may see how their individual responses compare with their peers’ responses.

Exercise (clinical course):
At a clerkship orientation or during an Intersession activity when students are gathered in a large group, a clinical situation involving one of the competencies may be presented. Presentations may be in the form of a role play, video tape, standardized patients, etc. In order to make the presentation interactive, even in a large group setting, the Audience Response System may be used to allow the students to answer questions and immediately see how their individual responses compare with the entire group’s response. The questions may be followed up with short explanations or discussions including research data and/or didactic material which would support one answer over another and which may help a student realize areas where personal bias or lack of understanding/experience might cause them to make a poor decision.

Sample Exercises and Assessments:
Exercises: Session 11 from the core materials in the Introduction to Clinical Medicine I/Doctor Patient Relationship.
ICM Session 11: LIFE CYCLE III: YOUNG ADULTHOOD/LIFE AS A MEDICAL STUDENT
Each student is required to examine the Mount Sinai methods for coping with stress on an immediate, short term basis
Assessment: A paragraph is written on their choice of relaxation technique and the experience in general. The paragraph is then reviewed by the preceptor.

Sample Exercises and Assessments:

1. Exercise
   In a small group setting (such as ICM, CHD, PBL, etc.), students complete brief peer assessments at regular intervals (at the end of 3 weeks, at the end of a particular unit, etc.). Included in the peer assessment instrument is a category where the student is rated on his/her ability to give and receive feedback.
   Assessment: The faculty facilitators review the peer assessments with each student. Based on peer input and the faculty’s own observation, the faculty completes a Level 1 Likert scale evaluation.
2. Exercise (and Assessment):
   Peer/Self Assessment Program: The program provides feedback in several areas, but is also an opportunity for the student to practice both giving and using feedback. A comments section is planned for this exercise in the future, giving students the opportunity to provide well-designed feedback.
   Assessments: Students meet, individually, with a faculty mentor to review self and peer assessment feedback and discuss how such information will be helpful to them in their training to become a professional physician. Participation in the program is mandatory and part of the requirement for earning Levels 1 and 2 in Competency V.

Note to faculty: Course Directors/faculty mentors may want to explore the literature and/or meet with the Self Awareness, Self Care and Personal Growth Competency Director to broaden their skills in reviewing the students’ Peer/Self Assessment Summary Reports and the IUSM Peer Assessment Checklist

Exercise: Take Felder survey
Assessment: Effectiveness of test taking, etc.