Teaching About Deprescribing

Helping Students Tackle Imposter Phenomenon

In the high-stakes, rigorous environment of health science education, intense self-doubt—known as Imposter Phenomenon—is incredibly common. Students who were once academic "shining stars" often find themselves overwhelmed by strict academic standards and the heavy burden of their future careers. In this month's episode, I talk to three of the authors of a paper titled Imposter Phenomenon in Allied Health Students, published in the Spring 2026 edition of the Journal of Public Health. The article was written by LaToya Green, Emily Shannon Hughes, Pamela Lewis-Kipkulei, We Williamson, Myra meekins, Chelsea Peeler, Carlos Clardly, Jennifer Hausladen, Keisha Burnett, Cassandra Christainsen, Robert Hatfield, and Carol Likens, all faculty in the College of Health Professions. Drs Green, Lewis-Kipkulei, and Mr. Williamson explore with me why this happens and share practical strategies educators can use to foster safe spaces, normalize failure, and help future healthcare professionals conquer the fraud within. Green L, Hughes ES, Lewis-Kipkulei P, Williamson TW, Meekins MM, Peeler C, Clardy C, Hausladen J, Burnett K, Christiansen C, Hatfield R, Likens CC. Imposter Phenomenon in Allied Health Students: A Mixed-Methods Study Using Questionnaire and Qualitative Analysis. J Allied Health. 2026 Spring;55(1):87-92. doi: 10.21091/jah.2026.01017 [doi:%2010.21091/jah.2026.01017]. PMID: 41802956. Teach Well Learn Well is produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. http://tlc.uthsc.edu [http://tlc.uthsc.edu].

Improving Clinical Education with SOPs

In nursing education, clinical site visits are often viewed merely as a logistical requirement for accreditation and student evaluation. But an essential question remains are these interactions truly empowering preceptors? And is there a direct relationship between the structured faculty support and improved patient care? As the complexities of clinical environments and virtual constraints continue to grow, how can nursing programs move beyond inconsistent observations to intentionally create standardized, flexible frameworks where educators can confidently guide and learners can truly thrive, not just perform? Welcome to Teach Well Learn Well, a podcast series highlighting the scholarship being published by members of the University of Tennessee Health Science Center's community about effective ways to teach. This month, I talked to authors of an article titled Optimizing Advanced Practice Registered Nurse Critical Site Visits with a Standard Operating Procedure, published in the October twenty twenty five Journal for Nurse Practitioners. Humphrey, S., Reed, L., & Bellflower, B. (2025). Optimizing advanced practice registered nurse clinical site visits with a standard operating procedure. The Journal for Nurse Practitioners, 21(9), 7. doi:https://doi.org/10.1016/j.nurpra.2025.105515 [doi:https://doi.org/10.1016/j.nurpra.2025.105515] Teach Well Learn Well is produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. http://tlc.uthsc.edu [http://tlc.uthsc.edu].

Flourishing in the Health Sciences

Dr. Mona Wicks, College of Nursing, discusses the importance of faculty and student flourishing in nursing education. Newsome Wicks M. The Case for Creating Flourishing Nursing Education Environments. J Nurs Educ. 2025 Aug;64(8):472-473. doi: 10.3928/01484834-20250714-01. Epub 2025 Aug 1. PMID: 40801519.

Recruiting Students into Health Programs

In this episode, we dive into a pioneering early-exposure program originally designed for first-year medical students to demystify neurology through hands-on labs, clinical shadowing, and mentorship. We'll discuss how giving students an early look at the clinical impact of a specialty—before they are overwhelmed by their standard coursework—not only successfully increases their comfort and interest levels, but also provides vital cross-training for those who ultimately pursue different paths, such as emergency medicine. Teach Well Learn Well is produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. http://tlc.uthsc.edu [http://tlc.uthsc.edu].

Integrating AI into the Curriculum

Drs. Wheeler and Kodweis, both of UT Health Science Center's College of Pharmacy, discuss how their students are using AI in their studies. Kodweis, K. R., & Wheeler, J. S. (2025). Use of generative AI on a drug information project: Curricular tool or cheating fuel? American Journal of Pharmaceutical Education, 89(11), 101570. Elsevier. Teach Well Learn Well is produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. http://tlc.uthsc.edu [http://tlc.uthsc.edu].