Viviana Horigian, M.D., M.H.A., professor and director of Public Health Education, delivered a compelling presentation during the event. Inspired by Paulo Freire's book "Pedagogy of Freedom," her talk delved into the importance of recognizing the unfinished nature of teaching and learning. Dr. Horigian reflected on the expert panel report on Inclusive Excellence through an anti-racism lens, highlighting that teachers are also learners, continually evolving and embracing the unknown.

Dr. Horigian showcased CHANGE, the NIMH T32 training program housed in the Department of Public Health Sciences at the University of Miami Miller School of Medicine, which she co-directs with Daniel Feaster, Ph.D., professor of Biostatistics, and Sannisha Dale, Ph.D., associate professor in the Department of Psychology.

This program aims to develop the next generation of researchers equipped to combat disparities in HIV and mental health, focusing particularly on the metropolitan Miami area. Given the required commitment to combat these inequities, the program naturally attracts trainees from underrepresented communities, emphasizing community-engaged research as a cornerstone of their training.

“As we address these problems, we naturally attract trainees representing these communities. The cornerstone of the training is community engagement research," Dr. Horigian remarked. "We must constantly focus on inclusive excellence through the lens of anti-racism, recognizing that teachers are learners who must embrace the unknown about ourselves and others. 

Central to the T32 training program are weekly two-hour seminars that serve as safe spaces for trainees to share their experiences, collaborate, and receive peer support. Co-hosted by the program directors, these seminars employ a trauma-informed teaching approach rooted in transparency of learning and teaching principles and continuous reflection on learning objectives.

Dr. Horigian posed several thought-provoking questions during her presentation, exploring how to foster humility and self-awareness among mentors, stimulate reflective practices, and expand awareness beyond implicit bias training. "How do we nurture humility within mentors?" she asked. "How do we stimulate reflection to acknowledge and accept what we do not know, fostering growth and development? “How do we nurture and support healing spaces?”

Addressing current educational challenges, Dr. Horigian noted a shift towards a more transactional approach to learning driven by an emphasis on grades and performance metrics. She called for a return to a culture that inspires curiosity and discovery, recognizes the unique needs of each learner, and promotes dynamic assessments.

“One of the challenges we have observed in the classroom is the loss of sense of wonder and discovery. We are seeing this shift in attitudes and behaviors of the learner to one that is transactional – demanding.” 

Additionally, Dr. Horigian discussed the significance of conflict management and civic engagement competencies. She emphasized the need to train students in emotional intelligence, creativity, and teamwork. Dr. Horigian raised important questions about equipping students with the skills to facilitate dialogue, manage conflict, and expand empathy. "How do we train our learners to bridge differences and facilitate dialogue in an environment that often cancels dissenting voices?" she inquired.

Dr. Horigian also shared the joy and hope of authentic partnerships in public health education. She highlighted community pilot awards and capstone projects that foster collaboration between community partners and faculty, bringing mutual benefits and enriching the learning experience for students. "Authentic partnerships bring joy to the learning process," she said. "They ensure that we honor what matters most to the communities we partner with and create meaningful, sustainable collaborations."

The event concluded with a call to honor the needs and interests of the communities served, ensure sustainable and meaningful partnerships, and continuously seek improvement and growth in public health education.

Written by Deycha Torres Hernández, published on July 16, 2024.