Professional Documents
Culture Documents
2009‐2010
The data was compiled in July 2010 to reflect accomplishments between July 1, 2009 and June 30, 2010.
This report was published in September 2010 by the Office of Medical Education, University of
California, San Francisco, School of Medicine.
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Table of Contents
Executive Summary ................................................................................................................................... 4
Medical Education Administration ........................................................................................................... 5
Admissions ................................................................................................................................................ 7
Community‐Based Education .................................................................................................................... 8
Continuing Medical Education .................................................................................................................. 9
Curricular Affairs ..................................................................................................................................... 11
Development and Alumni Relations ....................................................................................................... 14
Educational Research .............................................................................................................................. 15
Educational Technology .......................................................................................................................... 18
Faculty Development .............................................................................................................................. 22
Graduate Medical Education .................................................................................................................. 24
The Haile T. Debas Academy of Medical Educators ................................................................................ 26
International Programs ........................................................................................................................... 29
Kanbar Center for Simulation and Clinical Skills Education .................................................................... 30
Medical Student Well‐Being ................................................................................................................... 32
Outreach and Academic Advancement .................................................................................................. 33
Pathways to Discovery ............................................................................................................................ 34
Program in Medical Education for the Urban Underserved (PRIME‐US) ................................................ 39
Student Affairs ........................................................................................................................................ 40
Student Research .................................................................................................................................... 41
Scholarship .............................................................................................................................................. 43
Publications ......................................................................................................................................... 43
Presentations and Workshops ............................................................................................................ 49
Honors and Awards ................................................................................................................................. 65
Program and Unit Websites .................................................................................................................... 70
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Executive Summary
UCSF’s extraordinary people continue to create exceptional
educational programs that span the continuum of medical
education. In the midst of furloughs and budget cuts, the
education team innovated and thrived. Major achievements
this year included:
o Launching new competencies and milestones,
along with an e‐portfolio for the first‐year medical
school class and several residency programs.
o Designing a system to document the teaching
contributions of the faculty in order to guide
resource allocations and faculty promotions.
o Preparing for ACGME, LCME and ACCME accreditation site visits in 2010‐2011.
o Continuing expansion of individualized learning opportunities through the Program in
Medical Education for the Urban Underserved (PRIME‐US) and Pathways to Discovery
program.
o Constructing the new Teaching and Learning Center and renovating the Office of
Undergraduate Education.
o Continuing to attract a highly diverse and qualified entering class of medical students.
o Inducting eight new members into the Haile T. Debas Academy of Medical Educators and
providing $147,000 for innovative educational projects.
o Conducting 33 faculty development workshops for 530 faculty members, and graduating 14
Teaching Scholars and two Medical Education Research Fellows.
o Providing guidance and support to 120 residency and fellowship training programs.
o Offering 200 continuing medical education courses to 26,000 registrants.
Add to this the exemplary scholarship of teaching and learning. Our faculty members, students,
residents, fellows and staff gave233 scholarly presentations or workshops on medical education locally,
nationally and internationally; published 78 peer‐reviewed journal articles; and received 73 honors and
awards for their leadership and scholarship in medical education. Of particular note, Dr. Maxine
Papadakis won the 2010 John P. Hubbard Award from the National Board of Medical Examiners for her
pioneering work on the assessment of professionalism.
Congratulations to all, and thank you for making UCSF such an amazing place to learn, discover and
work.
David M. Irby, PhD
Vice Dean for Education
UCSF School of Medicine
4
Medica
al Educatio
on Administration
The admin nistrative offiice for medical education supports the educational programs of tthe School off
Medicine and promote es innovation and excellennce across thee continuum o of medical edducation by
managingg special proje ects, coordinaating accredittation, supporting staff development, sstewarding th he
education n budget, providing leaderrship to educaation units an nd offering leggal consultatiion. The officee is
led by Vicce Dean for Ed ducation David M. Irby, PhhD, and includdes Assistant Dean for Und dergraduate
Medical EEducation Kevvin H. Souza, M MS.
Followingg the 2010 Schhool of Mediccine Leadersh hip Retreat, th
he dean appo ointed an ad h hoc committeee to
measure tthe education nal mission, w
which met thrrough the sprring and summ mer of 2010. Under the
leadershipp of Dr. Dan W
West, the com mmittee successfully estab blished metriccs for quantiffying the teacching
contributiions of the faculty. Their report definess the process and standard ds for documeenting teaching
ng resource allocations forr FY 2012. Thee Office of Meedical Educattion provided guidance, a
and drivin
literature review and bbest practicess from other mmedical schoools as well as staff supportt for the
committeee.
Medical eeducation conntinued to sup pport progresss toward com
mpetency‐bassed advancem
ment for our
medical sttudents and rresidents thro ough the
developm ment of the UCCSF Portfolio system
and the caampus‐wide Portfolio Oveersight
Committeee. The Overssight Committtee
completed its charge this year, succcessfully
supportin ng seven portffolio pilots in medical
student and resident mmedical educaation
involving 296 learners and 114 facu ulty and
staff. The committee’ss work will be sustained
by an onggoing executivve committeee charged
with continued portfollio developmeent in the
school.
A
Associate Dean Helen Loeser an
nd Patti Mitchelll, TLC project
The new TTeaching and Learning Cen nter, to be manager, tourin
m ng the constructtion of the new Teaching and
L
Learning Center
r.
located onn the second floor of the ccampus
library, was another m
major project ccoordinated tthis year betw ween the cam mpus library, SStudent Academic
Affairs and UCSF’s health profession ns schools. Keevin Souza, wworking closely with Associiate Dean Hellen
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Loeser, thhe Kanbar Cen nter for Simulation and Cliinical Skills Ed
ducation, and
d project planning committtees,
representted medical e education in the project scheduled for ccompletion in n December 2 2010. The Teaaching
and Learn ning Center is scheduled to o open in Januuary 2011. To o learn more about the prooject, visit
tlc.library.ucsf.edu.
Mu uhimbili Univversity of Health and Alliedd Sciences
(M
MUHAS) in Darr es Salaam, TTanzania, and d UCSF were
funnded by the G Gates Foundaation to embaark on a two‐yyear
plaanning prograam to develop p the blueprint for a long‐term
insstitutional partnership bettween the two health scien nces
unniversities andd to foster acaademic capaccity building, an
important priorrity for mediccal education nationally, ass
nooted by AAMC C President an nd CEO Darreell Kirch, MD, in his
reccent editoriall, “Regaining My Perspectiive in Dar es
Salaam,” publisshed in the June 2010 AAM MC Reporter.
Asssociate Dean n Helen Loeseer has led thee UCSF educattion
Susan M
Masters, PhD, annd Tom Nagunw wa,
educatio
onal technologist for Muhimbili
teeam, which inncludes Susan n Masters, PhD, adjunct
University of Health and Allied Science
es. prrofessor of ceellular and moolecular pharmacology, Paatricia
O’Sullivan, EdDD, professor oof medicine and director of
education
nal research aand faculty deevelopment, aand Assistantt Dean Souza..
In 2009‐2010, Assistan nt Dean Souzaa served locally as chair of the school’s LCME Subcommmittee on
Educationnal Resourcess and as a member of the C Committee on n Measuring the Educational Mission. H He
also serveed as a memb ber of the Chaancellor’s Task Force on Interprofession n. Regionally, he
nal Education
continued d as chair‐elecct of the Asso
ociation of Am
merican Mediical Colleges’ Western Grooup on Educattional
WGEA), and will assume thee role of chairr in 2011. He received the 2010 Universsity of Califorrnia,
Affairs (W
San Franccisco Chancelllor’s Award fo or Exceptionaal University M
Managementt.
6
Admissions
The Office of Admissions is dedicated to recruiting outstanding future physicians and physician‐scientists
who will contribute to society through their work in
patient care, discovery, education and public policy. Dr.
David Wofsy is associate dean for admissions, and Hallen In pursuit of the most qualified
Chung serves as director. applicants to study medicine at
UCSF, the Office of Admissions:
As part of their ongoing commitment to recruit
outstanding individuals and promote diversity within our • Received 6,413 applications
• 1,991 were invited to submit
student body, the office provided opportunities for
secondary applications and
medical students and applicants whose backgrounds are letters of recommendation
underrepresented in medicine (UIM) to meet and share • 511 applicants were
information about the school. This program resulted in interviewed
32% of the entering class coming from groups • 149 students were enrolled in
the entering class of 2010
underrepresented in medicine.
• 12 were accepted to the
Medical Scientist Training
For the past several years, the admissions office has been
Program (MSTP)
working toward a paperless process for both our • 11 were accepted to the
applicants and committee members. Since the launch of Program in Medical Education
the Console in 2007, new features bringing us closer to a for the Urban Underserved
paperless process have been rolled out every year. The (PRIME‐US)
• 16 students enrolled at the UC
focus in 2009 was on the committee member experience,
Berkeley/UCSF Joint Medical
and with the support of the School of Medicine’s Program
Information Services Unit (ISU), we were able to deliver a
solution that allowed committee members to review post‐
interview files electronically. In July 2010, Admissions and
ISU launched the applicant site www.medschool.ucsf.edu/MedApplicant, which allows applicants to
check the status of their applications, apply online and pay by credit card.
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CommunityBased Education
The Office of Community‐Based Education (OCBE) serves as a central source of information and
assistance for physicians who teach (precept) in office‐based settings for the UCSF School of Medicine.
OCBE offers preceptor development programs and provides individual teaching consultation as needed.
Christina Lum, MPH, manages the unit.
While the mean student satisfaction rating for preceptorship experiences averages above four out of
five, OCBE worked to improve the experience through outreach activities. Striving to provide students
with satisfying experiences, OCBE was able to place 99% of students in one of their top three choices for
a third‐year longitudinal preceptorship.
OCBE has increased the number of
available preceptors within San
Francisco, resulting in less travel time
outside the San Francisco area.
OCBE continues to expand the use of its
web‐based management system for
tracking preceptors and training
affiliation agreements between UCSF
and the various sites where students go
to learn. This centralized system has
streamlined the process for identifying
and matching available preceptors with
students and for tracking pairings, site
agreements and other relevant Salesforce.com preceptor and affiliations agreement database.
information. The system also helps track teaching hours for our volunteer clinical faculty members and
assists in relevant promotions within the respective departments. The system is currently being
upgraded to track small group facilitators for the Foundations of Patient Care course.
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Continuing Medical Education
The Office of Continuing Medical Education (OCME) provides lifelong learning opportunities to a
national audience of health care professionals in all areas of clinical care and research. Dr. Robert Baron
serves as associate dean for CME and Tymothi Peters is the unit’s director.
With a total staff of 17, OCME works with 16 clinical departments in the School of Medicine, as well as
departments in the schools of dentistry, nursing and pharmacy and at UCSF Fresno, to coordinate and
deliver more than 200 diverse educational activities each year to a nationwide audience of physicians
and other health care professionals. In addition to the traditional live conferences, UCSF Continuing
Medical Education (CME) activities include international association meetings, regularly scheduled
conference series (such as Grand Rounds), journal‐based self‐teaching, video recordings, online learning
modules and faculty development. This is the first full year of CME sponsorship for the UCSF Office Of
Medical Education’s Key Educational Skills Faculty Development Workshops and the Teaching Scholars
Program.
While many activities sponsored by OCME are targeted to national audiences, several intramural
initiatives at UCSF now certified for CME include the Institute for Physician Leadership, a yearlong
program in which physician participants gain self‐awareness, build key leadership and management
skills, acquire healthcare system knowledge, and are poised to respond to new challenges. As continuing
medical education in the US moves toward competency‐based and performance‐based education that
directly affects physician practice, this program gives the Office of Continuing Medical Education a
unique opportunity to assist in improving the professional roles of our own physicians at UCSF.
In addition, the office offered CME for the Clinical and Translational Science Institute (CTSI) Faculty
Mentorship Program, which recruits senior mentors to develop an innovative curriculum for training
midcareer and early senior research faculty over seven half‐day sessions to become the next generation
of effective clinical and translational mentors.
In the fall of 2009, the UCSF Fresno Office of Continuing Medical Education closed its doors as a provider
of continuing medical education in the Central Valley. Formerly providing CME to lecture series at
community hospitals, OCME stepped in to continue sponsorship of the meetings and renewed a
contract with the California Department of Mental Health to continue five psychiatric lecture series at
Atascadero State Hospital.
Other initiatives continue to expand with UCSF OCME’s participation in the consortium of all five
University of California medical schools’ CME programs (UCCME). The unified learning portal
CMECalifornia.com hosts online and video activities for CME learners and continues to advance toward a
one‐stop service to register, learn, evaluate and receive credit awards on demand. The consortium is
also currently acting as the education arm of a performance improvement and data registry project with
the American College of Chest Physicians (ACCP). Using an online tool, the registry will collect patient
and physician performance data on the prophylaxis of venous thrombolytic embolism and analyze the
data against national measures set by the ACCP. The information collected will define the professional
practice deficit of the participating hospital sites, around which UCCME will design educational
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interventions to improve practice. The project will launch in the fall of 2010 with 15 data collection sites,
including the five UC medical centers.
The OCME continues to play an important role
in national CME organizations. Dr. Baron serves
as chair of the University of California CME
Consortium, as vice chair of the ACCME
Accreditation Review Committee, as a member
of the Steering Committee of the AAMC
Integrating Quality Program and as a reviewer
for two Institute of Medicine publications on
CME: “Conflict of Interest in Medical Research,
Education, and Practice” and “Redesigning
Continuing Education in the Health
Professions.” Dr. Baron also worked with a
consortium of medical schools in Vietnam to
Dr. Tin‐Na Kan demonstrates the use of ultrasound to CME
develop CME offices and programs in response learners in a hands‐on Ultrasound for Regional Anesthesia
to a new national law on relicensing of Workshop.
physicians. In addition, staff members remain
active in the Alliance for CME (ACME) and the Society for Academic CME (SACME). Kolette Massy,
manager of accreditation and educational development, recently completed a tenure as committee
chair on the board of SACME and currently serves on the editorial board of the ACME newsletter The
Almanac. Tym Peters is currently serving on the SACME Research Committee.
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Curricular Affairs
The Office of Curricular Affairs (OCA) provides oversight and management of the curriculum, including
quality improvement of the instructional program, assessment of student learning, and support for
innovation and program development. OCA supports students’ progress through the curriculum and into
residency training, and fosters student participation in special programs, curriculum development and
teaching. Dr. Helen Loeser serves as associate dean for curricular affairs and Phaedra Bell, PhD, is
director.
In 2009‐2010, OCA made several incremental movements toward implementing the “3+1” curriculum
vision established in 2008‐2009. This revised curriculum will ultimately weave three years of clinical and
foundational sciences together with in‐depth engagement through student projects in one of the five
pathways of the Pathways to Discovery program: Clinical and Translational Research, Global Health,
Health and Society, Health Professions Education, or Molecular Medicine. The fourth year of the
curriculum will allow for even deeper engagement in each student’s chosen pathway and supplemental
experience in opportunities for accelerated or additional clinical work. A minority of students with
particular professional histories and clinical interests will be able to choose early entry into residency.
The curricular vision established in 2008‐2009 also set out principles and guidelines for the process and
priorities for change; these have guided OCA and related innovation work for 2009‐2010.
One step toward that vision was the revision and official adoption of the MD Competency Milestones. If
students will be able to move through the curriculum at different paces suited to their backgrounds and
interests, the curriculum must transform the competency‐based advancement program by establishing
milestones for students to meet on the way to achieving competency. They are currently designated as
midfirst‐year, midsecond‐year, midthird‐year and midfourth‐year milestones. Students could
conceivably meet the midfourth‐year milestone during the third year in the “3+1” curriculum model,
thus allowing for the early residency options for select students. Establishing milestones for each of the
six MD Competencies was the first step toward that long‐term goal. The milestones for each of the MD
Competencies can be found at medschool.ucsf.edu/curriculum/competencies/.
Another step was the implementation of the MD Portfolio, beginning with the entering class of 2009.
Through an initiative co‐coordinated with the Office of Educational Technology and the Office of Student
Affairs, students in the first year submitted five online portfolio views privately to their Advisory College
Mentors. In the first four views, students reflected on their performance relative to first‐year milestones
in each of four self‐selected MD Competencies. The fifth view presented an individualized learning plan
to the mentor for use in the second year. The use of portfolios for competency‐based assessment will
continue to develop and roll up through the curriculum with this pioneering class.
All of the curriculum committees continued preparing for the LCME self‐study that precedes the
accreditation visit in January 2011. These preparations led to various policy improvements, including a
more explicit policy on an appeal policy for examination and course grades, a policy on providers of
sensitive care to UCSF medical students as teachers and evaluators, updates regarding student work
hours, and responses to reports of mistreatment of students. LCME preparation also prompted the
formulation of recommendations for improvement in clerkship grading and assessment.
11
Based on recommendations from the 2009‐2010 Western Association of Schools and Colleges (WASC)
review of UCSF, OCA worked with the Interprofessional Education Task Force to expand
interprofessional initiatives this year. In particular, OCA collaborated with the schools of dentistry,
nursing and pharmacy, and the physical therapy program through the Curriculum Ambassador program
to enhance interprofessional experiences, including an expansion of the Interprofessional Education
(IPE) Day. This innovative and successful activity brings together the deans and first‐year students from
all four schools, plus students from the physical therapy program, to discuss the importance of working
collaboratively across the health professions. The first IPE Day focused on Health Disparities and
featured the participation of Dr. Talmadge King. Ninety‐seven percent of all first‐year students in each
school attended this early fall event. In addition, this year, students participated in a second IPE Day in
early winter that featured a health disparities case and discussions in 50 interschool groups of 10
students; between and following the two large group events, the interschool small groups interacted
virtually through online discussions.
Now in its 10th year, the summer Curriculum Ambassador program provides support and mentoring for
students to pursue a medical education project. Project priorities are established within the guidelines
for curricular change, with input from curricular management and oversight committees. In a continued
effort to engage students in ongoing
improvement, OCA fully supports the
curricular and leadership aspects of this
program, plus stipend support for a number
of the medical students. This summer, 22
medical students plus several students from
other schools are participating. Students
partner with faculty and staff experts to
develop a specific project that combines
2009 Curriculum Ambassadors at the Curriculum Ambassador student interests, in identified curricular
Showcase presented results and discussed the impact of their
work on the essential core curriculum and beyond.
priority areas, with appropriate advising.
Students also work on team projects to
enhance cross‐block integration and consistency in priority areas: Interprofessional Health Education,
Team‐Based Learning (TBL) and Portfolios.
In order to advance our guiding principles for curricular change in a measured manner, OCA stimulated
innovations in the introduction of active learning through team‐based learning methodology, thus also
improving efficiency for faculty and OCA simultaneously. OCA provided incentive funding to several
faculty teams, who are working with one of the cross‐block curriculum ambassador groups to ensure
successful and consistent implementation of TBL into our curriculum. This work includes providing an
updated review of the literature, recommendations regarding faculty development and assistance in
planning for team‐based learning activities in the new Teaching and Learning Center opening in January
2011.
OCA also engaged in promoting innovative teaching and learning of Conflict of Interest (COI) studies this
year. The Essential Core Steering Committee (ECSC) and the Clinical Studies Steering Committee (CSSC)
12
have co‐developed the Conflict of Interest in Undergraduate Medical Education Working Group
(ConsUME). This task force will define COI principles and guidelines for the curricular setting across all
four years. The group will also provide recommendations for implementation practices of these
principles and guidelines at the course, clerkship and rotation levels; components of core curriculum on
COI for our students across the years; and a mechanism for curricular stewardship of this material. A
final written report is expected in fall 2010.
At the clerkship level, OCA has engaged, with the clinical studies curriculum committees, in improving
and expanding the core clinical “structured programs.” This has included: promoting portfolio pilots in
several settings; enhancing students’ longitudinal experience of clinical care of a cohort of patients in
several programs; supporting the development of a new, six‐month longitudinal, integrated Fresno
experience (LIFE) that launched in 2010‐2011;
and developing the initial plans for a new
longitudinal, integrated core clerkship based at
Kaiser Permanente Oakland. Preparations will
continue for this program through 2010‐2011,
with an expected launch date at the end of
April 2011.
Finally, the home of OCA, Suite 221 in the
Medical Sciences Building, underwent
renovation for the first time in 40 years. OCA
took advantage of being displaced by
construction to think deeply with colleagues in
Frances Harvey (front) and Sara Campillo are key members of
the Office of Student Affairs (OSA) about how Medical Student Services. Sara manages student records and
they can improve business practices and the Frances serves as the student services specialist.
student experience. As a result, OCA and OSA together will become Undergraduate Medical Education,
or UME. Suite 221 will be the home of UME, while Suite 245, the current home of the Office of Student
Affairs adjacent to the student lounge, will function as the UME student services suite, called Medical
Student Services, a one‐stop first point of contact for a variety of undergraduate medical students’
needs.
13
Development and Alumni Relations
In the face of a challenging philanthropic environment, UCSF raised $2.2 million for medical education in
FY 2010, including $1.86 million for student support. Notable gifts included a $1 million charitable trust
from Haw Jung, MD ’42, to establish an endowed scholarship fund (the largest‐ever scholarship
contribution from a School of Medicine alumna), and a $100,000 gift from Barbara and Gerson Bakar to
support a student in the Program in Medical Education for the Urban Underserved (PRIME‐US).
The 2010 School of Medicine Reunion included 10 reunion classes and a total attendance of 395. The
Reunion Campaign raised $443,600,
including $339,790 in student support.
The Alumni Weekend program featured a
continuing medical education course
chaired by Academy of Medical Educators
Director Molly Cooke, and UCSF
Chancellor Susan Desmond‐Hellmann
served as the keynote speaker for the
morning program.
In the spring of 2010, the Development
Class of 1960 at the Alumni Weekend
and Alumni Relations office underwent a
comprehensive reorganization to provide increased staffing for major gift fundraising and alumni affairs.
Newly created positions for School of Medicine Medical Education include the senior director of
development and alumni relations, director of development, director of alumni relations, and annual
fund/reunion coordinator. This team will help advance student support fundraising, which has recently
emerged as a top institutional priority for the campus.
14
Educatiional Rese
earch
The Educaational Reseaarch Program,, directed by Patricia O’Sullivan, EdD, provides consu ultation,
collaborattion and suppport services tto foster educational research among sstudents, resiidents, fellow
ws
and facultty at UCSF. Drrs. Christy Boscardin, David Irby, Bridgeet O’Brien and
d Arianne Teh
herani are thee
additional educational research faculty memberrs in the progrram.
The officee consulted w
with 91 facultyy members an nd 50 fellows, residents an nd students oon their
education nal research ccovering theoory, conceptuaalization, dessign, methodo ology, analysis and writtenn
scholarship. The consu ultations inclu
uded educatio onal research areas such as assessmentt, clinical teacching
and learning, curricular impact, and d developmen nt of graduatee medical edu ucation (GMEE) benchmarkks.
They also provided con nsultation serrvices for worrks in progresss to the Health Profession
ns Education
pathway o of the Pathwaays to Discovery program and served as educational scholarship advisors for tthe
students iin the Curricu
ulum Ambassaador program m. In addition, the faculty aand staff provvided editing
services fo
or manuscrip pts, abstracts and posters, and statisticaal analyses for educationall research
projects. TThe Professio
ons Education n Resource Ceenter at Chinaa Basin housees computer w workstations with
SPSS, NVivvo and Remark research software, and a research library for use by faculty an nd student
education nal researchers. Additionally, the researrch analysts p provide suppoort and training to faculty,,
students, residents and d staff needin
ng to use the research softtware.
The officee hosts a weekly education nal scholarship conferencee (ESCape). Thhis year, the ggroup consultted
on approxximately 50 p projects during 36 ESCape sessions. ESC Cape provided d rehearsal op pportunity for 13
presentattions or poste ers at local, reegional and naational meetiings. Addition
nally, the mon nthly education
research jjournal club rrelates studies in
education n to literature
e in medical eeducation.
With their assistance, tthe hospitalisst division
of the Deppartment of M Medicine has instituted
an ESCapee program to help nurturee
education nal research inn the divisionn. ESCape
continuess to help buildd an educatio onal
scholarship communityy at UCSF.
In 2009‐2010, Louise AAronson, MD, MFA, and
Pat O’Sullivan, EdD, Anna Channg, MD, Louise AAronson, MD, M
MFA,
Anna Chang, MD, completed their ssecond Arianne Teheraani, PhD, and Brridget O’Brien, P
PhD.
year of the Medical Education Reseearch
Fellowship (MERF). As in their first yyear, these feellows succeeeded in havingg work accepted for
publicatio
on, presentatiion and fundiing. This acad demic year, th he program seelected two n new fellows fo
or
2010‐2012 in a competitive processs. The two new medical ed ducation research fellows aare Shelley Adler,
PhD, and Sandrijn Van Schaik, MD, PhD, who willl each receivee 20% salary support to co onduct
educationnal research for the next twwo years. Thee fellows carry out this parrt‐time work at the Professions
Educationn Resource Ceenter at Chinaa Basin.
15
The Faculty Educational Research Grant Program is dedicated to linking researchers and future
researchers with seed funding to further develop their educational research careers. Using a peer‐
review process, the office funded five seed grants totaling $9,448.34 to UCSF faculty.
Of the four projects funded in 2007‐2008, one manuscript has been accepted for publication and the
other three are in the submission process.
Faculty Educational Research Grants – Studies Funded 20082009
Name Dept. Study Name
All faculty members in the unit participated in local, private and federally funded grants in roles of
principal investigator, co‐investigator or evaluator. Drs. Irby and O’Brien, along with their co‐
investigator, Dr. Molly Cooke, published their national study on the future of medical education,
conducted under the auspices of the Carnegie Foundation for the Advancement of Teaching. The book,
entitled Educating Physicians: A Call for Reform of Medical School and Residency, has received national
attention. Dr. O’Brien also received a grant this year from the Society of Directors of Research in Medical
Education for “A Systematic Review of the Quality of Reporting of Qualitative Research in Medical
Education.”
The educational research team provided service nationally to the educational research community. Dr.
O’Brien chaired the Outstanding Publication Award subcommittee and co‐chairs the
Publication/Mentoring Committee for the Division of Education in the Professions of the American
Educational Research Association (AERA). Dr. David Irby served as a member of the Distinguished Service
Award Committee for the Division of Education in the Professions of AERA. Dr. Patricia O’Sullivan served
as past vice president for the Division of Education in the Professions of AERA and as chair for the
Research in Medical Education (RIME) Section of the Association of American Medical Colleges; served
as review editor for Medical Education Online; and served on the editorial board for MedEdPortal. Dr.
16
Arianne Teherani serves as deputy editor of education manuscripts for the Journal of General Internal
Medicine, beginning July 2010. She also is co‐chair of the Awards Committee and chair of the New
Investigator Award Subcommittee for the Division of Education in the Professions of AERA. Drs.
Boscardin, Irby, O’Brien, O’Sullivan and Teherani served as reviewers for educational research
manuscripts and abstracts for several organizations and journals. They participated in program planning
committees for the Association of American Medical Colleges and American Educational Research
Association, and served as chairs and discussants for meeting sessions.
In 2009, Dr. Irby was selected as a Fellow of the American Educational Research Association for
substantial research accomplishments in educational research. His contributions in educational research
were also acknowledged when he was named the recipient of the 2010 Karolinska Institute Prize for
Research in Medical Education.
17
Educational Technology
The Office of Educational Technology (OET) develops and supports Learning Technologies, Evaluations
and Assessment, and Educational Data Services in support of the School of Medicine’s educational
mission. In addition, it oversees the development of administrative systems that support the entire
Office of Medical Education. Kevin H. Souza, MS, serves as director.
Educational Data
Educational Data Services provides data management and institutional reporting for medical education.
Bonnie Hellevig serves in OET as assistant director for educational data. This year, in partnership with
the School of Medicine’s Information Services Unit (ISU), the team participated in the successful
development of phase III of the Integrated Student Information System (ISIS), which will be deployed in
September 2010. Supporting more than 100 users, the new system provides a paperless student file,
more‐robust student event tracking and expanded searching capabilities, and allows users to create and
store groups of students. This year also saw the start of the Medical Education Data Repository, a wiki‐
based archive and index of reports and data sources spanning all of medical education. The data team
provided consultation on a number of projects incorporating multiple data sources, including a database
application for the Academy of Medical Educators to track Innovations Grant funding, which pulls in
data from medical education’s Checkbox™ online survey tool; automation of the process of generating
the Medical Student Performance Evaluation (MSPE) letters, utilizing the student evaluation data from
the Advanced Informatics E*Value™ data mirror and the clinical scheduling database; creation of a
work‐flow tool to manage student evaluations for Curricular Affairs; and others.
Educational Evaluations
The Educational Evaluation team provides oversight, management and centralization of the school’s
program evaluation and coordination of student assessment endeavors. Dr. Arianne Teherani serves as
the assistant director for evaluations and as director of program evaluation for the School of Medicine.
In 2009‐2010, the Educational Evaluations team completed collecting and assembling data in
preparation for the Liaison Committee for Medical Education (LCME) accreditation site visit scheduled
for January 2011. During this process, the team worked with the school’s educational leadership,
educational committees, department chairs, hospitals and various stakeholders to coordinate, collect
and report on the information and data required for submission to LCME.
The team implemented a new course and faculty teaching evaluation procedure for 77 clinical elective
courses in the fourth year. This was the first time that the online evaluation methodology was
implemented in a standardized and centralized manner. The Educational Evaluations team aided third‐
year clerkships in revamping student assessment across all clerkships. Overall, these projects affected 19
departments, 95 administrators, 3,449 faculty, and 2,288 students, residents and fellows. As the
Pathways to Discovery and MD Portfolio programs finished their first year in 2009‐2010, Educational
Evaluation provided the evaluation to inform curriculum decision making.
18
The team designed stu udies on studeent choice annd placement for Longitudinal Clinical EExperience (LC CE),
the VALOR structured clerkship pro ogram and mu ultiple studiess that examin
ned the impacct of curriculuum on
student attitudes, know wledge and sskills toward tthe social andd behavioral ssciences curriculum. In adddition
to reporting on core co ourses from tthe School of Medicine, on ngoing evaluaation programms provided help in
determiniing student performance o on the Clinicaal Performancce Examinatio on (CPX) and O Objective
Structuredd Clinical Examinations (OSCE), and pro ovided advanced analysis o of various stu
udent
performance and know wledge assesssments, comp prehensive clerkship reporrting, essentiaal core
competen ncies, structured clerkship programs, an nd disciplinarry thread evaluations. In adddition, the team
supported d the evaluation of the Ho
oward Hughess Medical Insttitute Med into Grad and tthe National
Institutes of Health Social and Behaavioral Sciences Grant evalluation.
Learning TTechnologiess
Learning TTechnologies provides technical
and instru uctional desiggn support to students,
staff and ffaculty develo oping multim
media
learning mmaterials, online courses, cclassroom
technologgies and instructional mod dules, and
provides o ongoing supp port and deveelopment
of key edu ucational appplications: thee School
of Medicine’s curriculu um managem ment tool,
Ilios, the U
UCSF Portfolio and the Meedical
Student P Portal. The un
nit is led by Asssistant
Director oof Learning Te echnologies CChandler
Mayfield, whose team supports and d
develops technology‐e enabled teach hing and
learning ppowered by th he digital curriculum,
known as iROCKET.
This past yyear, Learning Technologies led the
implemen ntation and su upport of a new
New visual themme of iROCKET ccourses in the Collaborative
electronicc portfolio too
ol, supportingg seven
Learning Enviro
onment.
portfolio pilots in medical student aand
graduate medical educcation involving 296 learneers and 114 faaculty and staaff. The Learn ning Technolo ogies
team alsoo launched the Ilios 2.0 reddevelopment project, whicch will provide a new, cam mpuswide health
sciences ccurriculum management to ool as part off the UCSF Co ollaborative Leearning Environment. The Ilios
2.0 projecct has currenttly completedd initial moduules for prograam, group, co ourse, session n and instructtor
managem ment, with an initial applicaation release scheduled fo or early 2011. Learn more aat
curriculum
m.ucsf.edu.
19
Learning Technologies completed
migration of iROCKET courses to the UCSF Highlighted Technology‐Enabled Curriculum
Collaborative Learning Environment (CLE) Projects
to enable the decommissioning of the
WebCT online course platform on June 30, • Cardiovascular Small Group Cases: videos present
the histories and physicals of two patient cases.
2010. Building on the initial success of the
• Cellular Physiology Modules: narrated modules have
Clinical Core iROCKET course migration in audio and include interactive reviews and quizzes for
the spring of 2009, the Learning self‐assessment.
Technologies team launched the Essential • Down Syndrome Module: provides students
Core iROCKET courses on the CLE information that will help them when evaluating
patients with Down syndrome (DS).
beginning in the fall of 2009. During the
• Embryology Learning Modules: interactive and
summer of 2009, the team also developed media‐rich modules are used to teach three
a new visual theme for the Medical embryonic processes: body folding, gut
Student Portal and iROCKET courses on the development, and body cavities and mesenteries.
• Emergency Medicine Modules: narrated online
CLE, creating a more modern user
presentation and accompanying assessments help
interface and visually and structurally teach the Extended Focused Assessment using
aligning the two major systems used by Sonography for Trauma (eFAST).
medical students. • Epilepsy Rotation: online course and learning
modules designed to support the EEG and epilepsy
In addition to migrating online course curriculum for neurology residents.
spaces, the Learning Technologies team • Family and Community Medicine Hypertension
Module: video‐based case learning module
vastly expanded the use of the
developed to address core learning objectives in the
Collaborative Learning Environment to third‐year medical student family and community
host learning modules and other self‐ medicine clerkship.
paced or independent learning tools. • Interactive Histopathology Resource: interactive
Currently, the Learning Technology team histology/pathology lab modules review normal gross
and microscopic specimens and the pathological
supports and develops more than 170 CLE
changes within the cardiovascular, pulmonary and
learning spaces across the required renal systems.
medical student curriculum, electives and • Microbiology Laboratory Videos: preparatory videos
Pathways to Discovery program. The team for the microbiology laboratory sessions teach a
also routinely consulted with Graduate basic microbiology technique or present material
that helps learners to identify unknown cases.
Medical Education and Global Health
• Neurology/Psychiatry Clinical Cases: video‐based
Sciences on online course development, case learning modules developed to address core
and worked closely with the library and learning objectives in the third‐year medical student
other UCSF professional schools on CLE neurology and psychiatry clerkship.
• Radiology Modules: modules supplement and help
development initiatives to improve access
teach the basics of common imaging modalities,
to courses and the use of online discussion approach to reading chest X‐ray, chest and
and assessment tools. abdominal anatomy through CT, pelvic anatomy
through CT, and neuroradiology.
Learning Technologies continued to
support a robust lecture recording
program across the essential core
20
curriculum, a partnership with campus Educational Technology Services (ETS), which greatly improves
learner access to curriculum delivered in lectures and large group presentations. The team is also
continuing to study the learning impacts of the new system in partnership with the Educational
Research team, with Christian Burke, instructional media architect, co‐presenting initial findings at the
Association of American Medical Colleges (AAMC) 2009 annual meeting.
Learning Technologies supported and enhanced curriculum and faculty development activities last year
through a robust Instructional Media services program, including workshop and consultations, and
support and involvement in the Curriculum Ambassador and Teaching Scholars programs. The Learning
Technologies team delivered 12 one‐ to four‐hour workshops to faculty, staff and students on
educational technology topics ranging from on‐demand and blended learning to project management
and creating rich media presentations. The team directly supported the development of more than 20
technology‐enabled curriculum projects for medical education, which utilized students’ and faculty
members’ experiences in online learning to develop effective web‐based resources.
The team continued to work across and beyond the School of Medicine and the UCSF campus to provide
leadership on educational technology to groups including the UCSF Educational Systems Advisory
Committee and its workgroups (Student Computing and Education and Classroom Technology, the
Collaborative Learning Environment Implementation and Advisory Groups), the School of Medicine’s
Technology Management and Advisory Committee, and the new library Teaching and Learning Center
working groups. The team also worked on an international initiative sponsored by the AAMC, National
Board of Medical Examiners (NBME) and MedBiquitous to define data standards for the inter‐
institutional transfer of information describing a learner’s educational experience. Chandler Mayfield
continued to serve as chair of the western region medical school organization Computer Resources in
Medical Education (CRIME), and continued to participate in the AAMC Group on Information Resources.
21
Faculty Development
The Faculty Development Program, directed by Patricia O’Sullivan, EdD, promotes and conducts
programs for the benefit of UCSF full‐time and voluntary faculty. The framework for development of
offerings focuses on consultations to develop interests of individuals, educational workshops for all
faculty members and a longitudinal, in‐depth program for selected faculty. Individual consultations are
offered to students, residents, faculty and staff who wish to develop their expertise as educators or to
set up faculty development to cover needs in their own departments or programs. The program has
three educational workshop series: Key Educational Skills (KES), Special Topics Educational Skills (STES)
and the Community‐Based Educational Skills (CBES).The Key Educational Skills series is intended for all
faculty members who want to acquire or improve fundamental educational skills. The Special Topics
Educational Skills series provides advanced educational skills in specialized topics such as research
techniques and application of technology to teaching. The Community‐Based Educational Skills series
provides workshops to volunteer clinical faculty at or close to their place of practice. The program has
offered this series in locations such as Santa Rosa, Salinas, Oakland and Fresno. The Teaching Scholars
Program (TSP) is a yearlong course intended to build a cadre of knowledgeable and skilled educational
leaders for UCSF. All workshops and TSP seminars are accredited by the UCSF Office of Continuing
Medical Education, and combined are worth 177 AMA PRA Category 1 Credits.
The program expanded its faculty development offerings for the second year in a row, with a
substantive (27%) increase in the number of workshops designed to meet expectations set by an
internal needs assessment, the accrediting agencies and the interests of faculty developers. In 2009‐
2010, the program conducted 33 faculty development
workshops;13 KES workshops; 11 STES workshops; and
nine CBES workshops. There were 603 workshop
2009‐2010 Teaching Scholars
attendees, representing 392 unique individuals. These
Program Graduates
individuals attended one (79.3%), two (10.5%), three
(3.7%), and four or more (6.5%) workshops. The • Belayneh Abejie, MD, MPH
instructors received an average rating of excellent • Shelley Adler, PhD
• Muhammad Bajwa, MD
(mean = 4.6, standard deviation = .6).
• Susannah Brock, MD
th
In the 11 year of the Teaching Scholars Program, • Marek Brzezinski, MD, PhD
• Lee‐Lynn Chen, MD
completion certificates were awarded to 14 teaching
• Miranda Dunlop, MD
scholars, including two from UCSF Fresno and one • David Duong, MD
from the School of Pharmacy. While the Fresno • Juan Guerra, MD
scholars traveled once a month to UCSF for workshops, • Claire Horton, MD
all other weekly sessions were held via • Anna Meyer, MD
• Brian Niehaus, MD
videoconference to reduce travel burden. The program
• Stephanie Rennke, MD
completed the review and selection process for
• Sharon Youmans, PharmD, MPH
the2010‐2011 Teaching Scholars, choosing a class of 12
to include two faculty members from the School of
Dentistry and one from the UCSF‐UC Berkeley Joint Medical Program. The new class was selected from a
strong pool of candidates, indicating continued popularity of the program.
22
The Faculty Development Advisory
Committee has completed two years of
work in helping to shape the trajectory
of faculty development in the school. In
a mini‐series on Leadership and
Management in Courses and
Clerkships, the committee helped
design and implement additional
activities that included a workshop, a
panel and a demonstration about
portfolio development.
Vice Dean for Education Irby, teaching scholar graduate Juan Guerra, MD,
Dean Hawgood and Director Patricia O’Sullivan. Faculty Development Advisory
Committee members for 2008‐2010
include: Gurpreet Dhaliwal, MD, Andrew Goldberg, MD, Juan Guerra, MD, Kathy Julian, MD, Jane
Phillips, MD, Christina Lum, MPH, Helen Loeser, MD, MSc, Meg McNamara, MD, Patricia O’Sullivan, EdD,
Patricia Robertson, MD, and Joan Voris, MD.
The program hosted two visiting scholars, who conducted faculty development workshops: Glenn
Regehr, PhD, from the University of British Columbia, and Olle ten Cate, PhD, director of the Center for
Research and Development of Education at University Medical Center, Utrecht in the Netherlands. The
program also hosted visitors from Muhimbili University of Health and Allied Sciences in Dar es Salaam,
Tanzania, and from UC San Diego for orientations to our faculty development programs.
23
Graduate Medical Education
The Office of Graduate Medical Education (OGME) is responsible for overseeing the accreditation,
financial support, credentialing, housestaff well‐being and compliance tracking of more than 120
training programs, of which there are 74 ACGME‐accredited programs, four ABMS‐accredited programs
and more than 40 non‐ACGME programs. Robert B. Baron, MD, MS, serves as the associate dean for
Graduate Medical Education and designated institutional official (DIO). Amy C. Day, MBA, is director.
OGME has an additional staff of eight and faculty of five. Susan Promes, MD, is the newest addition to
the UCSF GME team. She replaces Mike Harper, MD, as director of curricular affairs for GME.
Two new programs were accredited by the
ACGME in the 2009 academic year, both in the
Department of Psychiatry. Psychosomatic
Medicine, a one‐year fellowship program, was
approved for one trainee under the direction of
Kewchang Lee, MD. Addiction Medicine, a two‐
year fellowship program, was approved for six
trainees under the direction of Peter Banys, MD.
The revised salary scale for residents and clinical
fellows, effective July 1, 2010, continues to
provide UC’s housestaff salary at the Council of
Teaching Hospitals (COTH) 50th percentile for
2009‐2010 plus an additional 3.3% for all levels.
The scale is intended to ensure that UC salary
scales are adjusted in parallel with national
trends for physician training programs. The
housing allowance was increased by 3.3% to
$7,686 annually for ACGME/ABMS trainees. The
benefit offerings (HMO, PPO, mental health,
GME publishes The Residents Report quarterly, available dental, vision and disability) remained the same,
online: medschool.ucsf.edu/gme/ResReport/index.html. with no additional costs to residents and clinical
fellows.
OGME, San Francisco General Hospital (SFGH) Dean’s Office, Committee of Interns and Residents (CIR,
SEIU), and Resident and Fellow’s Council led efforts to implement a single‐payer payroll system. The
system eliminated multiple paychecks when residents are paid by SFGH. The single‐payer system
provides transparency to residents regarding their pay. The confusion of multiple paychecks and
differing pay periods will be eliminated. In addition, residents and clinical fellows will be able to
immediately enroll in 403(b) retirement accounts and may be able to enroll in dependent care flexible
spending accounts as well as a legal plan in the upcoming academic year. The new system was
implemented on July 1, 2010.
24
Housestaff successfully met two of the three 2009‐2010 UCSF Medical Center incentive goals: increased
patient satisfaction and a decrease in average volume of CBC and CBC plus differential. The third goal,
infection control measures, was unmet due to low hand hygiene compliance. However, the other two
parts of the goal, flu shot and infection control module compliance, were met successfully, with the
highest rates of compliance of any group at UCSF. In addition, eight of the nine programs that
determined program‐specific goals met their targets. All eligible housestaff received $800 and those in a
program with a specific goal will receive $900.For the 2010‐2011 academic year, there are 12 program‐
or department‐specific goals that involve more than 25 programs. The goals for all trainees once again
involve patient satisfaction, infection control (hand hygiene) and laboratory test utilization.
The Curriculum Committee and Mike Harper, MD, outgoing director of curriculum for GME, continued to
develop educational portfolios by working closely with the Office of Education Technology and the
Portfolio Oversight Committee. The pediatrics, obstetrics and gynecology, and emergency medicine
programs participated in the pilot and all have active
portfolios being used by their trainees.
Approximately 80 UCSF residents and clinical fellows GME‐sponsored events
participated in the Pathways to Discovery program
• Monthly GME Grand Rounds
during the 2009‐2010 academic year in Clinical and
• Chief Resident Orientation
Translational Research, Global Health, Health and • Resident and Fellow Teaching
Society, and Health Professional Education. Workshops
• Monthly Chief Resident Dinners
OGME hosted a reception and organized a series of • New Resident and Clinical Fellow
activities for underrepresented in medicine (UIM) Orientation
fourth‐year medical students applying to various • Lunch with the Associate Dean
• Program Coordinator Quarterly
residency programs at UCSF during the annual Second
Meetings
Look Weekend. During this weekend, UIM applicants • Faculty Development Workshops
were invited back to spend time with various
departments, each of which organized specific
activities, including rounding with teams, social networking and interacting one‐on‐one with housestaff.
OGME hosted several diversity receptions throughout the year. In addition, School of Medicine Dean
Sam Hawgood hosted a diversity reception. OGME sponsored exhibitor booths at the Student National
Medical Association (SNMA) 44th Annual Medical Education Conference and the Latino Medical Student
Association (LMSA) regional meeting. Coincident with these efforts, the percentage of UCSF UIM
students who stayed at UCSF for residency has increased and is now equal to the percentage of non‐
UIM students.
OGME began preparations for its upcoming Accreditation Council for Graduate Medical Education
(ACGME)institutional site visit and received notification that it is scheduled for September 14, 2010.
25
The Haile T. Debas Academy of Medical Educators
The academy honors and rewards excellent teachers and provides service to the school and fellow
educators. The academy’s 80 members support and advance the school’s teaching mission and the
people who carry it out, with the goals of enhancing the status of teachers, promoting and rewarding
teaching excellence, fostering curricular innovation, and encouraging scholarship in medical education.
Dr. Molly Cooke serves as director, Dr. Harry Hollander as associate director and Cynthia Ashe as
administrative manager.
The academy’s ninth class of members was selected after a
rigorous review by the membership working group, led by Academy Members Inducted
Dr. Colin Partridge and an external panel of national September 21, 2009
experts. Eight new members were inducted at the
academy’s annual celebration in September 2009. In • Colette Auerswald, Pediatrics
• Anna Chang, Medicine
addition, 35 “frontline” educators were recognized with
• Peter Chin‐Hong, Medicine
Excellence in Teaching Awards. Chandler Mayfield, • Alan Gelb, Emergency Medicine
assistant director for learning technologies, was presented • Susan Promes, Emergency
with the 2009 Boyden Award for exemplary service in Medicine
support of the school’s medical education mission. • Mark Rollins, Anesthesia and
Perioperative Care
The academy’s matched endowed chair program • Niraj Sehgal, Medicine
• Sandrijn van Schaik, Pediatrics
continued to provide vital financial support for
chairholders’ creative endeavors in medical education.
With the income from more than $10 million in
endowment funding, endowed chairholders have:
• Designed novel curricula and created enduring educational materials
• Funded research opportunities for students, fellows and colleagues
• Provided faculty development within and across departments
• Implemented educator recognition programs
• Engaged in educational scholarship
• Participated in professional development activities and
• Led regional and national medical education initiatives
Stewardship reviews were conducted for chairholders in the third and fifth years of their five‐year
terms. Competitive, proposal‐based searches were carried out for those chairs whose terms expired
June 30, 2010, and the following were appointed to a second term:
• Timothy Berger, Endowed Chair in Dermatology Medical Student Education
• Ann Poncelet, Mr. & Mrs. David George Rothey & Stephen W. Rothey Endowed Chair for
Teaching in Neurology
A search committee chaired by Dr. John Engstrom solicited proposals for the Academy Chair in the
Scholarship of Teaching and Learning, the first of three “unmatched” academy chairs made possible by
26
institutional funding. The focus of work for the chair’s first term will be to promote innovative and
collaborative education at the residency level and to strengthen the linkages between outstanding
teaching and excellent clinical outcomes for patients.
Departmental representatives served as conduits between the academy and their academic homes.
They advanced academy goals on a local level, served as educational champions within their
departments, and mentored colleagues interested in developing as teachers or applying for
membership.
The Faculty Development working group, co‐chaired by Drs. Gurpreet Dhaliwal and Andrew Goldberg,
directed the Teaching Improvement Program‐Teaching Observation Program (TIP‐TOP), facilitating one
TIP and 27 TOP observations over the year.
TOPs were conducted in a variety of
classroom settings, including Prologue;
Brain, Mind and Behavior; Methods,
Mechanisms and Malignancies; Foundations
of Patient Care; Organs; and Metabolism
and Nutrition. Although clinical teaching
observations are more complex to arrange,
the group remains committed to expanding Poster presentation at Academy of Medical Educators Medical
in this arena. All course directors are Education Day in April 2010.
encouraged to recommend TIP‐TOP not only
for new instructors, but also for experienced teachers undertaking new lectures and small groups. The
working group’s co‐chair‐elect, Dr. Kathy Hyland, in partnership with Christian Burke from the Office of
Educational Technology, has launched an exciting new initiative to develop online TOP modules that will
be made available to all faculty members in the school’s Collaborative Learning Environment.
The Educational Policy and Advocacy working group, under the leadership of Drs. Rebecca Jackson and
Sharad Jain, presented educator town halls and brown bag lunches at San Francisco General Hospital
and the Veterans Affairs Medical Center. In conjunction with Dr. Susan Masters and the
Communications working group, the academy published its sixth annual magazine for distribution to
colleagues, friends and sister academies nationwide.
Dr. Jody Steinauer and the Scholarship working group organized the academy’s ninth annual Education
Day on April 12, 2010. Medical students, residents, fellows, faculty and staff participated in the
symposium, which featured 52 posters and six plenary presentations covering a range of topics in
curriculum development, evaluation and research. Drs. Michelle Lin, Michelle Mourad and Jennifer Plant
each won a Cooke Award for the Scholarship of Teaching and Learning for their Education Day abstracts.
Guest speaker Dr. Richard Meyer from the University of California, Santa Barbara offered a workshop
and keynote address on research‐based principles of multimedia instruction.
27
Through its Innovations Funding Program, the
academy stimulated curricular innovation in
Innovations Funding Grants Awarded
undergraduate and graduate medical education by
supporting $147,000 in projects that enhance the Development of an Interdisciplinary, web‐
UCSF curriculum. Investigators completed seven based Trauma Education Curriculum at San
Francisco General Hospital
projects covering diverse themes, such as
integrating multiple levels of learners in Awarded to Ben Houseman, Department of
interdisciplinary teams and developing a patient Anesthesia and Perioperative Care
safety curriculum for students and residents. Under
A Comparison of Trainees' Performance Using
the direction of Dr. Shelley Adler, the Innovations a Standard vs. Hypothesis‐Driven
Funding working group selected three projects for Neurological Examination
grant funding, commencing July 2010.
Awarded to Hooman Kamel, Department of
The School of Medicine Class of 1980 selected Dr. Neurology
Henry Ralston as the recipient of the academy’s Leadership Observation and Feedback Tool
inaugural Legacy Award, which honors individuals
Awarded to Anda Kuo, Department of
who have made a lifelong impact on UCSF medical
Pediatrics
students. Recipients are recognized as committed
and inspirational educators who, by example,
exposed learners to true excellence in all the
dimensions of medicine, as a calling and as a profession. The academy participated in several Reunion
Weekend events, including a half‐day continuing medical education course chaired by Dr. Cooke.
Selected Education Day posters were featured at the Dean’s Welcoming Reception, giving trainee‐
authors the opportunity to engage alumni in discussions about their medical education research
projects.
28
International Programs
The Office of International Programs (OIP) provides educational and research opportunities for medical
students in support of their scholarship and careers in global health. The OIP works to ensure adequate
supervision and safety for our students while abroad through provision of advising, connections with
mentors or programs abroad, and liaison with student health services. The office is directed by Dr.
Madhavi Dandu, MD, and the program coordinator is Halima Mohammed.
This was a year of transition from the Areas of Concentration to the Pathways to Discovery program.
While continuing the Global Health pathway and the Pathways Funding Agency, OIP continues to
increase connections with global health programs and opportunities throughout the school, including
those in the schools of dentistry, nursing and pharmacy as well as those within Global Health Sciences
(GHS). This increased collaboration has led to several exciting opportunities for our students as well as
additional support for their scholarship and development. First, there was a revision of all the
coursework with a new two‐quarter elective for pre‐clerkship students in dentistry, medicine, nursing,
pharmacy and the School of Public Health at UC Berkeley. From that program also came three
interdisciplinary teams of five students each, supported by the R25 Framework Training Grant, who are
currently abroad in India, Tanzania and Kenya, working on collaborative systems improvement projects.
Each team was chosen after a competitive application process. In addition, the required Pathways
course was revamped and is currently being taught to a total of 18 students, including four international
scholars from Kenya and Tanzania. OIP was involved in funding participants in Teach for Health, an
organic health program. In 2010, OIP aided a student in preparing for the Gold Foundation scholarship.
The student was awarded the scholarship in April. A recipient of OIP funds received the dean’s prize for
excellence in research during the student research symposium in February 2010.
The OIP director, in collaboration with GHS as well as the Clinical and Translational Science Institute
(CTSI), is creating a formal health and safety curriculum as well as standard operating procedures for
emergencies to increase the safety and health of all of our students when they are abroad. Finally, the
OIP has begun to increase its collaboration with the Office of Student Research and Pathways to Careers
in Clinical and Translational Research (PACCTR) Program through the Pathways Funding Agency to
maximize the distribution of funds to support student projects. This collaboration might help lead to a
central application process that will decrease the burden on students. In conjunction with these new
projects, OIP has continued its previous work of providing resources for individual and group project and
career advising, project funding, formal exchange programs (Peking Union Medical College in Beijing and
Nursing Student Immersion Program in Cuernavaca, Mexico), and maintenance of the website for
elective, research and funding opportunities.
29
Kanbar Center for Simulation and Clinical Skills Education
The Kanbar Center for Simulation and Clinical Skills Education supports the School of Medicine’s
educational mission of teaching, learning, assessment and research through realistic simulations and
interprofessional team training for routine and complex situations, thereby improving patient care and
safety. Dr. Manuel Pardo served as the educational director until June 2010. Michael Quirk serves as the
operations director, and Bernie Miller serves as the standardized patient program manager. Sandrijn
VanSchaik, MD, PhD, was appointed education director, beginning on July 1, 2011.
In 2009‐2010, a curriculum planning workgroup, with
representation from the schools of medicine,
dentistry, nursing and pharmacy, was charged to
Courses supported in 2009‐2010 assist the center with developing a program plan for
use of the Kanbar Center for Simulation and Clinical
20 clinical skills education courses for 458
Skills Education that serves individual school curricula
medical students, who participated in a total
of 3,026 aggregate student visits to the and interprofessional education goals. The
center. workgroup’s objectives were to: establish general
design principles for creating and integrating
Developed or supported 88 simulation
courses for 1,400 learners:
simulation in the curriculum; design simulation
scenarios for core and elective curricula that are
• 848 undergraduate medical mapped to the learner’s expected competencies;
education learners
develop interprofessional activities: design and
• 312 postgraduate learners
prioritize innovations, especially those that can serve
• 140 CME learners
• 100 nursing learners to promote efficiencies and cost savings by meeting
core competencies across educational programs;
establish a curriculum roadmap for simulation and
clinical skills that shows where and how these
pedagogies are used through each school’s curriculum; and provide guidance to the Kanbar Center on
how to prioritize scheduling requests for sessions, based on their priority within each school. The work
group helped foster new interprofessional and clinical skills pilots that included an interprofessional
standardized patient exercise with clinical teams; an Observed Structured Clinical Exam (OSCE) for
pharmacy students; a nursing intrapartum complications simulation; a nursing Neonatal Resuscitation
Program basic provider simulation; and a nursing pediatric acute skills activity.
The center awards $5,000 in start‐up funding to core clerkship directors who wish to implement
simulation activities in their curriculum. The funding is used to procure specialized simulation equipment
not currently available in the center.
Finally, the center began preparations for its move to the new Teaching and Learning Center (TLC),
located on the second floor of the campus library. The new Kanbar Center will move in December 2010
and open for instructional activities in January 2011.
30
Research supported in the center in 2009‐2010
included NIH Prime Award support provided to
Rondall Lane, MD, assistant professor of
anesthesia and perioperative care, who
collaborated with the University of Pittsburgh on
their awarded project, titled “Isolating
Mechanisms Underlying Hospital Variation in
End of Life ICU Use.”
Community outreach supported in the center in
2009‐2010 included an event in July 2009 with
the National Youth Leadership Forum on
Medicine, in which 22 12th‐grade students
toured the Kanbar Center and participated in A hands‐on interactive overview of a difficult airway
hands‐on simulation and partial task training management case, using a full‐body mannequin, during a
visit to the Kanbar Center by the National Youth Leadership
activities; and an event in April 2010, in which six
Forum on Medicine.
fifth‐grade girls from San Francisco Day School
toured the center and participated in clinical activities ranging from blood pressure skills to delivering
babies.
31
Medical Student WellBeing
The Medical Student Well‐Being Program provides coordination of services and outreach programs for
student well‐being. Direct services include: individual therapy, couples therapy, group therapy,
consultation and referrals, medication evaluation, and psychopharmacologic treatments. The program
also maintains a referral database for low‐fee referrals to the community and Langley Porter Psychiatric
Institute. The unit publicizes the services of the Well‐Being Program through its website and email
announcements.
The Well‐Being Program continues to coordinate clinical care with campus Student Health Services. Its
Partners in Medicine Program, a social and educational program to address the stress of medical
education on relationships, held two events. The program also promoted wellness at key events such as
holidays, intersession and Match Day, and participated in the campuswide Passport to Wellness and
Mental Health Awareness Week program, hosting a panel discussion to help graduating students
transition to internship.
The Well‐Being staff worked closely with course directors to expand the Well‐Being Lunchtime
Workshop series, linking to events in the curriculum and teaching skills on managing moods, stress
reduction, recognizing signs of suicide, and emotional empowerment. They continued their Well‐Being
Rounds, meeting with all students during the medicine, PISCES, Ob‐Gyn and surgery clerkships, and
facilitated adjustment to internship sessions for fourth‐year medical students.
32
Outreacch and Aca
ademic Ad
dvancement
The Officee of Outreach h and Academ
mic Advancem ment directs the outreach eefforts of the School of
Medicine. Outreach is targeted tow ward undergraaduate and po ostgraduate iindividuals who have an
n pursuing careers in mediicine. Outreacch programs include the P
interest in Post‐Baccalaureate Program,
the Admisssions Workshop, informational session mmunity colleeges and pre‐health group
ns at local com p
campus visits. The officce also workss with the UCSF Fresno Meedical Education Program in its outreacch
programm ming efforts. SSome advanccement programs for UCSFF medical stud dents are planned in the OOffice
of Outreach, including the Underrepresented in Medicine Meentoring Proggram and the Accepted
Students’ Weekend. Alma Martinezz, MD, serves as faculty dirrector of the program and Valerie Marggol is
the admin nistrative dire
ector.
Fifteen particip pants compleeted the Post‐‐
Baaccalaureate Program in 2 2009‐2010 in
prreparation for application to medical
scchool. Nine foormer graduates of the
prrogram are m matriculating iinto medical
scchool in fall 2010. This brin
ngs the prograam
tootal of acceptances to 89% % since 2000; a
tootal of 163 paarticipants havve completed d the
prrogram since its inception. Sixty‐three
peercent of those accepted aare in Californ nia
m
medical schoo ls, with 55% iin UC medical
2009‐2010 Post‐Baccalaure
eate welcome dinner. scchools and 18 8.9% at UCSF. Two of our
former students dropp ped out of meedical school, and one form mer student is deceased. FFifty‐nine of oour
former students have ggraduated fro om medical school. Thirty‐‐four are engaaged in primaary care
residenciees: family medicine, internnal medicine, pediatrics, an nd obstetrics and gynecolo ogy. Three former
students aare doing residencies in em mergency meedicine, and 1 19 former students are enggaged in speccialty
residenciees, including aanesthesia, psychiatry, surrgery and uro ology. Nine foormer program m participantts
who did nnot apply to mmedical schoo ol enrolled in other graduaate‐level healtth profession ns programs,
including dental schoo ol, MPH, and p physician assiistant and nurse practition ner programs.
The Admissions Worksshop was held d in March 20
010 and was aattended by 2 206 individuals.
Representtatives from tthe Office of Outreach andd Academic A Advancement visited four llocal communnity
colleges aand two Califo niversity campuses in the fall and spring, reaching m
ornia State Un more than 120
0
individualls, and spoke to nine pre‐h
health groupss (192 individu
uals) on the U
UCSF campus.
33
Pathways to Discovery
Pathways to Discovery offers medical students, residents and learners from all UCSF professional
schools the mentorship and preparation needed to execute scholarly projects with a lasting impact. The
Pathways program focuses on discovery, innovation and leadership designed to give UCSF trainees a
chance to make contributions to health beyond the care of individual patients. Josh Adler, MD, founding
director of the program and chief medical officer of
UCSF Medical Center, has guided the faculty team in
developing innovative curricula and mentored
“They may become heads of research and health interventions that result in a
academic departments, run a commitment to future leadership.
biotech division, lead an
insurance company, or work on A central program office coordinated by Renee
health care legislation or Courey, PhD, administrative associate director,
advocacy: These are students ensures that the common goals, competencies and
who have great potential to programming are achieved, and supports the
become leaders in their fields.” individual pathways by creating administrative and
assessment systems, tracking learner progress,
‐Dr. Josh Adler, Director of Pathways
identifying potential pedagogical and technology
to Discover Program 2008‐2010
tools, promoting interprofessional activities, hosting
community events to showcase learner work, and
facilitating development, research and outreach related to the program at UCSF and elsewhere. The
program is represented on and reports to curriculum oversight committees in the School of Medicine,
including the Committee on Curriculum and Educational Policy (CCEP).
In 2009, the Pathways Funding Agency (PFA), led by Associate Director Mary Beattie, MD, was initiated
to organize and publicize funding opportunities to support learner innovation. The PFA uses a
centralized application process and also provides students and mentors with information, resources,
support and oversight for their research and projects. The goal of the PFA is to improve the quality and
rigor of student research at UCSF and to enhance equitable access to resources across the pathways and
schools. The PFA website provides a “one‐stop” application process similar to the Resource Allocation
Program (RAP) for UCSF faculty. Faculty members from all pathways now participate in advising and
application review, and all pathways are represented on an advisory board chaired by Dr. Beattie.
The MD with Thesis Program is now hosted by Pathways to Discovery, specifically by the Clinical and
Translational Research and the Molecular Medicine pathways. These pathways provide oversight
committees that review research proposals and ensure that the proposed projects meet a high standard
of scientific rigor. Once projects are approved, students are assigned a three‐person thesis committee
that is available for advice and guidance over the course of the students’ research year. Students are
required to write a thesis that is completed by February of their graduation year. Following approval by
the thesis committee, each student is awarded the honor of MD with Thesis at the time of graduation.
34
The five pathways represent areas of specialization that include areas of health research, curriculum and
education theory development, health policy and advocacy, and other interventions to improve health
on a global scale. Common requirements include: a mentored project, pathway‐specific curricula, and a
legacy that provides lasting value. In each of the five Pathways, oversight, instruction, and mentorship is
provided by directors, associate directors, associated teaching and mentoring faculty, and administrative
staff. Director and associate directors determine competencies specific to that field, create curricula,
teach and coordinate other faculty instructors, facilitate the selection of appropriate mentors, create
and monitor signposts of project development, and facilitate program assessment. Directors and staff
across Pathways to Discovery meet monthly and directors and staff within each Pathway meet several
times a month.
*Actual numbers of participants are higher than indicated due to learners who are taking coursework or participating in journal
clubs, or who completed pathways during their third year.
**The Medical Humanities Area of Concentration moved into the Health and Society pathway in 2008.
Approximately 30%‐40% of UCSF medical students complete a pathway by their graduation. In 2009‐
2010, more than half the participants were residents.
Under the leadership of Louise Aronson, MD, since August 2010, priorities for the coming year include
increased participation by residents and faculty from all UCSF schools, enhanced mentor development,
35
and gaining national recognition for the program through the dissemination of learner products or
“legacies” and publication of studies of impact.
Clinical and Translational Research Pathway (CTR)
Led by Director George Sawaya, MD, Obstetrics, Gynecology and Reproductive Sciences and
Epidemiology and Biostatistics, and Co‐Director Doug Bauer, MD, Medicine and Epidemiology and
Biostatistics, the CTR pathway hosts learners who undertake laboratory, clinical or social science
research into the delivery and impact of health care innovations. The pathway is considered a program
of the Clinical and Translational Science Institute (CTSI) and undergraduate learners who participate are
also participants in the Pathways to Careers in Clinical and Translational Research (PACCTR). All PACCTR
one‐year fellows with projects focused on clinical and translational research will enter the pathway, and
two‐ and three‐month PACCTR fellows of pathways will have the opportunity to complete legacy project
requirements if they desire. The CTR and Global Health pathways have initiated shared curricula to allow
learners undertaking clinical and translational research abroad to receive appropriate methodological
and cultural training. The CTR pathway learners will also join PACCTR in mentoring UC Berkeley
undergraduate students in the continuing Pre‐Health Undergraduate Program. A combined five‐year
MD/MAS (Master’s in Advanced Studies) clinical science program is now offered to second‐year medical
students to meet the pathway goal of offering additional degrees while at the same time shortening the
overall time in training. The CTR pathway offers residents the opportunity to participate in a full year of
research through the Initiate Resident Research Scholar Program, which provides a stipend and tuition
for the Advanced Training in Clinical Research course for two to four residents. The pathway has a trans‐
school presence through not only its affiliation with the PACCTR program, but also its partnership with
PACCTR to sponsor campuswide journal clubs focused on CTR topics of broad interest to the UCSF
community.
Global Health Pathway (GH)
Led by Director Chris Stewart, MD, MA, Pediatrics, and Co‐
Director Madhavi Dandu, MD, MPH, Medicine, this
pathway develops research and medical education skills
tailored to improving the health of low‐ and middle‐
income populations worldwide. The introductory course,
offered in the spring, provides exposure to core topics to
facilitate an early commitment to the pathway. Twelve
different residency programs and learners from all UCSF
schools are participating in the pathway’s seminars for
advanced learners. The program recruited 30 students for
the coming year and is on the way to being self‐supported.
All courses are incorporating more leadership and project
Dr. Josh Adler, director of Pathways to Discovery
management skills into training, which can be practiced
from 2008 to 2010, and Global Health pathway
and assessed during a unique, weekend‐long international learner Baotran Vo attending the Pathways
disaster simulation program that is open to learners from Symposium.
36
all schools and levels. For the second year, with a grant from the National Institutes of Health Fogarty
International Center, five teams of undergraduate professional learners from all schools worked in five
countries over the summer (increased from three last year). This group learned global information
systems technology during a five‐month pre‐trip seminar series, and incorporated this new technology
into their interschool team projects.
Health and Society Pathway (H&S)
Led by Director Daniel Dohan, PhD, Institute for Health Policy Studies, and Co‐Directors Shelley Adler,
PhD, Family and Community Medicine, Alicia Fernandez, MD, Clinical Medicine, Naomi Wortis, MD,
Family and Community Medicine, and Arpana Vidyarthi, MD, Medicine, this pathway prepares
researchers and leaders to utilize the behavioral and social sciences to increase understanding of illness
in individuals and populations and to develop policies and programs that reduce health disparities.
Health and Society integrates the curricula and faculty of three former Areas of Concentration (AoC) and
two Areas of Distinction (AoD) for residents. The introductory course offers learners a survey of issues
and approaches to allow them to hone their interests. This course is now offered in parallel with a more
in‐depth survey designed to facilitate the identification of a future Pathways project topic. Learners
develop the expertise to execute the project through a course offered jointly with the Program in
Medical Education for the Urban Underserved (PRIME‐US). Residents now participate in the pathway
through the Area of Distinction (AoD) in Health Equities with Sharad Jain, MD, or Leadership and Health
Systems with Arpana Vidyarthi, MD. The number of residents participating in the pathway, including
those undertaking formal projects, has risen to more than 60. Health Systems residents presented their
project findings on physician incentives and value‐based care to the Pacific Business Group on Health
(PBGH) directors. The pathway also participates in the UCSF‐Hastings Law Consortium, allowing for
interprofessional and intercampus training and community for learners and faculty.
Health Professions Education Pathway (HPE)
Led by Director H. Carrie Chen, MD, MSEd, Pediatrics,
and Co‐Directors Amin Azzam, MD, Psychiatry, Kathy
Julian, MD, Medicine, Patricia O’Sullivan, EdD,
Medicine and Office of Medical Education, and Maria
Wamsley, MD, Internal Medicine, this pathway
develops innovators, scholars and leaders in the field
of health professions education. In addition to
promoting excellence in teaching, this pathway aims to
develop scholars who can translate educational theory
and strategies into the health professions learning
environment and investigators who can add to the
current body of knowledge. The curriculum provides
the foundational knowledge and skills needed for the
Dr. Carrie Chen, director of HPE, with HPE pathway
scholarly educator (a knowledgeable user of best learner Monica Contreras.
37
practices in HPE who is aware of inquiry strategies and can participate in HPE research). It focuses on the
following areas of educational scholarship: teaching strategies, learning theory, curriculum development
and evaluation, learner assessment, and educational leadership. Learning is both didactic and
experiential. Some coursework is delivered in face‐to‐face sessions, while others are offered as
independent activities to allow for greater flexibility in scheduling and participation by learners with
diverse schedules. Additionally, all learners complete a mentored scholarly education project. Many of
these projects have been presented at UCSF Medical Education Day as well as at regional and national
conferences. The new HPE core curriculum was successfully launched in 2009‐2010 and it continues to
grow. They have added residents and fellows from six different departments and will be adding learners
from the schools of dentistry, nursing and pharmacy for the 2010‐2011 academic year. In addition,
faculty members from the schools of dentistry and nursing have agreed to help deliver and improve the
courses for an interprofessional group of learners.
Molecular Medicine Pathway (MM)
Led by Director Robert Nussbaum, MD, Medical Genetics, and Associate Director Harold Bernstein, MD,
PhD, Cardiology, this pathway combines clinical practice and disease‐
oriented laboratory research to extend our understanding of human
disease at the molecular level. To maximize the benefit of career
development and research training, the decision to enter the
Molecular Medicine pathway must be made early in the learner’s
career. One full year of weekly journal club participation is also
required during the research year. Students participate in the
biweekly Molecular Medicine Case Conference with Molecular
Medicine pathway housestaff and Molecular Medicine Training
Program fellows (Graduate Medical Education), where patient cases
are discussed, highlighting the molecular aspects of pathophysiology,
diagnosis and management. Learners in the MM pathway extend
their programs from four to five years, allowing them to undertake a
yearlong laboratory research experience after year three and before
year four of the Clinical Core. Learners develop an Individual Development Plan with their advisor and
research mentor, which will be reviewed by a “professional development” committee within the MM
pathway annually during progression through the five‐year training program. Students receive a stipend
and their medical school tuition for that year will be waived. The learner completes the research
experience by preparing a scholarly thesis that may contain a peer‐reviewed publication of the research
work. Learners will also complete the requirements for obtaining an MD with Thesis degree.
38
Program in Medical Education for the Urban Underserved (PRIMEUS)
PRIME‐US, the Program in Medical Education for the Urban Underserved, provides a programmatic
framework for students to develop the knowledge and skills necessary to work effectively with urban
underserved communities. The five‐year program enrolls 11 first‐year medical students in San Francisco
and four students at the UC Berkeley‐UCSF Joint Medical Program, offering an innovative curriculum
focusing on experiential learning, clinical immersion and community engagement, while also providing
strong mentorship and support. Dr. Elisabeth Wilson directs the program, Dr. Alma Martinez serves as
the executive director, and Dr. Kevin Grumbach chairs the PRIME‐US Executive Committee.
PRIME‐US graduated its first students this spring, with graduates choosing to pursue training in primary
care internal medicine, family medicine,
emergency medicine and public health.
Next fall, the program will grow to 63
students. More than 70% of the
students accepted into the program are
underrepresented in medicine or
students from socioeconomically
disadvantaged backgrounds.
PRIME‐US students participate in an
orientation to provide them with an
opportunity to explore the Bay Area’s
underserved communities and to get to
know each other. The PRIME‐US
PRIME‐US students on a tour of health services in the Mission District of curriculum consists of afternoon
San Francisco.
seminars that give students a solid
foundation in the principles, practices and populations of urban underserved care. These interactive
sessions with faculty and community members are complemented by site visits to community‐based
organizations and leadership workshops. Students are also placed in community clinics for their
preceptorship and participate in service learning and community engagement activities. Critical
reflections captured in the UCSF Portfolio enable students to document and share their activities and
track development of their competencies. PRIME‐US connects students to career and project mentors,
creates opportunities for peer and near‐peer mentoring, and provides facilitated discussion groups to
enhance personal and professional growth. A collaborative fourth‐year elective with the Health and
Society pathway provides all PRIME‐US students with an opportunity to participate in a capstone
experience. Additional electives, evening seminars and weekend workshops are open to all interested
students to ensure that everyone benefits from PRIME‐US.
39
Student Affairs
The Office of Student Affairs (OSA) supports student programs, career advising and mentoring,
professionalism, student events, and academic advancement. The office is led by Associate Dean for
Student Affairs Maxine Papadakis, MD, and Sara Clemons served as director until August 2010.
The OSA supports the Advisory College system, which provides mentoring services for medical students.
The Advisory College mentors played a key role in
implementation of the first‐ever classwide
implementation of the MD Portfolio with the
entering class of 2009. The portfolio tracks and
manages student learning and professional
development, which is documented in the UCSF
Portfolio system. Materials that were reviewed by
the mentors with their mentees included some or
all of the following: assessments, patient write‐ups,
reflection exercises, and community service or
research projects. Students were involved in a peer
review of two competency views and shared an
additional two views with mentors, as well as
sharing a summative learning plan for the 2010‐
Associate Dean for Student Affairs Maxine Papadakis with
2011 school year.
students of the graduating class of 2010.
Photo courtesy of Elizabeth Fall
An advising/mentoring retreat was held on June 11,
2010, with participation by key stakeholders. The goal of the retreat was to discuss how best to create
an educational environment that fosters “learner‐centered professional identity formation.” The
discussion was rich and generated a number of potential revisions to both the Advisory College program
and the portfolio system.
Student Affairs, under the administrative leadership of Sara Clemons, designed an orientation course
within the school’s Collaborative Learning Environment (CLE). Incoming students were enrolled in this
course and all communications were sent through the course “Important Announcements” feature. Use
of this tool significantly improved the quality of service to incoming students through more streamlined
communication about orientation, and dramatically reduced the number of phone calls received in the
office over the summer regarding orientation items.
Associate Dean Papadakis provides oversight for career advising, working directly with career advisors,
program directors and department chairs. She has continued to work on enhancing the educational
climate at UCSF, including the respectful treatment of our students by faculty and housestaff. Finally,
Associate Dean Papadakis oversees the Medical Student Well‐Being Program, which provides
coordination of direct and preventive services and outreach programs for student well‐being. Dr.
Papadakis won the 2010 John P. Hubbard Award from the National Board of Medical Examiners for her
pioneering research on professionalism.
40
Student Research
The mission of the Office of Student Research (OSR) is to promote, fund and support research among
students. Informational sessions regarding student research opportunities begin even before enrollment
as first‐year students and continue throughout the students’ medical school careers. Dr. Dan Lowenstein
oversees the program as director of the Physician‐Scientist Education and Training Programs. Dr. Mary
Beattie is associate director of the Office of Student Research.
At Accepted Student Weekend in the spring, opportunities for research are presented to students, and
eight students in 2009‐2010 received funding from the Office of Student Research to perform research
in the summer before starting medical school at UCSF.
First‐year medical students are introduced to summer research opportunities via information sessions in
the winter quarter and also through the UCSF Pathways
Funding Agency website. They are encouraged to meet with
potential research mentors, as well as the director and
Students Funded to Conduct
associate director, to refine their research questions and
Research
protocols. Interested students can apply for research
funding via a single portal on the Pathways Funding Agency • 74 Dean's Summer Fellowships
website. The summer between the first and second years of • 35 Quarterly Research
medical school is the most popular time to perform Fellowships
• 25 Yearlong Fellowships
research, and most students who pursue summer research
projects apply for eight weeks of funding via the Pathways
Funding Agency. In 2009‐2010, 74 first‐year students were
awarded summer research fellowships.
Students who are particularly interested in medical research are encouraged to consider yearlong
research fellowship programs between the third and fourth years of medical school. UCSF students have
been especially successful in receiving national awards for this research year. In 2009‐2010, 25 third‐
year medical students at UCSF received yearlong research awards, including eight Howard Hughes
Medical Institute Fellowships and three Doris Duke Fellowships. UCSF is also fortunate to have internal
funding for students interested in yearlong research via the Office of Student Research Dean’s
Fellowship Program and the NIH‐funded Pathways to Careers in Clinical and Translational Research
(PACCTR). Through these additional programs, most students with quality research mentorship and
rigorous research protocols are able to receive funding to pursue yearlong research programs after their
third year of medical school.
During the fourth year of medical school, additional opportunities exist for students to undertake
month‐long independent study research projects or quarterly research projects. In the 2009‐2010
academic year, 36 fourth‐year students pursued these research opportunities.
The OSR assisted 20 students with completion of the MD with Thesis Program and registered 19 for the
2010‐2011 year. However, 2009‐2010 will be the final year in which the OSR manages this program. The
41
ovided supporrt to 16 studeents to successsfully compleete the Certifficate Program
office pro m in Biomediccal
Research (CPBR), which is designed to promote yyearlong, full‐time researcch by studentts.
UCSF began to
In 2009, U o integrate reesearch
funding opportunities for students via the
Pathwayss Funding Age ency (PFA). In the fall
of 2009, tthe PFA website became th he
primary so ource of information and
applicatio
on materials ffor students
interestedd in research at UCSF. Thiss site
allows stu
udents to fill o
out a single
applicatio
on to be consiidered for mu ultiple
research ffunding oppo ortunities.
In addition to the availlability of web
b‐based
informatioon, multiple eeducational ssessions Thhis year’s 2010 SStudent Research Poster Sympoosium was held oon
were heldd in 2009‐201 10 for studentts Jannuary 27th in th
he Millberry Uniion gym. The po
oster session alloowed
paarticipating students the opporttunity to showcaase their researrch.
interestedd in research opportunities. Four Abbove (L) Laura Rooberts Ireland, M MS2 and (R) Ammy Shen, MS2 discuss
evening and lunch info ormational sessions on ed.
ne of the posterss being presente
were heldd for first‐year students intterested
in summeer research, and three info ormational sesssions were h held for third‐‐year studentts interested in
pursuing mmore in‐deptth research prrograms.
The OSR aalso organizedd the annual winter Reseaarch Day, wheere students p
presented ressearch posterrs.
Select students were cchosen for oraal presentatio
ons, and four students werre awarded D
Dean’s Prizes for
research eexcellence.
In the spring, the School of Medicin
ne participateed in two largee University w
wide research
h celebrationss:
one for th
he Pathways tto Discovery pprogram and the weeklong UCSF Reseaarch Festival. These
celebratio
ons allowed students to shhare their reseearch via oral presentationns and posterrs. In addition
n to
recognizin
ng student acchievements, these eventss generated in nterest among other studeents considering
research aat UCSF.
42
Scholarship
Publications
Bierer SB, Chen HC. How to measure success: the impact of scholarly concentrations on students‐‐a
literature review. Acad Med. 2010;85(3):438‐452.
Breckler J, Azzam A. The Basic Science Learning Station: An innovative kinesthetic learning approach
in one medical school. Journal of the International Association of Medical Science Educators.
2009;19(3):72.
Carney PA, Rdesinski R, Blank AE, et al. Utility of the AAMC's Graduation Questionnaire to study
behavioral and social sciences domains in undergraduate medical education. Acad Med.
2010;85(1):169‐176.
Chang A, Boscardin C, Chou CL, Loeser H, Hauer KE. Predicting failing performance on a standardized
patient clinical performance examination: the importance of communication and professionalism
skills deficits. Acad Med. 2009;84(10 Suppl):S101‐4.
Chen HC, Tan JP, O'Sullivan P, Boscardin C, Li A, Muller J. Impact of an information retrieval and
management curriculum on medical student citations. Acad Med. 2009;84(10 Suppl):S38‐41.
Chittenden EH, Henry D, Saxena V, Loeser H, O'Sullivan PS. Transitional clerkship: an experiential
course based on workplace learning theory. Acad Med. 2009;84(7):872‐876.
Cooke M. Cost consciousness in patient care‐‐what is medical education's responsibility? N Engl J
Med. 2010;362(14):1253‐1255.
Davis DA, Baron RB, Grichnik K, Topulos GP, Agus ZS, Dorman T. Commentary: CME and its role in
the academic medical center: increasing integration, adding value. Acad Med. 2010;85(1):12‐15.
Dhaliwal G, Cleary L, Kavan MG. Sharing information about struggling students in the clinical
clerkships. Academic Internal Medicine Insight. 2010;8(1):8.
Dhaliwal G. Teaching medicine to non‐english speaking background learners in a foreign country. J
Gen Intern Med. 2009;24(6):771‐773.
Dhaliwal G, Sharpe BA. Twelve tips for presenting a clinical problem solving exercise. Med Teach.
2009;31(12):1056‐1059.
Dhand A, Dhaliwal G. Examining patient conceptions: a case of metastatic breast cancer in an African
American male to female transgender patient. J Gen Intern Med. 2010;25(2):158‐161.
Feldman MD, Arean PA, Marshall SJ, Lovett M, O’Sullivan P. Does Mentoring Matter: Results from a
Survey of Faculty Mentees at a Large Health Sciences University. Medical Education Online, Vol 15
(2010): www.med‐ed‐online.net/index.php/meo/article/view/5063.
43
Publications
Foster B, Durham C, Sawning S, et al. Teamwork Training for Interdisciplinary Applications. Acad
Emerg Med. 2009;16:S277‐S278.
Fulton T, Burke C, Hyland K, Kruidering‐Hall M, Masters S. Workshop in a Box: Visual Demonstration
of Small Group Facilitation Techniques for Faculty Development. MedEdPORTAL. 2010.
services.aamc.org/30/mededportal/servlet/s/segment/mededportal/?subid=5103.
Glick SB, Fernandez L, Irby DM, Harleman E, Fernandez A. Teaching about health care disparities in
the clinical setting. J Gen Intern Med. 2010;25 Suppl 2:S95‐101.
Green EP, Borkan JM, Pross SH, et al. Encouraging scholarship: medical school programs to promote
student inquiry beyond the traditional medical curriculum. Acad Med. 2010;85(3):409‐418.
Hancock C, Steinbach A, Nesbitt TS, Adler SR, Auerswald CL. Why doctors choose small towns: a
developmental model of rural physician recruitment and retention. Soc Sci Med. 2009;69(9):1368‐
1376.
Hanlon JG, Hayter MA, Bould MD, Joo HS, Naik VN. Perceived sleepiness in Canadian anesthesia
residents: a national survey. Can J Anaesth. 2009;56(1):27‐34.
Hansra NK, O'Sullivan P, Chen CL, Berger TG. Medical school dermatology curriculum: are we
adequately preparing primary care physicians? J Am Acad Dermatol. 2009;61(1):23‐29.e1.
Hauer KE, Chou CL, Souza KH, et al. Impact of an in‐person versus web‐based practice standardized
patient examination on student performance on a subsequent high‐stakes standardized patient
examination. Teach Learn Med. 2009;21(4):284‐290.
Hauer KE, Ciccone A, Henzel TR, et al. Remediation of the deficiencies of physicians across the
continuum from medical school to practice: a thematic review of the literature. Acad Med.
2009;84(12):1822‐1832.
Hauer KE, O'Brien B, Poncelet AN. Longitudinal, integrated clerkship education: better for learners
and patients. Point. Acad Med. 2009;84(7):821.
Hauer KE, Papadakis MA. Assessment of the contributions of clinician educators. J Gen Intern Med.
2010;25(1):5‐6.
Hauer KE, Teherani A, Kerr KM, Irby DM, O'Sullivan PS. Consequences within medical schools for
students with poor performance on a medical school standardized patient comprehensive
assessment. Acad Med. 2009;84(5):663‐668.
Hauser SL, Lowenstein DH, Johnston SC. Getting youth in the game: can we accelerate training for
clinician‐scientists? Ann Neurol. 2010;67(2):A5‐6.
Hettema JE, Sorensen JL, Uy M, Jain S. Motivational enhancement therapy to increase resident
physician engagement in substance abuse education. Subst Abus. 2009;30(3):244‐247.
44
Publications
Hung E, Azzam A. Supervision of Trainees in the Psychiatric Emergency Service. In: Riba MB,
Ravindranath D, eds. Clinical Manual of Emergency Psychiatry. American Psychiatric Publishing Inc;
2010.
Irby DM, Cooke M, O'Brien BC. Calls for reform of medical education by the Carnegie Foundation for
the Advancement of Teaching: 1910 and 2010. Acad Med. 2010;85(2):220‐227.
Janson SL, Cooke M, McGrath KW, Kroon LA, Robinson S, Baron RB. Improving chronic care of type 2
diabetes using teams of interprofessional learners. Acad Med. 2009;84(11):1540‐1548.
Johnson MO, Subak LL, Brown JS, Lee KA, Feldman MD. An innovative program to train health
sciences researchers to be effective clinical and translational research mentors. Acad Med.
2010;85(3):484‐489.
Johnston CB, Harper GM, Landefeld CS. Geriatric Medicine. In: McPhee SJ, Papadakis MA, eds.
Current Medical Diagnosis and Treatment. 49th ed. Lange Medical Books/McGraw‐Hill; 2010.
Kanzaria HK, Fischette S, Jain S. Remedy at UCSF: a sustainable student‐run initiative. Lancet.
2009;374(9688):438‐440.
Kim JE, Schickedanz AD, Chou CL. Near‐peer workshops for pre‐clerkship physical examination skills.
Med Educ. 2010;44(5):499‐500.
Kogan JR, Holmboe ES, Hauer KE. Tools for direct observation and assessment of clinical skills of
medical trainees: a systematic review. JAMA. 2009;302(12):1316‐1326.
Kruidering‐Hall M, O'Sullivan PS, Chou CL. Teaching feedback to first‐year medical students: long‐
term skill retention and accuracy of student self‐assessment. J Gen Intern Med. 2009;24(6):721‐726.
Lipton H, Lai C, Cutler T, Smith A, Stebbins M. Peer‐to‐Peer Teaching of Medicare Part D: A Novel
Approach to Interdisciplinary Health Policy. American Journal of Pharmaceutical Education. 2010.
Lo B. Commentary: Conflict of interest policies: an opportunity for the medical profession to take
the lead. Acad Med. 2010;85(1):9‐11.
Lyss‐Lerman P, Teherani A, Aagaard E, Loeser H, Cooke M, Harper GM. What training is needed in
the fourth year of medical school? Views of residency program directors. Acad Med. 2009;84(7):823‐
829.
McGee D, Tran N, Brzezinski M, eds. A Typical Day in the Life of an Anesthesiologist. 5th ed.; 2009
Medical Student Guide to Anesthesiology.
Modica RF, Thundiyil JG, Chou C, Diab M, Von Scheven E. Teaching musculoskeletal physical
diagnosis using a web‐based tutorial and pathophysiology‐focused cases. Med Educ Online.
2009;14:13.
45
Publications
Mookherjee S, Vidyarthi AR, Ranji SR, Maselli J, Wachter RM, Baron RB. Potential Unintended
Consequences Due to Medicare's "No Pay for Errors Rule"? A Randomized Controlled Trial of an
Educational Intervention with Internal Medicine Residents. J Gen Intern Med. 2010.
Moses AS, Skinner DH, Hicks E, O'Sullivan PS. Developing an educator network: the effect of a
teaching scholars program in the health professions on networking and productivity. Teach Learn
Med. 2009;21(3):175‐179.
Natarajan P, Ranji SR, Auerbach AD, Hauer KE. Effect of hospitalist attending physicians on trainee
educational experiences: a systematic review. J Hosp Med. 2009;4(8):490‐498.
Norris TE, Schaad DC, DeWitt D, Ogur B, Hunt DD, Consortium of Longitudinal Integrated Clerkships.
Longitudinal integrated clerkships for medical students: an innovation adopted by medical schools in
Australia, Canada, South Africa, and the United States. Acad Med. 2009;84(7):902‐907.
O'Sullivan PS, Niehaus B, Lockspeiser TM, Irby DM. Becoming an academic doctor: perceptions of
scholarly careers. Med Educ. 2009;43(4):335‐341.
Pardo M,Jr. Anesthesia: how to organize and train our teachers. Anesthesiology. 2010;112(4):773‐
774.
Poncelet AN, Hauer KE, O’Brien B. The Longitudinal Integrated Clerkship. Virtual Mentor. November
4, 2009. virtualmentor.ama‐assn.org/2009/11/medu2‐0911.html.
Promes SB, Chudgar SM, Grochowski CO, et al. Gaps in procedural experience and competency in
medical school graduates. Acad Emerg Med. 2009;16 Suppl 2:S58‐62.
Rabow MW, Remen RN, Parmelee DX, Inui TS. Professional formation: extending medicine's lineage
of service into the next century. Acad Med. 2010;85(2):310‐317.
Rabow MW, Wrubel J, Remen RN. Promise of professionalism: personal mission statements among a
national cohort of medical students. Ann Fam Med. 2009;7(4):336‐342.
Ravikumar D, Hsia R. Do California counties with lower socioeconomic levels have less access to
emergency department care? Acad Emerg Med. 2010;17(5):508‐513.
Ross PT, Wiley Cene C, Bussey‐Jones J, et al. A strategy for improving health disparities education in
medicine. J Gen Intern Med. 2010;25 Suppl 2:S160‐3.
Ross‐Lee B, Weiser MA. Preparing the osteopathic academic health centers for healthcare reform. J
Am Osteopath Assoc. 1994;94(4):320‐327.
Rubeck RF, Wilson HD, Wilson EA, Jarecky RK, Nash PP. The Kentucky medical curriculum. A
response to the call for educational reform: a GPEP report card. J Ky Med Assoc. 1997;95(1):25‐34.
46
Publications
Saba G, Satterfield J, Salazar R, et al. The SBS Toolbox: Clinical Pearls from the Social and Behavioral
Sciences. MedEdPORTAL. 2010.
services.aamc.org/30/mededportal/servlet/s/segment/mededportal/?subid=7980.
Sanchez R, Sloan SR, Josephson CD, Ambruso DR, Hillyer CD, O'Sullivan P. Consensus
recommendations of pediatric transfusion medicine objectives for clinical pathology residency
training programs. Transfusion. 2010;50(5):1071‐1078.
Satterfield JM, Madan S. Medical Training for PCP’s in Integrated Care. In: O’Donohue W, James L,
eds. The Primary Care Consultant Toolkit: Tools for Behavioral Health. New York: Springer:77.
Saxena V, O'Sullivan PS, Teherani A, Irby DM, Hauer KE. Remediation techniques for student
performance problems after a comprehensive clinical skills assessment. Acad Med. 2009;84(5):669‐
676.
Schickedanz AD, Kim JE, Chou CL. Near‐peer videos for physical examination instruction. Med Educ.
2009;43(11):1095‐1096.
Shunk R, Dulay M, Julian K, et al. Using the American Board of Internal Medicine Practice
Improvement Modules to Teach Internal Medicine Residents Practice Improvement. JGME.
2010;1(90).
Sierles F, Brodkey A, Cleary L, et al. Relationships between drug company representatives and
medical students: medical school policies and attitudes of student affairs deans and third‐year
medical students. Acad Psychiatry. 2009;33(6):478‐483.
Souza K, Bomar H, Sheehan V, Simpson D, Stringer J. Learning Spaces for Health Care Education: Best
Practices in Design. Association of American Medical Colleges White Paper. 2009.
www.aamc.org/members/gip/learningspaceswhitepaper.pdf.
Steinauer J, LaRochelle F, Rowh M, Backus L, Sandahl Y, Foster A. First impressions: what are
preclinical medical students in the US and Canada learning about sexual and reproductive health?
Contraception. 2009;80(1):74‐80.
Steinman MA, Boscardin CK, Aguayo L, Baron RB. Commercial influence and learner‐perceived bias
in continuing medical education. Acad Med. 2010;85(1):74‐79.
Tache S, Mbembati N, Marshall N, Tendick F, Mkony C, O'Sullivan P. Addressing gaps in surgical skills
training by means of low‐cost simulation at Muhimbili University in Tanzania. Hum Resour Health.
2009;7:64.
Teherani A, O'Brien BC, Masters DE, Poncelet AN, Robertson PA, Hauer KE. Burden, responsibility,
and reward: preceptor experiences with the continuity of teaching in a longitudinal integrated
clerkship. Acad Med. 2009;84(10 Suppl):S50‐3.
47
Publications
Teherani A, O'Sullivan PS, Lovett M, Hauer KE. Categorization of unprofessional behaviours
identified during administration of and remediation after a comprehensive clinical performance
examination using a validated professionalism framework. Med Teach. 2009;31(11):1007‐1012.
Tran N, McGee D, Sargious AS, Brzezinski M. Free Anesthesiology Resources for Medical Students.
In: Medical Student Guide to Anesthesiology. 5th ed. Society for Education in Anesthesia; 2009.
Uijtdehaage S, Hauer KE, Stuber M, Rajagopalan S, Go VL, Wilkerson L. A framework for developing,
implementing, and evaluating a cancer survivorship curriculum for medical students. J Gen Intern
Med. 2009;24 Suppl 2:S491‐4.
Underwood W, Boyd AJ, Fletcher KE, Lypson ML, Executive Committee of the American College of
Surgeons‐Candidate Associate Society. Viewpoints from generation X: a survey of candidate and
associate viewpoints on resident duty‐hour regulations. J Am Coll Surg. 2004;198(6):989‐993.
van der Velden T, Van HN, Quoc HN, Van HN, Baron RB. Continuing medical education in Vietnam:
new legislation and new roles for medical schools. J Contin Educ Health Prof. 2010;30(2):144‐148.
Vidyarthi AR BR. The role of graduate medical education (GME) in improving patient safety AHRQ
WebM&M. 2010. www.webmm.ahrq.gov/perspective.aspx?perspectiveID=84.
Wamsley M, Carpenter L, Chou C, Wilson E, Deshpande M, Miller B. Teaching Principles of Managing
Chronic Illness Using a Longitudinal Standardized Patient Case. MedEdPORTAL. 2010.
services.aamc.org/30/mededportal/servlet/s/segment/mededportal/?subid=7833.
Wamsley MA, Ng R, Chang A, et al. Teaching and Assessing Medical Students Chronic Disease
Management Skills Utilizing the Chronic Care Model and a Standardized Patient. MedEdPORTAL.
2009. services.aamc.org/30/mededportal/servlet/s/segment/mededportal/?subid=1724.
Wamsley MA, Dubowitz N, Kohli P, Cooke M, O'Brien BC. Continuity in a longitudinal out‐patient
attachment for Year 3 medical students. Med Educ. 2009;43(9):895‐906.
Wolpaw J. Hidden humanity. Med Teach. 2009;31(10):945‐946.
48
Presentations and Workshops
Albright S, Griffiths J, Hanss, T, Souza KH. Sharing and co‐developing knowledge for medical
education with developing countries. Association of American Medical Colleges Annual Meeting,
Boston, MA: 2009.
Appelle N, Wamsley M, O’Sullivan P, Julian K. The impact of an objective structured teaching
evaluation on faculty teaching skills. Western Group on Educational Affairs Annual Meeting, Pacific
Grove, CA: April 2010.
Armenakis A, Azzam A. Teaching humanism and cultural humility through global health immersion
programs. 18th Annual Global Health Education Consortium (GHEC) and 7th Annual Western
Regional International Health (WRIH) Conference, Seattle, WA: April 2009.
Aronson, Louise. The UCSF interprofessional aging and palliative care elective. Western Group on
Educational Affairs Annual Meeting, Pacific Grove, CA: April 2010.
Aronson, L, Harper, M, Kao, H, Vener, M, Molan, A, Conant, R, Abrams, J, Pound D. Teaching
geriatrics to medical students in the absence of a dedicated clerkship. UCSF Academy of Medical
Educators Education Day; Western Group on Educational Affairs Annual Meeting, Pacific Grove, CA:
2010.
Aronson L, Robertson P, Lindow J, O'Sullivan P. Guidelines for reflective writing produce higher
quality reflections. Association of American Medical Colleges, Boston, MA: 2009.
Aronson L, Topp KS, Kruidering M. Teaching reflection to first year medical students: application to
an early leadership experience. UCSF Academy of Medical Educators Education Day; Western Group
on Educational Affairs Annual Meeting, Pacific Grove, CA: 2010.
Azzam A. Professionalism in medical education: Finely‐calibrated assessment tool or bull in a china
shop? UCSF Department of Psychiatry Education Retreat, San Francisco, CA: May 2010.
Azzam A, Dan‐Cohen H, Stevens A, Auerswald C, Mack K. End‐of‐year formative reflection feedback
forms. Western Group on Educational Affairs Annual Meeting, Pacific Grove, CA: 2010.
Azzam A, Haller E, Daroff R, Young, J. Developing educational leaders across the professional
spectrum. Association for Academic Psychiatry Annual Meeting, Washington, DC: September 2009.
Azzam A, Sokal‐Gutierrez K, Ivey SI, Garcia R, Wilson E. The program in medical education for the
urban underserved (PRIME‐US) at the UCSF – UC Berkeley Joint Medical Program (JMP): four years
of experience. Western Group on Educational Affairs Annual Meeting, Pacific Grove, CA: 2010.
Azzam A. Care of the seriously ill preceptorship: The Psychosocial Experience of Death & Dying.
UCSF Academy of Medical Educators Education Day; Western Group on Educational Affairs Annual
Meeting, Pacific Grove, CA: 2010.
49
Presentations and Workshops
Azzam A. End of year formative reflective feedback forms. UCSF Academy of Medical Educators
Education Day; Western Group on Educational Affairs Annual Meeting, Pacific Grove, CA: 2010.
Azzam A. Integrated Exercises: Practicing clinical skills, clinical reasoning, and the application of basic
science knowledge in standardized patient encounters. Western Group on Educational Affairs
Annual Meeting, Pacific Grove, CA: 2010.
Azzam A. Using multimedia to enhance problem based learning in new online format. UCSF
Academy of Medical Educators Education Day; Western Group on Educational Affairs Annual
Meeting, Pacific Grove, CA: 2010.
Autry A. Medicine as a public trust: Fostering our residents professional development. Council on
Resident Education in Obstetrics and Gynecology, Washington DC: August 2009.
Autry A. How to succeed as a clinician‐educator. Faculty Information and Welcoming Week, School
of Medicine, University of California, San Francisco, CA: September 2009.
Autry A. So you want to be a program director? Association of Professors of Gynecology and
Obstetrics/Council on Resident Education in Obstetrics and Gynecology, Orlando, FL: March 2010.
Autry A. Evaluation and standard setting in ob‐gyn surgical skills. Association of Professors of
Gynecology and Obstetrics/Council on Resident Education in Obstetrics and Gynecology, Orlando,
FL: March 2010.
Banks M, Souza KH. Best practices for wiki use in international collaborations. Medical Library
Association Annual Meeting, Washington, DC: May 2010.
Baron RB. Patient safety and quality: Combining curriculum development and financial incentives
across specialties Group on Resident Affairs Spring Meeting, April 2010.
Baron RB. UME, GME & CME educational organization and accreditation. Teaching Scholars Faculty
Development Program, San Francisco, CA: May 2010.
Bates C, Julian K, Weiss, Warm E, Bolby L. New paradigms for continuity clinic practice in residency
training: lessons from EIP residency programs. Society of General Internal Medicine, April 2010.
Birnabaumer D, Promes S, Wagner M. Perfecting your teaching skills. New Orleans, LA: 2009.
Blitzstein S and Tong LD. Student assessment master educator certificate program. Association for
Academic Psychiatry Annual Meeting, Washington, DC: 2009.
Brzezinski M. Problem‐based learning discussion professionalism & communication in the OR. The
Changing Practice of Anesthesia, University of California‐San Francisco, San Francisco, CA: 2009.
Brzezinski M. Educational strategies to promote clinical expertise. Department of Anesthesia and
Perioperative Care Grand Rounds, UCSF, San Francisco, CA: 2010.
50
Presentations and Workshops
Brzezinski M, Holak EJ, Mitchell J. How to create a successful anesthesia experience for medical
students: Experiences from UCSF and Beth Israel Deaconess Medical Center. American Society of
Anesthesiologists, Annual Meeting, New Orleans, LA: 2009.
Brzezinski M, Rollins M, Pardo M, Bogetz M. Organized approach to medical student interested in
anesthesia. American Society of Anesthesiologists, Annual Meeting, New Orleans, 2009; New York
State Society of Anesthesiologists' PGA/63 Meeting, New York City, NY: 2009.
Burke C. Who's afraid of e‐learning? A practical introduction to the creation of successful e‐learning
projects. Western Group on Educational Affairs Annual Meeting. Pacific Grove, CA: April 2010.
Burke C and O’Brien B. What do lecture download trends tell us about student preferences for
review of material? Association of American Medical Colleges Annual Meeting, Boston, MA: 2009.
Burke C and Mayfield C. Introduction to on demand learning. Health Professions Education Pathway,
San Francisco, CA: October 2009.
Burke C. Effective teaching using rich media. Teaching Scholars Program, San Francisco, CA: May
2010.
Burke C. Instructional design. Teaching Scholars Program, San Francisco, CA: November 2009.
Cameron T, Drummer J, Jacobs J, Mayfield C, Mitchell S, Tobin B, Tolles R. Using curriculum
management systems to respond to LCME ED‐33. Western Group on Educational Affairs Annual
Meeting. Pacific Grove, CA: April 2010.
Caretto D and Chou CL. An online curriculum for teaching medical students patient‐centered clinical
reasoning. UCSF Medical Education Day, San Francisco, CA: 2010.
Chang A, Boscardin C, Chou C, Loeser H, Hauer K. Predicting failing performance on a standardized
patient clinical performance examination: The importance of communication and professionalism
skills deficits. Association of American Medical Colleges Annual Meeting, Boston, MA: 2009.
Chao C. Valor, a longitudinal VA‐based clerkship program: Immediate post and long‐term outcomes.
Western Group on Educational Affairs Annual Meeting. Pacific Grove, CA: April 2010.
Chen HC. Academic standards: student progress and remediation. Taiwanese American Scholars for
Medical Education (TASME) Annual Conference, Taipei, Taiwan: 2009.
Chen HC. Patient‐doctor communications. Lead America Medicine and Healthcare Annual
Conference, Berkeley, CA: 2009.
Chen HC, Muller J, Azzam A, Ciccarone D, Chang A, Chou C. Integrated exercises: practicing clinical
skills, clinical reasoning, and the application of basic science knowledge in standardized patient
encounters. Western Group on Educational Affairs Annual Meeting, Pacific Grove, CA: 2010.
51
Presentations and Workshops
Chen R, Chavez D, Kothari A, Sy A, Borok S, Vener M. Quality improvement projects at the SFGH
urgent care center by third‐year medical students in FCM 110. UCSF Department of Family Medicine
Annual Colloquium, San Francisco, CA: 2010.
Chen HC, Salazar R, Adler SR, Satterfield J. Use of racial and ethnic identifiers in case presentations in
the preclerkship curriculum. Medical Education Day, University of California San Francisco, San
Francisco, CA, 2010; Western Group on Educational Affairs Annual Meeting, Pacific Grove, CA: 2010.
Chen HC, Tan JPG, O’Sullivan P, Boscardin C, Li A, Muller J. Change in medical student citation habits
after implementation of an information retrieval and management curriculum. Association of
American Medical Colleges Annual Meeting, Boston, MA: 2009.
Chen HC, Gunderson A, Blatt B, Nelson E. The AAMC report on undergraduate clinical skills curricula:
What is it? How can it be implemented? Association of American Medical Colleges Annual Meeting,
Boston, MA: 2009.
Chen H C, Tan J, O'Sullivan P, Boscardin C, Li A, Muller JH. Impact of an information retrieval and
management curriculum on medical student citations. Association of American Medical Colleges
Annual Meeting, Boston, MA: 2009.
Chen HC. Use of racial and ethnic identifiers in case presentations in the preclerkship curriculum.
Western Group on Educational Affairs Annual Meeting. Pacific Grove, CA: April 2010.
Chou CL. Enhancing skills in the art of delivering feedback. Invited facilitator for Educators‐4‐Care
workshop, Stanford University, Palo Alto, CA: 2009.
Chou CL, Davis D, Sharpe B, Ratanawongsa N. Enhancing skills in the art of delivering feedback. UCSF
Faculty Development Series, San Francisco, CA: April 2010.
Chou CL, Irby D. Biweekly faculty development seminar series on humanistic teaching; funded by
Arthur Vining Davis Foundation. San Francisco, CA: 2010.
Chou CL, Johnston CB, Garber J, Kaplan E, Lee K, Singh B, Teherani A. VALOR: A VA‐based
longitudinal clerkship: immediate and long‐term outcomes. UCSF Medical Education Day, San
Francisco, CA: 2010; Western Group on Educational Affairs Annual Meeting, Pacific Grove, CA: 2010.
Ciccarone D, Hettema JE, Ratanawongsa N, Jain S, Shapiro B, Hersh D, Rios LD, Lum PJ. The role of
confidence, perceived responsibility, and perceived barriers in the development of a novel
substance use curriculum for medical residents. Western Group on Educational Affairs Annual
Meeting, Pacific Grove, CA: 2010; UCSF Academy of Medical Educators, Education Day San
Francisco, CA: April 12, 2010.
Cooke M. Invited participant, International Colloquium on the Epistemology of Improving Quality,
The Health Foundation, London, UK: April 2010.
52
Presentations and Workshops
Cooke M, Irby D, O’Brien BC. Educating physicians: Calls for reform from the carnegie foundation for
the advancement of teaching. Association of American Medical Colleges, Boston, MA: 2009.
Dhaliwal G, Clearly L, Kavan M. Feeding forward information in the clinical clerkships. Clerkship
Directors of Internal Medicine National Meeting, 2009.
Echiverri A. The development of longitudinal leadership curriculum objectives for the UCSF Program
in Medical Education for the Urban Underserved (PRIME‐US). Western Group on Educational Affairs
Annual Meeting. Pacific Grove, CA: April 2010.
Fels H. Women's health undergraduate internship (WHURI): Providing ethnic minority
undergraduate students with opportunities in obstetrics and gynecology. Western Group on
Educational Affairs Annual Meeting. Pacific Grove, CA: April 2010.
Fernandez A. Innovative programs promoting continuity with underserved patients: Lessons for
general medical education? Western Group on Educational Affairs Annual Meeting. Pacific Grove,
CA: April 2010.
Fernandez A, Glick S, Fernandez L. Teaching about health care disparities at the bedside. Association
of American Medical Colleges, Boston, MA: 2009.
Ferrenz, E, Vener, M. Addressing cardiovascular risk in the underserved (ACRU): Promoting resident
student partnerships. UCSF Medical Education Day, San Francisco, CA: 2010.
Ferrenz, E, Vener, M. Resident student partnerships in fostering commitment to primary care and
underserved patients. UCSF Medical Education Day, San Francisco, CA: 2010.
Fulton TB, Burke C, Chen HC. Helping learners (and yourself!) manage projects. Western Group on
Educational Affairs Annual Meeting, Pacific Grove, CA: 2010; UCSF OME Key Educational Skills Series:
2010; UCSF WHURI internship program: 2009; UCSF PLUS program: 2009; UCSF PRIME; H&S
Pathway students: 2009; and UCSF Curriculum Ambassadors Program 2010.
Fulton T, Mayfield C, Burke C, Tan J, O’Sullivan P, Loeser H. Curriculum ambassador program:
Fostering improvement, innovation & scholarship in medical education through curriculum
development. Western Group on Educational Affairs Annual Meeting, Pacific Grove, CA: 2010.
Fulton T, Youmans S. Small group facilitation, why and how? UCSF Dept of Clinical Pharmacy
residents: 2009.
Goldman AM, Tran HN, Brzezinski M. Implementing curriculum for medical students concerning the
psychological impact of chronic pain. New York State Society of Anesthesiologists' PGA/63 Meeting,
New York City, NY: 2009.
Green E, Bierer SB, Byyny RL, Chen HC, Erickson S, Gruppuso PA, Pross S. Skill building for scholarly
concentration programs. Association of American Medical Colleges Annual Meeting, Boston, MA:
2009.
53
Presentations and Workshops
Green M, Henson L, Hoffman K. Souza KH. eFolios: Connecting institutions through communication
standards: A project of the e‐folio interoperability initiative. Association of American Medical
Colleges, Boston, MA: 2009.
Hauer KE. Remediation across the medical education continuum. Association of American Medical
Colleges Annual Meeting, Boston MC: 2009.
Hettema J. The role of resident confidence, perceived responsibility, and perceived barriers in the
development of a clinical substance use training curriculum. Western Group on Educational Affairs
Annual Meeting. Pacific Grove, CA: April 2010.
Hilty D, Nesbitt T, Doyle L, Wilson E, Sokal‐Gutierrez K, Martinez A, Vega C. U.C. Programs in Medical
Education (PRIMEs): An update on admissions, curriculum and outcomes. Western Group on
Educational Affairs Annual Meeting. Pacific Grove, CA: April 2010.
Hoffman DB, Kazcorowski J, Kuo AK, Rezet B, Warren M, Guralnick S, Evelyn M. Bringing structure to
curricular innovations in community pediatrics and advocacy training: Integrating goals, activities
and competencies. American Pediatric Program Directors, Chicago, IL: 2010.
Hyland KM, Kruidering‐Hall M, Niehaus B, Hauer K. Integration of a basic science assessment into a
clinical performance exam. UCSF Medical Education Day, San Francisco, CA: 2010.
Irby D. Future directions for medical education: Recommendations from the Carnegie study. 6th Asia
Pacific Medical Education Conference, Singapore.
Irby D. Sweeping changes in medical Education. McMaster University Department of Psychiatry,
Hamilton, Ontario, Canada.
Irby D. Teaching – recognition, innovation and excellence. Annual meeting, Academy of Medical
Educators, London, UK.
Irby D. Reforms across the continuum of medical education and rethinking graduate medical
education. Karolinska Institute, Stockholm, Sweden.
Irby D. Physicians and the future of medical education: What would Flexner think? Annual Meeting,
Alliance for Continuing Medical Education, San Francisco, CA.
Irby D. Future directions and promising practices for medical education. Annual Conference,
Innovations in Medical Education, University of Southern California, Los Angeles, CA; Southern
Illinois University School of Medicine, Springfield, Il.
Irby D. Carnegie calls for reform in medical education. Vanderbilt University School of Medicine,
Nashville, TN.
Irby D. A call for reform of medical education. University of Pittsburgh School of Medicine,
Pittsburgh, OH.
54
Presentations and Workshops
Irby D. Future directions for medical education. Coggashall Lecture, University of Chicago School of
Medicine, Chicago, Il.
Irby DM, O’Brien BC, Cooke M. Educating physicians ‐ A call for reform from the Carnegie
Foundation for the Advancement of Teaching. Association of American Medical Colleges, Boston,
MA: 2009.
Jacobs N, Piasecki M, Chou CL, Osterberg L, Trial J, Schaff P. Professionalism evaluation and
feedback: a multi‐institutional perspective. Western Group on Educational Affairs Annual Meeting,
Pacific Grove, CA: 2010.
Joseph M. Childhood asthma management in the pediatric primary care: A novel curriculum for
pediatric interns. Western Group on Educational Affairs, Pacific Grove, CA: April 2010.
Josephson A, Lowenstein D, Poncelet A, Smith W. Teaching at the Bedside: Pearls and Pitfalls, UCSF
Dept of Neurology Grand Rounds, San Francisco, CA: October 7, 2009.
Josephson A, Lowenstein D, Poncelet A, Smith W. Enhancing teaching in the clinical setting. Frontiers
in Neurology and Neuroscience, UCSF, San Francisco, CA: 2009.
Kalanithi L. A novel financial incentive program for residents to improve communication with
primary care physicians. Western Group on Educational Affairs Annual Meeting, Pacific Grove,
California. April 2010.
Kalanthi L, Coffey C, Vidyarthi AR, Green A, Baron RB, Ranji Sumant R. A novel financial incentive
program for hospital‐based residents to improve communication with inpatients primary care
physicians. Society of General Internal Medicine (SGIM) Annual Meeting. Minneapolis, MN, April
2010; Annual Meeting of the Society of Hospital Medicine. Washington, DC, April 2010; Western
Group on Educational Affairs Annual Meeting, Pacific Grove, CA, April 2010.
Kohlwes, J, Cornett P, Dandu M, Julian K, Vidyarthi A, Minichiello T, Shunk R, Jain S, Harleman E,
Ranji S, Sharpe B, O’Sullivan P, Hollander H. Areas of distinction; A chance to experience an
expanded career during internal medicine residency training. National Society of General Internal
Medicine Annual Meeting, 2010.
Kruidering M and Hyland KMH. Small group teaching. OME Key Educational Skills, UCSF, San
Francisco, CA.
Kruidering‐Hall M, Masters S, Topp K, Teherani A, Loeser H. Competency‐based assessment of
presentation skills early in the pre‐clerkship curriculum. IAMSE conference July 2009, Leiden, The
Netherlands.
Lai CJ. Teaching multi‐level learners how to help their underserved medicare part d patients: A
statewide expansion of an interprofessional peer educator program. Western Group on Educational
Affairs Annual Meeting. Pacific Grove, CA: April 2010.
55
Presentations and Workshops
Lai C, Smith A, Stebbins M, Cutler T, Lipton H. Helping underserved medicare part d patients through
a statewide expansion of an interprofessional peer educator program. SGIM National Meeting,
Minneapolis, MN: April 2010.
Laponis R. Generating generalists: Factors of resident continuity clinic associated with perceived
impact on choosing a generalist career. Floyd Rector Resident Research Symposium, Department of
Medicine, UCSF, San Francisco, CA: 2010.
Loeser H. Innovating and making curricular change; Choosing instructional Methods: Team Based
Learning. HPE Pathways, UCSF, San Francisco, CA: 2009.
Loeser H. Leading institutional/curricular change. Teaching Scholars Program, San Francisco, CA:
May 2010.
Loeser H. International partnerships for curricular reform: UCSF and MUHAS (Tanzania) experience.
Western Group on Educational Affairs Annual Meeting. Pacific Grove, CA: April 2010.
Loeser H, Harper GM, Wamsley M. Teaching strategies and curriculum development. Health
Professions Education Pathway, UCSF, San Francisco, CA: May 2010.
Lowenstein D. The academy movement to recognize educators at US medical schools. Bern Visiting
Scholars Program, UCSF, San Francisco, CA: 2009.
Mack K. Using case‐based and inquiry‐driven learning to advance pre‐service educational initiatives.
WHO‐sponsored Meeting on Pre‐service Training Content for Integrated Management of HIV/AIDS,
Addis Ababa, Ethiopia: 2009.
Mack K, Masters S, Azzam A, Dan‐Cohen H. Navigating the path toward pre‐clerkship competency‐
based assessment. Ottawa International Medical Education Conference, Miami, FL: 2010.
Masters S, Lowenstein D, Hauer KE. Innovations in medical education. UCSF Alumni Day, San
Francisco, CA: 2009.
Masters S, Fulton T. Large group teaching. Key Educational Skills Series, San Francisco, CA:
November 2009.
Masters S, Topp K. Making your committee service work for you. Key Educational Skills Series, San
Francisco, CA: February 2010.
Masters S. Curriculum leadership workshop. Muhimbili University of Health and Allied Sciences
(MUHAS), Dar es Salaam, Tanzania: October 2009.
Masters S, Fyfe M, Yoemens S, Kaiser S. Faculty development workshop (3 day series). Muhimbili
University of Health and Allied Sciences (MUHAS), Dar es Salaam, Tanzania: October 2009.
Mayfield C. Technology in curriculum management and planning. Teaching Scholars Program, San
Francisco, CA: October 2009.
56
Presentations and Workshops
Mayfield C, Burke C. Using technology for effective teaching. Key Educational Skills Series, San
Francisco, CA: March 2010.
Mayfield C, Burke C. Introduction to educational technology. Health Professions Education
Pathways, San Francisco, CA: October 2009.
Mazotti L, Moylan A, Murphy E, Harper M, Johnston CB, Hauer K. Advancing geriatrics education: An
efficient faculty development program for hospitalists increases geriatric teaching. UCSF Medical
Education Day, San Francisco, CA: April, 2010.
McCowin MJ, Elicker B, Glenn O. CT pulmonary embolus teaching series. UCSF Medical Education
Day, San Francisco, CA: April, 2010.
McLean T, Autry A, Stotland N, Wiener S, Rosenstein M, Cohen J, Venkat P. Centering pregnancy: A
valuable adjunct to resident obstetric training. Association of Professors of Gynecology and
Obstetrics, Orlando, FL: March 2010.
Miller B, Quirk M, Whang M. Designing standardized patient facilities. Association of Standardized
Patient Educators, Baltimore, MD: June 2010.
Miller CA, Mack K. Introduction to portfolios. Advisory College Mentors, San Francisco, CA: 2009.
Miller CA, Mack K, Harleman B, Murr A, Hughes E, Jain, S, Stein J, Diab M. Portfolio orientation to
first year medical students, San Francisco, CA: September and November 2009.
Mitchell J, Holak EJ, Brzezinski M. Teaching faculty to identify and manage “difficult” residents. New
York State Society of Anesthesiologists' PGA/63 Meeting, New York City, NY: 2009.
Mookherjee S, Chou CL. Evidence‐based physical examination rounds for third year internal
medicine clerkship students: a pilot study. UCSF Medical Education Day, San Francisco, CA: 2010.
O’Brien B. Educating physicians: A call for reform. Ackerman Symposium on Medicine and Culture,
The Flexner Centennial – 100 years of medical education reform, Boston, MA: April 2010.
O’Brien B, Cai V, Azzam A. Understanding the educational value of first year medical students’
patient encounter data. American Educational Research Association, Denver, CO: May 2010.
O'Sullivan P. Assessing critical thinking: A broad ability requires "real" methods. Louisiana State
University Health Sciences Center, Baton Rouge, LA: 2009.
O'Sullivan P. Portfolios: Designing to assess critical thinking. Louisiana State University Health
Sciences Center, Baton Rouge, LA: 2009.
O'Sullivan P. Asking questions. Western Group on Educational Affairs, Pacific Grove, CA: April 2010.
O'Sullivan P, Masters S. Educational principals and practices for the health sciences professionals.
Muhimbili University for Health and Allied Sciences, Tanzania: 2010.
57
Presentations and Workshops
O'Sullivan P, Holland‐Martin J, Loomer P. Curricular modularization. Muhimbili University for Health
and Allied Sciences, Tanzania: 2010.
O’Sullivan P. Perspectives on practical reasoning and faculty formation: Bridging the liberal arts and
sciences with the professions. American Educational Research Association Annual Meeting, Denver,
CO: April 2010.
O’Sullivan P, Irby D. A new model for faculty development research. Baylor University School of
Medicine, Houston, TX.
O’Sullivan P, Promes SB. Competency‐based education and evaluation. UCSF Faculty Development
Series, San Francisco, CA: 2009.
O’Sullivan P, Souza KH, Mayfield C. eFolios: Connecting institutions through development of
technical standards: A project of the e‐folio Interoperability Initiative. Western Group on
Educational Affairs, Pacific Grove, CA: 2010.
O'Sullivan P, Hauer K. Scholarship across the medical education continuum. Association of American
Medical Colleges, Boston, MA: 2009.
Olney N, Cox D, Hu B, Twitchell T, Vener M. Brainstorm community assessment and interventions by
UCSF medical students 2009‐2010. UCSF Department of Family Medicine Annual Colloquium, San
Francisco, CA: 2010.
Osterberg L, Basaviah P, Fabbro K, Irvine C, Schillinger E, Tong L, Chou CL. Giving feedback to
learners: parallels to the physician‐patient relationship. Western Group on Educational Affairs,
Pacific Grove, CA: 2010.
Papadakis MA. Professionalism. Ruth C. Brufsky Memorial Lecture on Medical Ethics at Dana Farber
Cancer Institute Hospital, October 2009; American Academy of Child Adolescent Psychiatry, Hawaii:
October 2009; Osteopathic Medical Education Leadership Conference, January 2010; Symposium on
Professionalism in honor of Richard and Sylvia Cruess, McGill University, February 2010; National
Forum on Assessment of Professional Behavior of Medical Students in Brisbane, March 2010;
Council on Medical Student Education in Pediatrics, March 2010.
Pardo M. Using simulation in medical education. UCSF Teaching Scholars Program, San Francisco,
CA: 2010.
Plant J. Factors that Influence the accuracy of self‐assessment: Preliminary analysis of a study of
pediatric residents' performance of crisis resource management skills. Western Group on
Educational Affairs Annual Meeting. Pacific Grove, CA: April 2010.
Plant J, Corden M, Mourad M, O’Brien B, van Schaik S. Understanding the self‐assessment process:
Preliminary results of a study evaluating residents’ performance of crisis resource management
58
Presentations and Workshops
skills. UCSF Medical Education Day, San Francisco, CA; Western Group on Educational Affairs Annual
Meeting, Pacific Grove, CA: April 2010.
Plant J, van Schaik S, Sliwka D, Boscardin C, O'Sullivan P. Correlation between confidence and
performance of non‐technical skills by pediatric residents during simulated resuscitations.
Association of American Medical Colleges, Boston, MA: 2009.
Poncelet AN. Teaching the teachers. Clerkship and Program Directors Conference. American
Academy of Neurology National Meeting, Toronto: 2010.
Poncelet AN. Longitudinal integrated clerkships, patients and students. Consortium of Longitudinal
Integrated Clerskhips Annual Meeting, Edmonton, Alberta: 2009.
Poncelet AN. PISCES: Parnassus integrated student clinical experiences. Emory School of Medicine
Education Retreat, Atlanta, GA: 2009.
Poncelet AN, Hirsh DL. Longitudinal integrated learning in the era of the Carnegie report. Veteran’s
Administration Designated Education Offices Annual Retreat, Atlanta, GA: 2009.
Poncelet AN. Journal club and project group leader. Harvard Macy Institute, Program for Leaders in
Health Care Education, Boston, MA: 2009.
Promes SB. Curriculum development. American College of Emergency Physicians Teaching
Fellowship, Dallas, TX: 2009.
Promes SB. Fundamentals for designing CME. American College of Emergency Physicians Teaching
Fellowship, Dallas, TX: 2009.
Promes SB. Writing multiple choice questions. American College of Emergency Physicians Teaching
Fellowship, Dallas, TX: 2009.
Promes SB. Using the one minute preceptor model in the ED. American College of Emergency
Physicians Teaching Fellowship, Dallas, TX: 2009.
Promes SB. Evaluations. American College of Emergency Physicians Teaching Fellowship, Dallas, TX:
2009.
Promes SB, Birnbaumer D. Speaking like a pro: Just do it! American College of Emergency Physicians
Scientific Assembly, Boston, MA: 2009.
Promes SB. Making the most of your didactic session. American College of Emergency Physicians
Scientific Assembly, Boston, MA: 2009.
Quirk M, Miller B, Whang M. Designing standardized patient facilities. Association of Standardized
Patient Educators, Baltimore, MD: June 2010.
59
Presentations and Workshops
Satterfield J, Spring B, Baum K, Scott H, Wamsley M. Evidence‐based behavioral practice: Essential
skills to identify, implement, and teach strategies that work. Society for General Internal Medicine,
Minneapolis, MN: April 2010.
Satterfield J. Social and behavioral sciences in medical education. Initiative to Transform Medical
Education, American Medical Association. Chicago IL: December 2009.
Sawaya GF. Faculty perceptions of the UCSF educational environment and the Haile T. Debas
Academy of Medical Educators. San Francisco, CA: September 2009.
Scholefield J. Measuring continuity of care of pediatric residents: The association of performance
and future career choice. Western Group on Educational Affairs, Pacific Grove, CA: April 2010.
Sehgal NL, Vidyarthi AR. Communication strategies to mitigate patient harm. SGIM Annual Meeting,
Minneapolis, MN: 2010.
Shore WB. Teaching one‐on‐one. What Preceptors need to know. STFM 36th Annual Predoctoral
Education Conference, 2009.
Shore WB, Muller JH, Saba GW, Mergendoller, J. Did I really say that? Analysis of video‐recorded
medical student‐patient interviews in community clinics. UCSF Medical Education Day, San
Francisco, CA: April 2010; The 6th annual Department of Family & Community Medicine Colloquium,
May 2010.
Shunk R, Scott H, Julian K, Hollander H, Cornett P. Using the ABIM practice improvement modules to
teach internal medicine residents practice improvement. Association of Program Directors in
Internal Medicine. National Meeting, April 2010.
Sotelo D, Muller JH, Chang A, Azzam A. Creating a multimedia on‐line digital problem based learning
(PBL) case. UCSF Medical Education Day, San Francisco, CA: April 2010.
Sotelo D, Muller JH, Chang A, Azzam A. Using multimedia to enhance problem based learning in new
online format. Western Group on Educational Affairs Annual Meeting. Pacific Grove, CA: April 2010.
Souza KH. eFolios: Connecting institutions through development of technical standards: a project of
the e‐folio Interoperability Initiative. Western Group on Educational Affairs Annual Meeting. Pacific
Grove, CA: April 2010.
Souza KH. Sharing and co‐developing knowledge for medical education with developing countries.
Association of American Medical Colleges, Boston, MA: 2009.
Souza KH. Educational technology: Finding a home in medical education. University of British
Columbia Faculty of Medicine EdTech Summit: Charting a Course: Colloquium on the future of
Educational Technology in the Faculty of Medicine, Vancouver, Canada: November 2009.
Presentation online at www.medit.med.ubc.ca/Ed_Tech_Summit.htm.
60
Presentations and Workshops
Souza KH. Role of technology in teaching and learning. Muhimbili University of Health and Allied
Sciences, Dar es Salaam, Tanzania: June 2010.
Staves J, Loeser H, Hyde S, Alldredge B, Youmans S, Kilmer J, Perry D, Topp K, Conway M, Chen HC.
Promoting interprofessional teamwork: longitudinal team‐based curriculum for first‐year health
professions students. Medical Education Day, University of California San Francisco; Western Group
on Educational Affairs Annual Meeting, Pacific Grove, CA: 2010.
Steinauer J. Teaching professionalism through teaching values clarification. Association of Professor
of Obstetrics and Gynecology (APGO) Faculty Development Seminar, Scottsdale, AZ: 2010.
Steinauer J. Passing the torch – educating medical students & training residents. NAF Annual
meeting, Phildelphia, PA: 2010.
Sufrin C, Harris K, Autry A, Goldenson J, Steinauer J. County jail as a site for ob‐gyn resident
education: A novel curriculum for public health and clinical training. Association of Professors of
Gynecology and Obstetrics, Orlando, FL: March 2010.
Tabas J, Boscardin C, Jacobsen D, Steinman M, Volberding P, Baron RB. Clinician attitudes about
commercial support of CME: Results of a detailed survey. Society of Academic CME (SACME) Annual
Meeting, Miami FL: April 2010.
Teherani A, O’Brien B, Masters DE, Poncelet AP, Robertson P, Hauer KE. Burden, responsibility, and
reward: Preceptor experiences with the continuity of teaching in a longitudinal integrated clerkship.
Association of American Medical Colleges, Boston, MA: 2009.
Tong LD. Toolkit for early educators program. Association of Directors of Medical Student Education
in Psychiatry Annual Meeting, Portsmouth, NH: 2009.
Topp KS, Kruidering M, Aronson L, Chou C. The future of medical education: It’s more than medical
knowledge – anatomy lab as opportunity for competency‐based instruction. American Association of
Clinical Anatomists Annual Meeting, Honolulu, HI: 2010.
Tran HN, Goldman AM, Chou C, Johnston B, Brzezinski M. Implementing an informed consent
curriculum for medical students. New York State Society of Anesthesiologists' PGA/63 Meeting, New
York City, NY: 2009.
Tran HN, Brzezinski M, Johnston CB, Chou CL. Development of an informed consent curriculum for
medical students. UCSF Medical Education Day, San Francisco, CA: 2010.
Tran HN, Kruidering‐Hall M, Ku S, O’Sullivan PS, Chou CL. The impact of spaced education on
students’ ability to provide specific reinforcing feedback. UCSF Medical Education Day, San
Francisco, CA: 2010.
61
Presentations and Workshops
van Schaik, S. Interprofessional team training: Bringing various stakeholders and learning objectives
together to develop an effective program. Western Group on Educational Affairs Annual Meeting.
Pacific Grove, CA: April 2010.
van Schaik S, Plant J. Impact of simulation‐based training on procedural skills among pediatric
residents. Pediatric Academic Societies Annual Meeting, Vancouver, BC: May 2010.
van Schaik S. Needs assessment for curricular design. UCSF Health Professions Education Pathway,
San Francisco, CA: October 2009.
van Schaik S, Sliwka D, Mourad. Teaching Procedural Skills. UCSF Academy of Medical Educators;
Office of Medical Education Faculty Development Workshop, San Francisco, CA: November 2010.
Van Schaik S, Diane S, Tsang L. Interprofessional team training facilitator workshop. UCSF Children’s
Hospital Mock Code Program, April 2010.
van Schaik S, Diane S, Tsang L. Interprofessional team training: Developing a cost‐effective,
sustainable simulation‐based program. National Association of Children’s Hospitals and Related
Institutions, Webinar Series, February 2010.
van Schaik S, Plant J, Rosenbluth G. Simulation‐based interprofessional team training: Developing an
effective and sustainable program utilizing a 360 degree evaluation of teamwork and
communication skills. Association of Pediatric Program Directors annual meeting, Chicago: April
2010.
van Schaik S, Plant J, Rosenbluth G. Interprofessional team training: Bringing various stakeholders
and learning objectives together to develop an effective program. Western Group on Educational
Affairs Annual Meeting. Pacific Grove, CA: April 2010.
van Schaik S, Burke C. Who is afraid of e‐Learning? Western Group on Educational Affairs Annual
Meeting. Pacific Grove, CA: April 2010.
Verner M. Model SFGH: Impact of a longitudinal integrated clerkship model in teaching chronic care
of the underserved. Western Group on Educational Affairs Annual Meeting. Pacific Grove, CA: April
2010.
Vener M, Banh K, Fernandez A, Stuber M, Wheeler M. Innovative programs promoting continuity
with underserved patients: Lessons for general medical education? Western Group on Educational
Affairs Annual Meeting, Pacific Grove, CA: April 2010.
Vener M, Borok S, Ledesma J. FCM 110 student projects at portola family connections, UCSF
Department of Family Medicine Annual Colloquium, May 2010.
Vener M, Teherani A, Chen R, Clouse A, Hahn M, Lu T, Whichard E, Wheeler M. A little continuity
goes a long way: patient panels and chronic illness care in model SFGH, UCSF Medical Education
Day, San Francisco, CA: 2010.
62
Presentations and Workshops
Vener M, Teherani A, Chen R, Clouse A, Hahn M, Lu T, Whichard E, Wheeler M. Model SFGH: Impact
of a longitudinal, integrated clerkship model in teaching chronic care of the underserved. Western
Group on Educational Affairs Annual Meeting. Pacific Grove, CA: April 2010.
Vener M, Terehani A, Wheeler M. How am I doctoring? Assessing patient and learner outcomes in a
chronic care curriculum, Society of Teachers of Family Medicine Annual Conference on Predoctoral
Education, 2010.
Vener M, Teherani A, Weinstein J, Schillinger E. Hurry up and follow up: A “compressed continuity”
model In third year ambulatory care. Society of Teachers of Family Medicine Annual Conference on
Predoctoral Education, 2010.
Vener M, Weinstein J, Schillinger E. Hurry up and follow up: Developing compressed continuity in
outpatient rotations. UCSF Dept of Family Medicine Annual Colloquium, 2010.
Vidyarthi AR, Nagpal S, Guffey P, Green A, Allen H, Baron RB. A resident incentive program to
improve quality of care. American Association of Medical Colleges Integrating Quality Meeting,
Chicago, IL: June 2009.
Vidyarthi AR, Nagpal S, Guffey P, Green A, Baron RB. Integrating academic medical center and GME
goals: A housestaff incentive program driving quality and safety. Western Group on Educational
Affairs Annual Meeting. Pacific Grove, CA: April 2010.
Wamsley MA. Development and implementation of a standardized patient exercise to promote
interprofessional learning. Western Group on Educational Affairs Annual Meeting. Pacific Grove, CA:
April 2010.
Wamsley M. Increasing feedback to teaching faculty through peer observation. Seminar University
of Colorado School of Medicine Teaching Scholars Program, Denver CO: 2009.
Wamsley M, Vener M. Time‐efficient clinical teaching, UCSF Office of Medical Education Faculty
Development Workshop. UCSF‐Fresno, East Bay, Salinas: 2009.
Wamsley M, Hossaini M, Kroon L, Lindsay C, Newlin B, O’Brien B, Staves J, Topp K. An
interprofessional standardized patient exercise improves attitudes towards team care. Western
Group on Educational Affairs Annual Meeting. Pacific Grove, CA: April 2010.
Wamsley M, Hossaini M, Kroon L, Lindsay C, Newlin B, O’Brien B, Staves J, Topp K. Development and
implementation of an interprofessional standardized patient exercise improves attitudes towards
team care. UCSF Academy of Medical Educators Medical Education Day, 2010.
Wamsley M, Vener M. Time‐efficient clinical teaching. UCSF Office of Medical Education Faculty
Development Workshop. Kaiser Permanente San Francisco, 2010.
Whang M. Designing standardized patient facilities. Association of Standardized Patient Educators,
Baltimore, MD: June 2009.
63
Presentations and Workshops
Wilson E, Queen‐Johnson A, Burns A, Aronson L, Friedman J, Mayfield C. Using a neighborhood
walking tour and community assessment activity to orient students to an electronic portfolio in
PRIME‐US. Western Group on Educational Affairs Annual Meeting, Pacific Grove, California: April
2010.
Wilson E, Queen‐Johnson A, Burns A, Aronson L, Friedman J, Mayfield C. Using community
engagement and critical reflection to orient students to an electronic portfolio. UCSF Medical
Education Day, San Francisco, CA: 2010.
Wooten D, Azzam A, Mack K. Tracking inquiry in a problem‐based learning curriculum. Society of
General Internal Medicine, Minneapolis, MN: 2010.
Yang S. Research training during residency: A longitudinal curriculum of blended learning. Western
Group on Educational Affairs Annual Meeting, Pacific Grove, CA: April 2010.
Yang CW, Ku SC, Chen HC, Lai HS, Chang SC, Chen MF. Implementation of high‐fidelity simulation in
critical care residency training – an effective learning and assessment tool. Medical Education Day,
University of California San Francisco and Western Group on Educational Affairs Annual Meeting,
Pacific Grove, CA: 2010.
Zaud E. Preclinical surgical education: Feasible and effective. Western Group on Educational Affairs
Annual Meeting, Pacific Grove, CA: April 2010.
64
Honors and Awards
Adler, Shelley. Department of Family and Community Medicine, Teaching Scholars Program (2009‐
2010).
Adler Shelley. Department of Family and Community Medicine, Medical Education Research
Fellowship (2010‐2012).
Auerswald Colette. Department of Pediatrics, Pediatric Fellows Leadership and Advocacy Group
(FLAG) Mentor Award, 2010.
Autry, Amy. Department of Obstetrics, Gynecology and Reproductive Sciences, USMLE Step 1
Standard Setting Panel, 2009.
Baron, Robert. Department of Medicine, Re‐Elected Chair, University of California CME Consortium
(UCCME), June 2009.
Baron, Robert, Department of Medicine, Elected Co‐Chair, Accreditation Review Committee,
Accreditation Council for CME (ACCME), September 2010.
Brzezinski, Marek. Department of Anesthesia, Elected Member of the Board, Society for Education in
Anesthesia 2009.
Brzezinski, Marek. Department of Anesthesia, Special Scientific Exhibit Award, New York State
Society of Anesthesiologists' PGA/63 Meeting, NY 2009.
Brzezinski, Marek. Department of Anesthesia, Best Scientific Exhibit Award, International Anesthesia
Research Society, Annual Meeting, San Diego 2010.
Campbell, Andre. Department of SFGH Surgery, Gold Headed Cane Society, Honorary Faculty
Member 2009.
Chang, Anna. Department of Medicine, UCSF AME Cooke Award for the Scholarship of Teaching &
Learning for outstanding medical education research (Academy of Medical Educators) 2009.
Chen, Lee‐May. Obstetrics, Gynecology, and Reproductive Sciences, CTSI Mentor Development
Program, 2010.
Chin, Rachel. Department of Emergency Medicine, Stanford EM Residency Program, Bedside
Teaching Award, 2009 (residents rotate at SFGH ED).
Chou, Calvin. Department of Medicine, Inducted to Alpha Omega Alpha, UCSF chapter; nominated
by students of class of 2010.
Chou, Calvin. Department of Medicine, Named Fellow of American Academy on Communication in
Healthcare (FAACH).
65
Honors and Awards
Chou, Calvin. Department of Medicine, UCSF, Class of 2010 Award for Excellence in Teaching.
Ciccarone, Dan, Department of Family and Community Medicine, Essential Core Teaching Award,
Outstanding Lecture (Class of 2011) University of California, San Francisco School of Medicine, 2009.
Cooke, Molly. Department of Medicine, Academy of Medical Educators, Career Achievement Award
in Education, Society for General Internal Medicine, 2010.
Fernandez, Alicia. Department of Medicine, Arnold P. Gold Foundation Professorship Award.
October, 2009.
Fulton, Tracy. Department of Biochemistry and Biophysics, School of Medicine Essential Core
Teaching Award, Class of 2012, Best Lecture Series, Aug 2009.
Gelb, Alan. Department of Emergency Medicine, UCSF 2nd Quarter SFGH – Bedside Teaching Award
2009‐2010.
Harleman, Elizabeth. Department of Medicine, UCSF Dept of Ob/Gyn Residency Teaching Award,
2009.
Hauer, Karen. Department of Medicine, Jack L. Maatsch ‐ Visiting Scholar Award in Medical
Education. Michigan State University Office of Medical Education Research and Development 2010.
Hauer, Karen. Department of Medicine, President, Clerkship Directors in Internal Medicine 2009‐
2010.
Hauer, Karen. Department of Medicine, Director, California Consortium for the Assessment of
Clinical Competence 2008‐2010.
Hollander, Harry. Department of Medicine, Visiting Professor, Johns Hopkins School of Medicine,
Osler Medical Service, 2010.
Hyland, Katherine, Department of Biochemistry and Biophysics, Nominated: Class of 2012 Essential
Core Teaching Award for Small Group teaching, 2010.
Jackson, Rebecca. Department of Obstetrics, Gynecology and Reproductive Sciences, Excellence in
Small Group Teaching, School of Medicine Class of 2012, 2010.
Jackson, Rebecca. Department of Obstetrics, Gynecology and Reproductive Sciences, Excellence
Outstanding Resident Teaching, Department of Obstetrics and Gynecology, 2009.
Jackson, Rebecca. Department of Obstetrics, Gynecology and Reproductive Sciences, Excellence
Nominee, Kaiser Award for Teaching in the Classroom Setting, 2010.
Jain, Sharad. Department of Medicine, Nominee, SFGH John F. Murray, MD Award, 2009.
Jain, Sharad. Department of Medicine, Class of 2010 Graduation Teaching Award, 2010.
66
Honors and Awards
Jain, Sharad. Department of Medicine, SFGH John F. Murray, MD Award, 2010.
Johnston, C. Bree. Department of Medicine, Appointed to ABIM Subspecialty Board on Geriatrics,
July 2010‐1012.
Josephson, S. Andrew. Department of Neurology, Most Inspirational Teacher Award, Class of 2012,
University of California San Francisco 2009.
Josephson, S. Andrew. Department of Neurology, UCSF Academic Senate Distinction in Teaching
Award 2010.
Khayam‐Bashi, Shieva. Department of Family and Community Medicine, Nominated for Robert Lull,
MD Award by UCSF Dept of Medicine award for “Excellence in teaching & dedication to patients,”
(awarded to non‐Medicine Dept faculty), April 2010.
Kruidering, Marieke. Department of Cellular and Molecular Pharmacology, UCSF SOM Essential Core
Teaching Award, class of 2012 Commitment to Teaching, 2009.
Kruidering, Marieke. Department of Cellular and Molecular Pharmacology, UCSF School of Pharmacy
Dean’s recognition for excellence in teaching, 2010.
Kuo, Anda. Department of Pediatrics, Nominee, UCSF Pathways to Discovery Mentor Award, 2009.
Lai, Cindy. Department of Medicine, PISCES (Longitudinal Integrated Clerkship) School Teaching
Award, UCSF School of Medicine, April 2010.
Lai, Cindy. Department of Medicine, Class of 2010 Graduation Teaching Award, UCSF School of
Medicine, May 2010.
Maa, John. Department of Surgery, UCSF School of Medicine, Kaiser Teaching Award ‐ Ambulatory
Care 2010.
Mack, Kevin. Department of Psychiatry, SFGH Pillar of Academia Award for Outstanding Clinical
Instruction, 2010.
Martinez, Alma. Department of Pediatrics, Induction to Alpha Omega Alpha (AOA), 2010.
Martinez, Alma. Department of Pediatrics, Latino Medical Student Association: Faculty Award for
mentoring of UCSF medical students, 2010.
Masters, Susan. Department of Cellular and Molecular Pharmacology, Nominated, AAMC Alpha
Omega Alpha Robert J. Glaser Distinguished Teacher Award, 2009.
Mayfield Chandler. Dean’s Office, Office of Educational Technology, UCSF Academy of Medical
Educators Jaclyne Witte Boyden Award, 2009.
67
Honors and Awards
Miller, Carol. Department of Pediatrics, Jane Addams Award for Social Justice (Sponsored by the
UCSF Pediatric Social Work Department), 2009.
Mitrovic, Igor. Departments of Physiology and Stomatology, University of California San Francisco
School of Pharmacy Dean’s Recognition for Excellence in Teaching 2010.
Mitrovic, Igor. Departments of Physiology and Stomatology, UCSF School of Medicine Kaiser
Teaching Award Nomination 2010.
O'Brien, Bridget. Department of Medicine, Society of Directors of Research in Medical Education
(SDRME) Review/Synthesis Project Award, 2009‐2011.
Papadakis Maxine.Department of Medicine, John P. Hubbard Award for Excellence in the Field of
Evaluation in Medicine, National Board of Medical Examiners, March 2010.
Poncelet, Anne. Department of Neurology, Nominated for PISCES School Faculty Teaching Award,
2010.
Promes, Susan B. Department of Emergency Medicine, AME Excellence in Teaching Award, 2009.
Rabow, Michael W. Department of Medicine, American Association of Hospice and Palliative
Medicine Paper Award, “Filming the Family: Evaluation of a Documentary Film Designed to Educate
Physicians about the Experience of Family Caregivers of Patients with Life‐Threatening Brain
Tumors,” 2009.
Rabow, Michael W. Department of Medicine, Essential Core Teaching Award for Outstanding
Lecture from the UCSF Class of 2012, Award year 2010.
Rollins, Mark. Department of Anesthesia and Perioperative Care Nominated for PISCES Medical
Student Teaching Award, 2010.
Rutherford, George W. Department of Epidemiology and Biostatistics, Holly Smith Award for
Exceptional Service to the School of Medicine, University of California, San Francisco, 2009.
Satterfield J. Robert. Department of Medicine, Crede Award for Excellence in Teaching (Nomination
from DGIM), 2009.
Sawaya, George F. Department of Obstetrics, Gynecology and Reproductive Sciences, Excellence in
Medical Student Teaching Award for Third and Fourth Year Clerkships, Department of Obstetrics,
Gynecology and Reproductive Sciences, UCSF, 2009.
Sawaya, George F. Department of Obstetrics, Gynecology and Reproductive Sciences, Essential Core
Teaching Award: Commitment to Teaching, UCSF School of Medicine Class of 2012, 2010.
Souza, Kevin H. Dean’s Office Office of Medical Education, Chancellor's Award for Exceptional
University Management, University of San Francisco 2010.
68
Honors and Awards
Steinauer Jody. Department of Obstetrics, Gynecology and Reproductive Sciences, Martin L. Stone,
MD Fund for the Advancement of Medical Education in Obstetrics and Gynecology Award, Assoc.
Professors of Obstetrics and Gynecology (APGO), 2009.
Steinauer Jody. Department of Obstetrics, Gynecology and Reproductive Sciences, UCSF Ob‐Gyn
Resident Teaching Award, 2009.
Tabas, Jeffery. Department of Emergency Medicine, Nominee for UCSF Academic Senate Teaching
Award, 2010.
Tong, Lowell. Department of Psychiatry, Educator Award, Association for Academic Psychiatry
Annual Meeting, Washington, DC, 2009.
Topp, Kimberly. Department of Physical Therapy and Rehabilitation Science and Anatomy, Fellow of
the American Association of Anatomists, 2010.
van Schaik ,Sandrijn. Department of Pediatrics, University of California San Francisco Pediatric
Fellows Leadership and Advocacy Group (FLAG) Mentor Award, Nomination, 2009, 2010.
van Schaik ,Sandrijn. Department of Pediatrics, University of California San Francisco Pediatric
Fellows Leadership and Advocacy Group (FLAG) Leadership Award, Nomination, 2009‐2010.
van Schaik ,Sandrijn. Department of Pediatrics, University of California San Francisco, Department of
Pediatrics Faculty Teaching Award, 2009.
Zimmerman, Leslie, Department of Medicine, Induction into Gold Headed Cane Society 2009‐2010.
69
Program and Unit Websites
Medical Education Portal: medschool.ucsf.edu/medicaleducation
Admissions: medschool.ucsf.edu/admissions
Community Based Education: medschool.ucsf.edu/communitybased
Continuing Medical Education: www.cme.ucsf.edu/cme
Curricular Affairs: medschool.ucsf.edu/curriculum
Educational Research: www.medschool.ucsf.edu/edresearch/
Educational Technology: medschool.ucsf.edu/oet
Faculty Development: www.medschool.ucsf.edu/medicaleducation/facdev.html
Graduate Medical Education: medschool.ucsf.edu/gme
Haile T. Debas Academy of Medical Educators: medschool.ucsf.edu/academy
Ilios: curriculum.ucsf.edu/
International Programs: medschool.ucsf.edu/intlprograms
iROCKET: medschool.ucsf.edu/iROCKET
Kanbar Center for Simulation and Clinical Skills Education: medschool.ucsf.edu/kanbar
Medical Student Portal: medstudents.ucsf.edu
Medical Student Well‐Being: medschool.ucsf.edu/studentwellbeing/
Outreach and Academic Advancement: medschool.ucsf.edu/outreach/
Pathways to Discovery: medschool.ucsf.edu/pathways/
Program in Medical Education for the Urban Underserved: medschool.ucsf.edu/PRIME
Student Affairs: medschool.ucsf.edu/studentaffairs
Student Research: medschool.ucsf.edu/studentresearch
Teaching and Learning Center: tlc.library.ucsf.edu
70
Office of Medical Education
University of California San Francisco
521 Parnassus Avenue, Room C254, Box 0410
San Francisco, CA 941430410
Tel. (415) 5021633
Fax (415) 5140468