Medical Education Annual Report
Transforming Medical Education
School of Medicine
University of California San Francisco
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.
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
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. Designing a system to document the teaching contributions of the faculty in order to guide resource allocations and faculty promotions. Preparing for ACGME, LCME and ACCME accreditation site visits in 2010‐2011. Continuing expansion of individualized learning opportunities through the Program in Medical Education for the Urban Underserved (PRIME‐US) and Pathways to Discovery program. Constructing the new Teaching and Learning Center and renovating the Office of Undergraduate Education. Continuing to attract a highly diverse and qualified entering class of medical students. Inducting eight new members into the Haile T. Debas Academy of Medical Educators and providing $147,000 for innovative educational projects. Conducting 33 faculty development workshops for 530 faculty members, and graduating 14 Teaching Scholars and two Medical Education Research Fellows. Providing guidance and support to 120 residency and fellowship training programs. Offering 200 continuing medical education courses to 26,000 registrants.
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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
Medica al Educatio on Administration
The admin nistrative offi ice for medical education supports the educational programs of t the School of f Medicine and promote es innovation and excellen nce across the e continuum o of medical ed ducation by g special proje ects, coordina ating accredit tation, supporting staff development, s stewarding th he managing education n budget, providing leader rship to educa ation units an nd offering leg gal consultati ion. The office e is led by Vic ce Dean for Ed ducation David M. Irby, Ph hD, and includ des Assistant Dean for Und dergraduate Medical E Education Kev vin H. Souza, M MS. In its role overseeing the Liaison Co ommittee on M Medical Educ cation (LCME) ) accreditation of the medical school, medical educat tion coordina ates the prepa aration for th he school’s Jan nuary 2011 si ite visit. Over r the past year, , this has inclu uded the form mation of five e LCME subco ommittees to address accr reditation standards s in the domains of institut tional setting, educational program, me edical students, faculty and education nal resources, , plus an inde ependent stud dent self‐stud dy committee e. Each subcommittee com mpiled a databas se in response e to its corres sponding stan ndards. The w work of these subcommitte ees was reviewed by the UC CSF LCME Task Force at a retreat in April 2010, and the work is su ummarized in the 2010 Institution nal Self‐Study y report. Following g the 2010 Sch hool of Medic cine Leadersh hip Retreat, th he dean appo ointed an ad h hoc committe ee to measure t the education nal mission, w which met thr rough the spr ring and summ mer of 2010. Under the leadership p of Dr. Dan W West, the com mmittee successfully estab blished metric cs for quantif fying the teac ching contributi ions of the faculty. Their report defines s the process and standard ds for docume enting teaching and drivin ng resource allocations for r FY 2012. The e Office of Me edical Educat tion provided guidance, a literature review and b best practices s from other m medical schoo ols as well as staff support t for the ee. committe Medical e education con ntinued to sup pport progres ss toward com mpetency‐bas sed advancem ment for our medical st tudents and r residents thro ough the developm ment of the UC CSF Portfolio system and the ca ampus‐wide Portfolio Ove ersight Committe ee. The Overs sight Committ tee completed its charge this year, succ cessfully supportin ng seven portf folio pilots in medical student and resident m medical educa ation ulty and involving 296 learners and 114 facu staff. The committee’s s work will be sustained by an ong going executiv ve committee e charged with continued portfol lio developme ent in the school.
Associate Dean Helen Loeser an A nd Patti Mitchel ll, TLC project manager, tourin ng the construct tion of the new Teaching and The new T Teaching and Learning Cen nter, to be m Learning Center L r. located on n the second floor of the c campus library, was another m major project c coordinated t this year betw ween the cam mpus library, S Student Academic Affairs and UCSF’s health profession ns schools. Ke evin Souza, w working closely with Associ iate Dean Hel len 5
he Kanbar Cen nter for Simulation and Cli inical Skills Ed ducation, and d project planning committ tees, Loeser, th represent ted medical e education in the project scheduled for c completion in n December 2 2010. The Tea aching and Learn ning Center is scheduled to o open in Janu uary 2011. To o learn more about the pro oject, visit tlc.library.ucsf.edu. Continuin ng a tradition of collaborat tion and furth hering UCSF’s goal of advan ncing health worldwide™, medical e education lead ders have tak ken a strong role in the UC CSF‐MUHAS A Academic Twin nning Project t. Mu uhimbili Univ versity of Health and Allied d Sciences (M MUHAS) in Dar r es Salaam, T Tanzania, and d UCSF were fun nded by the G Gates Founda ation to emba ark on a two‐y year pla anning progra am to develop p the blueprint for a long‐term ins stitutional partnership bet tween the two health scien nces un niversities and d to foster aca ademic capac city building, an important prior rity for medic cal education nationally, as s no oted by AAMC C President an nd CEO Darre ell Kirch, MD, in his rec cent editorial l, “Regaining My Perspecti ive in Dar es Salaam,” publis shed in the June 2010 AAM MC Reporter. As ssociate Dean n Helen Loese er has led the e UCSF educat tion Susan M Masters, PhD, an nd Tom Nagunw wa, te eam, which in ncludes Susan n Masters, PhD, adjunct educatio onal technologist for Muhimbili pr rofessor of ce ellular and mo olecular pharmacology, Pa atricia University of Health and Allied Science es. O’Sullivan, EdD D, professor o of medicine and director of education nal research a and faculty de evelopment, a and Assistant t Dean Souza. . In 2009‐2010, Assistan nt Dean Souza a served locally as chair of the school’s LCME Subcom mmittee on Education nal Resources s and as a member of the C Committee on n Measuring the Educational Mission. H He also serve ed as a memb ber of the Cha ancellor’s Task Force on Interprofession nal Education n. Regionally, he continued d as chair‐elec ct of the Asso ociation of Am merican Medi ical Colleges’ Western Gro oup on Educat tional Affairs (W WGEA), and will assume the e role of chair r in 2011. He received the 2010 Univers sity of Califor rnia, San Franc cisco Chancell lor’s Award fo or Exceptiona al University M Management t.
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 student body, the office provided opportunities for medical students and applicants whose backgrounds are underrepresented in medicine (UIM) to meet and share information about the school. This program resulted in 32% of the entering class coming from groups underrepresented in medicine.
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For the past several years, the admissions office has been working toward a paperless process for both our • applicants and committee members. Since the launch of the Console in 2007, new features bringing us closer to a paperless process have been rolled out every year. The • focus in 2009 was on the committee member experience, and with the support of the School of Medicine’s 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.
Received 6,413 applications 1,991 were invited to submit secondary applications and letters of recommendation 511 applicants were interviewed 149 students were enrolled in the entering class of 2010 12 were accepted to the Medical Scientist Training Program (MSTP) 11 were accepted to the Program in Medical Education for the Urban Underserved (PRIME‐US) 16 students enrolled at the UC Berkeley/UCSF Joint Medical Program
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 Salesforce.com preceptor and affiliations agreement database. agreements and other relevant 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.
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
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.
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.
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 priority areas, with appropriate advising. work on the essential core curriculum and beyond. 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)
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 Frances serves as the student services specialist. they can improve business practices and the 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.
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 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.
Class of 1960 at the Alumni Weekend
Educati ional Rese earch
The Educa ational Resea arch Program, , directed by Patricia O’Sullivan, EdD, provides consu ultation, collaborat tion and supp port services t to foster educational research among s students, resi idents, fellow ws and facult ty at UCSF. Dr rs. Christy Boscardin, David Irby, Bridge et O’Brien and d Arianne Teh herani are the e additional educational research faculty member rs in the progr ram. e consulted w with 91 faculty y members an nd 50 fellows, residents an nd students o on their The office education nal research c covering theo ory, conceptua alization, des sign, methodo ology, analysis and written n scholarship. The consu ultations inclu uded educatio onal research areas such as assessment t, clinical teac ching and learning, curricular impact, and d developmen nt of graduate e medical edu ucation (GME E) benchmark ks. They also provided con nsultation ser rvices for wor rks in progres ss to the Health Profession ns Education pathway o of the Pathwa ays to Discovery program and served as educational scholarship advisors for t the students i in the Curricu ulum Ambassa ador program m. In addition, the faculty a and staff prov vided editing services fo or manuscrip pts, abstracts and posters, and statistica al analyses for educational l research projects. T The Professio ons Education n Resource Ce enter at China a Basin house es computer w workstations with SPSS, NViv vo and Remark research software, and a research library for use by faculty an nd student education nal researchers. Additionally, the resear rch analysts p provide suppo ort and training to faculty, , students, residents and d staff needin ng to use the research soft tware. e hosts a weekly education nal scholarship conference e (ESCape). Th his year, the g group consult ted The office on approx ximately 50 p projects during 36 ESCape sessions. ESC Cape provided d rehearsal op pportunity for 13 presentat tions or poste ers at local, re egional and na ational meeti ings. Addition nally, the mon nthly education research j journal club r relates studies in education n to literature e in medical e education. With their assistance, t the hospitalis st division of the Dep partment of M Medicine has instituted an ESCape e program to help nurture e education nal research in n the division n. ESCape continues s to help build d an educatio onal scholarship community y at UCSF. Aronson, MD, MFA, and In 2009‐2010, Louise A Pat O’Sullivan, EdD, Anna Chan ng, MD, Louise A Aronson, MD, M MFA, Anna Chang, MD, completed their s second Arianne Tehera ani, PhD, and Br ridget O’Brien, P PhD. year of the Medical Education Rese earch Fellowship (MERF). As in their first y year, these fe ellows succee eded in having g work accepted for publicatio on, presentati ion and fundi ing. This acad demic year, th he program se elected two n new fellows fo or 2010‐2012 in a competitive process s. The two new medical ed ducation research fellows a are Shelley Adler, PhD, and Sandrijn Van Schaik, MD, PhD, who wil ll each receive e 20% salary support to co onduct education nal research for the next tw wo years. The e fellows carry out this par rt‐time work at the Professions Education n Resource Ce enter at China a Basin.
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 Marieke Kruidering, PhD Kristen Brooks, MD Dept. Study Name
Dept. of Cellular and Assessing the Effectiveness of an Integrated Curriculum Molecular Pharmacology on Feedback: Follow‐up Study of Skills and Attitudes Dept. of Psychiatry Service‐Based Teaching in Consultation‐Liaison Psychiatry: Development and Results of a New Curriculum Assessing Medical Student and Resident Competence in Pharmacotherapy: Content Validation of the P‐SCO A Pilot Study of Structured Peer Feedback to Optimize Clinical Teaching of Hospitalists A Systematic Review of Teaching Methods for Geriatrics Education with Medical Students
John Q. Young, MD
Dept. of Psychiatry
Somnath Mookherjee, MD Anna Chang, MD, and Louise Aronson, MD, MFA
Dept. of Medicine/ Hospitalists Dept. of Medicine/ Geriatrics
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.
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.
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.
designed stu udies on stude ent choice an nd placement for Longitudinal Clinical E Experience (LC CE), The team the VALOR structured clerkship pro ogram and mu ultiple studies s that examin ned the impac ct of curriculu um on student attitudes, know wledge and s skills toward t the social and d behavioral s sciences curriculum. In add dition to reporting on core co ourses from t the School of Medicine, on ngoing evalua ation program ms provided help in determini ing student performance o on the Clinica al Performanc ce Examinatio on (CPX) and O Objective Structured d Clinical Examinations (OSCE), and pro ovided advanced analysis o of various stu udent performance and know wledge assess sments, comp prehensive clerkship repor rting, essentia al core ncies, structured clerkship programs, an nd disciplinar ry thread evaluations. In ad ddition, the team competen supported d the evaluation of the Ho oward Hughes s Medical Inst titute Med into Grad and t the National Institutes of Health Social and Beha avioral Sciences Grant eval luation. Technologies s Learning T Learning T Technologies provides technical and instru uctional desig gn support to students, staff and f faculty develo oping multim media learning m materials, online courses, c classroom technolog gies and instructional mod dules, and provides o ongoing supp port and deve elopment of key edu ucational app plications: the e School of Medicine’s curriculu um managem ment tool, Ilios, the U UCSF Portfolio and the Me edical Student P Portal. The un nit is led by As ssistant Director o of Learning Te echnologies C Chandler Mayfield, whose team supports and d enabled teach hing and develops technology‐e learning p powered by th he digital curriculum, known as iROCKET. year, Learning Technologies led the This past y implemen ntation and su upport of a new New visual them me of iROCKET c courses in the Collaborative electronic c portfolio too ol, supporting g seven Learning Enviro onment. portfolio pilots in medical student a and graduate medical educ cation involving 296 learne ers and 114 fa aculty and sta aff. The Learn ning Technolo ogies team also o launched the Ilios 2.0 red development project, whic ch will provide a new, cam mpuswide health sciences c curriculum management to ool as part of f the UCSF Co ollaborative Le earning Environment. The Ilios 2.0 projec ct has current tly completed d initial modu ules for progra am, group, co ourse, session n and instruct tor managem ment, with an initial applica ation release scheduled fo or early 2011. Learn more a at curriculum m.ucsf.edu.
Learning Technologies completed migration of iROCKET courses to the UCSF Collaborative Learning Environment (CLE) to enable the decommissioning of the WebCT online course platform on June 30, 2010. Building on the initial success of the Clinical Core iROCKET course migration in the spring of 2009, the Learning Technologies team launched the Essential Core iROCKET courses on the CLE beginning in the fall of 2009. During the summer of 2009, the team also developed a new visual theme for the Medical Student Portal and iROCKET courses on the CLE, creating a more modern user interface and visually and structurally aligning the two major systems used by medical students. In addition to migrating online course spaces, the Learning Technologies team vastly expanded the use of the Collaborative Learning Environment to host learning modules and other self‐ paced or independent learning tools. Currently, the Learning Technology team supports and develops more than 170 CLE learning spaces across the required medical student curriculum, electives and Pathways to Discovery program. The team also routinely consulted with Graduate Medical Education and Global Health Sciences on online course development, and worked closely with the library and other UCSF professional schools on CLE development initiatives to improve access to courses and the use of online discussion and assessment tools. Learning Technologies continued to support a robust lecture recording program across the essential core
Highlighted Technology‐Enabled Curriculum Projects
• • Cardiovascular Small Group Cases: videos present the histories and physicals of two patient cases. Cellular Physiology Modules: narrated modules have audio and include interactive reviews and quizzes for self‐assessment. Down Syndrome Module: provides students information that will help them when evaluating patients with Down syndrome (DS). Embryology Learning Modules: interactive and media‐rich modules are used to teach three embryonic processes: body folding, gut development, and body cavities and mesenteries. Emergency Medicine Modules: narrated online presentation and accompanying assessments help teach the Extended Focused Assessment using Sonography for Trauma (eFAST). Epilepsy Rotation: online course and learning modules designed to support the EEG and epilepsy curriculum for neurology residents. Family and Community Medicine Hypertension Module: video‐based case learning module developed to address core learning objectives in the third‐year medical student family and community medicine clerkship. Interactive Histopathology Resource: interactive histology/pathology lab modules review normal gross and microscopic specimens and the pathological changes within the cardiovascular, pulmonary and renal systems. Microbiology Laboratory Videos: preparatory videos for the microbiology laboratory sessions teach a basic microbiology technique or present material that helps learners to identify unknown cases. Neurology/Psychiatry Clinical Cases: video‐based case learning modules developed to address core learning objectives in the third‐year medical student neurology and psychiatry clerkship. Radiology Modules: modules supplement and help teach the basics of common imaging modalities, approach to reading chest X‐ray, chest and abdominal anatomy through CT, pelvic anatomy through CT, and neuroradiology.
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.
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 • Belayneh Abejie, MD, MPH (3.7%), and four or more (6.5%) workshops. The • Shelley Adler, PhD instructors received an average rating of excellent • Muhammad Bajwa, MD (mean = 4.6, standard deviation = .6). In the 11 year of the Teaching Scholars Program, completion certificates were awarded to 14 teaching scholars, including two from UCSF Fresno and one from the School of Pharmacy. While the Fresno scholars traveled once a month to UCSF for workshops, all other weekly sessions were held via videoconference to reduce travel burden. The program completed the review and selection process for 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.
• • • • • • • • • • •
Susannah Brock, MD Marek Brzezinski, MD, PhD Lee‐Lynn Chen, MD Miranda Dunlop, MD David Duong, MD Juan Guerra, MD Claire Horton, MD Anna Meyer, MD Brian Niehaus, MD Stephanie Rennke, MD Sharon Youmans, PharmD, MPH
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. 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.
Vice Dean for Education Irby, teaching scholar graduate Juan Guerra, MD, Dean Hawgood and Director Patricia O’Sullivan.
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, dental, vision and disability) remained the same, with no additional costs to residents and clinical fellows.
GME publishes The Residents Report quarterly, available online: medschool.ucsf.edu/gme/ResReport/index.html.
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.
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 participated in the Pathways to Discovery program during the 2009‐2010 academic year in Clinical and Translational Research, Global Health, Health and Society, and Health Professional Education. GME‐sponsored events
• • • • Monthly GME Grand Rounds Chief Resident Orientation Resident and Fellow Teaching Workshops Monthly Chief Resident Dinners New Resident and Clinical Fellow Orientation Lunch with the Associate Dean Program Coordinator Quarterly Meetings Faculty Development Workshops
OGME hosted a reception and organized a series of • activities for underrepresented in medicine (UIM) • fourth‐year medical students applying to various • residency programs at UCSF during the annual Second Look Weekend. During this weekend, UIM applicants • 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.
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 Dr. Colin Partridge and an external panel of national experts. Eight new members were inducted at the academy’s annual celebration in September 2009. In addition, 35 “frontline” educators were recognized with Excellence in Teaching Awards. Chandler Mayfield, assistant director for learning technologies, was presented with the 2009 Boyden Award for exemplary service in support of the school’s medical education mission. The academy’s matched endowed chair program 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: • • • • • • •
Academy Members Inducted September 21, 2009
• • • • • • • • Colette Auerswald, Pediatrics Anna Chang, Medicine Peter Chin‐Hong, Medicine Alan Gelb, Emergency Medicine Susan Promes, Emergency Medicine Mark Rollins, Anesthesia and Perioperative Care Niraj Sehgal, Medicine Sandrijn van Schaik, Pediatrics
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
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.
Through its Innovations Funding Program, the academy stimulated curricular innovation in undergraduate and graduate medical education by supporting $147,000 in projects that enhance the UCSF curriculum. Investigators completed seven projects covering diverse themes, such as integrating multiple levels of learners in interdisciplinary teams and developing a patient safety curriculum for students and residents. Under the direction of Dr. Shelley Adler, the Innovations Funding working group selected three projects for grant funding, commencing July 2010.
Innovations Funding Grants Awarded
Development of an Interdisciplinary, web‐ based Trauma Education Curriculum at San Francisco General Hospital Awarded to Ben Houseman, Department of Anesthesia and Perioperative Care A Comparison of Trainees' Performance Using a Standard vs. Hypothesis‐Driven Neurological Examination Awarded to Hooman Kamel, Department of Neurology
The School of Medicine Class of 1980 selected Dr. 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.
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.
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 assist the center with developing a program plan for Courses supported in 2009‐2010 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 and interprofessional education goals. The of 3,026 aggregate student visits to the workgroup’s objectives were to: establish general center. design principles for creating and integrating Developed or supported 88 simulation simulation in the curriculum; design simulation courses for 1,400 learners: 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 to promote efficiencies and cost savings by meeting • 100 nursing learners 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.
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 A hands‐on interactive overview of a difficult airway toured the Kanbar Center and participated in management case, using a full‐body mannequin, during a hands‐on simulation and partial task training 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.
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.
Outreac ch and Aca ademic Ad dvancement
The Office e of Outreach h and Academ mic Advancem ment directs the outreach e efforts of the School of Medicine. Outreach is targeted tow ward undergra aduate and po ostgraduate i individuals who have an n pursuing careers in medi icine. Outreac ch programs include the P Post‐Baccalaureate Program, interest in the Admis ssions Workshop, informational session ns at local com mmunity colle eges and pre‐health group p campus visits. The offic ce also works s with the UCSF Fresno Me edical Education Program in its outreac ch programm ming efforts. S Some advanc cement programs for UCSF F medical stud dents are planned in the O Office of Outreach, including the Underrepresented in Medicine Me entoring Prog gram and the Accepted z, MD, serves as faculty dir rector of the program and Valerie Marg gol is Students’ Weekend. Alma Martinez the admin nistrative dire ector. Fifteen particip pants comple eted the Post‐ ‐ Ba accalaureate Program in 2 2009‐2010 in pr reparation for application to medical sc chool. Nine fo ormer graduates of the pr rogram are m matriculating i into medical sc chool in fall 2010. This brin ngs the progra am to otal of acceptances to 89% % since 2000; a to otal of 163 pa articipants hav ve completed d the pr rogram since its inception. Sixty‐three pe ercent of those accepted a are in Californ nia medical schools, with 55% i m in UC medical 2009‐2010 Post‐Baccalaure eate welcome dinner. sc chools and 18 8.9% at UCSF. Two of our former students dropp ped out of me edical school, and one form mer student is deceased. F Fifty‐nine of o our graduated fro om medical school. Thirty‐ ‐four are enga aged in prima ary care former students have g residencie es: family medicine, intern nal medicine, pediatrics, an nd obstetrics and gynecolo ogy. Three former students a are doing residencies in em mergency me edicine, and 1 19 former students are eng gaged in spec cialty residencie es, including a anesthesia, psychiatry, sur rgery and uro ology. Nine fo ormer program m participant ts who did n not apply to m medical schoo ol enrolled in other gradua ate‐level healt th profession ns programs, including dental schoo ol, MPH, and p physician assi istant and nurse practition ner programs. shop was held d in March 20 010 and was a attended by 2 206 individuals. The Admissions Works Represent tatives from t the Office of Outreach and d Academic A Advancement visited four l local commun nity colleges a and two Califo ornia State Un niversity campuses in the fall and spring, reaching m more than 120 0 individual ls, and spoke to nine pre‐h health groups s (192 individu uals) on the U UCSF campus. Through t the Underrep presented in M Medicine Men ntoring Progr ram, the office supported mentoring fo or medical st tudents, resid dents and fac culty member rs by hosting f five workshops: Welcome e Dinner: Mentoring 101; The W Wonder Years: Making the M Most out of M Medical Schoo ol; Building Community: It t Takes a Village; Love and Limits: Fam mily Ties and Medical Training; and Loo oking into the e Future: Navigating Your Path a as a Future Ph hysician.
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 A central program office coordinated by Renee insurance company, or work on Courey, PhD, administrative associate director, health care legislation or ensures that the common goals, competencies and advocacy: These are students programming are achieved, and supports the who have great potential to individual pathways by creating administrative and become leaders in their fields.” 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.
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.
Pathway Total number of participants in 2008‐2009 39 (including residents) Number of students participating who graduated in 2009* 6 Number of SOM students participating who graduate in 2010* 10 Total number of 2009‐2010 participants 100 (including residents)
Clinical and Translational Research Global Health
Health and Society
Health Professions Education Molecular Medicine
Medical Humanities Area of Concentration** Total
76 (including residents) 40 (including residents) 44 (including residents) 2(including MS learners in all four years) 6
109(including residents) 188 (including residents) 22(including residents) 8(including MS learners in all four years)
See Health and Society 0
*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,
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 management skills into training, which can be practiced and assessed during a unique, weekend‐long international disaster simulation program that is open to learners from
Dr. Josh Adler, director of Pathways to Discovery from 2008 to 2010, and Global Health pathway learner Baotran Vo attending the Pathways Symposium.
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.
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.
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.
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.
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.
Photo courtesy of Elizabeth Fall
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 • 35 Quarterly Research website. The summer between the first and second years of Fellowships medical school is the most popular time to perform • 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
ovided suppor rt to 16 stude ents to succes ssfully comple ete the Certif ficate Program m in Biomedic cal office pro Research (CPBR), which is designed to promote y yearlong, full‐time researc ch by student ts. UCSF began to o integrate re esearch In 2009, U funding opportunities for students via the Pathways s Funding Age ency (PFA). In the fall of 2009, t the PFA website became th he primary so ource of information and applicatio on materials f for students interested d in research at UCSF. This s site allows stu udents to fill o out a single applicatio on to be consi idered for mu ultiple research f funding oppo ortunities. In addition to the avail lability of web b‐based his year’s 2010 S Student Research Poster Sympo osium was held o on informatio on, multiple e educational s sessions Th Jan nuary 27th in th he Millberry Uni ion gym. The po oster session allo owed were held d in 2009‐201 10 for student ts pa articipating students the opport tunity to showca ase their resear rch. interested d in research opportunities. Four Ab bove (L) Laura Ro oberts Ireland, M MS2 and (R) Am my Shen, MS2 discuss evening and lunch info ormational sessions on ne of the posters s being presente ed. d for first‐year students int terested were held in summe er research, and three info ormational ses ssions were h held for third‐ ‐year student ts interested in pursuing m more in‐dept th research pr rograms. The OSR a also organized d the annual winter Resea arch Day, whe ere students p presented res search poster rs. Select students were c chosen for ora al presentatio ons, and four students wer re awarded D Dean’s Prizes for research e excellence. In the spring, the School of Medicin ne participate ed in two large e University w wide research h celebrations s: one for th he Pathways t to Discovery p program and the weeklong UCSF Resea arch Festival. These celebratio ons allowed students to sh hare their rese earch via oral presentation ns and poster rs. In addition n to recognizin ng student ac chievements, these events s generated in nterest among other stude ents considering research a at UCSF.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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
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.
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.
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.
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.
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.
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.
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).
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.
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.
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.
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.
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
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