Transform ming M Medical Ed ducattion
Schoo ol of M Medicin ne Mediccal Educatio on
Ann nual R Reporrt 2010‐201 11
The data was compiled in July 2011 to reflect accomplishments between July 1, 2010 and June 30, 2011. This report was published in August 2011 by the Office of Medical Education, School of Medicine, University of California, San Francisco. Photo Credits:
Elisabeth Fall Sarah Paris 2
Table of Contents
Executive Summary ................................................................................................................................... 4 Medical Education Administration ........................................................................................................... 6 Educational Data ................................................................................................................................... 6 Educational Evaluations ........................................................................................................................ 7 Office of Research and Development in Medical Education (RaDME) ................................................. 8 Technology Enabled Learning ............................................................................................................. 11 Admissions .............................................................................................................................................. 13 Development and Alumni Affairs ............................................................................................................ 16 Graduate Medical Education .................................................................................................................. 17 The Haile T. Debas Academy of Medical Educators ................................................................................ 19 Outreach and Academic Advancement .................................................................................................. 23 Pathways to Discovery ............................................................................................................................ 24 Clinical and Translational Research Pathway (CTR) ............................................................................ 25 Global Health Pathway (GH) ............................................................................................................... 25 Health and Society Pathway (H&S) ..................................................................................................... 26 Health Professions Education Pathway (HPE) ..................................................................................... 26 Molecular Medicine Pathway (MM) ................................................................................................... 27 Program in Medical Education for the Urban Underserved (PRIME‐US) ................................................ 28 Undergraduate Medical Education ......................................................................................................... 29 Clinical Learning Unit .......................................................................................................................... 31 Medical Student Services .................................................................................................................... 32 Medical Student Well‐Being ............................................................................................................... 32 Student Research ................................................................................................................................ 33 Scholarship .............................................................................................................................................. 35 Publications ......................................................................................................................................... 35 Presentations and Workshops ............................................................................................................ 44 Honors and Awards ................................................................................................................................. 68 Program and Unit Websites .................................................................................................................... 72
Executive Summary Academic year 2010‐11 will be remembered as the banner year for successful accreditation site visits (WASC, LCME, ACGME and ACCME plus multiple RRCs). Site visit teams commended the school and the campus for our rich collaboration, educational innovations, scholarly environment and academic excellence. This was a monumental task that was achieved through the exceptional work of our faculty, staff and learners. This was also a year of transitions. After 14 years, I am stepping down as Vice Dean for Education and welcoming Catherine Lucey, MD. She is an internationally recognized medical educator who has most recently served as Vice Dean for Education and Interim Dean at the Ohio State University. After 13 years, Helen Loeser, MD, Associate Dean for Curriculum is transferring leadership to Susan Masters, PhD. Dr. Masters was one of the architects of our current curriculum and has been an active leader ever since. Both Helen and I are very excited about these changes and look forward to supporting our distinguished colleagues. We will both remain engaged in the educational mission going forward. The scholarship of teaching and learning continues to thrive at UCSF and our faculty continues to garner associated honors and awards. Collectively we have published 99 journal articles and books; given 316 presentations at international, national and regional meetings; and garnered 57 honors and awards. A few examples of the many honors and awards include:
Baron, Robert. Department of Medicine, Selected Robert G. Petersdorf Scholar‐in‐Residence, American Association Medical Colleges. 2011. Irby, David. Department of Medicine, Karolinska Institutet Prize for Research in Medical Education. 2010. Loeser, Helen. Department of Pediatrics, Distinguished Academic Achievement Award, Medical Alumni Association, University of Vermont. 2011. Steinauer, Jody. Martin L. Stone Fund for the Advancement of Medical Education in Obstetrics and Gynecology Award, Assoc. Professors of Obstetrics and Gynecology (APGO). 2010.
This level of scholarship is a striking contrast to UCSF in 1997 when there was virtually no scholarship in medical education and the educators felt unsupported and devalued. The Academy of Medical Educators and the Office of Medical Education have transformed the culture of UCSF, bringing the educational mission front and center. This year the new Teaching and Learning Center in the library at Parnassus opened along with the new Kanbar Clinical Skills and Simulation Center. This is a breathtaking new space, which is enabling new innovations in health professions education. A year from now we will add the new Anatomy Learning
Center. When taken together, these two new learning spaces represent major investments in the future of our educational programs and will benefit students and residents for decades to come. All of these remarkable achievements have occurred in the midst of major budget cuts, demonstrating once again that the vibrant spirit of innovation, collaboration, scholarship and excellence is alive and well at UCSF. Thank you all for making UCSF such a special place to learn, discover and work. David M. Irby, PhD
Vice Dean for Education
Dr. David Irby awarded 2010 Karolinska Institutet Prize Facing page photo by: Elisabeth Fall Cover: School of Medicine graduates Photo by: Elisabeth Fall
Medical Education Administration The Office of Medical Education (OME) supports the educational programs of the School of Medicine and promotes innovation and excellence across the continuum of medical education through evaluation and research, faculty development, educational innovations, and legal consultation. The office is led by Vice Dean for Education, David M. Irby, PhD, and includes Patricia O'Sullivan, EdD, Director of Educational Research and Faculty Development, and Kevin H. Souza, MS, Assistant Dean for Undergraduate Medical Education. In its role overseeing the Liaison Committee on Medical Education (LCME) accreditation of the medical school, OME managed a very successful accreditation review, which culminated in a site visit by the LCME in January 2011. The school has received accreditation for another 8 years, and while there is some work to be done in response to LCME findings, they have recognized UCSF’s excellence in medical education. OME partnered in the exciting opening of the UCSF Teaching and Learning Center which houses the Kanbar Center for Simulation, Clinical Skills and Telemedicine Education – a School of Medicine operated service for the campus health professions community. Other special projects this year have included the development and piloting of a tool for measuring the educational mission of the school across the doctor of medicine program, residency programs and graduate programs. This tool is being refined over the year to come in partnership with School of Medicine departments. Building on the success of the Teaching and Learning Center, OME is proud to lead the development of a new Center for Anatomy Learning being developed in the west wing of Medical Sciences 13. The new Center will include facilities for learning anatomy on fresh tissue providing a much more realistic experience for the learner and a venue for their practice of medical procedures. The space will also feature a technology‐ enhanced classroom and offices for anatomy educators. The Center is another component in the Prop 1D PRIME/Telemedicine facilities and brings these new learning modalities to the telemedicine network. Assistant Dean Souza assumed the role as Chair of the Western Group on Educational Affairs and serves on the steering committee of the Group on Information Resources through the Association of American Medical Colleges. Educational Data Led by Director Bonnie Hellevig, the Educational Data team provides consulting on data management as well as institutional reporting and data services for medical education.
The team participated in the successful deployment of Phase III of the Integrated Student Information System (ISIS). Supporting more than 100 users, including staff, mentors and course administrators, the system provides a paperless student file, more‐robust student event tracking, expanded searching capabilities, and allows users to create and store groups of students. The unit also assisted with the data collection efforts for the Liaison Committee on Medical Education (LCME) accreditation site visit, which occurred in January 2011. In response to the recommendations of the Committee on Measuring the Educational Mission, the team collected data and designed reports to document the overall teaching effort from a school perspective. Organized around learner types and educational activities, reports were delivered to the SOM departments for review. Further analysis and incorporation of feedback will inform the reports going forward. In addition to providing ongoing data support to the UME units, the data team provided consultation and services on a number of projects this year, including a process to automate the pairing of students and preceptors for the Brain, Mind, and Behavior neurology and psychiatry apprenticeships; refining the Salesforce™ preceptor database; continued development on the Evaluation Dashboard, a work‐flow tool to manage student evaluations for UME; initiated a business intelligence/data warehousing system using the open source suite Pentaho; and created a series of new reports to support the users of the new Ilios2 curriculum database. Educational Evaluations The Educational Evaluations team led by Dr. Arianne Teherani, provides oversight, design, management, and centralization of the School of Medicine's curriculum and program evaluation. The team evaluates and reports on core courses and clerkships from the School of Medicine, including ongoing evaluation of student performance on the clinical performance examination and objective structured clinical examinations, advanced analysis of various student performance and knowledge assessments, comprehensive clerkship reporting, essential core competencies, structured clerkship programs, teaching awards, and disciplinary topic evaluations. The Educational Evaluations unit collected and assembled data for the Liaison Committee for Medical Education (LCME) accreditation site visit in January 2010. This process entailed working 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 the LCME. The team was also involved in the site visit and post‐site visit reporting to the LCME. New Evaluation Initiatives included:
Developing and implementing a new reporting system for evaluation of 120 clinical electives to aid students with informed elective selection Designing evaluation proposals of a new clerkship program, duty hours changes, team‐based learning curriculum, USMLE Step 1 intervention program, PRIME, competency achievement outcomes, departmental educational outcomes, post‐match reports, and curriculum ambassadors program 7
Designing and implementing a new series of focus groups to assess student longitudinal experiences over the course of the first three years of medical school Reporting on the comprehensive evaluation to expand upon and inform curriculum decision making for Pathways to Discovery, Longitudinal Integrated Fresno Experience, and MD Portfolio programs Conducting and reporting on examination analyses for two core clerkships Finalizing the evaluation of the National Institutes of Health Social and Behavioral Sciences Grant evaluation
Office of Research and Development in Medical Education (RaDME) RaDME provides support to educational researchers and medical educators at UCSF. Its educational research faculty and staff members provide consultation, professional development and support services to encourage educational scholarship and foster educational skills development among students, residents, fellows and faculty at UCSF. A Professions Education Resource Center at the China Basin OME office houses computer workstations and a research library for use by faculty and student educational researchers. The unit is directed by Patricia O'Sullivan, EdD, and includes Drs. Christy Boscardin, David Irby, Bridget O'Brien, and Arianne Teherani, with Victoria Ruddick serving as administrative manager. Educational Research The office consulted with 89 faculty members and 50 fellows, residents and students on their educational research covering theory, conceptualization, design, methodology, analysis and written scholarship. The consultations included the educational research areas of assessment, clinical teaching and learning, and curricular impact. The team also provided consultation services to the Health Professions Education Pathway works‐in‐progress and served as educational scholarship advisors for the students in the Curriculum Ambassadors Program. In addition, the faculty and staff provided editing services for manuscripts, abstracts and posters and statistical analyses for educational research projects. To build on UCSF’s educational scholarship community, the office facilitated several activities which included hosting a weekly educational scholarship conference (ESCape), a monthly education research journal club and consultation sessions for educational scholarship projects. Shelley Adler, PhD and Sandrijn Van Schaik, MD, PhD, completed their first year of the Medical Education Research Fellowship and both successfully competed 8
for Stemm mler Medical Education Re esearch Fund.. They also haad work accep pted for publication and presentattion during th his year. The Faculty Educationaal Research G Grant Program m is dedicatedd to linking reesearchers an nd future researche ers with seed funding to fu urther develop their educaational researrch careers. U Using a peer‐ review process the office funded fo our seed grantts totaling $113,175 to UCSSF faculty.
2010‐201 11 Faculty Educational R Research Grrants Name
Study Name S e
Jeff Kohlw wes
UCSF`s PRIME U E Program: Do oes it predict a career in research? r
Obstacles to I O Incorporatingg an Audiencee Response Syystem into an Acadeemic Educatio onal Program,, and Educational Gains and Los G sses Perceived d by Presenteers and Learn ners
Ob bstetrics, Gyne ecology & Validation of V a Teamwork Measure in EEmergency Reproductive Scciences Cesarean Sect C tions
en Carrie Che
Longitudinal S L Study of Grad duates from the Areas of Concentration C n (AoC) and PPathways to D Discovery (PTD) Programs P
Of the thrree projects funded in 08‐0 09, one manu uscript (Ponceelet) has been n submitted ffor publicatio on and anoth her one is in tthe submissio on process (Lin). The office e launched a p pilot program m with the University of Caalifornia Berkeeley to facilitaate physicians in obtaining a master’s degree through the Graduaate School of Education. One fellow is ccurrently enro olled ow and reside ent have been accepted fo or admission in Septemberr 2011. Four llearners are and a fello enrolled in a newly forrmed collaborration with th he University of Utrecht in The Netherlaands for a degree in Heaalth Professio ons Education n. Doctoral d Faculty Development
The Facuulty Developm ment Program m promotes aand conductts programs fo or the benefitt of UCSF faculty. onsultations, eeducational Offeringgs focus on co workshoops, and a lon ngitudinal, in‐‐depth prograam for seleccted faculty. IIndividual con nsultations arre offered tto students, rresidents, facculty and stafff who wish to ddevelop theirr expertise ass educators an nd/or to set upp faculty deveelopment to ccover needs iin their ow wn departmen nts or program ms. The officee also providess workshops aand presentaations from internattional scholars and the UCSSF CME officee accreditts all offeringss. 9
Educational Workshop and Seminar Series:
Key Educational Skills (KES) Series: Intended for all faculty who want to acquire or improve fundamental educational skills Special Topics Educational Skills (STES) Series: Provides advanced educational skills in specialized topics such as research techniques and application of technology to teaching Community‐Based Educational Skills (CBES) Series: Provides workshops to volunteer clinical faculty at or close to their place of practice Teaching Scholars Program: A year‐long course intended to build a cadre of knowledgeable and skilled educational leaders for UCSF The Faculty Development Workshops program was extended for the third year in a row, with a slight (11%) increase in the number of workshops to meet expectations set by a needs assessment, the accrediting agencies, and the interests of faculty developers. In 2010‐2011, the office conducted 37 faculty development workshops in the three series with 668 attendees representing 352 unique individuals.
2010‐2011 TEACHING SCHOLARS PROGRAM GRADUATES
Zane Dja Amenhotep, MD, Laboratory Medicine
Esther Hung Hwa Chen, MD, Emergency Medicine
Liz C. Crabtree‐Hartman, MD, Neurology
Oren K. Fix, MD, MS. General Internal Medicine
Amy B. Garlin, MD, UCSF‐UCB Joint Medical Program
Kirsten L. Greene, MD, MS, Urology
Mehran Hossaini‐Zadeh, DMD, Oral & Maxillofacial Surgery
Eric Y. Lin, MD, Anesthesia
Lindsey Maggi, MD, Kaiser Permanente, Oakland
Somnath Mookherjee, MD, Medicine ‐ Hospitalists
Read G. Pierce, MD, Medicine – VAMC
Ram M. Vaderhobli, BDS, MS, Preventive & Restorative Dental Sciences
Now in its 12th year, the Teaching Scholars Program awarded 13 faculty completion certificates. The review and selection process was completed and a class of 12 will enroll in 2011‐2012.
The Faculty Development Advisory Committee completed its third year of work helping to shape the trajectory of faculty development in the School. A mini‐series, Leadership and Management in Courses and Clerkships, hosted a panel discussion on integrating clinical and basic science education and featured a keynote address by Lawrence G. Smith, MD, founding Dean of the Hofstra University School of Medicine, in partnership with North Shore‐LIJ Health System. The second annual meeting of faculty development instructors focused on a new Making the Most of New Educational Skills initiative; developed a model for training trainers at community sites; and offered mini‐versions of Key Educational Skills workshops (FD Express) to departments and other groups. The Continual Professional Learning (CPL) tool was launched on the Collaborative Learning Environment for all workshops participants. The purpose of the CPL is to provide a space for participant to access materials from the workshop and facilitate discussion among faculty who are acquiring and practicing educational skills.
Eric W. Widera, MD, Geriatrics
Faculty members in the office particcipated in loccal, private, a nd federally ffunded grantss in roles of principal iinvestigator, co‐investigator and/or evaaluator. Dr. O O'Brien was th he lead writerr of a VA gran nt for a Center o of Excellence in Primary Caare. She is no ow Associate D Director of Cu urriculum and d Evaluation iin this grant which was fu unded for $1,,000,000/year for five yearrs. Dr. Boscarrdin was fund ded by the UC CSF ource Allocatio on Program tto explore facctors influenc ing career choice to serve the underserved CTSI Reso using AAM MC data. The educaational researrch team provvided service nationally too the educatio onal research h community. Dr. O’Brien ch haired the Ou utstanding Pu ublication Awaard sub‐comm mittee and co o‐chairs the Publicatio on/Mentoringg Committee for the Divisio on of Educatiion in the Pro ofessions of A American Education nal Research A Association (A AERA). Dr. Daavid Irby serveed as a memb ber of the Disstinguished Seervice Award committee for D Division of Ed ducation in th he Professionss of AERA. Drr. Patricia O'Su ullivan served d as past‐vice president forr the Division of Education in the Professsions of AERA and as pastt chair for thee Research in Medical Ed ducation (RIM ME) Section off the Associattion of American Medical Colleges; servved Dr. Arianne Teeherani servees as deputy eeditor of educcation as review editor for Medical Educattion Online. D manuscrip pts for the Journal of Gene eral Internal M Medicine Shee also serves aas co‐chair off the Awards Committe ee and Chair o of the New In nvestigator Aw ward Sub‐Com mmittee for tthe Division o of Education in n the Profession ns of AERA. D Drs. Boscardin n, Irby, O'Brien, O'Sullivan and Teherani served as reeviewers for education nal research m manuscripts aand abstracts for several oorganizations and journals.. They particip pated in program m planning co ommittees fo or AAMC and A AERA and serrved as chairss and discussaants for sessions at these m meetings. Dr. Irby was awaarded the 201 10 Karolinska Institute Prizze for Researcch in Medical Education n at a ceremo ony on Novem mber 2010 in SSweden. Technologgy Enabled Le earning The Techn nology Enable ed Learning (TTEL) team, directed by Chaandler Mayfieeld, supports and develops um, known as iROCKET. TEEL technologgy‐enabled te eaching and le earning powe ered by the diigital curriculu provides ttechnical and d instructional design supp port to studennts, staff and faculty developing multim media learning m materials, online courses, cclassroom tecchnologies, innstructional m modules, and provides onggoing support and developm ment of key ed ducational applications. TEL launched a comple etely redesign ned curriculum m managem ment tool, Ilioss 2, as an ope en source applicatio on that provid des the Health h Professions education n community a flexible and d robust open n source we eb application n to collect, m manage, analyze an nd deliver curricular inform mation. Sasch ha Cohen and Loki Qualerr have led the e technical ment efforts and the most recent version developm of the app plication, Ilioss 2.0.4b, was released this year. The Ilioos 2 team hass held ten weebinar demonstrrations for me edical schoolss across the ccountry and w worked with aa handful of in nstitutions on n installing and testing th he application. At UCSF, Iliios 2 is activeely being pilotted by both th he School of of Pharmacy. Medicine and School o
HIGHLIGHTED TECHNOLOGY‐ENABLED CURRICULUM PROJECTS Community Guides and Resources‐ Resources to support students through the define, plan, implement and closure phases of community projects, including an interactive Google Map which introduces students to the resources available in different San Francisco neighborhoods. Organ and Tissue Donation ‐ Designed to students an overview of donation, including definitions, procedures, legislation, and a multitude of additional resources, including true stories of several recipient and donor families. Integrated Self‐Assessment for Prologue and Metabolism & Nutrition Final Exams
The TEL team developed and piloted an innovative iPad‐ based anatomy laboratory dissection manual. Results of an associated research study showed the new iPad‐ based lab manuals improve efficiency of learning. As a result nine additional labs will added to this manual in 2011. TEL supported 58 online courses during the past year and continued to improve the iROCKET experience on the Collaborative Learning Environment. A new course format was launched to improve course navigation and consistency. Clinical Core iROCKET courses were reorganized to improve learner access to key information and to provide a more consistent experience across clerkship courses.
The team enhanced curriculum and faculty development activities last year in the School through a Physician in Community‐ Multimedia Pediatric Residency Curriculum robust Instructional Media service program, workshop and consultations, and support and involvement in the Surgery 110 Web‐based Learning Modules on Summer Curriculum Ambassador and Teaching Scholars Core Topics such as Colorectal, Acute Programs. The team delivered 14 workshops to faculty, Abdomen, Trauma, Vascular, Suturing staff and student on educational technology topics Blended Learning in the Academy TOP ranging from on‐demand and blended learning, to mentoring program project management and creating rich media presentations. The team directly supported the development of over 20 technology‐enabled curriculum projects for medical education that utilized online learning experiences of students and faculty members to develop effective web‐based resources. TEL worked across and beyond the School of Medicine and the UCSF campus to provide leadership on educational technology with groups including the newly formed UCSF Committee of Education Technology and its workgroups, the School of Medicine’s Technology Management and Advisory Committee. The team also participated in several UC system‐wide initiatives which included participation in the UC Online Instruction Pilot Project and the UC Educational Technology Leadership Committee Working Groups on Evaluation, Assessment and Accreditation and Instructional Applications. Additionally the team worked on three international data initiatives to define standards for inter‐ institutional transfer of information describing a curriculum; competencies; and educational trajectories.
Admissions The Office of Admissions seeks to enroll qualified individuals to study medicine at UCSF. The Office received 6,767 applications and invited 1,979 of those applicants to submit secondary applications and letters of recommendation. Four hundred and eighty‐six applicants were interviewed, with the intention to enroll 149 students into the graduating class of 2015. Of these 149 students, 12 will enter the Medical Scientist Training Program (MSTP) and 11 will join the Program in Medical Education for Urban Underserved (PRIME‐US). An additional 16 students enrolled at the UC Berkeley/UC San Francisco Joint Medical Program. As part of ongoing strategies to recruit outstanding individuals and maintain diversity within the entering class, the Office of Admissions organized programs in which medical students met with applicants from groups underrepresented in medicine (UIM) when they arrived on campus for interviews. As a result of these efforts, 24% of the current entering class comes from groups underrepresented in medicine.
Continuing Medical Education The Office of Continuing Medical Education (OCME) provides lifelong learning opportunities for healthcare CME Courses: 97 conferences professionals in all areas of clinical care and research. Grand Rounds: 44 series (>2,000 individual sessions) The continued development, implementation and Home Study DVD: 21 series evaluation of diverse educational activities aims to On‐Demand Web‐based: 6 modules increase provider competence, enhance practice Total Hours of Instruction: 4,727 performance, and improve the health status of Total number of CME awards to MD patients. OCME works with eighteen clinical Learners: 16,845 Total number of CME awards to AHP departments and three interdisciplinary centers in the Learners: 4,848 School of Medicine, as well as departments in the Annual Revenue (projected): $9.82Mn Schools of Pharmacy, Nursing, Dentistry and at UCSF Percent Non‐Registration Revenue: 35% Fresno, to offer more than 200 distinct educational activities. Dr. Robert Baron serves as Associate Dean for CME and Tymothi Peters is the unit’s director. Dr. Jeffrey Tabas serves as the unit’s Director of Outcomes and Innovations. In the last year, UCSF CME taught over 21,600 learners, representing a broad range of professionals, through continuing medical education interventions such as didactic courses, departmental and hospital grand rounds, home‐learning video series, on‐demand web‐based learning modules and performance improvement programs (PI‐CME). Reaccreditation of UCSF CME OCME oversees all continuing medical education sponsored by UCSF and coordinates and prepares for program recognition by the Accreditation Council for Continuing Medical Education (ACCME) every four to six years. A workgroup addressed the ACCME accreditation standards in several domains, including educational planning, management of commercial support, identification and resolution of conflicts of interest, processes for evaluation and improvement, and OCME’s engagement with the environment through collaboration. Compiled into the UCSF CME Self Study Report for Accreditation, this information is used to evaluate the effectiveness of the program in meeting its mission to increase competence, enhance performance and improve patient outcomes through education. Submission of the Self Study is followed by an interview with ACCME surveyors to discuss the report, describe the program and answer any follow‐up questions. Integration of CME and Quality Improvement The Office of CME continues to work toward greater integration of practice‐based education and quality improvement initiatives in the Medical School, the Medical Center and around the nation. Some examples include the Key Educational Skills series and the year‐long Teaching Scholars Program, part of the Faculty Development Program; the Quality and Safety Retreat for medical center employees; training for UCSF physicians and other health providers on optimal use of the electronic health record, APeX; the Center for the Health Professions’ Institute for Physician Leadership; CTSI’s Faculty Mentorship 14
Program; and work with the division of Hospital Medicine for the continued development of Morbidity and Mortality Rounds on the Web (“WebM&M”) in collaboration with the Agency for Healthcare Research and Quality. Maintenance of Certification (MOC) The American Board of Medical Specialties Maintenance of Certification® (MOC) program is designed to “assure that the physician is committed to lifelong learning and competency in a specialty and/or subspecialty by requiring ongoing measurement of six core competencies….” OCME is working with each board to identify specialty‐specific MOC requirements and to integrate CME into the process for improving professional practice through the development of MOC activities. OCME currently offers MOC CME in four specialties: radiology, internal medicine, pathology and anesthesia and several CME courses have incorporated self‐assessment modules (SAMs) into their didactic presentations. Expanded Regional, National and International Collaborations As part of the Consortium of CME programs at UC’s five medical schools (UCCME), OCME played an integral part in the consortium’s online learning portal at CMECalifornia.com. As a representative of the portal UCSF CME was selected as one of 16 national CME providers to pilot the American Association of Medical Colleges’ (AAMC) new online learning resources site. The portal, now a part of the AAMC’s MedEdPortal program, provides descriptions of and links to online courses for physicians which are created by faculty of accredited AAMC member schools. OCME is providing technical assistance to build effective CME programs with the Muhimbili University of Health and Allied Sciences (MUHAS) in Tanzania, Africa, as part of Global Health Science’s Academic Learning Project (ALP). This project provides an infrastructure to address Tanzania’s low ratio of health workers to population with the goal of quadrupling its graduate output over the next ten years. OCME faculty designed a detailed survey for learners attending a series of accredited CME courses. The study aimed to gain insight about the impact of commercial support of a CME activity on attendees’ perception of commercial influence (“bias”). Most respondents believed that commercial support of a CME course introduced bias, however, only a small minority supported the elimination of commercial support from CME activities. The work “Clinician Attitudes About Commercial Support of Continuing Medical Education, Results of a Detailed Survey” was published in the Archives of Internal Medicine in May 2011 and has already become an important part of the national dialogue on commercial support in CME.
Development and Alumni Affairs The School of Medicine Alumni/Medical Education leadership team includes: Anders Yang, Chief Advancement Officer and Senior Director of Development; Gary Bernard, Director of Alumni Development; and Mike Eccles, Director of Alumni Relations. The team raised over $2 million for medical education, with student scholarships continuing to be a top priority. Notable individual contributions include a $250,000 pledge from Martha and Faustino Bernadett, as part of the Chancellor’s Endowed Scholarship Match Challenge. Chancellor Susan Desmond‐Hellman and her husband, Nick Hellman, personally gave $1 million for student support in each of the four professional schools at UCSF. Barbara and Gerson Bakar pledged another $100,000 this year to support a student in the Program in Medical Education for the Urban Underserved. The School of Medicine continued to receive generous support from the Metta Fund and the California Wellness Foundation, along with support from the San Francisco Foundation, the Herbst Foundation, the Northern and Southern California branches of Kaiser Permanente and the California Healthcare Foundation. The 2011 School of Medicine Reunion included eleven reunion classes and a total attendance of 324 alumni and guests. The Reunion Campaign raised close to $600,000, including over $400,000 for student support. The Alumni Weekend program on May 6 and 7 featured a continuing medical education course chaired by Academy of Medical Educators' Director, Dr. Molly Cooke. UCSF Chancellor Susan Desmond‐Hellman and Dean Sam Hawgood served as the keynote speakers for the Saturday morning program, which also featured Gold Headed Cane Recipient Ryan Padrez. Dr. Kanu Chatterjee received the Academy of Medical Educators Legacy Award on behalf of the Class of ’81. And Dr. William Shapiro MD ’61 was named Alumnus of the Year. Additionally, the office of Medical Alumni Association (MAA) Presidency passed from Larry Hill, MD ‘67 to Donna Hoghooghi, MD ’98 in a ceremony during the weekend’s awards lunch. Alumni and their guests were given a tour of the new state‐of‐the‐art Teaching and Learning Center, which houses the Kanbar Center for Simulation and Clinical Skills Education.
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 140 training programs, of which there are 76 ACGME‐accredited programs, four ABMS‐accredited programs, and more than 60 non‐ACGME/non‐ABMS programs. Robert. B. Baron, MD, MS serves as the Associate Dean for Graduate Medical Education and Designated Institutional Official (DIO) and Amy C. Day, MBA is Director of Graduate Medical Education. OGME has an additional staff of eight and faculty of five. Glenn Rosenbluth, MD is the newest addition to the UCSF GME team. He replaces Arpana Vidyarthi, MD as Director of Curricular Affairs for GME as of July 1, 2011. GME faculty also include Mary McGrath, MD, MPH, Director of Resident and Fellow Affairs; Claire Brett, MD, Vice Chair of GMEC and Internal Review Committee; Rene Salazar, MD, Director of Diversity; and Susan Promes, MD, FAECP, Director of Curricular Affairs. The ACGME Institutional Site Visit occurred in September 2010 and the institution received a five‐year accreditation cycle, the best possible outcome. UCSF residency programs maintained an average accreditation cycle of approximately 4.5 years out of five and the fellowship programs approximately 4.9. The residents and clinical fellows successfully met all three UCSF Medical Center 2010‐2011 incentive goals: increased patient satisfaction; hand hygiene compliance; and laboratory test utilization. This is the first time since the inception of the program that all three goals were reached. There were also 12 program/department specific goals that involved more than 25 programs and nine of the 12 goals were met. For the 2011‐2012 academic year there are 16 program/department specific goals involving more than 30 programs and the all‐program goals will once again be related to patient safety, hand hygiene, and laboratory test utilization. The revised salary scale for residents and clinical fellows, effective July 1, 2011, 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 assure that UC salary scales are adjusted in parallel with national trends for physician training programs. In addition, the housing allowance was increased by 3.3% for ACGME/ABMS trainees. The Resident and Fellow Affairs Committee (RFA) under the leadership of Dr. Mary McGrath, continued its work to improve life for residents and clinical fellows at UCSF through several initiatives. In particular, many of these projects helped improve communication with housestaff through the development of informational materials: flyers detailing parking at both UCSF and SFGH; a fact sheet describing risk 17
management and malpractice insurance coverage; a feature in Residents Report on how to understand a UCSF paystub; and “10 Questions” articles in Residents Report covered topics ranging from disability and life insurance to social networking. In addition, RFA was given a position on the UCSF Transportation Advisory Committee and as a result shuttle route changes and additional shuttles have been implemented. In response to housestaff concerns expressed in the ACGME Resident and Fellow Survey, the Committee collaborated with OGME and the GMEC to develop a new evaluation policy to ensure confidentiality. The Curriculum Committee under the leadership of Emergency Medicine Residency Director Dr. Susan Promes, continued to work with the training programs on the implementation of educational portfolios. The UCSF Portfolio tool was fully implemented and used by the trainees in the Internal Medicine, Pediatrics, Obstetrics and Gynecology, and Emergency Medicine residency programs as well as all of the pediatric subspecialty fellowship programs. Dr. Promes partnered with Drs. Vidyarthi and Rosenbluth to form the GME Handoffs Task Force in response to the new ACGME requirements effective July 1, 2011. The Task Force created the new Transitions of Care and Handoffs policy for GME. Dr. Promes is also the Associate Director of the Pathways to Discovery Program. Approximately 100 UCSF residents and clinical fellows participated in the Pathways to Discovery Program during the 2010‐2011 academic year in Clinical and Translational Research; Global Health; Health and Society; and Health Professional Education. Approximately 25% of residents and 40% of ACGME clinical fellows published a research paper and 30% of residents and 60% of ACGME clinical fellows gave a research presentation either regionally, nationally, or internationally. OGME hosted a reception and organized a series of activities over the fourth annual Second Look Weekend, for under‐represented minority (URM) fourth year medical students applying to various residency programs at UCSF. During this weekend, URM 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 and sponsored exhibitor booths at the Student National Medical Association (SNMA), Latino Medical Student Association (LMSA) conferences, and the Howard University Residency Fair. GME also sponsored a table at the 21st Annual Black Heritage Month Gala thrown by the Black Caucus at UCSF. Other OGME sponsored events included: 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; and Faculty Development Workshops. OGME also continued publication of its quarterly newsletter Residents Report and maintained a comprehensive set of resources for trainees and program administration on the GME website. 18
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 87 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 directs the Academy, with Cynthia Ashe serving as administrative manager. The Academy's endowed chair program continued to provide vital financial support for chair holders' creative endeavors in medical education. In the past year, this program has supported chair holders as they:
Designed novel curricula and created enduring educational materials Advanced student assessment methodologies Funded research opportunities for students, fellows and peers Provided faculty development and mentorship within and across departments Participated in professional development and leadership activities Directed educational research projects, and Led regional, national, and international medical education initiatives
Stewardship reviews were conducted of matched endowed chair holders in the third and fifth years of their five‐year term. Competitive, proposal‐based searches were carried out for those chairs whose terms expired June 30, 2011, and the following were appointed to a second term:
Andrew Murr, Roger Boles, Academy Chair in Otolaryngology Education George Rutherford, Salvatore Pablo Lucia Chair in Preventive Medicine William Shore, The Permanente Medical Group Teaching Chair in Primary Care Kimberly Topp, Sexton Sutherland Endowed Chair in Human Anatomy
Academy Members Inducted September 20, 2010
Louise Aronson, Medicine/Geriatrics
Robert Daroff, Psychiatry
Bradley Sharpe, Medicine/Hospital Medicine
Elisabeth Wilson, Family and Community Medicine
John Young, Psychiatry
David Elkin, Psychiatry Michelle Lin, Emergency Medicine
The Academy's tenth class of members was selected after a rigorous review by the Membership working group, led by Dr. Andy Josephson and an external panel of national experts. Seven new members were inducted and thirty‐four "front‐line" educators were recognized with Excellence in Teaching Awards at the Academy's annual celebration in September. The 2010 Boyden Award was presented to Marie Lim, Anesthesia’s medical student program coordinator, for her exceptional contributions to the school's medical education mission. Calvin Chou was appointed the inaugural holder of the Academy Chair in the Scholarship of Teaching and Learning, the first “Academy‐based” chair made possible by institutional funding. Dr. Chou will focus on developing practical training to improve the communication skills of physicians in training across all 19
learning communities at UCSF. The Faculty Development working group, co‐chaired by Drs. Kathy Hyland and Lee‐may Chen, directed the Teaching Improvement‐Teaching Observation Program, facilitating two TIP and 30 TOP observations and the development of an on‐line TOP training module. TOPs were conducted in a variety of classroom settings and one TOP observation was done in the clinical setting. Surgical teaching observations will also be piloted this summer. In conjunction with Dr. Anda Kuo and the Communications working group, the Academy published its seventh annual magazine for distribution to colleagues, friends and sister academies nationwide; this special issue celebrated and reflected on the Academy’s tenth year in existence. The Educational Policy and Advocacy working group, under the leadership of Drs. Rebecca Jackson and Sharad Jain, will participate in piloting a new tool developed by the Dean’s Office to measure teaching effort across the school. The group also continues to host periodic informal gatherings for educators at SFGH and VAMC. Dr. Jody Steinauer and the Scholarship working group organized the Academy's tenth annual Education Day on April 25, 2011. Medical students, residents, fellows, faculty and staff participated in the symposium, which featured 45 posters and six plenary presentations covering a range of topics in curriculum development, evaluation and research. Cooke Awards for the Scholarship of Teaching and Learning were presented to Drs. Louise Aronson, Helen Loeser and Bridget O’Brien. Visiting scholar Dr. Diane Wayne of Northwestern University presented the keynote address on using medical education research to improve patient care and quality, and workshops were presented on leveraging technology and the scholarship of simulation. Through its Innovations Funding Program, the Academy stimulated curricular innovation in undergraduate and graduate medical education by supporting projects that enhance the UCSF curriculum; investigators conducted three Academy‐funded projects last year. Under the direction of Dr. Shelley Adler, the Innovations Funding working group awarded six grants for research projects that will commence in July 2011. The School of Medicine Class of 1981 selected Dr. Kanu Chatterjee as the recipient of the Academy's second annual Legacy Award, which honors individuals who have made a lifelong impact on UCSF medical students. Recipients are recognized as committed and inspirational educators who, by example, exposed learners to true excellence in all the dimensions of medicine. The Academy participated in several Reunion Weekend events, including a continuing medical education course for alumni chaired by Dr. Cooke. 20
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. Leadership includes Dr. Sandrijn van Schaik, Education Director; Michael Quirk, Operations Director; and Bernie Miller, Standardized Patient Program Manager. In addition to serving the school of medicine, the Center serves all schools on campus as well as the graduate program for physical therapy, and strives to encourage interprofessional education. In December, 2010, the center relocated to the new Teaching and Learning Center (TLC), on the 2nd floor of the Campus Library, and became fully operational in the new location at the end of January, 2011. The new location was inaugurated during the TLC Open House, January 18‐ 21, 2011, which attracted over 1000 visitors. During the open house events, visitors participated in the following activities organized by the Center in conjunction with TLC staff:
Center Highlights 20 clinical skills education courses for 458 medical students, who participated in a total of 3,026 aggregate student visits to the center. Developed or supported 88 simulation courses for 1,400 learners:
848 undergraduate medical education learners 312 postgraduate learners 140 CME learners
Administered and supported: 151 clinical skills education sessions for 3972 learners
224 IPE aggregate learners 36 Physical Therapy learners 136 Dentistry aggregate learners 3037 Medicine total learners (which includes UME, GME and CME learners) 128 Nursing aggregate learners 411 Pharmacy aggregate learners
77 simulation education sessions for 1738 learners
69 IPE aggregate learners 72 Dentistry aggregate learners 1250 Medicine total learners (which includes UME, GME and CME learners) 347 Nursing aggregate learners
New Programs launched:
SOP‐ OSCE first and third year students SOP‐ CP112 Assessment of Clinical Skills IPE‐ Mock Code Simulation for Internal Medicine SON‐ N245A, Motivational Interviewing SON‐ N146 MEPN Pediatric Nursing SOD‐ PCC 177.02‐ Intro to Comprehensive Care SOD‐ PCC‐129. SP Evaluation by DS2 SOM‐ IM Residency Standardize Patient Exercise SOM‐ PICU Fellows Use of Bedside Ultrasonography SOM – Pediatric Residency Pediatric Advanced Life Support Training and Neonatal Resuscitation Training PT201 Physical Therapy Assessment 100 nursing learners
11 guided tours of the TLC and Kanbar Center 14 demonstrations of simulation and clinical skills education activities Nine introductory sessions to familiarize visitors with simulation and clinical skills education activities Six workshops for skill building around the use and/or development of simulation and clinical skills education
Governance The center has appointed an interprofessional advisory board with representatives of all schools and other stakeholders on campus that will start meeting in September 2011. The Kanbar advisory board will meet quarterly and provide guidance on priorities for program development, resource allocation and research planning. Outreach Working with the UCSF Center for Educational Partnerships and other local education partners, the center hosted student tours with hands on partial task training and full body mannequins in simulation facilities. The schools and organizations involved in the outreach included the National Youth Leadership Forum, Dana Hills High School, and Canal Alliance. Innovation and Research To stimulate innovative programs and interdisciplinary/interprofessional curricular activities, the center funded a new ultrasonography‐compatible pregnancy simulator which supports faculty development of a new family medicine curriculum, in collaboration with faculty in obstetric and in the school of nursing. A new requirement for presentation of (initial) curriculum outcome data at UCSF Education Day was added to the funding process. The center started a Scholarship and Simulation group that had its first two meetings with attendance from faculty of all schools on campus in April and June 2011, with monthly meetings scheduled from there on. This group has identified five core topics of focus and will have representation at the next International Meeting for Simulation in Health Care in order to stimulate scholarship and collaborative research around simulation and related topics. The center hosted a lunch with visiting professor Dr. Diane Wayne on April 26, which was attended by a dozen members of the Scholarship group and led to inspiring discussions. Faculty and Staff Development Initial workshops for staff and faculty development were offered during the TLC open house event. Guided by evaluation data obtained at that time and ongoing surveying of faculty and staff, a series of skills development workshops is currently being planned for October 2011. The main vendor of simulation mannequins acquired by the Kanbar Center, Laerdal, offered training sessions to familiarize faculty and staff with simulation equipment. Several faculty members from different schools on campus as well as all technical staff at Kanbar attended the sessions. 22
Outreach and Academic Advancement The Office of Outreach and Academic Advancement at the UCSF School of Medicine, led by faculty director Dr. Alma Martinez and administrative director Valerie Margol, directs the outreach efforts of the School of Medicine. Outreach is targeted toward undergraduate and postgraduate individuals who have an interest in pursuing careers in medicine. Outreach programs include the Post Baccalaureate Program, the Admissions Workshop, informational sessions at local community colleges, and pre‐health group campus visits. The office also works with the UCSF Fresno Medical Education Program in its outreach programming efforts. Some advancement programs for UCSF medical students are planned in the Office of Outreach, including the Underrepresented in Medicine Mentoring Program and the Accepted Students' Weekend. Fourteen participants completed the Post Baccalaureate Program in 2010‐11 in preparation for application to medical school. Ten former graduates of the program will matriculate into medical school in Fall 2011. This brings the overall program total of acceptances to 92 percent since 2000. Sixty‐four percent of those accepted are in California medical schools; 55 percent are in UC medical schools; 19 percent are at UCSF. The office held an Admissions workshop which was attended by 217 individuals. Representatives from the office visited five local community colleges and one Cal State University in the fall and spring, reaching more than 100 individuals, and spoke to five pre‐health groups (180 individuals) on the UCSF campus. Through the Underrepresented in Medicine Mentoring Program, the office supported mentoring for medical students, residents, and faculty members, by hosting five workshops on topics including: Welcome Dinner: Mentoring 101; Career Paths Available for Medical Students; Relationships/Family and Medicine; It's All in the Details: Negotiating Terms for Your Work in Medicine; The Road to Medicine: Fueling Your Drive and Confronting Your Obstacles.
Pathways to Discovery The UCSF Pathways to Discovery program prepares the healthcare leaders of tomorrow by providing rigorous training and career development in discovery, innovation, and advocacy. Learners from all training levels complete formal curricula and faculty‐mentored projects in areas ranging from the molecular to the global. Louise Aronson, MD, MFA, has guided the faculty team in developing the continuum between undergraduate and graduate medical education, advancing opportunities for interprofessional learner collaboration, and disseminating program innovations. Renee Courey PhD, program coordinator, ensures that the common goals, competencies, and programming are achieved, and supports the individual Pathways by creating administrative and assessment systems, tracking learner progress, identifying potential pedagogical and technology tools, and facilitating development, research, and outreach. The program appointed two new directors: Naomi Wortis, MD, Director of the Health & Society Pathway, and Susan Promes, MD, FACEP, Associate Director for Graduate Medical Education. Over 200 students from the Schools of Medicine, Dentistry, and Nursing, and GME learners from 12 residency programs participated in Pathways this year. Pathways integrated its annual Symposium into the UCSF Research Festival, a week‐long celebration of learner innovation. The annual Pathways Mentorship Award for 2011 honored Mitchell Rosen, MD (Obstetrics, Gynecology, and Reproductive Sciences), nominated by Clinical and Translational Research Pathway learner Joseph Letourneau, MD. Drs. Alicia Fernandez (Medicine) and Aronson will oversee implementation of PROF‐PATH: Promoting Research Opportunities Fully – Prospective Academics Transforming Health, a program recently awarded a 5‐year NIMHD R25 at $1.8m. This funding will be used to create multiple new research training opportunities within PTD for health disparities population (HDP) students from UCSF's four health professional schools and for all students interested in health disparities research. In addition, Global Health Pathway Director Chris Stewart, MD, MA (Pediatrics) is lead on a UCSF Library Instructional Grant, to develop a UCSF disaster response curriculum to enhance interprofessional health education competencies. The Pathways Funding Agency (PFA) Under the direction of Mary Beattie, MD, MAS (Medicine), the PFA offers a centralized application process and 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 and to enhance equitable access to resources across the Pathways and UCSF schools. MD with Thesis Program The MD with Thesis Program is now hosted by Pathways to Discovery, specifically by the Clinical and Translational Research, Molecular Medicine, and Health & Society Pathways. These Pathways provide oversight committees that review proposals and ensure that the proposed project meets a high standard of scientific rigor. Once approved, the student is assigned a three‐person thesis committee that is available for advice and guidance over the course of the student’s research year. Students are 24
required to write a thesis that is completed by April of their graduation year. Following approval by their thesis committees, 14 medical students were awarded the honor of MD with Thesis at graduation. Clinical and Translational Research Pathway (CTR) “I LOVED Designing Clinical Research for Residents! I encourage other residents to take the course and also buy the book at the beginning of their two years of research during surgery residency." The Clinical and Translational Research Pathway, 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), hosts learners who undertake laboratory, clinical, and/or social science research into the delivery and impact of health care innovations. Global Health Pathway (GH) “The Clinical Scholars Program is in essence a mini MPH you can do during residency. It is one month of fun concentrated courses in the relevant issues of global health taught by leading experts in their field followed up by a lecture series and journal club that keep you informed and networked throughout your residency.” The Global Health Pathway, led by Director Christopher C. Stewart, MD, MA (Pediatrics) and Associate Director Madhavi Dandu, MD, MPH (Medicine), develops research, medical education, and leadership skills tailored to improving the health of low and middle‐income populations locally and worldwide. Twenty‐five first‐year students from all four UCSF schools completed the required introductory course. A full‐time advanced course in the fall teaches leadership and project management skills with a focus on project development and culminates in six monthly works‐in‐progress seminars where learners further develop and present their individual projects. Upcoming plans include developing an exclusively on‐line course option to allow the introductory course requirement to be completed by learners asynchronously. A grant from the National Institutes of Health Fogarty International Center, now in its third (final) year, supported fifteen undergraduate professional learners from all schools, UC Berkeley, and the Graduate Division, to work abroad in inter‐professional teams. The group learned global information systems (GIS) technology during a five‐month, pre‐trip seminar series and participated in a new media training workshop and incorporated the GIS technology and the use of photo and video in their team projects abroad. Seventy learners from all UCSF schools and UC Berkeley programs participated in two weekend‐long Complex Humanitarian Emergency (CHE) Leadership trainings. These simulations taught critical skills in leadership and global health in the context of CHEs and engaged learners for future work in global health and pathways participation. 25
Recruitment has now expanded to include learners from the Graduate Division. The program has enrolled twenty‐eight learners for the coming year resulting in a diverse mix of residents and graduate students from fifteen departments and all UCSF schools. The full‐time, three‐week curriculum focuses on the newly added leadership skills and project management components. The UCSF Global Health Masters program has become self‐supporting in just three years. Thirty students will graduate this year and thirty‐six students have been enrolled for the coming year. Health and Society Pathway (H&S) “The Health Equities and Advocacy track is an ideal experience for residents interested in addressing health disparities and becoming deeply involved with underserved populations. I will be a different (and better) physician‐advocate for my patients as a result of participating in this curriculum." The Health and Society Pathway, led by Director Naomi Wortis, MD (Family and Community Medicine) and Co‐Directors Dan Dohan, PhD (Institute for Health Policy Studies), Arpana Vidyarthi, MD (Internal Medicine), and Alicia Fernandez, MD (Internal Medicine), prepares a diverse group of UCSF learners to be scholars and leaders in health policy, health systems, health disparities, community engagement, advocacy, social science, and/or behavioral science. H&S supports discovery, inquiry, and innovation by learners through the embrace of three principles: self‐directed learning supported by mentoring, a multi‐disciplinary approach, and continual evaluation and improvement. Learners in the H&S Pathway become familiar with the current state of inquiry in three substantive domains: Social & Behavioral Sciences, Population Health Disparities, and Health Systems and Policy. They achieve competency in three areas: Research and Evaluation, Leadership & Advocacy, and Community Engagement. Pathway participants also develop deeper substantive knowledge and an enhanced skill set related to their own project focus. Residents can participate in the Pathway through “Health Equities” with Sharad Jain, MD, or “Health Systems Leadership” with Arpana Vidyarthi, MD, and Read Pierce, MD. In 2010‐11, 53 residents participated in the Pathway, including those undertaking formal projects. Nineteen medical students and two nursing students participated this year. Health Systems residents presented their client‐based project findings on process improvements for wait times at the UCSF Medical Center Emergency Department. All medical students and some residents presented their individual projects in poster or oral format during the UCSF Trainee Research Festival. The H&S Pathway also participates in the UCSF‐Hastings Law Consortium, providing inter‐professional and inter‐campus training and community for learners and faculty. Health Professions Education Pathway (HPE) “The perfect Pathway for a resident interested in medical education. Led by enthusiastic and innovative educators, the HPE Pathway enabled me to develop practical teaching methods based upon educational theory as well as the skills needed to create, assess, and disseminate a novel educational curriculum."
The Health Professions Education Pathway, 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), Maria Wamsley, MD (Internal Medicine), develops innovators, scholars, and leaders in the field of health profession education. In additional to promoting excellence in teaching, this Pathway aims to develop scholars who can translate educational theory and strategies to 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 scholarly educator (a knowledgeable user of best practices in HPE who is aware of inquiry strategies and can participate in HPE research). It focuses on the following areas of educational scholarship: 1) teaching strategies, 2) learning theory, 3) curriculum development and evaluation, 4) learner assessment, and 5) educational leadership. Learning is both didactic and experiential. Molecular Medicine Pathway (MM) "Through Residency, Clinical, and Postdoctoral Fellowships, the Molecular Medicine Pathway is like launching your career as a physician‐scientist on a newly‐paved highway with GPS navigation and a community of invested mentors in the passenger seats." The Molecular Medicine Pathway, led by Director Robert Nussbaum, MD (Medical Genetics) and Associate Director Harold Bernstein, MD, PhD (Cardiology), assists trainees in envisioning and pursuing a career path combining clinical practice and disease‐oriented laboratory research. The MMP ensures that learners are supported throughout their training programs in their desire to become physician‐ scientists. For undergraduate professional learners, the MMP provides a yearlong immersion research experience capped by completion of a thesis and the award of the MD with Thesis degree. In the experiential activity, learners undertake a yearlong laboratory research experience after year three and before year four of the Clinical Core. Pathways directors work with research mentors to ensure that the experience is appropriately designed to further the learner’s professional goals. This year, the Pathway expanded to host residents from the Medicine and Pediatrics programs. All learners collaborate in the bi‐weekly Molecular Medicine Case Conference with Molecular Medicine Pathway house staff where patient cases are discussed, highlighting the molecular aspects of pathophysiology, diagnosis and management. Researchers from across campus attend the MMP Case Conference. With their advisor and research mentor, learners develop an Individual Development Plan reviewed annually by a “professional development” committee within the MMP.
Program in Medical Education for the Urban Underserved (PRIME‐US) The Program in Medical Education for the Urban Underserved (PRIME‐US) 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 medical students in San Francisco and four students at the UC Berkeley‐UCSF Joint Medical Program (JMP) each year, offering an innovative curriculum focusing on experiential learning, clinical immersion and community engagement, while also providing strong mentorship and support. Leadership include Dr. Elisabeth Wilson, Director; Dr. Ben Lui, Assistant Director; Aisha Queen‐Johnson, Program Manager; Dr. Karen Sokal‐Gutierrez, JMP Site Director; Dr. Alma Martinez, Executive Director; and Dr. Kevin Grumbach Chair of the Executive Committee. Launched in 2006, this spring marks the end of the program's fifth year. PRIME‐US graduates remain committed to careers in urban underserved care and are currently pursuing residency training in family medicine, internal medicine, pediatrics, psychiatry and emergency medicine. Next fall, the program will admit another diverse group of students for a total of 82 PRIME‐US participants (71 students and 11 graduates). More than 70% of the students accepted into the program are underrepresented minorities and/or students from socioeconomically disadvantaged backgrounds.
Undergraduate Medical Education In August, 2010, the Office of Curricular Affairs and the Office of Student Affairs joined together to become Undergraduate Medical Education (UME). UME facilitates the central oversight and management of the MD curriculum, including quality improvement of the instructional program, assessment of student learning, and support for innovation and program development. UME has three specialized units: Assessment and Professional Development, Clinical Learning, and Medical Student Services. These three units work together with “UME central” to guide medical students and faculty from diverse backgrounds to excellence and leadership in patient care, research, education, and public service. Phaedra Bell, PhD, serves as Director; Dr. Maxine Papadakis serves as Associate Dean of Students, and Dr. Helen Loeser served her last full term as Associate Dean of Curriculum this year. UME is thrilled to welcome Dr. Susan Masters, PhD as the new Associate Dean of Curriculum starting August 1, 2011. During Dr. Loeser’s thirteen years as Associate Dean of Curriculum, she has had a profound impact on learning at UCSF as the co‐creator of the extraordinary, innovative program that medical students enjoy at UCSF. This final year of her work with Dr. Papadakis has been no exception in situating the program on the cutting edge of medical education. While attending to the School’s accreditation needs, Dr. Loeser and Dr. Papadakis led their team in planned curricular innovations that include a renewed focus on deliberative practice through use of portfolios and maintained focus on the institutional priorities of Interprofessional Health Education and of maximizing efficiencies wherever possible. Along with all Medical Education units, UME focused on preparation for the LCME accreditation cycle this past year. All of the curriculum committees finished their preparations for the LCME self‐study that preceded the site visit in January 2011. UME participated vigorously in the visit itself. The final report from LCME reflects the program’s many strengths and informs our work agenda for the coming year. LCME preparation also prompted the formulation of recommendations for improvement in clerkship grading and assessment, a project that UME oversaw this past year that brought clerkship faculty, students, and staff together to articulate principles for assessment and grading including specific standards for transparency, making all assessment competency‐based, and longitudinal assessment through learning portfolios. In addition to what was by all accounts a successful accreditation visit, then, UME also gained from LCME preparation the chance to reflect on and improve clerkship assessment practices. Despite all the focus on the LCME visit in 2010‐2011, UME also made several more incremental movements toward implementing the “3 + 1” curriculum vision established in 2008‐2009. This revised curriculum will ultimately weave clinical and foundational sciences together with in‐depth engagement 29
throughout the first three years with Pathways to Discovery projects in Clinical and Translational Research, Global Health, Health and Society, Health Professions Education, or Molecular Medicine. The fourth year of the new curriculum will allow for even deeper engagement in the chosen pathway and supplemental experience in opportunities for accelerated and/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 UME’s curricular work and related innovation work through this year including planning changes in curricular governance, integrating student‐directed learning with competency‐based assessment, and increasing the emphasis on longitudinal clinical learning. Another movement toward that vision was the greater integration of MD Portfolio and MD Competency Milestones into the courses of the Essential Core, the first two years of the curriculum. In 2009‐2010, the School officially adopted milestones for each of the MD Competencies. MD Portfolio also made its debut in the second year of the program this year. Students in second year used the portfolio system to share a specific study plan for USMLE step 1 with their Advisory College Mentors. In part to give students more data to use in preparing that study plan, UME also piloted a practice test for all second‐ year students by providing each student with the NBME Comprehensive Basic Science Exam. UME continues to refine the MD Portfolio system for competency‐based and student‐directed learning. UME also moved toward the 2009 vision expanding the list of longitudinal clerkships. The Kaiser Longitudinal Integrated Clerkship (KLIC) launched in April, 2011 with seven students at Kaiser Oakland. KLIC joins the Parnassus Integrated Student Clinical Experience (PISCES) as the second year‐long integrated clerkship. The six‐month Longitudinal Integrated Fresno Experience (LIFE) also launched, joining the other two six‐month longitudinal clerkships, VALOR at the VA and Model SFGH. All five programs are laying important groundwork for the kind of longitudinal educational experiences that will constitute the next iteration of the curriculum. In the midst of preparing for the LCME site visit and working toward achieving the new curricular vision, UME also made strides in pursuing the campus‐wide goals of more robust Interprofessional Health Education programs and operational excellence through streamlining processes. UME continued working with the UCSF Interprofessional Education Task Force (IPETF) to expand and improve interprofessional initiatives this year. In particular, UME collaborated with the Schools of Dentistry, Nursing, and Pharmacy and with the Physical Therapy program on two linked Interprofessional Health Education (IPHE) Days. 98% of all first‐year students in each school attended the first session where 50 30
inter‐school groups of 10 students each gathered to meet and discuss the merits of the medical home model the Deans acted out. Subsequent virtual discussion groups prepared students to interact with an expert panel on health care reform during the second all‐school session. Other outcomes of UME participation in the IPETF include the third cycle of Innovations funding prioritizing interprofessional education projects, the increased implementation of an interprofessional standardized patient case for clinical students, successfully proposing the campus wide Center for innovation in Interprofessional Health Education. Now in its 11th year, the Summer Curriculum Ambassador program provides structured programming, support and mentoring for students to pursue a curriculum or medical education project. Project priorities are established within the guidelines for curricular change, and with input from curricular management and oversight committees. In a continued effort to engage students in ongoing improvement, UME fully supports the curricular and leadership aspects of this program, plus stipend support for a number of the medical students. During this past summer, OME extended program participation to include teams of IPHE students, with supplemental advising and stipend support from each participating school. UME also focused on the institutional priority of maximizing efficiencies this past year, and is in the final stages of implementation of the electronic student file. Partnering with the Student Financial Aid office, UME was able to connect Curriculum Ambassadors with the Federal Work Study program in order to create savings and streamline stipends. UME continues to work on ways to increase teaching efficiencies while enhancing rather than sacrificing outstanding educational outcomes. Several Essential Core courses piloted the Team‐Based Learning (TBL) format for active learning in a lecture hall setting using self‐facilitated groups. The findings from the experiments will be used to inform curriculum delivery in the coming academic year. UME also focused on efficiencies in the review and administration of funding opportunities and dissemination of learner’s work by collaborating with Pathways to Discovery. The new streamlined process for student application and review is administered by UME, and medical students participate in the joint dissemination event, the “Poster Palooza” administered jointly by Pathways and CTSI. Finally, the UME Committee on Curricular and Educational Policy and its reporting committees are working with the Chancellor on streamlining Conflict of Interest practices across the UME, GME, and Medical Center continuum. Both internally and in collaboration with its partners, UME prioritized efficiencies in 2010‐2011. Clinical Learning Unit In January 2011, Medical Education developed the Clinical Learning Unit (CLU). The CLU is a subunit of Undergraduate Medical Education that reorganizes the Foundations of Patient Care (FPC) team and the Community Based Education team as one unit that is closely tied to curricular planning and activities of UME. The Clinical Learning Unit is led by Dr. Anna Chang, Director of the Foundations of Patient Care; Dr. Meg McNamara, Director of Faculty Outreach; and Administrative Director, Christina Cicoletti. The CLU staff support and coordinate the FPC and Longitudinal Clinical Experience courses, as well as volunteer and teaching faculty outreach, recruitment, retention, and development. Course activities of 31
FPC include the Observed Structured Clinical Exam (OSCE), Mini‐OSCE, and Transitional Clerkship (TC), to name just a few of the high stakes clinical immersion activities in the FPC course. The volunteer and teaching faculty preceptorships include FPC preceptorships and the Longitudinal Clinical Experience (LCE). The Association of the Clinical Faculty provides outreach, retention and development of volunteer faculty. Medical Student Services Suite 245, adjacent to the medical student lounge, is now known as "Medical Student Services," now functioning as a one‐stop first point of contact for a variety of undergraduate medical student needs. Student Services supports student programs, career advising and mentoring, professionalism, student events, and academic advancement. Maxine Papadakis, MD, serves as Associate Dean for Student Affairs and Kalai Diamond, who joined the team in late January 2011, is the Medical Student Services Manager. Student Services supports the Advisory College system, which provides mentoring services for medical students. In 2010‐11, the Advisory College mentors continued to play a key role in the implementation of the MD portfolio system, which tracks and manages student learning and professional development. Mentors reviewed MD Portfolio "views" submitted by students, and provided feedback on their assessments and learning plans. Students rate the responsiveness of their Advisory College mentors as 4.38 and the overall effectiveness of their mentors as 4.23 on a 5 point scale. Associate Dean Papadakis continues to provide leadership on enhancing the educational climate at UCSF, including the respectful treatment of students by faculty and housestaff. She also oversees career advising and the Medical Student Well‐Being Program providing direct as well as preventive services. The Student Services team organized a variety of student events throughout the year, including the Essential Core Teaching Awards for MS1s and MS2s, Match Day, Convocation, and Commencement. The Student Services Manager provides financial oversight and advisement to student groups including ASSM, SNMA, and AMSA, among others. Medical Student Well‐Being 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 coordinates clinical care with campus Student Health Services. It’s 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 campus‐wide Passport to Wellness and Mental Health Awareness Week program, hosting a panel discussion to help graduating students transition to internship. 32
The 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. Student Research The mission of the Office of Student Research is to promote, fund, and support research among students. Informational sessions regarding student research opportunities begin even before enrollment as first years and continue throughout students’ medical school careers. At Accepted Student Weekend in the spring, opportunities for research were presented to students, and 10 matriculating students received funding to perform research in the summer before starting the first year. The summer between the first and second years of medical school is the most popular time to perform research, and most students who pursue summer research projects apply for eight weeks of funding via the Pathways Funding Agency. In 2010‐2011, 49 first year students were awarded summer research fellowships for summer 2011. In addition, seven students were awarded funding that is provided equally by both the Office of International Programs and Office of Student Research. A total of 56 students were awarded for summer 2011 research. 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 successful in receiving national awards for this research year. In 2010‐2011, 33 third year medical students at UCSF received yearlong research awards, including 11 Howard Hughes Medical Institute Fellowships, and nine 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, the NIH‐funded PACCTR program (Pathways to Careers in Clinical and Translational Research), the Phillip R. Lee program and the Health and Society Pathway. 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 years of medical school. During the fourth year of medical school, additional opportunities exist for students to undertake month‐long Students Funded to Conduct Research independent study research projects, or quarterly 10 Entering Student Summer research projects. In the 2010‐2011 academic year, a total Fellowships of 34 fourth year students pursued these research 56 Dean’s Summer Fellowships 46 Quarterly Research Fellowships opportunities for the fall, winter and spring quarters. In 6 Yearlong Fellowships addition, 12 students received quarterly funding for summer 2011. A total of 46 students were funded.
The office assisted 19 students with completion of the MD with Thesis Program. As of summer 2011 the Pathways to Discovery program will manage this program. Thirty‐eight students have registered for the 2011‐2012 MD with Thesis program. For 2010‐2011, the office provided support to 17 students to successfully complete the Certificate Program in Biomedical Research (CPBR), which is designed to promote yearlong, full‐time research by students. The Office of Student research also organized the annual winter Research Day, where students in all medical school years presented research posters. Select students were chosen for oral presentations, and 4 students were awarded Dean’s Prizes for research excellence. In the spring, the School of Medicine participated in two large University‐wide research celebrations, the Pathways to Discovery program and the week‐long UCSF Research Festival. These celebrations allowed students to share their research via oral presentations and posters. In addition to recognizing student achievements, these events also generated interest for other students considering research at UCSF.
Scholarship Publications Agard K, Brzezinski M. Ibsen's discovery of the benefits of positive pressure ventilation and Tom Petty's discovery of PEEP. WebmedCentral Pulmonary Medicine. 2010; 1(9):WMC00742. Aronson L, Niehaus B, DeVries CD, Siegel JR, O'Sullivan PS. Do writing and storytelling skill influence assessment of reflective ability in medical students' written reflections? Academic Medicine. 2010; 85(10 Suppl):S29‐32. PubMed PMID: 20881698. Aronson L. Twelve tips for teaching reflection at all levels of medical education. Med Teach. 2011; 33(3):200‐5. Epub 2010 Sep 27. PubMed PMID: 20874014. Baron RB. Telling patients they are overweight or obese: An insult or an effective intervention? Archives Internal Medicine. 2011; 171(4):321‐2. Batalden M, Lai C. Section on inpatient education for longitudinal integrated clerkships. In: Poncelet A, Hirsh D (Eds) of chapter Longitudinal Integrated Clerkships. Guideline for Clerkship Directors (4th Ed). Alliance for Clinical Education. 2011. Baudendistel T, Chin‐Hong P, Lai C, Le T, eds. First Aid for the Internal Medicine Boards. McGraw‐ Hill, San Francisco. 2011. Boscardin CK. Profiling students for remediation using latent class analysis. Adv. Health Sci. Educ theory Pract. 2011. Brzezinski M. The Out of Control Surgeon‐‐‐A Case of Unprofessional Behavior or Bad Manners? (PBLD), Syllabus of Annual Meeting, American Society of Anesthesiologists, San Diego. 2010. Brzezinski M. SEA Teaching Scholar Program‐‐‐A New Faculty Development Initiative. Newsletter of the Society for Education in Anesthesia. 2010; 29(2):7 Chen HC, Teherani A, O'Sullivan P. How does a comprehensive clinical performance examination relate to ratings on the medical school student performance evaluation? Teach Learn Med. 2011; 23(1):12‐4. PubMed PMID: 21240776. Chou CL, Topp KS, Kruidering‐Hall M. Integrating surface anatomy learning with clinical skills training. Med Educ. 2010; 44(11):1127‐8. doi: 10.1111/j.1365‐2923.2010.03839.x. PubMed PMID: 20946492. Cooke M. Cost consciousness in patient care ‐‐ what is medical education’s responsibility? New Engl J. Med. 2010; 362(14):1253‐1255. PMID: 20357275 Cooke M. Medical education: The need for lifelong learning. San Francisco Medicine. 2010. p. 10‐11.
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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, 1071‐1078. Satterfield JM, Adler SR, Chen HC, Hauer KE, Saba GW, Salazar R. Creating an ideal social and behavioural sciences curriculum for medical students. Med Educ. 2010; 44(12):1194‐202. doi: 10.1111/j.1365‐2923.2010.03713.x. PubMed PMID: 21091759. Satterfield JM, Adler SR, Chen HC, Hauer KE, Saba GW, Salazar R. Creating an ideal social and behavioral science curriculum: a multimodal process for identifying essential undergraduate medical education content. Med Educ. 2010; 44(12):1194‐1202. Satterfield JM, Becerra C. Developmental challenges, stressors and coping strategies in medical residents: a qualitative analysis of support groups. Med Educ. 2010; 44(9):908‐16. PubMed PMID: 20716101; PubMed Central PMCID: PMC2924767. Schwartz MD, Durning S, Linzer M, Hauer KE. Changes in Medical Students’ Views of Internal Medicine Careers from 1990 to 2007: Declining Interest in Primary Care General Internal Medicine. Archives of Internal Medicine. 2011; 171(8):744‐749. Sehgal NL, Sharpe B, Auerbach A, Wachter R. Investing in the Future: Building an Academic Hospitalist Faculty Development Program. J Hosp Med. 2011; 6(3):161‐66. Sheu LC, Zheng P, Coelho AD, Lin LD, O’Sullivan PS, O’Brien B, Yu A, Lai C. Learning through service: student perceptions on volunteering at interprofessional hepatitis B student‐run clinics. Journal of Cancer Education. 2010. Shindel AW, Ando KA, Nelson CJ, Breyer BN, Lue TF, Smith JF. Medical student sexuality: how sexual experience and sexuality training impact U.S. and Canadian medical students' comfort in dealing with patients' sexuality in clinical practice. Acad Med. 2010; 85(8):1321‐30. PubMed PMID: 20671459. Shore WB, Ciccarone DH. Contributors: Azzam A, Chang A, Chen HC, Chou C, Muller J, Kripke C, Mejia P. The data base: the medical history, physical examination, and write‐up. California: University of California, San Francisco. 2010. Shore WB, Ciccarone DH, eds. The Data Base: The Medical History, Physical Examination and Write‐ up.7th ed. 2010. Shunk R, Dulay M, Julian K, Cornett P, Kohlwes J, Tarter L, Hollander H, O'Brien B, O'Sullivan P. Using the ABIM Practice Improvement Modules to Teach Internal Medicine Residents Practice Improvement. Journal of Graduate Medical Education. 2010; 2(1): 90‐95. Steinman MA, Boscardin CK, Aguayo, L, Baron RB, Commercial Influence and Learner‐Perceived Bias in Continuing Medical Education. Academic Medicine. 2010; 85(1):74‐9. 41
Swanson SM, Ku TK, Chou CL. Assessment of direct ophthalmoscopy teaching using plastic canisters. Medical Education. 2011; 45: 520‐521. Tabas J, Boscardin CK, Jacobson D, Steinman M, Volberding P, Baron R. Clinician Attitudes About Commercial Support of Continuing Medical Education: Results of a Detailed Survey. Arch Intern Med. 2011; 171(9):840‐6. Teo AR, Harleman E, O’Sullivan PS, Maa J. The Key Role of a Transition Course in Preparing Medical Students for Internship. Academic Medicine. May 2011. Trevor AJ, Katzung BG, Masters SM. Pharmacology: Examination & Board Review, 9th Edition, Lange Medical Books/McGraw‐Hill, New York. 2010. 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):144‐8 Van Schaik S, Plant J, Diane S, Tsang L, O’Sullivan P. Interprofessional team training in pediatric resuscitation: a low‐cost, in‐situ simulation program that enhances self‐efficacy among participant. Clinical Pediatrics. 2011. DOI: 10.1177/0009922811405518. Vidyarthi AR, Baron RB. The role of graduate medical education (GME) in improving patient safety [Perspective]. AHRQ WebM&M. 2010. Available at: [http://www.webmm.ahrq.gov/perspective.aspx?perspectiveID=84]. Wagner MJ, Wolf S, Promes SB, McGee D, Hobgood C, Doty C, McErlean MA, Janssen A, Smith‐ Coggins R, Ling L, Mattu A, Tantama S, Beeson M, Brabson T, Christiansen G, King B, Luerssen E, Muelleman, R. Duty Hours in Emergency Medicine: Balancing Patient Safety, Resident Wellness, and the Resident Training Experience: A Consensus Response to the 2008 Institute of Medicine Resident Duty Hours Recommendations. Academic Emergency Medicine. 2010; 17:1004‐‐1011. Wald DA, Lin M, Manthey ME, Rogers RL, Zun LS, Christopher T. Emergency Medicine in the Medical School Curriculum. Acad Emerg Med. 2010; 17:S26‐S30. Young JQ, Eisendrath SE. Enhancing patient safety and resident education during the academic year‐ end transfer of outpatients: lessons from the suicide of a psychiatric patient. Academic Psychiatry. 2011; 35(1):54‐7. Young JQ, Lieu S, O’Sullivan P, Tong LT. Development and initial testing of a structured clinical observation tool to assess pharmacotherapy competence. Academic Psychiatry. 2011; 35(1):27‐34. Young JQ, Lieu S, O’Sullivan P, Tong L. Enhancing Pharmacotherapy Competence with Performance Assessment: Development and Initial Testing of a Structured, Clinical Observation Tool. Academic Psychiatry. 2011. 35, 27‐34.
Young JQ, Niehaus B, Lieu SC, O’Sullivan PS. Adapting Mental Workload Theory to Construct Balanced Caseloads in Outpatient Continuity Clinics: A Method to Improve Resident Education and Patient Safety. Academic Medicine. 2010; 85(9):1418‐24. Young JQ, Niehaus B, Lieu SC, O'Sullivan PS. Improving resident education and patient safety: a method to balance initial caseloads at academic year‐end transfer. Acad Med. 2010; 85(9):1418‐24. PubMed PMID: 20736670.
Presentations and Workshops Adler SR. Integrative Medicine and Interprofessional Education. Consortium of Academic Health Centers for Integrative Medicine Annual Meeting, Albuquerque, NM: 2010. Adler SR. Use of Racial and Ethnic Identifiers in Case Presentations in the Preclerkship Curriculum. AME UCSF Medical Education Day, San Francisco, CA: 2010. Adler SR. Creating an Interprofessional Integrative Medicine Curriculum. UCSF Department of Family and Community Medicine Annual Colloquium, San Francisco, CA: 2011. Adler SR. Writing Successful Medical Education Grants, Consortium of Academic Health Centers in Integrative Medicine. 2011. Adler SR, Coulter Y. Creating an Interprofessional Curriculum in Integrative Medicine. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Albright S, Hanss T, Souza K. Information and Communications Technologies for Global Health (ICT4GH): Sharing Best Practices from North American Medical Schools’ Worldwide Partnerships. Association of American Medical Colleges Annual Meeting, Washington D.C., DC: 2010. Albright S, Jemison J, Souza K, Triola M, Hanss T. Enterprise IT Architecture in Support of Curricular Transformation and the Education Mission. Association of American Medical Colleges Annual Meeting, Washington D.C., DC: 2010. Angelotti A, Mayfield C. Leveraging a near peer medical student to improve orientation and training on portfolios and competency‐based development. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Aronson L. Critical Reflection in Medical Education. UCSF Office of Medical Education Faculty Development workshop, San Francisco, CA: 2010. Aronson L. Update in Medical Education: Strategies for Success in Curriculum Development and Teaching. Northern California Geriatrics Education Center Faculty Retreat, San Francisco, CA: 2010. Aronson L. Critical Reflection in Medical Education. UCSF Office of Medical Education Faculty Development workshop, San Francisco, CA: 2011. Aronson L. Critical Reflection: A Tool for Learning Professionalism. Annual UCSF Psychiatry Education Retreat, San Francisco, CA: 2011. Aronson L. Public Medical Writing 101: Training Students and Residents in Advocacy Writing. American Geriatrics Society Annual Meeting, Washington D.C., DC: 2011.
Aronson L, Courey R, Chen C, Bernstein H, Dandu M, Dohan D, Lowenstein D, Nussbaum R, Sawaya G, Stewart C, Wortis N, Adler J. Moving Beyond Scholarly Concentrations: The UCSF Pathways to Discovery Program. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Aronson L, Hill‐Sakurai L, Lai C, O’Sullivan P.A Randomized Trial of Reflective Learning Guidelines and Feedback among Third Year Medical Students. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Aronson L, Kuo A, Jain S, Grubbs V, Siegel J, Chen A. Writing for Change: A Pilot Program to Train Residents In Health Policy Advocacy Through Narrative, UCSF Education Day, San Francisco, CA: 2011. Aronson L, Kuo A, Jain S, Grubbs V, Siegel J, Chen A. Writing for Change: Training Residents in Health Policy Advocacy through Narrative. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Aronson L, Niehuas B, DeVries C, Siegel J, O’Sullivan P. Do Writing and Storytelling Skills Influence Assessment of Reflective Ability in Medical Students’ Written Reflections? Association of American Medical Colleges Annual Meeting, Washington D.C., DC: 2010. Aronson L, Niehaus B, Hill‐Sakurai L, Lai C, O’Sullivan P. A Randomized Trial of Reflective Learning Guidelines and Feedback Among Third Year Medical Students. UCSF Education Day, San Francisco, CA: 2011. Aronson L, Topp KS, Kruidering M. Teaching reflection to first year medical students: application to an early leadership experience. Western Group on Educational Affairs Conference, Pacific Grove, CA: 2010. Aronson L, Whichard E. Teaching Public Medical Writing. Faculty Development Workshop, San Francisco, CA: 2011. Assam A, Ciccarone D, Chang A, McNamara M, Chou C, Muller J. Foundations of Patient Care, Integrated Exercises: Using the TLC Resources Throughout a Longitudinal Course. Opening of the Teaching and Learning Center, UCSF, San Francisco, CA: 2011. Atkinson‐McEvoy L, Mayfield C. A Standard‐Guided E‐Portfolio Implementation: The Students Perspective. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Autry M. 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: 2010. Autry M. 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: 2010.
Autry M. Between Chantilly and the Milestones: A View of Tracking from Home. Association of Professors of Gynecology and Obstetrics/Council on Resident Education in Obstetrics and Gynecology, San Antonio, TX: 2011. Autry M. Strategies to Achieve CREOG Educational Objectives Related to Evidence‐Based Medicine. Association of Professors of Gynecology and Obstetrics/Council on Resident Education in Obstetrics and Gynecology, San Antonio, TX: 2011. Autry M. Tracking Resident Clinical Outcomes. Association of Professors of Gynecology and Obstetrics/Council on Resident Education in Obstetrics and Gynecology, San Antonio, TX: 2011. Azzam A, Chen HC. Medical education scholarship: How to study what you do ‐‐ the case of sign‐out. Graduate Medical Education Grand Rounds, UCSF School of Medicine, San Francisco, CA: 2010. Azzam A, Tong L. Learning Theories: How to make them work for you. AAP Master Educator Certificate Program, Pasadena CA: 2010. Baker M, Wrubel J, Rabow M. Left Struggling to Find Your Vision: Professional Development and Hidden Curricular Medical School Training in End of Life Care. American Association of Cancer Education National Meeting, San Diego, CA: 2010. Baron R. Creating a Resident Incentive Plan. Association of American Medical Colleges Annual Meeting, Washington D.C., DC: 2010. Baron R. New Concepts in Physician Compensation and incentives: Creating A Resident and Fellow Incentive Plan. American Association of Medical Colleges Annual Meeting, Washington D.C., DC: 2010. Baron R. Patient Safety and Quality: Combining Curriculum Development and Financial Incentives Across Specialties. Group on Resident Affairs Annual Meeting, Cleveland, OH: 2010. Baron R. Preparing and Conducting Site Visits, OME/AME Faculty Development Workshop, San Francisco, CA: 2010. Baron R. Continuing Medical Education and Maintaining Lifelong Competence. Medical Education Grand Rounds, Muhimbili University of Health and Allied Sciences, Dar Es Salaam, Tanzania: 2011. Baron R. Preparing and Conducting Site Visits, OME/AME Faculty Development Workshop, San Francisco, CA: 2011. Baron R. Responding to the New Public Interest in Medical Education. School of Medicine Leadership Retreat, San Francisco, CA: 2011. Baron R. Teaching and Assessing Competencies. Faculty Development Workshop, Muhimbili University of Health and Allied Sciences, Dar Es Salaam, Tanzania: 2011. Baron R. UCSF GME Grand Rounds. San Francisco, CA: 2011. 46
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 National Meeting, Special Symposium, Minneapolis, MN: 2010. Bautista C, Aronson L. The UCSF Geriatric Community Resources Clinical Algorithm and Guide. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Bogetz M. Educator’s Portfolio and Career Development. OME/AME Faculty Development Workshop, San Francisco, CA: 2010. Bogetz M. Enhancing Your Success as a Clinician‐Educator. UCSF campus‐wide Faculty Development Day, San Francisco, CA: 2010. Bokser S, Robertson P, Poncelet A. Information Technology Enabling Medical Student Educational Continuity. AAP National Convention, Boston, MA: 2010. Boscardin C, Chen A, Lovett M, Courey R, Aronson L. Learners’ Perspectives on Effective Mentorship. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Brady D, Chheda S, Chou C, Day H, Wilson B. Communicating about Professionalism. Association of American Medical Colleges Annual Meeting, Washington D.C., DC: 2010. Brandehoff N. Student created modules to guide portfolio implementation. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Brill J, Shore WB, Margo K, Vener M, Roberts D, Stearns M, Purcell J, Paulman P. The Medical Home Is in the Community\! Community Projects Start‐Up to Sustainability. Society of Teachers of Family Medicine (STFM) Medical Education Conference, San Francisco, CA: 2011. Brill J, Shore WB, Paulman PM, Roberts DM, Stearns M, Margo K, Vener MH. Patient Centered Medical Home is in the Community: Community Health projects in Family Medicine Clerkships. STFM Medical Student Education Conference, Houston, TX: 2011. Brill J, Shore WB, Purcell, Stearns M. Evaluation of community projects in Family Medicine Clerkships. STFM Medical Student Education Conference, Houston, TX: 2011. Brzezinski M. Facilitator, Roundtable Discussion. Society for Education in Anesthesia Fall Annual Meeting, San Diego, CA: 2010. Brzezinski M. Invited Panelist for Milestones in Anesthesiology. Society for Education in Anesthesia Spring Annual Meeting, Pittsburgh, PA: 2010. Brzezinski M. Moderator, Panel Session, Identifying and Managing the "Difficult" Resident. American Society of Anesthesiologists Annual Meeting, San Diego, CA: 2010. Brzezinski M. ACGME Milestones: the Next Step in the Quest for Outcomes‐Based Accreditation. Society for Education in Anesthesia Spring Annual Meeting, Pittsburgh, PA: 2010. 47
Brzezinski M. Identifying and Managing Interpersonal Communication Issues. American Society of Anesthesiologists Annual Meeting, San Diego, CA: 2010. Brzezinski M, McGee M, Rollins M, Pardo M, Bogetz M. Organized Approach to Medical Student Interested in Anesthesia. International Anesthesia Research Society Annual Meeting, Honolulu, HI: 2010. Burke C, Chen HC, Fulton TB. Project management. UCSF School of Medicine Global Health Pathway Seminar, San Francisco, CA: 2010. Byrne L, Schechter M, Mitrovic I, Fulton T. Peer‐facilitated small groups to encourage cross competency learning. UCSF Education Day, San Francisco, CA: 2011. Calton B, Moylan A, Widera E. A Required, Short Palliative Care Rotation for First‐Year Internal Medicine Residents. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Campbell AR. Making The Match Work for You. American College of Surgeons Annual Clinical Congress, Medical Student Program, Washington, D.C., DC: 2010. Campbell AR. Nuts and Bolts of Surgery. UCSF School of Medicine Department of Surgery, Surgical Interest Group, Sam Francisco, CA: 2010. Campbell AR. Resolving Ethical Dilemmas in Clinical Medicine. UCSF School of Medicine Intersession Panel: San Francisco, CA: 2010. Chang A. Solving the Competency Based Education Mystery: Assessment for Geriatrics Competencies in Students, Residents, and Fellows. American Geriatrics Society Annual Meeting, Washington, D.C., DC: 2011. Chang A, Chou C, Teherani A, Hauer K. Fourth‐year Medical Student Clinical Skills Learning Goals After Performance Feedback. Association of American Medical Colleges Annual Meeting, Washington D.C., DC: 2010. Charon R, Satterfield J, Russell R, Skochelak S, Munroe A, Anderson B. The Behavioral and Social Sciences in Medical Education: AAMC Preliminary Report. Association of American Medical Colleges Annual Meeting, Washington D.C., DC: 2010. Chen HC. Implementing change: one institution’s response to the call for medical education reform. Flexner Report Centennial Conference: Retrospect and Prospect, Taipei, Taiwan: 2010. Chen HC. Patient‐doctor communications. LeadAmerica Medicine and Healthcare Annual Conference, San Francisco, CA: 2010. Chen HC. Entrustable professional activities: rethinking competencies. General Pediatrics Translational Research Seminar, UCSF Department of Pediatrics, San Francisco, CA: 2011.
Chou CL. VALOR: a VA‐based longitudinal clerkship: immediate and longer‐term outcomes. American Association of Medical Colleges Annual Meeting, Washington D.C., DC: 2010. Chou CL, Chen HC. Skills in the ART of Delivering Effective Feedback. UCSF‐Fresno Medical Center workshop presentation, Fresno, CA: 2010. Chou CL, Chen HC, Davis D. Skills in the ART of Delivering Effective Feedback. Natividad Medical Center workshop presentation, Salinas, CA: 2010. Chou CL, Cochran N, Hirschmann K, Pearlman RE, Risdon C, White MK. Developing High Performance Teams to Improve Clinical Outcomes: A Team‐building Workshop for VA Patient Aligned Care Teams. American Academy on Communication in Healthcare, Various locations: 2010. Chou CL, Davis D. Skills in the ART of Delivering Effective Feedback. Highland Hospital workshop presentation, Oakland, CA: 2010. Chou CL, Johnston B, Garber J, Kaplan E, Lee K, Singh B, Teherani A. VALOR, A Longitudinal Clerkship Program Based at a Veterans Affairs Medical Center: Immediate Post and Long‐term Outcomes. Association of American Medical Colleges Annual Meeting, Washington D.C., DC: 2010. Chou CL, White MK. Coaching skills in faculty development. American Academy on Communication in Healthcare, Mayo Medical Center, Jacksonville, FL: 2010. Chretian K, Mintz M, Hansen J, Hauer KE. Using focus groups for scholarship in medical education. Academic Internal Medicine Week, San Antonio, TX: 2010. Church A, Promes SB. Starting a New Residency Program. Council of Emergency Medicine Residency Directors’ Annual Meeting, San Diego, CA: 2011. Cooke M. Brettell lecturer (inaugural lecture), University of Colorado, Boulder, CO: 2011. Cooke M. Conference Plenary Session. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Cooke M, Dhar A. 100 Years After Flexner: Unintended Consequences and the Importance of Diversity. Association of American Medical Colleges Annual Meeting, Washington D.C., DC: 2010. Cooke M, Harper GM, Stern‐Levitt D. LIFE Preceptor Workshop, UCSF Fresno, Fresno, CA: 2010. Cooke M, Irby D. Educating Physicians and Creating The Next Generation Accreditation. Residency Review Committees and Accreditation Council for Graduate Medical Education Boards, Phoenix, AZ: 2011. Cooke M, Irby D, O’Brien B. Educating Physicians: A Call for Reform. Grand rounds, UCSF Department of Otolaryngology, Head and Neck Surgery, San Francisco, CA: 2010.
Cooke M, Irby D, O’Brien B. Educating Physicians: A Call for Reform. Grand rounds, UCSF Department of Pediatrics, San Francisco, CA: 2011. Cooke M, Moore D, Campbell C. The Medical Education Continuum: Preparing Physicians to be Lifelong Learners. Association of American Medical Colleges Annual Meeting, Washington D.C., DC: 2010. Cooke M, Searle N, Schwartzstein R. Academies Collaborative Annual Meeting. Association of American Medical Colleges Annual Meeting, Washington D.C., DC: 2010. Courey R, Chen C, Fitzhenry K, Beattie M, Mohammed H, Adler J, Bernstein H, Dandu M, Dohan D, Lowenstein D, Nussbaum R, Sawaya G, Stewart C, Wortis N, Aronson L. Pilot of a Lifelong Professional Development Metric in a Scholarly Concentration Program. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Daniella D, Kutcher, G, Daroff R. Enhancing Military Cultural Competence in Psychiatry Residency Training: Understanding the Veteran Patient. American Association for Directors of Psychiatry Residency Training Annual Meeting, Austin, TX: 2011. Daroff R, Brooks K, Haller E, Tong L. Replenishing the Flame: Creating (and Actually Using) Systems for Avoiding and Coping with Burnout in Academia. UCSF Chancellor’s Council on Faculty Life National Mentoring Month, San Francisco, CA: 2011. Daroff R, Greenberg W, Haller E. Replenishing the Flame: Preventing Burnout in Your Faculty, Your Residents, and Yourself. American Association for Directors of Psychiatry Residency Training Annual Meeting, Austin, TX: 2011. Daroff R, Moutier C, Haller E, Brooks K, Tong L, Roberts L, Replenishing the Flame: Creating Systems for Avoiding Coping with Burnout in Academia. AAP Annual Meeting, Pasadena, CA: 2010. Deitz J, Nevins A, Chang A, May W, Srinivasan M. Remediation as Opportunity: How Medical Schools Can Identify and Remediate Clinical Skills Deficiencies and Graduate Competent Physicians. Western Group on Educational Affairs Regional Conference, Palo Alto, CA: 2011. Dhaliwal G. Becoming a Highly Effective Teacher. Faculty Development Day, San Francisco, CA: 2010. Dhaliwal G. Clinical Judgment: Going from Good to Great. Santa Rosa Family Medicine Program, Santa Rosa, CA: 2010. Dhaliwal G. Educational Strategies to Promote Diagnostic Reasoning. California Pacific Medical Center and UCSF HPE Pathway, San Francisco, CA: 2010. Dhaliwal G. What Makes a Good Teacher? UCSF Psychiatry Residency Training Program Medical Education Workshop, San Francisco, CA: 2010. Dhaliwal G. Clinical Teaching. Peking Union Medical College Lecture. Beijing, China: 2011. 50
Dhaliwal G. Educational Strategies to Promote Diagnostic Reasoning. Teaching Scholars Program, San Francisco, CA: 2011. Dhaliwal G. Teaching as Interns. UCSF School of Medicine CODA Course, San Francisco, CA: 2011. Elnicki DM, Torre DM, Durning SJ, Hauer KE. Remediating learners. Academic Internal Medicine Week, San Antonio, TX: 2010. Ettinger K, Jain S. Moving from the Bedside into the Clinic: Preventative Ethics Education in an Outpatient Clinic. International Conference on Clinical Ethics and Consultation, Amsterdam, Netherlands: 2011. Fang MC, Sehgal N, Sharpe BA. Strategies for Success: Careers in Academic Hospital Medicine. Society of Hospital Medicine Annual Meeting, Dallas, TX: 2011. Fitzsimmons A, Courey R, Cisneros B, Kim S, Lowry G, Rosenbaum J, Samore J. An Interprofessional Healthcare Education Learner Developed and Centered Curriculum. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Friedman J; Benfield J, Tsui J. Design Principles for Creating Mobile Learning Apps. CRIME Sponsored Panel Discussion. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Fulton TB. Faculty Development for Biochemists and Beyond. Association of Biochemistry Course Directors Bi‐annual Meeting, Myrtle Beach, SC: 2011. Fulton TB. Learning Objectives for Carbohydrate Metabolism. Association of Biochemistry Course Directors Bi‐annual Meeting, Myrtle Beach, SC: 2011. Fulton TB. Remediation in an Integrated Curriculum. Association of Biochemistry Course Directors Bi‐annual Meeting, Myrtle Beach, SC: 2011. Fulton TB. Writing Learning Objectives. Association of Biochemistry Course Directors Bi‐annual Meeting, Myrtle Beach, SC: 2011. Fulton TB, Donjacour A. Team‐Based Learning (TBL) in Action. UCSF Key Educational Skills series, San Francisco. CA: 2011. Fulton TB, Donjacour A. Team‐Based Learning (TBL) in Action. Opening week of Teaching and Learning Center, San Francisco, CA: 2011. Fulton TB, Youmans S. Small Group Facilitation, Why and How? UCSF Department of Clinical Pharmacy Residents, San Francisco, CA: 2010. Garlin A, Azzam A, Baudendistel T. Building medical knowledge from clinical experience: a curricular pilot of pre‐clerkship student‐directed problem‐based learning based on real patient encounters. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. 51
Goldman AM, Tran HN, Brzezinski M. Implementing Curriculum for Medical Students Concerning the Psychological Impact of Chronic Pain. International Anesthesia Research Society Annual Meeting, Honolulu, HI and American Society of Anesthesiologists, Annual Meeting, San Diego, CA: 2010. Guerrasio J, Aagaard EM, Hauer KE, Cyran E. Remediation of the struggling learner. Academic Internal Medicine Week, San Antonio, TX: 2010. Guerrero L, Atkinson‐McEvoy L. The Future of Graduate Medical Education: Meeting the Challenges. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Hauer K. Beyond Clinical Performance Assessment: Feedback, Learning Goals, and Remediation. Association of American Medical Colleges Annual Meeting, Washington D.C., DC: 2010. Hauer K. Entrustable professional activities in medical education. UCSF Internal Medicine Residency Retreat, San Francisco, CA: 2011. Hauer K, Berkowitz L, Weinberger S, Geraci S. Defining the Essence of Internal Medicine Education Redesign Task Force 2. Academic Internal Medicine Week, San Antonio, TX: 2010. Hauer K, Rosenbluth G. Using standardized patients for teaching and feedback. UCSF Kanbar Teaching and Learning Center opening week workshop, San Francisco, CA: 2011. Hicks K, Roey S, Keenan C, Jain S. Four Primary Care Residencies Develop Leadership, Cultural Competency, Community Advocacy and Partnership Curricula through Collaboration. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Hill‐Sakurai L.Examining the Relationship between Clerkship Continuity and Third Year Medical Students’ Perception of Professional Climate. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Hirsh D, Ogur B, Poncelet A. Developmental Assessment in Longitudinal Integrated Clerkships. Global Community Engaged Medical Education (Flinders University), Barossa Valley, Southern Australia: 2010. Hirsh D, Poncelet A. How to Scale a Longitudinal Integrated Clerkship? Global Community Engaged Medical Education (Flinders University), Barossa Valley, Southern Australia: 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. Hollander H, Irby D. Educating Physicians‐Flexner 2.0. Association of Program Directors in Internal Medicine Meeting, Las Vegas, NV: 2011. Hollander H, Jacobsen D. Chief Residents’ Morning Report Workshop. Association of Program Directors in Internal Medicine Meeting, Las Vegas, NV: 2011. 52
Hoover C, Martin M, Wong C, Banchoff A, Azzam A, Gesundheit N. Engaging in Population Health: New Curricular Initiatives. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Hyland K, Burke C, Land K. Blended learning: the new wave of faculty development. American Medical Educators UCSF Education Day, San Francisco, CA: 2011. Hyland K, Kruidering‐Hall M, Niehaus B, Hauer K. Integration of a Basic Science Assessment Into a Clinical Performance Exam. Association of Biochemistry Course Directors biannual meeting, Myrtle Beach, SC: 2011. Irby D. Educating Physicians for the Future: Carnegie’s Calls for Reform. The Association for Medical Education in Europe, Glasgow, Scotland, UK: 2010. Irby D. From Flexner to the Future: What is Carnegie Calling for this Time? Society of Anesthesia Educators Annual Meeting, San Diego, CA: 2010. Irby D. Rethinking Clinical Teaching from the Ground Up and Life‐long Learning in Clinical Settings. Karolinska Institutet invited presentation, Stockholm, Sweden: 2010. Irby D. Rethinking the Basic Sciences and Educating Physicians: A Call for Reform. National Taiwan University invited presentation, Taipei, Taiwan: 2010. Irby D. From Flexner to the Future: Recommendations of the Carnegie Reports of 1910 and 2010. Northern California and Nevada Medical Library Group Annual Meeting, San Francisco, CA: 2011. Irby D. Future Directions for Medical Education and How About Teaching ‐‐ Recognition, Innovation, Excellence. University of Texas Southwestern School of Medicine, Dallas, TX: 2011. Irby D. Future Directions for Medical Education and Time Efficient Clinical Teaching. The Ohio State University School of Medicine, Columbus, OH: 2011. Irby D. Educating Physicians: Flexner 2.0. Association of Program Directors in Internal Medicine Annual Meeting, Las Vegas, NV: 2011. Jackson R. Group Ob Care: A Platform for Assessing Resident Core Competencies. Association of Professors in Gynecology and Obstetrics Annual Meeting, Orlando, FL: 2010. Jain S, Keenan C, Roey S, Hicks K. Four Primary Care Residency Training Programs Develop Leadership, Cultural Competence, and Community Advocacy and Partnership Curricula through Collaboration. UCSF Medical Education Day, San Francisco, CA: 2011. Josephson SA. Enhancing Teaching and Learning in the Clinical Setting. Focus on Leadership & Management in Courses and Clerkships, OME/AME Faculty Development Day, San Francisco, CA: 2011. Josephson SA. Teaching Quality and Safety to Residents. American Academy of Neurology National Meeting, Honolulu, HI: 2011. 53
Julian K. Effective Large Group Presentations. California Pacific Medical Center noon conference resident education series, San Francisco, CA: 2011. Julian K, O’Brien B, Wamsley M. Integrating Multiple Levels of Learners into an Interdisciplinary Team‐Based Model of Ambulatory Care. Society of General Internal Medicine Annual Meeting, Phoenix, AZ: 2011. Kamel H, Dhaliwal G, Navi B, Pease A, Shah M, Dhand A, Johnston C, Josephson SA. A Randomized Trial of Hypothesis‐Driven versus Screening Neurological Examination. UCSF Medical Education Day, San Francisco, CA: 2011. Kelly T, West D. And the Survey Says..., Designing and Collecting Surveys to Optimize Program Outcomes. Association of Pediatric Program Directors Annual Meeting, Miami, FL: 2011. Khayam‐Bashi S. Communication Challenges in End of Life Care. UCSF Dept of Family Medicine Annual Review in Family Medicine, San Francisco, CA: 2010. Khayam‐Bashi S. Essentials of Nephrology. UCSF Dept of Family Medicine Board Review Course, San Francisco, CA: 2010. Khayam‐Bashi S. Pharmacologic Challenges in Pain Management. UCSF Dept of Family Medicine Annual Review in Family Medicine, San Francisco, CA: 2011. Kies S, Fincher RM, Richards B, O’Sullivan P. A Discussion on Promotion & Tenure for Teaching. Association of American Medical Colleges Annual Meeting, Washington D.C., DC: 2010. Kisenge R, Mloka D, Mkony C, Masters S, Omer S, O’Sullivan P. International Partnership to Build the Culture of Faculty Development. First International Conference on Faculty Development in the Health Professions, Toronto, Canada: 2011. Kruidering M, O’Sullivan P. Critical Reflection in Medical Education. International Association of Medical Educators workshop, St. Petersburg, FL: 2011. Kuo A, Chen HC, van Schaik S. Are Your Projects Managing You? Pediatric Academic Societies Annual Meeting, Vancouver, Canada: 2010. Labugen R, Vener M. Moving Chronic Care Patients from Urgent Care to Primary Care. Society of Teachers of Family Medicine Annual Spring Conference, New Orleans, LA: 2011. Lai, C. Tips for Promotion in HS Clinical and Clinical‐X Pathways. Faculty Development Seminar, UCSF Division of Hospital Medicine, San Francisco, CA: 2010. Lai, C. Evaluating and Helping Learners in Difficulty. Faculty Development Workshop Division of Hospital Medicine, San Francisco, CA: 2011. Lai, C. How to Publish Your Clinical Vignette. Society of General Internal Medicine Annual Meeting, Phoenix, AZ: 2011. 54
Lampiris H. Teaching as a Consultant. Presentation to New UCSF ID Fellows, San Francisco, CA: 2011. Landy U, Steinauer J, Turk J, Fulton M, Patel G, Simonson K. Free‐Standing Clinics as Integral Partners for Training Residents in Abortion: A Focus on Collaborative Models. National Abortion Federation Annual Meeting, Chicago, IL: 2011. Laponis R, O’Sullivan P, Hollander H, Cornett P, Julian K. Generating Generalists: Factors of resident continuity clinic associated with perceived impact on choosing a generalist career. Society of General Internal Medicine Annual Meeting, Phoenix, AZ and Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Lin E, Houseman B, Chen E, Dicker R, Duong D, Mackersie RC, Campbell AR. From Silos to Certainty: Combining Resources to Create an Interdisciplinary Website to Improve Trauma Education and Patient Care. UCSF Education Day, San Francisco, CA: 2011. Lin M, Khandelwal S. Medical Education Journal Club in Emergency Medicine: Best Articles of 2010. Council of Residency Directors/Clerkship Directors in Emergency Medicine Annual Meeting, San Diego, CA: 2011. Loeser H, Martin‐Holland J, Youmans S, Loomer P, Lyamuya E, O’Sullivan P. Competency‐Based Curricula for the Health Professions in Tanzania. UCSF Education Day, San Francisco, CA: 2011. Loeser H, Masters S. Take it from the Expert: Tips for Writing Evaluation Comments. UCSF Key Educational Skills Series, San Francisco, CA: 2011. Loeser H, Masters S. Tips for Writing Evaluations: Take if from the Experts. AME/OME Faculty Development Day. San Francisco, CA: 2011. Loeser H, Schroth WS, Weil H. New Directions for “Clerkship” Education: Lessons from Three Schools. Association of American Medical Colleges Annual Meeting, Washington D.C., DC: 2010. Louie A, Fromont S, Hudmon KS, Hall S, Prochaska J. Dissemination and Implementation of an Evidence‐Based Tobacco Treatment Curriculum. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Lowenstein D. Reflections on a Vision. Academy Celebration of New Members, San Francisco, CA: 2010. Maggio L, Wilkerson L, Carline J, O’Sullivan P. Building Capacity beyond Our Horizon: Four Approaches to Faculty Development Partnerships with International Health Science Institutions. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Mahoney J, Souza K, Simpson D. MedEdPORTAL Plenary Session: Adopting and Sharing Educational Resources. Association of American Medical Colleges Annual Meeting, Washington D.C., DC: 2010.
Marcellino C. iPhone Opioid Conversion app ‐ Teaching Medicine Using Mobile Devices in the Course of Patient Care. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Mark D. Rollins, Kristina R. Sullivan. Innovative Structures in Anesthesia Medical Student Clerkships. Society for Education in Anesthesia Fall Annual Meeting, San Diego, CA: 2010. Marmar A, Tong L. Using SOAP for difficult learners. UCSF Office of Medical Education faculty workshop on professionalism problem identification and remediation, Highland Hospital, Oakland, CA: 2010. Masters S. Dynamic Lecturing. UCSF DGIM Faculty Development Series, San Francisco, CA: 2011. Masters S. Large Group Teaching. University of Washington Faculty Development Program, Seattle, WA: 2011. Masters S. Small Group Teaching. University of Washington Faculty Development Program, Seattle, WA: 2011. Masters S, Fulton T. Large Group Teaching. UCSF Key Educational Skills Series, San Francisco, CA: 2010. Mayfield C; Burke C; Jacobs JL, Tobin B, Quirk M. Redesigning, Repurposing and Rethinking Existing Learning Spaces in Medical Education. CRIME Sponsored Panel Discussion. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Mayfield C; O’Hara P, O’Sullivan P, Friedman J; Burke C; Rohde D. The effects of a novel technology on learning strategies in the anatomy lab. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. McCowin M, Elicker B, Deans A, Chiang G. Fast‐forward the learning curve for CT diagnosis of pulmonary embolus. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. McCowin M, Elicker B, Glenn O. CT Pulmonary Embolus Teaching Series. UCSF Education Day, San Francisco, CA: 2010. McCowin M, Griswold V, Weinstein S, Turman I. Teaching Ultrasound Imaging Perception: Weathermaps to Recognition. UCSF Education Day, San Francisco, CA: 2011. Menkes D, Poncelet A, Carter J. Integrating Neurology Clerkships into Established Curricula. American Academy of Neurology, Honolulu, HI: 2011. Mitchell J, Holak EJ, Brzezinski M. Teaching Faculty to Identify and Manage “Difficult” Residents. International Anesthesia Research Society Annual Meeting, Honolulu, HI: 2010. Mookherjee S, Pheatt L, Chou C. Physical Examination Teaching: A Systematic Review of the Literature. UCSF Medical Education Day, San Francisco, CA and Western Group on Educational Affairs Conference, Palo Alto, CA: 2010. 56
Mourad M, Sliwka D, van Schaik S. Teaching Procedural Skills. UCSF Faculty Development Workshop, San Francisco, CA: 2011. Muller J. Did I really say that? Analysis of Video‐recorded Medical Student‐Patient Interviews in Community Clinics. UCSF Department of Family and Community Medicine Annual Colloquium, San Francisco, CA: 2010. Murr A. Building a Surgical Skills Classroom at UCSF. Orthopedic Grand Rounds, San Francisco, CA: 2010. O’Brien B, Niehaus B, Teherani A, Young JQ. A Formative Year: Resident Perspectives on the Fourth Year of Medical School. Association of American Medical Colleges Annual Meeting, Washington D.C., DC: 2010. O’Brien B, Poncelet A, Hansen L, Hirsh D, Ogur B, Ma I, Hauer K. What’s really so different about longitudinal integrated clerkships and block clerkships? Findings from a multi‐center observational, work sampling study. Academy of Medical Education Symposium at UCSF, San Francisco, CA: 2011. O’Sullivan P. Data management and the statistical consultation. University of Minnesota School of Medicine workshop, Minneapolis, MN: 2011. O’Sullivan P, Kalishman S, Uijtdehaage S, Robins L, Keerbs A, Mudumbai R. Conceptual Frameworks and their use in your scholarly work as a teacher, curriculum developer, assessor, mentor and leader. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. O’Sullivan P, Souza KH. Getting Started in Publishing Your Educational Scholarship. University of New Mexico Education Day, Albuquerque, NM: 2011. O’Sullivan P, Timm C, Anderson MB. Criteria for the Evaluation of Educators: What is needed and What Will Work? Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. O’Sullivan P, Thrush C, Way D, Morey O. Characteristics of Faculty Development Programs that Encourage Educational Scholarship. Association of American Medical Colleges Annual Meeting, Washington D.C., DC: 2010. O’Sullivan P, Wilkerson L, Carline J, Maggio L. Building capacity beyond our horizon: four approaches to faculty development partnerships with international health science institutions. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Papadakis MA. Assessing Professionalism in Trainees. VA Credentialing & Medical Staff Process Program, Dallas, TX: 2010. Papadakis MA. Professionalism in Medical Education. Dutch Medical Education Conference, Egmond aan Zee, Netherlands: 2010.
Pardo M. How to Become a Peer Coach and Perform a Peer Evaluation of Teaching Skills. Society for Education in Anesthesia Spring Annual Meeting, Pittsburgh, PA: 2010. Pardo M. How to Teach with a Human Patient Simulator. Society for Education in Anesthesia Spring Annual Meeting, Pittsburgh, PA: 2010. Pardo M. Integrating Simulation Into Curriculum. Society for Education in Anesthesia Spring Annual Meeting, Pittsburgh, PA: 2010. Pardo M, Irby D. Leading a BIG Curriculum Change: Strategies for Success. Society for Education in Anesthesia Fall Annual Meeting, San Diego, CA: 2010. Paredes K, Sullivan K, Rollins. M. Comparison of Anesthesia Knowledge Retention between a Traditional Block Clerkship and an Integrated Longitudinal Clerkship. Western Anesthesia Resident Conference, Tuscon, AZ: 2011. Phelps A, Eltgroth M, Breiman RS. Anatomy Education: Cost Comparison of Computers and Cadavers. Association of University Radiologists Annual Meeting, San Diego, CA: 2010. Phelps A, Eltgroth M, Breiman RS. Radiology Residents in Medical Education. UCSF Education Day, San Francisco, CA: 2010. Poncelet A, Engstrom J, Josephson S, Lowenstein D. Enhancing Teaching and Learning in the Clinical Setting. UCSF Focus on Leadership and Management in Courses and Clerkship Faculty Development Seminar, San Francisco, CA: 2011. Poncelet A, Engstrom J, Josephson S, Smith W. Modeling Good Teaching Behavior for Medical Students and Residents‐A One Act Play and a Continuous Process. American Academy of Neurology, Honolulu, HI: 2011. Poncelet A, Engstrom J, Josephson W, Smith W. Teaching the Teachers. American Academy of Neurology Annual Meeting, Honolulu, HI: 2011. Poncelet A, Issacson R. Highlights in the Field. American Academy of Neurology, Honolulu, HI: 2011. Poncelet A, O’Brien B, Hirsh D. Workplace Learning: a Hands‐on Exploration of Practice and Theory. Global Community Engaged Medical Education, Barossa Valley, Southern Australia: 2010. Preskill F, Turk J, Fulton M, Patel G, Landy U, Steinauer J. National Survey of Ob‐Gyn Chief Residents on Family Planning Training and Intentions to Provide Abortion. Association of Professors of Gynecology and Obstetrics (APGO)/Council on Resident Education in Obstetrics and Gynecology (CREOG) Annual Meeting, San Antonio, TX: 2011. Price K, Brzezinski M. Anesthesia Journal Clubs: General Practices and Successful Features. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011.
Price K, Brzezinski M, Tran HN, Schlecht K, Mizuguchi A, Kimatian S, Natt G, Mitchell JD. Revitalize Your Journal Club\! New York State Society of Anesthesiologists' PGA/63 Meeting, New York, NY: 2010. Price K, Natt G, O'Brien B, Brzezinski M, Bogetz M. Impact of shadowing on medical students' perceptions of anesthesiology. International Anesthesia Research Society, Vancouver, Canada: 2011. Price K, Natt G, O’Brien B, Brzezinski M, Bogetz M. Medical Students Perceptions of Anesthesiology. UCSF Education Day, San Francisco, CA and Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Promes S. Bedside Teaching in the ED: Tips for Success. Kaiser Permanente San Francisco, San Francisco, CA: 2010. Promes S. Continuing Medical Education. American College of Emergency Physicians’ Teaching Fellowship, Dallas, TX: 2010. Promes S. Evaluations. American College of Emergency Physicians’ Teaching Fellowship, Dallas, TX: 2010. Promes S. One Minute Preceptor Model of Bedside Teaching. American College of Emergency Physicians’ Teaching Fellowship. Dallas, TX: 2010. Promes S. RRC Site Visit. American College of Emergency Physicians' Teaching Fellowship. Dallas, TX: 2010. Promes S. Writing Test Questions. American College of Emergency Physicians’ Teaching Fellowship. Dallas, TX: 2010. Promes S. Learners Portfolio. American College of Emergency Physicians' Teaching Fellowship. Dallas, TX: 2011. Queen‐Johnson A, Wilson E, Sokol‐Gutierrez K, Martinez AM. Preparing medical students from diverse backgrounds to work with underserved communities. California Wellness Foundation Conference on Increasing Diversity in the Health Professions, San Francisco, CA: 2010. Rabow M, Evans C, Remen N. Professional deformation: Repression of personal values and qualities in medical education. UCSF Medical Education Day, San Francisco, CA: 2011. Rao S, Vargas R, Jain S, Moody J, Betcher J. From raised fists to high fives: the emergence of health policy and transformation through university‐community partnerships in San Francisco. Community‐ University Partnerships: Bringing Global Perspectives to Local Action, Waterloo, Canada: 2011. Ratanawongsa N, Manuel J, Ciccarone D, Hettema J, Shapiro B, Jain S, Coffa D, Cangelosi C, Tulsky J, Hersh D, Lum P. Enhancing Residents’ Clinical Skills in Screening, Brief Intervention, and Referral to
Treatment for Substance Use Disorders. Society of General Internal Medicine Annual Meeting, Phoenix, AZ: 2011. Ratanawongsa N, Manuel J, Ciccarone D, Hettema J, Shapiro B, Jain S. Screening, Brief Intervention, and Referral to Treatment (SBIRT) for Substance Use Disorders among Resident Physicians: Curriculum Development and Preliminary Evaluation. UCSF Medical Education Day, San Francisco, CA and Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Reardon C, MacLean L, Young JQ, Walaszek A. Quality Improvement Curricula: Preparing your Residents for Psychiatric Practice in the 21st Century. American Association of Directors of Psychiatric Residency Training Annual Meeting, Austin, TX: 2011. Reit, K, McCance‐Katz E, Moreno‐John G, O'Sullivan P, Satterfield J, Wamsley M. Standardized Patients to Evaluate Resident Skills in Screening and Brief Interventions For Substance Abuse in the Primary Care Setting. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Rennke S, Mackin L, Moylan A, Johnston B, Wallhagen M, Jue, V, Tam E, Lai C. GeriWard: An Interprofessional Team‐Based Curriculum on Care of the Hospitalized Older Adult. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Rennke S, Mackin L, Moylan A, Johnston B, Wallhagen M, Jue V, Tam E, Lai C. Interdisciplinary Team Care for Effective Management of Older Hospitalized Patients. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Robertson P. How to be an effective teacher in presenting grand rounds on lesbian health issues. Women in Medicine Annual Conference, Lake Tahoe, CA: 2010. Robertson P, Marcus P. Optimal curriculum for 4th year medical students matching in obstetrics and gynecology. APGO‐CREOG Annual Meeting, San Antonio, TX: 2011. Roey S, Jain S, Keenan C, Hicks K. A Collaboration to Train General Internal Medicine Residents in Culturally Competent Leadership, Advocacy, and Community Partnership Skills. Society of General Internal Medicine Annual Meeting, Phoenix, AZ: 2011. Rudd P, Dhaliwal G, Stuart E. Teaching, Remediating, and Refining Clinical Reasoning. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Ruddick V, O’Sullivan P. Bringing Faculty Development to the Community: Giving Back to the Community‐Based Faculty. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Sanders G, Ireland L, Dela Cruz M, Zimmerman L, Rohde D, Chou C, Teherani A, Poncelet A. Vertical Learning in Medical School: An MS1 and MS3 Collaborative Session on Congestive Heart Failure. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011.
Satterfield J, Muench J, Coffa D, Patrick G. Evidence‐Based Behavioral Practice: Essential Skills to Identify, Implement, and Teach Strategies That Work. Society for Teachers of Family Medicine Annual Spring Conference, New Orleans, LA: 2011. Satterfield J, Spring B, Lehr B, Martin L. Implementing Evidence‐Based Practices in Community Settings. Association of Behavioral and Cognitive Therapies Annual Convention, San Francisco, CA: 2010. Sawaya G, Autry A, Jackson RJ, Berlin M, Adams K, Guise JM. Strategies to achieve CREOG educational objectives related to evidence‐based medicine. APGO/CREOG Annual Meeting, San Antonio, TX: 2011. Schillinger E, Weinlander E, Rydell T, Vener M. On Camera: Professionalism and Communication Skills Come Alive Through Group Video Review of Clinical Encounters. Society of Teachers of Family Medicine Medical Education Conference, Houston, TX: 2011. Sharpe BA. Developing Team Leadership Skills. UCSF Resident and Fellow Teaching Seminar, San Francisco, CA: 2011. Sharpe BA. Effective Teaching: Specific Skills for Success. UCSF Chief Resident Annual Orientation, San Francisco, CA: 2011. Sharpe BA. Promoting Understanding and Retention. Stanford Faculty Development Course Workshop, Stanford, CA: 2011. Sharpe BA. Teaching on the Wards. Society of Hospital Medicine Annual Meeting, Dallas, TX: 2011. Sheline B, Poncelet A, Hirsh D. Practical Tools to Transform the Clinical Year or How to Create a Longitudinal Curriculum That Fits Your Medical School. Association of American Medical Colleges Annual Meeting, Washington D.C., DC: 2010. Sheu L, Chern H, O’Sullivan P, Kim E. Feasibility of a supplemental home‐based curriculum for basic surgical skills acquisition. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Sheu L, Lai C, Coelho A, Zheng P, Horn P, Diaz V, O’Sullivan P. Impact of Student‐Run Clinics on Preclinical Students’ Sociocultural and Interprofessional Attitudes: A Prospective Cohort Analysis. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Shore WB, Muller J, Saba GW. Analysis of medical student video‐recorded interviews. Society of Teachers of Family Medicine Annual Spring Conference, Vancouver, Canada: 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 Annual Meeting, Baltimore, MD: 2010.
Sotelo D, Muller J, Chang A, Azzam A. Creating a Multimedia On‐Line Digital Problem‐Based Learning Case. Western Group on Educational Affairs Regional Meeting, Pacific Grove, CA: 2010. Staves J, Cerri A, Hyde S, Alldredge B, Youmans S, Kilmer J, Perry D, Loeser H, Topp K, Chen C. Longitudinal Interprofessional Curriculum Well Received by First‐Year Health Professions Students. UCSF Education Day, San Francisco, CA: 2011. Staves J, Cerri A, Hyde S, Alldredge B, Youmans S, Kilmer J, Perry D, Loeser H, Topp K, Chen C. Longitudinal Interprofessional Curriculum Well Received by First‐Year Health Professions Students. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Steinauer J. Implementing Resident Training in Abortion: Summary of Ryan Programs in Ob‐Gyn Residency Programs in the US and Canada. International Federation of Professional Abortion and Contraception Associates Conference, Seville, Spain: 2010. Steinauer J. Impact of Formal Family Planning Training on Residents’ Transferable Gynecology Skills. Association of Professors of Gynecology and Obstetrics Annual Meeting, San Antonio, TX: 2011. Steinauer J. Lunch with the Experts, Integrating Family Planning Into Residency Training and Post‐ Residency Practice: A Discussion for Residents and Faculty. American College of Obstetrics and Gynecology Annual Meeting, Washington D.C., DC: 2011. Steinauer J. Train the Trainer: Teaching Nurses about their Ethical Responsibilities in Reproductive Health. American College of Obstetrics and Gynecology Annual Meeting, Washington D.C., DC: 2011. Steinbach A, Mack K. Towards an Understanding of How Group Size Affects Learning in PBL. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Stewart C, Carlin D, Young J, Azzam A. A Review of Longitudinal Medical Educational Programs Relating to A Psychiatry Residency Clinical Curriculum Redesign. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Stratos G, Sharpe BA. Improving Your Clinical Teaching: From Concepts to Action. Society of General Internal Medicine Annual Meeting, Phoenix, AZ: 2011. Strauss R, Chou CL. A curriculum using poetry and fiction for internal medicine residents. UCSF Medical Education Day, San Francisco, CA: 2010. Strauss R, Chou CL. Teaching Literature to Medical Residents. Society of General Internal Medicine Annual Meeting, Minneapolis, MN: 2010. Souza KH, Anderson MB. Sharing Learner Data across the Continuum in Electronic Portfolios. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Souza, KH, Albright, S, Price, RN, Sheehan, V, Triola, M. Sharing School Developed Software. AAMC Group on Information Resources Annual Meeting. Miami, FL: 2011. 62
Teherani A, Adler S, Wang J, Chen C. The Use of Concept Mapping to Assess Medical Students’ Knowledge of and Attitudes Toward Social and Behavioral Sciences in Medicine. American Educational Research Association Annual Meeting, New Orleans, LA: 2011. Threlfall AW, Pei‐Huey N, Quang‐Dang U‐K, Huang A, Moreno A, Young JQ, Nelson JC. From academia to the community: a proposed library for evidenced based medicine in geriatric psychiatry. American Association of Geriatric Psychiatry Annual Meeting, San Antonio, TX: 2011. Ton H, Snowdon S, Robinson M, Henderson S. Developing a Competency Based Sexual Orientation and Gender Identity Themed Curriculum. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Tong L, Blitzstein S, Spollen J. Develop a Better Competency‐Based Assessment Activity. ADMSEP Annual Meeting, Jackson Hole, WY: 2010. Topp KS, Chan A, Hossaini M, Kroon L, Lindsay C, Newlin B, Staves J, O’Brian B, Wamsley MA. An interprofessional standardized patient exercise improves attitudes toward team‐based health care. California Physical Therapy Association Annual Meeting, Oakland, CA: 2010. 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, Hawaii: 2010. Tran HN, Goldman AM, Chou C, Johnston B, Brzezinski M. Implementing an Informed Consent Curriculum for Medical Students. International Anesthesia Research Society Annual Meeting, Honolulu, HI: 2010. Treit K, O’Sullivan P, Satterfield J, McCance‐Katz E, Moreno‐John G, Levitt D, Wamsley M. The Use of Standardized Patients to Evaluate Resident Skills in Identifying and Managing Substance Abuse in the Primary Care Setting. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Turk J, Landy U, Fulton M, Patel G, Steinauer J. Impact of Formal Family Planning Training on Ob‐Gyn Residents Skills and Exposure in Contraception Provision. Association of Reproductive Health Professionals Annual Meeting, Atlanta, GA: 2010. Turk J, Landy U, Hawkins M, Simonson K, Steinauer J. The Impact of Length of Formal Family Planning Training on Self‐Assessed Competence and Volume of Abortion Procedures. Association of Reproductive Health Professionals Annual Meeting, Atlanta, GA: 2010. Uijtdehaage S, Jones L, Snowdon S, Diamant A. LGBT Issues in Medical Education. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Uijtdehaage S, van Schaik S. Preparing a Successful WGEA mini‐Grant Proposal. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011.
van Schaik S. Needs Assessment for Curricular Design. UCSF Health Professions Education Pathway Workshop, San Francisco, CA: 2011. van Schaik S, Meyer A. Teaching Procedural Skills: It’s more than See One, Do One, Teach One. GME Sponsored Workshop. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. van Schaik S, Miller B. Simulation in Medical Education. UCSF Teaching Scholars Program Workshop, San Francisco, CA: 2011. van Schaik S, Plant J. Impact of Simulation‐based Training on Procedural Skills among Pediatric Residents. Pediatric Academic Societies Annual Meeting, Vancouver, Canada: 2010. Vega C, Wilson E, Lindia Willies‐Jacobo L, Hilty D, Doyle H. UC PRIME: Impact and Inspiration. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Vener M, Bruckner J, Somavilla N, Teherani A. Primary Care Clerkships: Is longer better? Comparing Three Different Models for an Outpatient Clerkship. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Vener M, Grovey B, Gomez N, Howell B, Loeb A, Somavilla N, Wheeler M. Diabetes, Hypertension and Asthma…Oh My\! Can a Chronic Illness Cohort Help Improve Student and Patient Outcomes? UCSF Medical Education Day, San Francisco, CA: 2011. Vener M, Grovey B, Gomez N, Howell B, Loeb A, Somavilla N, Wheeler M. DM, HTN, CAD: Can a chronic care cohort help students move beyond acronyms and into a more meaningful role in patient care. UCSF Department of Family and Community Medicine Annual Colloquium, San Francisco, CA: 2011. Vener M, Schillinger E. Lights, Camera, Action: Small Group Video Review Promotes Efficient, Effective Clinical Learning. UCSF Medical Education Day, San Francisco, CA: 2011. Vener M, Somavilla N, Chomsky‐Higgins K, Howell B, Gomez N, Wheeler M. Developing a Chronic Care Cohort Helps Students Move Beyond Acronyms to a More Meaningful Role in Chronic Illness Care. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Vener M, Somavilla N, Teherani A. Teaching Continuity Care; What is the Optimal Model for a Family Medicine Clerkship? UCSF Medical Education Day, San Francisco, CA: 2011. Vener M, Teherani A. Continuity, cost and benefit: Is longer better for a Family Medicine Clerkship? UCSF Department of Family and Community Medicine Annual Colloquium, San Francisco, CA: 2011. Vener M, Wheeler M, Shore WB, Teherani A, Wamsley M. Meaningful Innovation or Rearranging Deck Chairs? Comparing Three Different Formats for a Family Medicine Clerkship. Society of Teachers of Family Medicine Medical Education Conference, Houston, TX: 2011.
Vener M, Teherani A, Wheeler, M. Third‐year Underserved Program Participation Associates with Primary Care and Underserved Residency Choice. Society of Teachers of Family Medicine Medical Education Conference, Houston, TX: 2011. Vener M, Wilson E, Teherani A, Wheeler M. Are we making a difference? Model SFGH 2007‐2010 match data on underserved and primary care residency choice. UCSF Department of Family and Community Medicine Annual Colloquium, San Francisco, CA: 2011. Vener M, Wilson E, Loeb A, Bruckner J, Sommavilla N, Gomez N, Chomsky‐Higgins K, Howell B, Wheeler M. Creating Change or Preaching to the Choir? A Third‐Year Underserved Track Matches More Students into Primary Care Residencies than the Traditional Model. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Vener M, Wilson E, Wheeler M. 2007 ‐ 2010 Match Data from Model SFGH on Underserved and Primary Care Residency Choice. UCSF Medical Education Day, San Francisco, CA: 2011. Wallace AW, Ozanne G, Brzezinski M. How to Avoid Death for a Dollar\! What POISE Should We Take Now? Perioperative Beta Blockade after the POISE Study. American Society of Anesthesiologists Annual Meeting, San Diego, CA: 2010. Wamsley, M. An Interprofessional Standardized Patient Exercise Improves Attitudes Towards Team Care. Society of General Internal Medicine National Meeting, Phoenix AZ: 2011. Wamsley, M. Integrating Multiple Levels of Learners into an Interdisciplinary Team‐Based Model of Ambulatory Care. Society of General Internal Medicine National Meeting, Phoenix AZ: 2011. Wamsley, M. Using Standardized Patients to Evaluate Resident Skills in Screening and Brief Interventions for Substance Abuse in the Primary Care Setting. Society of General Internal Medicine National Meeting, Phoenix AZ and Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Wayne D, Steinauer J, van Schaik S. Simulation and Scholarship Workshop. UCSF Education Day, San Francisco CA: 2011. Wheeler M, Bruckner J, Horwitz M, Lande C, Loeb A, Lopez A, Sato A, Sommovilla N, Wahl M, Vener M, Seligman H. Incorporating Clinical Research into the Third Year Medical Clerkship: A Valuable Experience or Mission Impossible? Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Whichard E, Vener M, Aronson L. Development of a Longitudinal Reflective and Narrative Writing Course for Third Year Medical Students. UCSF Medical Education Day, San Francisco, CA: 2011. Whittle A, Kuo AK. Developing 21st Century Curricula for 21st Century Learners: a lay educator's guide to creating multimedia modules. Pediatric Academic Societies Annual Meeting, Denver, CO: 2011. 65
Whittle A, Kuo AK. Using Multimedia Modules to Teach ACGME Competencies. American Pediatric Program Directors Meeting, Miami, FL: 2011. Williams B, Chang, A, Eckstrom E, Fabiny A, et al. The Patient Centered Medical Home and Geriatrics Resident Competencies. American Geriatrics Society Annual Meeting, Washington D.C., DC: 2011. Williams UJ, Shore WB, Schauer R, Chao J. Emerging Longitudinal Clerkships. Society of Teachers of Family Medicine Medical Student Education Conference, Houston, TX: 2011. Wilson DW. Challenges of clinical problem‐based learning (PBL): Refining a pilot curriculum of pre‐ clerkship student‐directed PBL using real patients. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Wilson E, Moya A, John M. PRIME‐US and Telemedicine: Improving Health Care Access and Quality for Underserved Populations. UCSF Teaching and Learning Center Opening, San Francisco, CA: 2011. Wilson E, Queen‐Johnson A, Martinez A. Building and Strengthening Community. Statewide PRIME Conference, San Francisco, CA: 2011. Wong M, Chan P, Gomez N, Vener M. Sex, depression, and relationships: health class education seminars at Lincoln High School. UCSF Department of Family and Community Medicine Annual Colloquium, San Francisco, CA: 2011. Yang CW, Chen C, Lai HS. Comparisons of ratings by standardized patients and physicians in an objective structured clinical examination at National Taiwan University Hospital. Association for Medical Education in Europe Annual Meeting, Glasgow, Scotland: 2010. Yang S, Kinman R. Team‐Based Journal Club: A Longitudinal Approach to Evidence‐Based Medicine (EBM) Training during Residency. Western Group on Educational Affairs Conference, Palo Alto, CA: 2011. Young, JQ. Avoiding Halos and Horns: Refining Your Supervision Skills. UCSF Department of Psychiatry Annual Education Retreat, San Francisco, CA: 2010. Young, JQ. Enhancing Training: Methodological Issues in Developing Structured Observation Tools. UCSF Department of Psychiatry Annual Education Retreat, San Francisco, CA: 2010. Young, JQ. Patient Safety, Quality of Care and Resident Education. Western Group on Educational Affairs Conference, Pacific Grove, CA: 2010. Young JQ, Daroff R, Haller E, Walaszek A. Developing and Implementing Clinical Observation Instruments to Assess Competency in Patient Care. American Association of Directors of Psychiatric Residency Training Annual Meeting, Orlando, FL: 2010.
Young JQ, Haller E, Figuerora S, Jibson M, Dalack G. Enhancing Patient Safety and Resident Education during the Academic Year‐End Transfer of Outpatients. American Association of Directors of Psychiatric Residency Training Annual Meeting, Orlando, FL: 2010. Young JQ, Haller E, Figuerora S, Jibson M, Dalack G. Patient Safety Meets Med Ed: Applying Quality Improvement Principles to Academic Year‐End Transfers in Resident Continuity Clinics. Association of Academic Psychiatry Annual Meeting, Pasedena, CA: 2010.
Honors and Awards Adler, Shelley. Department of Family and Community Medicine, UCSF Medical Education Research Fellow. 2010‐2012. Aronson, Louise. Department of Geriatrics, Cooke Award for the Scholarship of Teaching and Learning. 2011. Aronson, Louise. Department of Geriatrics, Edward D. Harris Professionalism Award Alpha Omega Alpha Honor Medical Society. 2010. Aronson, Louise. Department of Geriatrics, UCSF Academy of Medical Educators Teaching Award. 2010. Aronson, Louise. Department of Geriatrics, UCSF Pathways to Discovery Mentor Award. 2010. Autry, Amy. Department of Obstretrics, Gynecology and Reproductive Sciences, Outstanding Faculty Award in Medical Student Teaching. 2010. Autry, Meg. Obstetrics and Gynecology, Top 10% of reviewers, 2010. Baron, Robert. Department of Medicine, Best Doctors in America, Castle Connolly Medical. 2010. Baron, Robert. Department of Medicine, Re‐Elected Vice Chair, Accreditation Review Committee, Accreditation Council for CME (ACCME). 2010. Baron, Robert. Department of Medicine, Selected Robert G. Petersdorf Scholar‐‐in‐Residence, American Association Medical Colleges. 2011. Berger, Timothy. Nominated, UCSF Medical Center Exceptional Physician Award. 2010. Berger, Timothy. Presidential Citation (“in recognition of his tireless efforts as Chair of the Medical Students Core Curriculum Work Group”), American Academy of Dermatology. 2011. Berger, Timothy. Department of Dermatology, Recognition of Contributions and Dedicated Service to the Foundations of Patient Care Course for the Class of 2012. 2010. Berger, Timothy. Department of Dermatology, UCSF Academic Senate Distinction in Teaching Award. 2010‐2011. Bogetz Martin. Department of Anesthesia, Excellence in Teaching (Clinical) SOM Class of 2010. Brzezinski, Marek. Department of Anesthesia, Best Scientific Exhibit Award, International Anesthesia Research Society Annual Meeting. 2010.
Campbell, Andre. Department of SFGH Surgery, Dr. Martin Luther King, Jr, Faculty Award, UCSF School of Medicine Chen, Carrie. Department of Pediatrics. Gold‐Headed Cane Society Inductee, UCSF School of Medicine. Chin‐Hong, Peter. Department of Medicine, Essential Core Teaching Award, Small Group Teaching, UCSF School of Medicine Class of 2013. Chou, Calvin. Department of Medicine, Clinical Core Teaching Award, Excellence in Teaching, UCSF School of Medicine Class of 2010. 2010. Chou, Calvin. Department of Medicine, Elected to Fellowship, American Academy on Communication in Healthcare. 201 Chou, Calvin. Department of Medicine, Inducted to Alpha Omega Alpha, UCSF chapter; nominated by students of class of 2010. Cooke, Molly, Irby, David, O’Brien, Bridget. 2011 PROSE award for distinction in scholarly publication, Educating Physicians: A Call for Reform of Medical School and Residency. Dhaliwal, Gurpreet. Department of Medicine, Henry J. Kaiser Award for Excellence in Inpatient Teaching. UCSF School of Medicine. 2011. Goldberg, Andrew. Department of Otolaryngology, Resident Award for Clinical Excellence. 2010. 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. Irby, David. Department of Medicine, Karolinska Institutet Prize for Research in Medical Education. 2010. Jackson, Rebecca. Department of Obstetrics, Gynecology and Reproductive Sciences, Outstanding Academic Faculty Member, UCSF Ob/Gyn Residents. 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, Outstanding Medical Student Teaching, Core Ob/G Clerkship. 2010. Kuo AK, Aronson L, Jain S, Grubbs V, Siegel J, and Chen A. Academy of Medical Educators’ Cooke Award for the Scholarship of Teaching and Learning, “Writing for Change: Training Residents in Health Policy Advocacy through Narrative” (2011). Kuo, Anda. Department of Pediatrics, Academic Pediatric Association, Teaching Award, PLUS Program, Program Director. 69
Lai, Cindy. Department of Medicine, California SGIM Clinician‐Educator of the Year Award, Society of General Internal Medicine. 2010. Lai, Cindy. Department of Medicine, Deputy Editor, Clinical Vignettes, Journal of General Internal Medicine. 2010. Lin, Michelle. Department of Emergency Medicine, Class of 2010 Teaching Award, UCSF School of Medicine. 2010. Lin, Michelle. Department of Emergency Medicine, Educator of the Year Award, California/American College of Emergency Physicians (CAL/ACEP). 2010. Lin, Michelle. Department of Emergency Medicine, Excellence in Teaching Award, UCSF Obstetrics & Gynecology Residency. 2010. Lin, Michelle. Department of Emergency Medicine, UCSF Academy of Medical Educators Cooke Award for Scholarship of Teaching and Learning. 2010. Loeser, Helen. Department of Pediatrics, Cooke Award for the Scholarship of Teaching and Learning, Haile T. Debas Academy of Medical Educators. 2011. Loeser, Helen. Department of Pediatrics, Distinguished Academic Achievement Award, Medical Alumni Association, University of Vermont. 2011. Loeser, Helen. Nominee, UCSF’s Award for Lifetime Achievement in Mentoring. 2011. Lowenstein, Daniel. Department of Neurology, Whitaker Visiting Professorship, University of Texas Southwestern Medical Center. 2010. Maa, John. Department of Surgery, Henry J. Kaiser Award for Excellence in Teaching: Ambulatory Care Setting, UCSF School of Medicine. 2010. Martinez, Alma. Department of Pediatrics, Induction to Alpha Omega Alpha. 2010. Mitrovic, Igor. Department of Physiology and Stomatology, Essential Core Teaching Award: Commitment to Teaching, UCSF School of Medicine Class of 2013. Murr, Andrew, Department of Otolaryngology, Boles R. Resident Award for Excellence in Teaching, Department of Otolaryngology‐Head and Neck Surgery. 2010. O’Brien, Bridget. Department of Medicine, Cooke Award for the Scholarship of Teaching and Learning, Academy of Medical Educators, UCSF. 2011. Partridge, John. Department of Pediatrics, Award from Vietnamese Ministry of Health for Significant Contribution to the People’s Health (Citation for development and implementation of decade‐long intensive care curriculum in neonatology and pediatrics for the National Hospital of Pediatrics in Hanoi, Vietnam). 2011. 70
Rabow, Michael. Department of Medicine, Essential Core Teaching Award for Outstanding Lecture from the UCSF Class of 2012. 2010. Robertson, Patricia. Department of Obstetrics, Gynecology and Reproductive Sciences, Certificate of Honor, Board of Supervisors, City and County of San Francisco in Recognition of Editing the Landmark Textbook Lesbian Health 101. Robertson, Patricia. Department of Obstetrics, Gynecology and Reproductive Sciences, UCSF Chancellor’s Award for the Advancement of Women. 2011. Sanders G, Ireland L, Dela Cruz M, Zimmerman L, Rohde D, Chou C, Teherani A, Poncelet A. “Vertical Learning in Medical School: An MS1 and MS3 Collaborative Session on Congestive Heart Failure." Association of American Medical Colleges Western Group on Educational Affairs Poster Session Winner. 2011. Sawaya, George. Department of Obstetrics, Gynecology and Reproductive Sciences, Gold‐Headed Cane Society Inductee. 2011. Sawaya, George Department of Obstetrics, Gynecology and Reproductive Sciences, Outstanding Medical Student Teaching Award: UCSF. 2010 Sharpe, Brad. Department of Medicine, Essential Core Teaching Award: Outstanding Lecture, UCSF School of Medicine, Class of 2013, Department of Medicine. 2010. Steinauer J. Martin L. Stone, MD Fund for the Advancement of Medical Education in Obstetrics and Gynecology Award, Assoc. Professors of Obstetrics and Gynecology (APGO). 2010. Young, John. Department of Psychiatry, George Sarlo Prize for Excellence in Teaching. 2010.
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OME Annual Report 2010-2011