The Haile T. Debas Academy of Medical Educators
invites you to join in our celebration
Monday, September 15, 2008
4:00-5:30 pm
Nursing Building, N-225
Keynote Address: Can Educators Be Leaders?
Darrell Kirch, MD
President and Chief Executive Officer
Association of American Medical Colleges
I am most pleased to announce the appointment of Dr. Michael Harper as Director of Curricular Affairs for GME.
Dr. Harper is an Associate Clinical Professor in the Division of Geriatrics and is Director of the UCSF's successful Geriatrics Fellowship Program. He chairs the Fellowship Directors Group for the American Geriatrics Society and the Association of Directors of Geriatric Academic Programs. He has also been leading the efforts to revise the RRC program requirements in geriatrics.
Dr. Harper also has important roles in
Mike has won numerous teaching recognitions at UCSF, including Teacher of the Year in the Division of Geriatrics, and is a member of the Haile T. Debas Academy of Medical Educators.
Mike will provide leadership for curricular excellence and innovation in GME across specialties. He will work closely with the Pathways to Discovery Program to facilitate full integration of the Pathways Program into GME. He will also work on new systems for enhanced competency assessment across the medical education continuum.
Dr. Harper will Chair the GME Curriculum Committee and will co-Chair the Electronic Portfolio Oversight Committee. He will work closely with program directors, residents and fellows from all departments, education leaders of undergraduate and graduate medical education programs, the Pathways to Discovery leadership team, and the Office of Medical Education.
We are delighted to welcome Mike to this important leadership position in GME!
Sincerely,
Bobby Baron
The Admission's Suite (C200) is getting a major face lift this summer. Work progresses with a planned opening of September 5.
The Office of Academic and Administrative Information Systems (OAAIS) is pleased to announce the first installation phase of the campus wireless networking project is about to begin. This phase will involve replacing older wireless Access Points (APs) located in shared classroom areas at the Parnassus campus, with much of the work taking place between August 18 and August 29.
There may be brief, intermittent outages as old Access Points are replaced with new ones; to view a room-by-room schedule of these outages, please visit our information page at http://wireless.ucsf.edu. By August 25, wireless services in many lecture halls and classrooms will be significantly more reliable and offer greater overall capacity.
For the fall term, the name of the wireless network will remain UCSF and access will continue to be based on GALEN accounts. In January 2009, a new, more secure access methodology will be deployed. OAAIS appreciates the support of the Library in minimizing disruption to faculty and students this fall while we prepare to support new access systems next year.
More information about the wireless project is available on the OAAIS website (http://wireless.ucsf.edu). The OAAIS Service Desk, 415-514-4100, option 2, is also available to assist you.
Lessons learned about integrating a medical school curriculum: perceptions of students, faculty and curriculum leaders.
Med Educ. 2008 Jun 20;
Authors: Muller JH, Jain S, Loeser H, Irby DM
Objective Recent educational reform in US medical schools has created integrated curricular structures. This study investigated how stakeholders in a newly integrated curriculum - students, course directors and curriculum leaders - define integration and perceive its successes and challenges during its first year. Methods We conducted interviews with curriculum reform leaders, course directors and first year medical students. Interview transcripts were analysed for themes, which were compared within and across stakeholder groups. Results Three curriculum leaders, four Year 1 course directors and six Year 1 medical students were interviewed. Fifteen students participated in a group interview. Four major themes emerged: interdisciplinary teaching; interdisciplinary faculty collaboration; building curricular links, and sequencing and framing curricular content. Cross-group analysis revealed participant agreement that an integrated curriculum required interdisciplinary teaching, clinical application and careful oversight. Differences among groups were also identified. Faculty (course directors and curriculum leaders) discussed faculty collaboration and the challenges of faculty buy-in and course implementation. Students highlighted the impact of integration on their learning and the challenges of sequencing and scaffolding content. Both students and course directors focused on course monitoring and conceptual links for student learning. Conclusions Integrating a curriculum is a complex process. It is differentially understood and experienced by students and faculty, and can refer to instructional method, content, faculty work or synthesis of knowledge in the minds of learners. It can occur at different rates and some subjects are integrated more easily than others. We point to some specific considerations as medical schools embark on curriculum reform.
Check it out at http://www.ncbi.nlm.nih.gov/pubmed/18627445?dopt=Abstract
