Thursday, March 25, 2010
Kevin's is being recognized for his many amazing contributions to UCSF, including his innovation, ethics, and collaboration. In particular, Kevin was honored for his communication. As Dr. Irby stated in his nomination letter, "Kevin maintains an optimistic spirit and a servant’s heart. People are drawn to him because he can translate ambiguous problems into amazing solutions, all the while making others feel good about both the process and the outcome. He uses humor and grace to achieve exceptional performance in others."
In a supporting letter, Susan Masters commented on Kevin's commitment to customer service, "There is no doubt that Kevin is exceptional in his ability to infuse a unit with a commitment to outstanding customer service. This stems from his own commitment to excellence combined with his ability to put himself into another’s shoes and understand their needs and frustrations. He is able to do this with faculty, staff, and students."
Kevin will be honored with this award at the Chancellor's Founders Day Luncheon on May 21st. Please join us in congratulating Kevin in this amazing honor!
In presenting the award, Dr. Cleary stated: "Maxine Papadakis has made exceptional contributions to the assessment of professionalism in medicine. Her groundbreaking research is recognized nationally and internationally for opening up the black box of professionalism. Through conferral of the 2010 Hubbard Award, the National Board of Medical Examiners is privileged to highlight the pioneering past work of Dr. Papadakis and to encourage its continued progression in the future. Paraphrasing colleagues, 'Her work is viewed by many as a breakthrough in assessment technology and theory, achieving hard evaluation methods and rigorous decisions for a soft competency. It has had and continues to have phenomenal impact on assessment practices around the world. It is an inspiration to the theory of assessment and leads us to a new era beyond the quantitative discourse, where human judgment, linkage of assessment to training programs and qualitative procedures in data-gathering and decision making have started to play a pivotal role. Dr. Papadakis has led the way to this new era.'"
As Dr. Cleary noted, "Dr Papadakis has had considerable organizational impact within and outside her own working environment. Her involvement in developing training and assessment programs for professionalism has been at virtually all levels of the medical training continuum and across multiple institutions within and outside her own university. It will continue to have considerable impact on evaluation practice and research. Her work has had a profound indirect impact on medical curricula around the world. Expansion of her research into graduate medical education and other areas is ongoing. Her research has had cross professional impact, including presentations to leaders in legal education."
Dr. Papadakis is Professor of Clinical Medicine and Associate Dean for Student Affairs at UCSF. The NBME established the John P. Hubbard Award in 1983 in special tribute to the late John P. Hubbard, MD. In 2001, the award was won by UCSF's Vice Dean for Education, Dr. David Irby.
From the SOM Website
Monday, March 22, 2010
For questions or more info, please feel free to contact Kristen Fitzhenry.
- For meetings and events, opt for "low-waste" options when ordering food.
- Order a water dispenser rather than water bottles/canned sodas for meetings.
- Print double-sided when possible.
- Select recycled paper products when possible.
- Share documents (eg agenda) electronically rather than printing.
- Recycle all cans, bottles, plastic, and paper in designated bins.
- List surplus office supplies by unit so that other units can make use of them.
- Turn off monitor and computer at night if possible*.
- Unplug appliances when not in use (fans, space heaters, lamps, chargers).
- Increase teleconferencing, rather than traveling, when possible.
This calendar is used across the continuum of medical education to plan annual events and make sure our events don't conflict with each other. If you don't have access to the link above please contact Christina. Everyone is encouraged to enter key events that are likely to require faculty and staff from multiple units to participate.
The Teaching Scholars Program is a year-long course intended to build a cadre of knowledgeable and skilled educational leaders for UCSF. In the tenth year of the program, OME awarded completion certificates to 14 teaching scholars, including two from UCSF Fresno. While the Fresno scholars traveled once a month to UCSF for workshops, this year, for the first time, all other weekly sessions were held via video-teleconference to reduce travel burden for those two scholars. After a competitive selection process, OME chose a new class of 14 scholars for the 09-10 year, including two scholars from UCSF Fresno.
Three distinct series of workshops are offered by the Office of Medical Education (OME): the Key, Special Topics, and the Community-Based Educational Skills Series. The Key Educational Skills Series is intended for all faculty members who want to acquire or improve fundamental educational skills. The Special Topics Series provides advanced educational skills in specialized areas such as research techniques and the application of technology to teaching. The Community-Based Educational Skills Series offers skills to volunteer clinical faculty members at or close to their place of practice, in such locations as the East Bay, Fresno, and Santa Rosa. OME significantly expanded the faculty development program this year, increasing the number of workshops two-fold. In 2008-2009, the office conducted 26 faculty development workshops in the three series: 1) 15 Key Educational Skills workshops 2) eight Special Topics Educational Skills workshops, and 3) three Community-Based Educational Skills workshops. A total of 346 faculty members participated in these free workshops, which received an average rating of “very good” (4.3/5.0).
Dr. O’Sullivan convened the Faculty Development Advisory Committee in 2008, which completed a needs assessment survey of volunteer clinical faculty to guide the new Community-Based Educational Skills Series that began in spring 2009. Other significant results included offering CME credit for faculty development programs, and using the expertise of the Haile T. Debas Academy of Medical Educators to provide educational skills to faculty.
In cooperation with the Haile T. Debas Academy of Medical Educators, OME invited two distinguished speakers for the faculty development series: Georges Bordage, MD from the University of Illinois, Chicago, Department of Medical Education; and Darrell G. Kirch, MD, President and Chief Executive Officer of the Association of American Medical Colleges (AAMC). Additionally, a two-and-a-half-day program on medical education was designed and presented to a group of 22 faculty members enrolled in the University of Bern's Masters in Medical Education Program.
Friday, March 19, 2010
Thursday, March 18, 2010
The AAMC is extremely encouraged that more graduating U.S. medical students this year chose primary care for their residency training. The increases for family medicine, internal medicine, and pediatrics in this year's Match are welcome steps in the right direction for improving our health care system and our nation's health.
Many factors go into a new doctor's choice for residency training. An AAMC survey last fall indicated that nearly 50 percent of U.S. medical schools had instituted or were considering programs or policies to encourage interest in primary care. We believe the results of this year's Match demonstrate that the nation's medical schools are making progress in their efforts to encourage more new doctors to pursue careers in primary care. A strong primary care system is an essential part of good medicine.
As U.S. medical schools continue to increase enrollment to meet physician workforce needs, it is crucial that we lift the cap on Medicare-supported residency positions so future graduates can complete their training. By making this important investment, we can ensure that all Americans have access to the high-quality health care they deserve.
Sixty-seven of UCSF graduates matched to Primary Care, whereas ninety students matched to a specialty.
Monday, March 15, 2010
This year, the team oversaw the deployment of the Advanced Informatics E*Value™ data mirror at UCSF, which has allowed the use of student and faculty evaluation data for reporting, analysis, and research purposes. Phase III of the Integrated Student Information System (ISIS) is in the requirement-gathering phase and will result in an online, paperless student file as well as improvements in student status and event tracking. The deployment of ISIS III is targeted for fall 2010. The team continues to work on a database to support the 2011 LCME accreditation site visit among other projects.
As the complexity and volume of educational data increase, the need for documentation and archiving expands. This year the team began to develop a formal data directory to protect and document data as well as support analysis of data and project trends. Another project started this year is the development of a data dictionary, which will support wider understanding and analysis of the School’s data, as well as pave the way for a data warehouse, a complex project that will support complex reporting and data mining.
In 2008-2009 the Educational Evaluations team implemented an LCME accreditation planning program evaluation for the LCME accreditation site visit in 2011. The evaluations team consulted with educational leadership and committees to develop an ongoing reporting mechanism for LCME educational standards and documented achievement of LCME standards including collection of evidence via the UME Institutional database. The team designed and implemented a study for evaluating the fourth-year curriculum, PRIME-US, Model SFGH, student choice and placement for Longitudinal Clinical Experience (LCE), and the impact of curriculum on student attitudes towards the social and behavioral sciences curriculum.
Working to streamline faculty promotions and improve department access to teaching evaluation reports, the evaluations team developed a new policy and procedure for departmental access to faculty teaching evaluations. New evaluation programs provided information on competency-based assessments, comprehensive clerkship reporting, teaching and learning communication skills, patient encounter logging, structured clerkship programs, and disciplinary theme evaluations. In addition, the team supported the evaluation of the Complementary and Alternative Medicine Grant, Reynolds Geriatric and for the Chronic Illness Curriculum Grant, and the National Institutes of Health: Social and Behavioral Sciences Grant evaluation.
This year, Learning Technologies helped select and implement a new electronic portfolio tool, and partnered with the Library and other UCSF professional schools to redevelop Ilios as a campus-wide health science curriculum management tool integrated with the new UCSF Collaborative Learning Environment, a new flexible and easy-to-use, open-source, online course management system. The team also implemented clinical experience documentation across the entire Essential Core curriculum using the EncounterIt tool.
Learning Technologies also began planning and migrating iROCKET courses to the Collaborative Learning Environment. The team implemented a new lecture-recording program with campus Classroom Support across the Essential Core curriculum, which greatly increased staff efficiency and improved learner access to multimedia lecture recordings. The team is in process of studying the learning impacts of the new system. In addition, the team supported and enhanced the Summer Curriculum Ambassador Program through the deployment of the new electronic portfolio tool to support project portfolios and documentation. Their support included the development of 25 technology-enabled curriculum projects for medical education, which utilized student and faculty member experiences in online learning to develop effective web-based resources.
Learning Technologies continued to work with the Medical Center and PISCES longitudinal clerkship leadership to improve student-centered features of UCare, including student patient panels and a patient pager/email notification system. In addition, the Learning Technologies group provided leadership to the Educational Systems Advisory Committee and its workgroups (Content Capture, Computer Technology Support, Student Computing and Education and Classroom Technology, the new Collaborative Learning Environment Implementation and Advisory Groups). Chandler Mayfield assumed the position of chair of the western region medical school organization, Computer Resources in Medical Education (CRIME).
Automatic clothes dryers were once hailed as a miracle of modern housekeeping, but that convenience came with a price -- 6% of total electricity consumed by American homes, according to the Federal Energy Information Administration. You also have to pay for all that juice, whereas taking advantage of the sun and breeze is free for all!
Saturday, March 13, 2010
Thursday, March 11, 2010
Behind those numbers are the people, from physicians and nurses to clinicians and researchers, who work hard to save lives and improve health across California and around the world.
The UC Health Portal brings this all together. Visit at http://universityofcalifornia.edu/sites/uchealth/
Monday, March 8, 2010
The office consulted with 87 faculty members and 23 fellows, residents and students on their educational research this year, covering educational theory and conceptualization of research design, methodology, analysis and written scholarship. The consultations were in the educational research areas of: assessment; clinical teaching and learning; curricular impact; development of GME benchmarks; technology and learning; longitudinal clinical learning; portfolio and reflection; professionalism; simulation; specific programs (e.g. Pathways, clerkship models, Clinical Performance Examination (CPX)); specific strategies (e.g. feedback exercise, clinical reasoning); and specific topics (e.g., evidence-based medicine, information retrieval skills). OME faculty provided consultation services to the Health Professions Education Pathway quarterly works-in-progress and served as educational scholarship advisors for the students in the Curriculum Ambassadors program. In addition, faculty provided editing services for manuscripts, abstracts and posters, and statistical analyses for educational research projects. A Professions Education Resource Center was established at the China Basin office of OME. Computer workstations, research software (SPSS, NVivo and Remark), software training, and a research library are available to faculty members and student educational researchers.
OME hosts a weekly educational scholarship conference (ESCape). This year, the group provided 35 consultations on educational scholarship, two journal clubs and four rehearsal opportunities for presentations at educational conferences. ESCape has helped to build an educational scholarship community at UCSF. Additionally, there is a monthly education research journal club relating studies in education to literature in medical education.
In 2008-2010, the unit is sponsoring two faculty members as medical education research fellows, Drs. Louise Aronson and Anna Chang, with 30% salary support for two years to conduct educational research. These fellows succeeded in having work accepted for publication, presentation, and funding during this year.
The Educational Research Seed Grant Program is dedicated to linking researchers and future researchers with the funding they need to further develop their educational research careers. The office funded three seed grants totaling $11,951 to UCSF faculty members using a peer-review process.
The educational research team provided service nationally to the educational research community. Dr. Patricia O'Sullivan served as president for the Division of Education in the Professions of American Educational Research Association (AERA) and was elected a member of the organization's executive committee; served as chair for the Research in Medical Education (RIME) Section of the Association of American Medical Colleges; served as review editor for Medical Education Online; and served on the editorial board for MedEdPortal. Dr. Christy Kim Boscardin served as Affirmative Action Officer for the Division of Education in the Professions of AERA. Dr. Arianne Teherani served as chair of the New Investigator Award Committee and as co-chair for the Awards Committee for the Division of Education in the Professions of AERA. Dr. David Irby served as a member of the Distinguished Service Award committee for Division of Education in the Professions of AERA. Drs. Boscardin, Irby, O'Brien, O'Sullivan and Teherani served as reviewers for educational research manuscripts and abstracts for several organizations and journals. They participated in program planning committees for AAMC and AERA and served as discussants for sessions at these meetings. All OME faculty members participated in multiple extramural grants in roles of principal investigator, co-investigator and/or evaluator.
If space is an issue and paperwork is getting out of hand, why not scan your documents and file electronically? You can have access to scan in S-201. You can have ISU build a folder for your unit and then have a directory set up on the server for only your unit. Or, you can send the scanned document to yourself by email.
A new poster devoted to the Teaching and Learning Center is on display on the second floor of the Medical Sciences building, across from the Dean's Office.
The poster highlights the Kanbar Center for Simulation and Clinical Skills and its incorporation into the new Parnassus library Teaching and Learning Center. The TLC is scheduled to open in January 2011.
The new display coincides with the beginning of construction on the second floor of the Library.
Laura Myers, pictured here, designed the display with Sarah Paris.
Education Day is an annual event that showcases the scholarly work of UCSF students, residents and faculty. Co-sponsored by the Academy of Medical Educators and the Office of Medical Education and enhanced by visiting scholars, the day is filled with opportunities to see the variety and quality of the work our colleagues are engaged in throughout the year.
For more information see the Education Day Schedule.
Friday, March 5, 2010
Katie Morris has accepted a position at the Peninsula Open Space Trust in Palo Alto. Her last day in Medical Education is Friday, March 12.
A highlight of Katie’s time in OSA was her essential role in student receipt of two major awards:
- Jay Pandit, Med 4, AMA Physicians of Tomorrow Scholarship (2009)
- Alicia Gonzalez-Flores, Med 4, UCSF Martin Luther King Jr. Award (2010).
We thank Katie for her outstanding contribution to our team and wish her the very best in her next adventure. Feel free to stop by OSA before Friday to give Katie your regards.
Tuesday, March 2, 2010
The purpose of this briefing is to reinforce the Statement of Ethical Values and standards of Ethical Conduct and provide information about reporting instances of non-compliance.
This training is being mandated by UC President (July 17, 2009 memorandum) and the Regental Office of Ethics, Compliance and Audit Services. The learning audience is all UC non-research employees (i.e., faculty, staff, postdoctoral scholars, and employed students). It is required annually, and only takes 20-30 minutes to complete.
The 2009 School of Medicine Reunion included ten reunion classes and a total attendance of 370 alumni. The Reunion Campaign raised $359,322 for student scholarships, including a $127,000 gift from the Class of 1959. As part of the reunion program, we offered a continuing medical education course that featured faculty members from the Academy of Medical Educators and highlighted Pathways to Discovery program.
Team Green has created an office supply surplus list for recycling unwanted office supplies (https://wiki.library.ucsf.edu/display/MEFC/Office+Supply+Surplus). List unwanted supplies here to be used (and recycled!) by other units. Or browse the list for supplies you may need, and save some money for your office!
If you can not access this wiki page please contact Christina.
- 1 AME: Education Day abstracts acceptance notification
- 1 AME: Call for Academy applications
- 1 OME: Call for Educational Research Grant Proposals
- 3 AME: Executive Committee Meeting, 2-3:30pm, LR-102
- 15 AME: Fundraising 101: Primer for Academy Members, 2-3:30, FAH
- 17 OME: Special Topic Education Skills Workshop - Designing Surveys, 9am-12pm, N-517
- 18 OSA: Match Day
- 22 AME: Email of Intent for Academy application due
- 23 OME: Key Educational Skills Series - Using Technology for Effective Teaching, 1pm-5pm, S-170
The morning was taken up with two popular events. Lorrianna Leard led a lively, fact-filled workshop, Implementation of Electronic Portfolios in Medical Education. This was followed by a 90-minute session emceed by Mike Harper and with a panel moderated by Patty Robertson, (both members of the Portfolio Executive Committee) featuring trainee and faculty presentations about pilot programs in both UME and GME. During lunch time, participants set off with hand-held lunches to browse stations where faculty, trainees, and staff offered demonstrations of their pilot portfolio projects poster-session style. Nannette Nemenzo, representing GME, and Jesse Friedman from the Office of Educational Technology, offered sessions on the technical aspects of implementing portfolios, with chances for participants to ask questions.
The afternoon featured two favorites from past years: a workshop on maximizing the benefits of committee service by experts Susan Masters and Kim Topp; and another on student project management by Tracy Fulton, Carrie Chen and Christian Burke. A concurrent session, led by staff from UCSF’s Institutional Review Board (Committee on Human Research) focused on issues specific to educational research submissions. They included a demo of their new online system, and provided “insider” tips for interacting with the CHR staff to expedite requests for study approval.
Portfolio Pilot groups offering demonstrations: Nick Brandehoff, Karen Hauer, and Kevin Mack (of the Advisory Colleges) for the MD Portfolio; Kevin Mack and Lis Powellson (pictured right with Kevin Souza) representing the UCSF-UC Berkeley Joint Medical Program; Chris Stewart from Global Health Pathways; Carrie Chen and Heather Fels from the Health Professions Education Pathway; Lorri Leard from Pulmonary and Critical Care Fellowship; Meg Autry and Jocelyn Chapman from Obstetrics and Gynecology Residency Program; Lee Atkinson-McEvoy and Jess Shumer from the Pediatric Residency Training Program; Beth Wilson from PRIME-US showing the Community Engagement Portfolio; and Sandrijn VanSchaik and Jake LaBarbera from Pediatric Subspecialty Fellowship, demonstrating their Scholarship Oversight Portfolio.
More about Faculty Development Day
Annually, the OME Faculty Development Program collaborates with the Academy of Medical Educators organize a day offering topics relevant to the undergraduate, graduate, and continuing medical education programs. This is an opportunity for educational leaders to learn more about what is happening through a variety of workshops, presentations, panels, and demonstrations.
If you missed out on this day and would like to be informed about future workshops, bookmark our schedule page: http://www.medschool.ucsf.edu/workshops/ We welcome your suggestions throughout the year on faculty development topics you’d like to see featured. Please e-mail Victoria with your suggestion, or drop a note in campus mail to Box 3202.
Co-sponsored by the Office of Medical Education Faculty Development Program and the Haile T. Debas Academy of Medical Educators. Special thanks to the Portfolio Oversight Committee, Chandler Mayfield, Kristen Fitzhenry, Patricia Ramirez, Cynthia Ashe, and Mary Conn-Fitch for their support in making the event run smoothly.
Monday, March 1, 2010
Enjoy the photos below of Medical Education staff seeing first hand how our medical students train to be doctors.
Around 140 of the school's chairs and directors, key faculty and staff, students and campus leadership gathered in plenary sessions and breakout groups to tackle five essential and complex issues:
- Allocating and governing space
- Developing sustainable economic models for medical and graduate education
- Designing our infrastructure and management services for optimal functioning
- Securing the future with the retention of faculty
- Achieving diversity to promote excellence
A full report from the retreat, including summaries of the conclusions reached for each of the topics above, is available on our website: http://medschool2.ucsf.edu/leadership-retreat-2010-front
As always, I welcome your questions and comments.