We are excited to announce the arrival of Patty Nason to the Technology Enhanced Learning unit (TEL) as our new Technology Integration Specialist. Patty joined TEL on November 14th and brings a wealth of experience in online and classroom based learning, most recently working with the UCSF Center for Health Professions. In her new role Patty will be leading the support and integration of the UCSF Portfolio into the medical student curriculum, developing mobile learning initiatives, supporting the iROCKET helpdesk and integrating new tools and approaches into our iROCKET learning environment.
We have all fallen victim to presentations that left us bored and confused. In this workshop, attendees will learn to become a better presenter, use PowerPoint to enhance presentations (not detract from them), and develop an understanding of why templates are bad, and stories are good. Other topics include proper use of images and basic design principles. Please bring an open mind and one PowerPoint presentation that you'd like to enhance. Open to UCSF faculty, staff, and students.
Introduction to Digital Video
Next class: Thursday, December 1
This course covers the basics of using CIT equipment and workstations to create digital video projects. In addition to discussing planning considerations and best practices, we will complete some hands-on exercises, including setting up and using CIT recording equipment, performing basic editing tasks, and preparing a finished project for distribution. Tools used in the course include Sanyo Xacti cameras, Quicktime, iMovie, and VisualHub. Open to UCSF faculty, staff, and students.
Introduction to Elluminate
Next class: Thursday, December 8
Elluminate is a powerful web conferencing platform that allows users to present, collaborate, and broadcast live audio and video. This workshop will provide information on creating your own Elluminate sessions and managing users and content within your meetings. Open to UCSF faculty, staff, and students.
Digital Video: Interview TechniquesNext class: Thursday, December 15
Shooting a video interview is something that anyone can do, but it takes practice to produce a quality product. In this workshop, we will discuss and practice techniques for planning and shooting an effective video interview. At the end of the workshop, participants will know how to set a scene, light their subject, capture clean audio, and add a few finishing touches during the editing process. Basic digital video experience is recommended (see our Introduction to Digital Video workshop), but not required. Open to UCSF faculty, staff, and students.
Please join us in congratulating Patricia O' Sullivan, recipient of the 2011 Merrel Flair Award.
The award honors an individual who has made a major contribution over a significant time period to the process or administration or transmission of information regarding medical education in North America.
Criteria: The awardee must be or have been active in the Group on Educational Affairs and have been recognized by peers for a leadership role in the field of medical education as well as in the Group on Educational Affairs. Current involvement is not essential though will be considered as a positive factor. Previous participation is essential. The contributions made by the awardee to the field of medical education should have had a strong positive impact on the education, administrative process, or public image of the Group on Educational Affairs as an organization and the membership of the GEA. The awardee should be affiliated at the time of the award with an active organization within the AAMC or retired from such an organization. This institution should be represented within the Group on Educational Affairs.
Meredith May, Chronicle Staff Writer Monday, November 7, 2011
Don Schwartz is sitting on an examination table in a hospital gown, eyes closed, getting into character.
An actor, he must channel a 55-year-old with chest pain for medical students at UCSF.
In medical schools across the country, students are perfecting their bedside manner and taking high-stakes tests needed to graduate by practicing on "standardized patients" like Schwartz - actors who fill in for the real thing.
The national Standardized Patient Program provides actors with scripts, and students are evaluated based on how well they diagnose the patient's medical problems. Actors are asked to rate the students afterward.
In Schwartz's case, UCSF students must examine him and ask the right questions to ascertain he's suffering from heartburn and anxiety.
UCSF professors monitor the interaction down the hall in a room with 18 flat-panel monitors.
Schwartz appeared anxious, fidgety and impatient with the questions about his smoking, drinking and high-pressure job. Several times he let out long exhalations like a person trying to calm a racing heart.
"Students can practice in a safe environment, they can ask the right or wrong questions, they can come up with a diagnosis that isn't right," said Bernie Miller, a former standardized patient who was tapped to lead the Standardized Patient Program at UCSF in 2000.
Actors are finding steady work playing everything from dying cancer patients to obese teenagers with diabetes. Specialized actors even undergo gynecological and rectal exams.
"It's like a casting call, but from the hospital," said Kathy Mello, 69, of Albany, who has played a suicidal patient, a heart attack survivor afraid having sex with her husband will jeopardize her health, and a dying woman.
Denver, Colo., November 6, 2011—As the U.S. health system undergoes substantial change, the nation’s medical schools and teaching hospitals are breaking free of the tyranny of national rankings systems and demonstrating a “new excellence” through multiple pathways, AAMC President and CEO Darrell G. Kirch, M.D., said in his annual address at the association’s 122nd annual meeting.
Speaking to nearly 4,000 academic medicine leaders who attended the meeting in Denver, Kirch said “the new excellence is not about size, growth, or public relations. It is about locally defined commitments to fulfilling an institution’s specific mission and demonstrating real outcomes from those commitments.”
Examples of the “new excellence” include redesigning and broadening the medical school admissions process to assess applicants’ pre-professional attributes through new approaches, such as the “Multiple Mini-Interview” and other new tools. Kirch praised the use of emerging technology to enhance learning and assess competence, as well as greater interprofessional education. “We cannot aspire to team-based care in the clinical setting while educating different health professions in isolated silos,” Kirch said. Read the address online.