UCSF Office of Medical Education Year in Review 2013-14

medical educationY E A R I N R E V I E W 2 0 13 -2 0 14

R E F L E C T I O N S O N M E D I C A L E D U C A T I O NA S U C S A N F R A N C I S C O C E L E B R A T E S I T S 15 0 - Y E A R A N N I V E R S A R Y Catherine R. Lucey, MD, R E FL E C T S O N M E D I C A L E D U C AT I O N A T U C S F T O D A Y A N D I T S P R O M I S E F O R T H E F U T U R E

a c atalyst for he althc are tr ansfor mation medic al educ ation

The UCSF Medical Sciences Building MuralThis detail from a charcoal drawing mural produced in the studio of Douglas Cooper shows a composite of UCSF Parnassus campus buildings over time with a view from Mt. Sutro. Dr. Saxton Pope tends to a patient in the men’s ward of the fi rst teaching hospi-tal at Parnassus.

The front cover of mural scenes reveal aspects of UCSF’s mission (basic research, lab instruction, classroom instruction and medical practice).

a c atalyst for he althc are tr ansfor mation

4 from the vice deanMedical education at UCSF today and its promise for the future

features

6 bridges curriculumDesigning a new way to train the 21st Century Physician through a collaborative eff ort

12 graduate medical educationIncreasing the role that residents and fellows play in the provision of high value care

18 education leadersUCSF’s wealth of opportunities prepare clinicians and scientists to become educators

in each issue

23 philanthropy

24 scholarship

CONTENTSWriter Mitzi Baker

Contributors Robert BaronCatherine R. LuceyPatricia O’SullivanSarah ParisVaishali PatelKevin H. Souza

Copy EditorVictoria Ruddick

Graphic DesignVaishali Patel

PhotographyElisabeth Fall Patty NasonVaishali PatelMark Wooding

Send address changes to:UCSF Offi ce of Medical Education521 Parnassus Avenue, C254 San Francisco, CA 94143-0410 [email protected]

© UCSF Offi ce of Medical Educationmeded.ucsf.edu

Catherine R. Lucey, MD Vice Dean, Medical Education

4 from the vice dean

As the UCSF campus celebrates its 150th anniversary, medical education is thriving. It gives me immense pleasure to introduce you to the innovative talents of UCSF faculty, staff, students and trainees and describe the work that we are doing to catalyze the transformation in health care.

Since 2012, the medical education community at UCSF—comprised of talented faculty from basic science and clinical departments, current students, residents and fellows and dedicated deans and educational staff—has worked tirelessly to design the Bridges Curriculum. Our new curriculum is founded on the belief that medical education must be a partner in our profession’s goals of achiev-ing high quality, patient-centered, equitably accessible care for all. This radical redesign to address the nation’s most urgent challenges in clinical care, research and health professions education, is possible because UCSF School of Medicine has systematically and thoughtfully invested in the people and infra-structure needed to create a culture of excellence and innovation in medical education.

building bridgeson 150 years of excellence

from the vice dean 5

As you read stories about the UCSF Bridges Curriculum, the personal and institutional impact of resi-dent quality improvement projects, the reflection of program directors on new assessment strategies (Milestones!) and the career development opportunities that have supported excellence in education for many our faculty, I hope you will recognize the common themes:

Investment in People: UCSF has systematically invested in programs and infrastructure that have provided opportunities for our talented faculty to gain expertise in education as a component of their careers in basic science, clinical care and administration. Many of these opportunities reside with the Office of Research and Development in Medical Education, carefully stewarded by noted educator Patricia O’Sullivan, EdD. The Year in Review highlights the Teaching Scholars Program as a core compo-nent of educator success.

Evidence-Based Curricular Innovation: Many of the Bridges Curriculum innovations are extensions of over a decade of carefully designed, implemented and studied curricular experiments. We feature the Bridges Curriculum Clinical Microsystem Clerkship, which has its roots in the Longitudinal Integrated Clerkship work, led by Ann Poncelet, MD. Also check out the Inquiry Element of the Bridges Curriculum, the innovation built on the success of the Pathways to Discovery Program, led by Carrie Chen, MD, and on UCSF Graduate Division minicourses. Innovation and improvement are also seen in the work of 21st century residency program directors. Read the insights of four of those program directors: Kirsten Green, MD (urology), Soonmee Cha, MD (radiology), Erick Hung, MD (psychiatry) and Christopher Fee, MD (emergency medicine) in a story on Milestones as a new assessment tool.

Engagement: The Bridges Curriculum strategy of engaging learners in institutional initiatives for quality and safety is an outgrowth of the successful Resident and Fellow Quality Improvement Program, which was the brainchild of Associate Dean Bobby Baron, MD. Rather than viewing residents and students as outsiders or interlopers, Dr. Baron saw the wisdom of tapping into their commitment and creative problem solving. This year’s report highlights the impact of this program on institutional quality and on the attitudes of residents. We are particularly proud of the work done to bring residents and nurses together. As is the tradition in medical education, our students are now following in the footsteps of the residents ahead of them as demonstrated by the quality improvement work of our student Curriculum Ambassador program.

Recognition and Reward: The UCSF Haile T. Debas Academy for Medical Educators, a leader in the academies movement, is in its 15th year of setting standards for educational excellence, providing pathways for careers in education and supporting development and innovation in education. With support from Academy Director Helen Loeser, MD, Academy members are embedded throughout in the curriculum design process. Read about the impact that the Academy has had on individual faculty, particularly through the Matched Endowed Chairs Program.

At UCSF, we are privileged to attract the best and brightest medical students, residents, staff and faculty; we are privileged to have a community that is rich in knowledge discovery in all the scientific disciplines relevant to the advancement of health care, and we are privileged to work in an institution that is deeply committed to ensuring that the most vulnerable of our community members have access to the same quality of health care as our most privileged community members. With great privilege comes great responsibility. We invite you to explore the work we are doing to fulfill that responsibility by redesigning our programs in medical education.

bridges curriculum

I t is time for medical education to fulfill its social contract by partnering with our colleagues in clinical care, foundational research and community health to improve the health of our

communities and reduce the suffering of our patients. UCSF is guiding the way nationally in designing a new way to train the 21st century physician to advance groundbreaking research, improve health systems, care for populations and work in interprofessional teams. Bringing rich backgrounds and experiences to the collaborative design effort of the UCSF Bridges Curriculum are our extraordinary faculty educators, clinicians and researchers; experienced staff, and talented medical students and trainees.

Medical education is faced with the chal-lenges of training students not only to fit into today’s health care setting, but also to succeed in the changing health care environ-ment where they will practice for decades in the future. Health problems have become more chronic and complex in recent years and at the same time medical knowledge has exploded and physicians have increasingly chosen to specialize.

The time has come to fundamentally reframe the medical school and residency experience, teaching students integrated traditional basic science and clinical skills, and also how to work within teams and systems to improve the health of populations as well as individual patients. This is exactly what the new UCSF

Graduation

Foundations 2 Clerkships, inquiry,

and advancedfoundational sciences

Foundations 1Foundational sciences, inquiry and clinicalmicrosystems clerkship

Career LaunchAdvanced clerkships,subinternships, residency application and Deep Explore

UCSF SoM: CURRICULUM DIAGRAM

VERSION: 1

FINAL (6)

DATE: AUGUST 25, 2014

School of Medicine

BRIDGES CURRICULUM

Mile

ston

e As

sess

men

t; US

MLE

Inquiry Imm

ersion

Inquiry / Summer

Inquiry Immersion

FOUNDATIONAL SCIENCES

INQUIRY, INNOVATION, AND DISCOVERY

CLINICAL & SYSTEMS APPLICATIONS

6 bridges curriculum

Bridges Curriculum—which launches in 2015, with full roll-out by fall of 2016—aims to do.

For the past two and a half years, committees worked to capture the vision of what the new Bridges curriculum should include, and then hammered out a design for the framework that reflects that vision. “The working groups and steering committees have made tremendous progress over last year,” says Susan Masters, PhD, Associate Dean for Curriculum.

This year saw the unveiling of the “Blueprint,” which out-lines how the foundational sciences teaching and clinical immersions will evolve over the three-phase curriculum. The Faculty Council’s Committee on Curriculum and Educational Policy approved the Blueprint in June.

A significant change introduced by the Blueprint is that the licensing exam (USMLE Step 1), which students traditionally take after their second year before they began their core clerkships, has been moved to the end of clerkship experience. “This allows us to integrate clinical experiences and foundational sciences learning over three years,” says Masters. Students now have an additional year to learn core and advanced basic science con-cepts before they take this high-stakes exam, and to apply these concepts to the care of patients.

The Blueprint also details the three phases of the Bridges Curriculum. In the first phase, Foundations 1, students will learn basic, clinical and systems sciences while joining interprofessional teams to improve healthcare quality as part of their Clinical Microsystems Clerkships. The second phase, Foundations 2, is the clerkship-predominant phase of the curriculum, but students will return to study the core con-cepts to fully integrate the scientific basis of medicine with the clinical application of medicine. Through a Career Launch phase, fourth-year students will participate in advanced clini-cal experiences to hone their patient-care skills before their internships and have dedicated time to conduct in-depth inquiry into a problem of their choosing that is relevant to advancing biomedical sciences or improving the healthcare system. Throughout all phases, students will prioritize mas-tering concepts and asking questions over memorizing facts. Bridges relies on two primary overarching strategies: early longi-tudinal immersion in clinical teams with a focus on continuously improving care delivery, and an inquiry-focused curriculum that emphasizes asking questions that push the frontiers of science and understanding of human health and disease.

Graduation

Foundations 2 Clerkships, inquiry,

and advancedfoundational sciences

Foundations 1Foundational sciences, inquiry and clinicalmicrosystems clerkship

Career LaunchAdvanced clerkships,subinternships, residency application and Deep Explore

UCSF SoM: CURRICULUM DIAGRAM

VERSION: 1

FINAL (6)

DATE: AUGUST 25, 2014

School of Medicine

BRIDGES CURRICULUM

Mile

ston

e As

sess

men

t; US

MLE

Inquiry Imm

ersion

Inquiry / Summer

Inquiry Immersion

FOUNDATIONAL SCIENCES

INQUIRY, INNOVATION, AND DISCOVERY

CLINICAL & SYSTEMS APPLICATIONS

bridges curriculum 7

learning on the Job

“To care for the 21st century patient, doctors must collaborate with each other and with a variety of healthcare professionals,” says Professor of Medicine Cindy Lai, MD, who is one of the leads for the development of new clinical skills teaching under Bridges. “They also need to be experts in individual patient care

and also able to care for populations, and they must be dedicated to continuous improvement of not only their own skills, but also of the healthcare system as a whole.”

One of the goals of the Bridges is to incorporate content on “systems-based practices,” which include: improving the patient experience; increasing the quality, value and safety of health care; enhancing collaboration with other health professionals and with patients and families, and optimizing the utiliza-tion of information technology, such as electronic health records and point-of care-decision tools.

Bridges aims to teach students systems-based practice competencies by integrating the students into inter-professional hospital and clinic teams very early in medical school. Doing so not only reinforces what students are learning throughout medical school but also allows them to develop skills that they will sustain in their future practice—and, says Lai, to add value to the teams they have joined by con-tributing to real clinical activities.

“The systems curriculum is a huge part of what Bridges will be doing and it includes a lot of new content,” says Anna Chang, MD, associate professor of medicine and faculty lead for clinical microsystems clerkships. To fi gure out how to implement all of these ideas, Bridges teams have begun to pilot many of the new ideas for clinical skills roles for students that fall under “workplace learning.” Workplace learning is an evidence-based educational practice in which students learn by taking on roles in the workplace appropriate to training level, mentored by more senior physi-cians and other health professionals.

“Students in the pilot programs have already made a diff erence in ways that matter to patient and clinical teams, through recommendations for health coaching, increasing patient satisfaction and decreas-ing medication errors,” says Chang. Bridges students will come consis-tently week after week to the same site and perform diff erent tasks as an active participant rather than an observer. “The vision of the future for clinical skills learning is that the students will be actively learning and contributing in the workplace where the clinicians and the patients actually are, as opposed to learning concepts while being cooped up in a classroom,” she says.

inQuiring minds

Solving today’s complex problems, from obesity to breast cancer to malaria, requires collaboration among experts who each look at the problem through diff erent lenses, so an “inquiry” component of the Bridges curriculum will play to the strengths of the UCSF community and has become a cornerstone of the new curriculum. An inquiry-based curriculum means exposing students to questions for which there aren’t any answers yet and teaching them how to deal with uncertainty.

“We don’t want to produce physi-cians who simply follow fl ow charts of how to treat patients, because they are going to come across patients for whom those charts don’t apply,” says Associate Professor of Pathology Scott Oakes, MD. “We believe you can’t be a good doctor without having a mind for inquiry.”

“Our overall goal is to teach and develop the future leaders of medi-cine,” says Mark Anderson, MD, PhD,

“It was invaluable to have a special project where students

are told to look at the system and given the tools to learn how to

address some of the ineffi ciencies we fi nd. Unless there is dedicated

time for this process, it is hard to see the systems from a larger

perspective.”–Julie Wu, Curriculum Ambassador


For the last 14 years, students have had the ability to impact their education by designing and implementing compo-nents of their curriculum through the Curriculum Ambassador Program, directed by Chandler Mayfi eld and Tracy Fulton, PhD, and managed by Allison Ishizaki. In the summer of 2014, eight medical students and two pharmacy stu-dents have piloted many of the new ideas that Bridges is introducing.

In a model informed by workplace learn-ing research and embodying the faculty/student/staff collaboration that Bridges is based on, the students were immersed in interprofessional teams across clinical sites to assist with systems improvement projects that the sites had deemed important. The Curriculum Ambassadors were fi rst observers, but they quickly became valuable contribu-tors, bringing their perspectives, skills and energy to a working clinical team. The feedback from the Ambassadors shapes how Bridges is implemented. “The students get what we are doing, and they can articulate it better than we can,” says Anna Chang, MD, the faculty lead for clinical microsystems clerkships.

professor of medicine and director of the Medical Scientist Training Program. The way to get to that destination is by instilling in students the foundations of inquiry—the ability to critically evalu-ate information and data—as part of their educational journey. “Regardless of whether a student is going to end up being a basic scientist doing research or a clinical researcher or purely a clinician, this future physician will need the tools to critically evaluate information,” he says.

Each year, students will have the opportunity to spend two or more weeks in inquiry immersion blocks, learning how to solve today’s complex problems in biomedical science and health care using tools from multiple domains of science. Another critical component of inquiry will be the “deep explore,” a novel research project that evolves over the continuum of a medical student’s

training. Students will be able to work with faculty experts in any of the six domains that are crucial to solving today’s problems in health care and science: biomedical science, clini-cal and translational science, social and behavioral science, pedagogy, systems science and population science and public health.

All students will learn about core inquiry strategies in these six domains of science so that they have tools they can apply to new problems that come up later in their careers. “We hope that by exposing them to other disciplines while still in medical school, they will be more facile with collaboration, because in their careers they will need to interface with people who are approaching the same problem from a diff erent perspective,” says Oakes.

Domains of Science

IMPROVED HEALTH

& HEALTHCARE

Pedagogy Systems Science

Clinical Science Biomedical Science

Population Science & Public HealthSocial & Behavioral Science

pioneering“mini bridges

curriculum”

“I left the summer feeling more confi -dent about my ability to contribute to a medical team and quality improve-

ment projects in meaningful ways. I also left with a much more sophisticated understanding of the complexities of

our health care system and how easy it is for the most vulnerable patients to fall

through holes in it.”

- Donald Richards, Curriculum Ambassador


bringing it all together

Now that the Blueprint is fi nalized and its tenets clear, the challenge ahead is to continue translating the vision of Bridges into student experiences.

Bridges builds on past educational innovation successes that have been supported through the Offi ce of Medical Education. “We have had an evolving curriculum that includes many of the ideas of Bridges, which serves as a solid base for expansion,” says Masters. Experiences with longitudinal integrated clerkships are informing clinical curriculum, and the Pathways to Discovery program will contribute to the inquiry curriculum.

In addition to providing new content for students to learn, the instructors themselves are having to learn new methods to convey the concepts of Bridges. “We know we have to expand into new areas in our faculty development around education, because with Bridges, we will be teach-ing in new ways,” says Masters.

Key to getting instructors up to speed with Bridges are Research and Development in Medical Education (RaDME) and the Academy of Medical Educators (AME) programs that together promote educational scholarship and facilitate educational skills development for UCSF faculty. Additional opportunities include longitudinal training programs in education science, such as the Teaching Scholars Program and other certifi cate and degree programs. “Luckily, at UCSF we have experience in what kind of teaching techniques work best in a variety of scenarios,” says Masters.

The past year has seen Bridges move from vision to design. The year to come will involve UCSF faculty, staff and students building out that design and implementing the new curriculum based on guidelines fi nalized in the initial phase. Bridges has become reality, and it ultimately will improve health and reduce suff ering. “I think it is the most revolutionary thing that we collectively have done in medical education in 100 years,” says Chang.

As an MD/PhD student, Michelle Hermiston’s fi rst day on the hospital wards was overwhelming, as it is for many medical students. “There’s a completely different language, with people using all these acronyms and abbreviations,” she says. That fi rst day made her think that maybe she should forget about being a clinician and head straight back to the lab. After listen-ing to her complain, her husband, who is a basic scientist, said he didn’t understand how the clinic was so different than the lab; it seemed to him that the same skills of logical reasoning and looking up factual information would apply.

“When I started to view clinical medicine through the same lens of how I analyze data and how I fi nd out information as I did in my scientifi c life, the clinic became much easier and even enjoy-able. I think I became a much better clinician by changing my thought process,” she says.

Now, as a faculty member who teaches both graduate students and medical students, Hermiston is adding her perspective from both worlds to the development of the Bridges curriculum. “Graduate school education is about delving into the unknown. In contrast, much of medical school has traditionally been memorizing a lot of stuff and spitting it out on a test, but not necessarily using that information to think from a perspective of inquiry or curiosity or to try to develop something new,” she says. “To me that always seemed a shame as there are many mysteries and interesting questions to ask about disease.”

The value of asking questions and fi nding the answers has been more of a focus for graduate education than for traditional medical education. Hermiston is helping to ensure that future UCSF medical students benefi t from inquiry-based learning by helping create a curriculum that teaches medical students not only how to know what is required to take care of patients, but also how to question abundantly. “All of the new concepts that we are incorporating into Bridges are congruent with how I approach problems as physician-scientist,” she says.

michelle hermiston, md, phdAssociate Professor, Department of PediatricsMember, Bridges Foundational Sciences and Inquiry

Oversight Committees

“I was amused at how many younger physicians said they were so glad that the curriculum is changing, that

they really struggled when they got out of medical school with some of the logistics of healthcare delivery. It made me feel like these doctors were refl ecting and wishing that they had had in medical school experi-

ences similar to what Bridges is bringing.”— Arielle White, Curriculum Ambassador


“A project with the scope of designing and developing the Bridges Curriculum can only be successful by empowering our extraordinary team of education staff to work side by side with our faculty,” says Kevin H. Souza, associate dean for medical education. Some staff members are appointed to the work by the nature of their positions and expertise, others are volunteering to take on work such as facilitating small groups at retreats and town hall meetings, managing and photographing events, overseeing the Bridges social media campaign or analyzing data. “Regardless of the role, everyone’s contribution is essential to our success,” he says.

“The Bridges curriculum project is about inviting everyone who touches medicine and health care at UCSF to think about how to develop the general concept of ‘health professions education having a direct impact on health’ into a complete sense of what the UCSF physician of the 21st century should be,” says Phaedra Bell, PhD, director of undergraduate medical education. “It’s about physicians and basic science faculty taking an active role, certainly, but in ways that invite the whole community to collaborate in making care better.”

“The guiding principles of Bridges are exactly where they need to be,” says Christina Cicoletti, director of the Clinical Learning Unit and Clinical Microsystems Clerkship (CMC) working group member. For every idea that the Bridges committees generated during the design phase, someone has to fi gure out the logistics of fi tting all the pieces of the puzzle into a coherent experience for students. For example, the CMC working group is exploring how to bring systems content into traditional foundations of patient care and clinical skills. In other words, how do the ideas of patient safety, quality improvement and interprofessional education get folded into the coursework? “Now we have to sit down and make decisions that operationalize the ideas we are creating,” says Cicoletti.

The staff across medical education are integral to making all the ideas of the Bridges design come to life. They fi gure out how to communicate with the students, how to match students with work sites and manage hundreds of other details involved in rolling out a curriculum. “The staff are behind the scenes making Bridges work,” says Cicoletti.

An added bonus is that the cooperation between faculty and staff on a project of such importance to the future graduates of UCSF helps build the collaborative environment that Bridges is promoting. “It is important to model respect and collaboration across professions for students, essentially in the same way that they will need to collabo-rate respectfully and eff ectively with colleagues from diff erent professions in clinical settings and beyond,” says Bell. “With this conscious modeling of faculty-staff relationships, we are trying to be the change we want to see.”

IT TAKES A VILLAGE building bridges over the past year


Graduate Medical Education is experiencing a major transformation. Program directors are using competency-based advancement strategies, organized around specialty-specific

behavioral milestones to ensure that their trainees are ready to advance to the next level of independence. Residents and fellows are accepting responsibility for, and are increasingly viewed as critical partners in, our evolving culture of continuous process improvement. Health care institutions are realizing that training the physicians we need requires that we optimize the clinical learning environment in which the residents and fellows work and learn. Residents and fellows are seeking out opportunities to enhance the teaching skills they use as they interact with our students. At UCSF the creative energy and hard work of residents and fellows, and a new generation of program directors and core faculty, is leading the way.

graduate medical education

doing our best better

Smoking is a universal problem that health care providers aim to address. “At UCSF Medical Center as a whole, we try to focus on smoking cessation initiatives,” says Lindsay Hampson, MD, a resident in urology. “Smoking is an issue that affects almost all aspects of urologic care,” she says, and has been linked to causing bladder and kidney cancer, erec-tile dysfunction and poor wound healing. “As surgeons, we often think that primary care physicians should be the ones who screen for smoking and discuss smoking cessation options, so it is not always at the top of our list to do this.”

Hampson put it to the top of the list of all the urology residents last year when she, as the resident “champion” of quality improvement for urology and her co-residents, set a goal of improv-ing assessment of tobacco use and smoking cessation counseling with patients. The urology team quickly went from no assessment of smoking status of patients undergoing surgery to 90-100 percent assessment of patients coming in for surgery, with the large majority of smokers agreeing to a smoking cessation consultation.

The “carrot” that motivated the urology residents was a financial incentive. “Often there are a lot of things to balance, we have such

limited time and we are trying to do as much as we can for patients,” says Hampson. “What I think the payment does is refocus priorities and pushes us to think of ways to incorporate a behavior into our practice.”

The urology smoking cessation improvement initiative was part of the Resident and Fellow Quality Improvement Program, created by the Office of Graduate Medical Education and the medical center in 2006 to ensure that residents and fellows learn not only the clinical material for their specialties but also about systems improvement in the hospital environment.

residents & fellows lead efforts to improve healthcare

12 graduate medical education

“This program is an example of a partnership between the medical center’s quality improvement mission and the GME office’s mandate to teach quality improvement and patient safety to all residents and fellows,” says Glenn Rosenbluth, MD, the director of Quality and Safety Programs for the GME office. In addition to the financial incentive to make a concerted effort to reduce complexity, decrease waste and improve quality overall hospital-wide, the program is designed to simulta-neously teach residents and fellows systems-based practices such as how to function as good team members, how to transition care between providers, how to report medical errors and how to function within the hospital system as a whole.

“We feel like the Resident and Fellow Quality Improvement Program is a key component in engaging residents and fellows in the hospital mission,” says Rosenbluth.

This year, there were 21 program-specific goals, funded by the medical center for projects ranging from improving the quality of after-visit summaries provided to patients at discharge to limiting radiation expo-sure during fluoroscopic procedures.

Urology resident Anobel Odisho, MD, MPH, has partaken in several improvement initiatives in addition to the smoking cessation program.

“These quality improvement initia-tives give us the opportunity to change something based on certain guidelines or goals that maybe as a group we are not adhering to as well as we should,” he says. “ They teach residents to be willing to approach our staff and attendings with alterna-tive suggestions, and we learn how to implement changes in practice across a large and varied physician group in a busy academic medical center.”

Since the programs are intended to be educational, the goal is lasting impact. “Just because this particular quality

improvement program has stopped doesn’t mean that our residents stop assessing patients’ smoking status and referring smokers to smoking cessation resources,” says Hampson. “Hopefully this is now ingrained in our residents and they will continue to do this for the rest of their practice.”

Another resource at UCSF for residents and fellows to pursue projects designed to enhance the patient experience is the $50,000 annual UCSF Patient Care Fund. “The Medical Center already does a good job at providing the highest quality medical care for patients,” says Joe Ebinger, MD, who oversaw the Patient Care Fund in 2013 as the chair of the Resident and Fellow Council. “But sometimes the things that could help patients get through their hos-pital stay fall through the cracks.”

graduate medical education 13

Patient Care Fund projects have included sending condolence cards for families of deceased patients, acquir-ing additional computers for inpatient access to the internet and Skype, and repainting a stairwell in Moffi tt hospital. “These are things that may not meet technical Medicare requirements but that really help enhance the patient experience,” says Ebinger, who is currently at Cedar Sinai in Los Angeles for a cardiology fellow-ship. Patient satisfaction scores and other metrics indicate that providing these small touches for patients really helps. “On a broader level, it helps residents and fellows feel like they are really doing good for their patients, beyond just helping them with their medical illness,” he says.

Along with the residents, the nurses form the backbone of the medical center. “We are very much a team, working toward the same goal of pro-viding the best outcomes for patients and their families,” says Jody Mechanic, director of pro-fessional nursing practice and coach of the nurse resident council, which she says aims to support that process through improved collaboration and communication between nurses and residents.

The Nurse Resident Council has spearheaded a variety of

quality improvement projects, such as identifying strate-gies to reduce the number of times residents are paged for non-urgent matters and to improve the effi ciency of the patient discharge process. Some projects are as simple as displaying photos of nurses and residents on a board so that team members can begin to recognize each other.

“Though these projects, nurses and residents have gotten to know each other at a more meaningful level than they had in the past,“ says Mechanic. “We feel very strongly that enhanc-ing professional relationships will facilitate more eff ective communication about patient and family needs.”

The exciting thing about the various resident councils and funds and improvement initia-tives at UCSF is that it allows healthcare professionals to become much more integrated in the process of improving patient care, says Ebinger. “They are here to provide care for their patients, but it is easy to lose sight of the broader goal of the medical center,” he says. “I think that by being a part of these projects, residents and fellows see that they are able to implement change on a much larger scale than they would otherwise imagine.”

Having family members in need of a neurosurgeon made a real impact on sixth-year neurosurgery resi-dent Nathan Rowland, MD, PhD. “What we do every day in the OR really hits home when someone you love is affected,” he says. When his mother-in-law had a brain tumor removed, switching neurosur-geons from one who was inattentive to one who really focused on her played as much a part in her excellent outcome as did the actual surgery. His great aunt, however, did not have a positive experi-ence following a major stroke of mysterious causes a couple of years ago. She contacted Rowland to review her case, and he agreed that the multitude of disconnected team members involved in her case made the already trying situation unwieldy, complex and ultimately frustrating.

His own family’s experiences, combined with getting to know his patients, got Rowland thinking about how he as a resident could improve the quality of his practice. He has taken advantage of several projects. One was a hospital initiative to have patients dis-charged by noon. “There is a greater cost associated with discharging patients later in the day,” he says. “I got interested and involved in that project and it just snowballed from there.” Another project he threw himself into was working with some of the nurse managers in the hospital on how to most effi ciently relay messages to the residents. “My interest keeps growing as I see what effect these initiatives have in the quality of the care we deliver,” he says.

Rowland says he is leaving his residency at UCSF with what he considers to be the most important keys to quality improvement: including all team members in decision making, communicating effectively and understanding that all medical professionals operate in a large interconnected system of healthcare. “Every decision we make has ramifi cations down the road that can be signifi cant for patients in the future,” he says.

nathan c. rowland, md, phdnathan c. rowland, md, phdResident, Department of Neurological Surgery

“Individuals think that small changes they make in a huge orga-“Individuals think that small changes they make in a huge orga-nization like UCSF or healthcare as a whole really don’t matter. The goal in quality improvement incentive projects is to help

individuals realize that they actually do matter.”

— Joe Ebinger, MD


looking ahead

Given the success of the Resident and Fellow Quality Improvement Program at Moffi tt-Long Hospital, Todd May, MD, is eager to bring similar programs to San Francisco General Hospital (SFGH). As the hospital’s chief medical offi cer, May is ultimately responsible for all quality improvement and patient safety matters.

“Generally, residents are very interested in quality improvement matters and eager to participate,” says May. “The major barriers are their long hours of work commit-ments and frequent rotations between diff erent sites, but we want to incorporate residents whenever possible in our initiatives.”

Many residents at SFGH have already conducted indi-vidual quality improvement projects, primarily aimed at improving clinic operations, says May, who is a professor of family and community medicine. Soon residents and fellows based at SFGH will be able to partner with faculty to participate in the Performance Incentive Program, launching in 2014.

The program will target increasing early discharges, shortening the length of time patients stay in the emergency room and improving physician communica-tion with patients, which is a key component in patient satisfaction. “The residents and fellows do much of the frontline work,” says May. “They are absolutely essential to achieving hospital quality improvement goals.”

ORTHOPAEDICSScreen for vitamin D defi ciency and if

appropriate treat in

of hip fracture patients

70%

INTERNAL MEDICINE Provide after-visit

summaries to

of discharged patientsthat contain:

• principal diagnosis • discharge diagnosis• patient instructions• follow-up information

75%

OB-GYNCheck if labor &

delivery admission orders and preop-erative cesarean

section orders for blood products are in concordance with the

national quality guidelines

of the time90%

OTALARYNGOLOGY Provide surgery-specifi c discharge instructions to

of patients in their after-visit summaries

85%

PSYCHIATRYEnsure at least

of patients on atypical

antipsychotics seen in adult outpatient

clinic have their BMIs documented atleast

twice a year

50%

DERMATOLOGYInclude a separate

medication-monitoring problem

about glucocorticoid-induced osteoporosis

in the assessment and plan in

of patient encounters90%

SELECT UCSF RESIDENT AND FELLOW QI INCENTIVE PROGRAM GOALS ACHIEVED 2013–2014

“The thing that keeps me up at night is the fact that we work in a teaching hospital, which means that the front-line providers of our medical care are all trainees. One could ask whether this the safest, highest quality environment in which to provide care, and I would respond that it is our responsibility to make sure that it is, that the care provided by our residents and fellows

is the safest highest quality care that it can be. “

— Glenn Rosenbluth, MD


gme assessments and milestones When Associate Professor of Urology Kirsten Greene, MD, became the urology program residency director two years ago, she was a bit appre-hensive. “I had huge shoes to fi ll, as my predecessor was nationally renowned and much beloved by everyone in the program,” she says. Jack McAninch, MD, now professor emeritus of urology, had been her own residency director and the main reason she was drawn to the position herself.

In preparation for the transition, Greene decided to arm herself with as much information as she could about residency education. She began attending Graduate Medical Education meetings, which intro-duced her to a broader concept of resident education. “Other residency directors were speaking about all these diff erent styles of teaching and requirements and rules; it was like they were speaking another lan-guage,” she says.

The foray into the world of educa-tion opened up new opportunities to Greene and sparked her interest to continue the journey. In 2010, she enrolled in the year-long Teaching Scholars Program, which she says taught her how to think about education more from a perspec-tive of curriculum development and longitudinal residency education than

being “just” a resident advocate. “It’s one thing to want the best for your residents but it takes a lot of time and learning to fi nd out how to actually do that and implement a plan,” she says.

Greene had her work cut out for her. At the same time that she was exploring how to bring the best residency education to her group and learning the ropes of her new position, big changes were looming in 2013. Nationally, urology was one of the seven specialties included in the fi rst phase of implementation of the Milestones, a year before it was required of all programs. Milestones, mandated by the Accreditation Council for Graduate Medical Education (ACGME), are points in residents’ and fellows’ development of competency-based knowledge, skills, attitudes and performance that can be evaluated to determine prog-ress from the beginning of residency through graduation.

The changes required by the Milestones ended up being an advan-tage, Greene says. Instead of adjusting the department’s existing evalua-tions, they created new ones that were Milestone-appropriate and the way the division wanted them to be: streamlined, accessible, and relevant. The department also decided to use that time of upheaval to implement a host of other changes beyond evalu-ations, including changes to oversight, teaching and faculty involvement.

“Introducing Milestones became a great opportunity to make necessary changes, and also use some of what I learned through the Teaching Scholars and GME to make other improve-ments in our program,” she says “It’s sort of like if you have to renovate a house you might as well tear it apart and make sure it is perfect.”

At the same time that Greene was taking on residency education for urology, Soonmee Cha, MD, became the director of the diagnostic radiol-ogy residency program, which was also one of the departments in the fi rst phase of the Milestones launch. Like Greene, Cha was tasked with fi guring out how to evaluate her residents in new ways based on the Milestones. Cha had an additional educational challenge of bringing her residents up to speed taking com-puterized radiology boards, the fi rst major format change in decades.

“It was my job to turn the curricu-lum around in 12 months for some very anxious residents,” says Cha, an associate professor of radiology and neurological surgery. She was ener-gized by the challenge. “My goal was to not only fi gure out how to help the residents prepare for the changes, but also how to enjoy the process.”

Having experienced the Milestones for a full year, Cha declares the process a success. “I think there is a huge value to knowing specifi cally what is important for residents to

“I think the residents appreciate that with the Milestones, they are now getting a multi-disciplinary, 360-degree evaluation of how they are doing from people at all levels. The end result is a much richer evaluation of residents that covers such qualities as how well a resident teaches and treats colleagues.”

— Kirsten Greene, MD


learn at each stage of their training,” she says. “We took on the challenges of adding nontraditional radiologi-cal assessments, such as safety and quality improvement, and discovered that these extra elements strengthen the profession overall and help our residents become better as really careful radiologists.”

Erick Hung, MD, assistant clinical professor of psychiatry and the residency training program direc-tor since 2012, and a 2013 graduate of the Teaching Scholars Program, is also encouraged that the new framework for thinking about assess-ment will make his residents better psychiatrists. “It has been great to give to residents a roadmap for how we expect and hope for them to progress over the course of resi-dency training,” he says. Psychiatry is in the second round of the special-ties implementing the Milestones, beginning in 2014, so Hung has been gearing up for the changes.

One of the most positive aspects of the Milestones, says Hung, is that it provides a common language across psychiatry programs. “The Milestones are consistent in ways that we had been inconsistent in the past,” he says. “We now really have ways to communicate effectively with other programs in ways that we never had before.”

As with any residency training program director, one of Hung’s challenges is achieving a balance between too much and too little assessment. “The Milestones force us to think through which assess-ments we need to understand our residents’ trajectory,” he says. “It is easy to get obsessive about wanting to develop perfect tools to measure all these things, but we have to be careful about doing assessments for every single thing or we will drive the faculty mad.”

The department of emergency medicine also didn’t want to over-whelm its already busy faculty with endless assessments. As one of the seven specialties in the 2013 early Milestones implementation, emer-gency medicine did a practice run six months prior to evaluating what worked and what didn’t. This depart-ment was uniquely well positioned for the changes, as their educational processes had many assessment tools built into their program since the department’s inception in 2008.

Associate Professor of Clinical Emergency Medicine Christopher Fee, MD, became the emergency medicine residency training program director in 2014. Over the last year, Fee has used his department’s expe-rience with implementing Milestones as fodder for an education research project through the Teaching Scholars Program. He is examin-ing in depth how residents assess themselves compared with how the faculty assess them.

While Fee is still analyzing his data, he has already gleaned some insight from the department’s practice run of Milestones. “It is becoming clear that the evaluation process is looked at differently between faculty and residents,” says Fee. Faculty have told Fee that they are not comfortable documenting the areas needing improvement for a resident.

“In reality, most of our residents really want feedback, even if it is not positive,”

says Fee, who is currently working on faculty development programs to help faculty learn how to document constructive feedback better.

Greene notes in the surgical dis-ciplines such as urology, concrete feedback can be sparse, and a par-ticular advantage of the Milestones is that they provide just that. “Often in the past, residents would just get a ‘Good job!’ and that’s it,” she says. “The direct, specific assessments of surgical skills that are required now are exciting from the residents’ perspective. They desperately want to know how they are doing in terms of their surgical skills and techniques and crave feedback, both good and bad, on a regular basis.”

That feedback aspect of Milestones is one of the changes that Greene has embraced and used as a springboard to add a number of innovations of her own. “I want to provide the resi-dents with the most positive learning experience possible,” she says. “We were fortunate to have a reasonable number of milestones to work with, and that they assessed realistic goals and measurements. The urology Milestones highlight everything we would want to see in residents to make sure they are going to be outstanding urologists.”


Behind every successful medical school graduate is a community of faculty who build curricula, coach students to success and uphold the standards of the profession to be excellent

physicians. These faculty extend themselves beyond their usual professional obligations to provide the best education to our learners. Basic scientists move between the laboratory and the classroom to deliver curriculum and plan educational programs. Clinicians take care of patients on some days and coach students on other days. Physician-scientists introduce students to the world of discovery by imbedding them in their research projects. Curriculum development, coaching and mentoring require expertise in content, a deep understanding of how learners learn and strong teaching skills. Where do they get these skills? If you are fortunate enough to be at UCSF, you have a wealth of opportunities to prepare to be as great an educator as you are a clinician or scientist.

becoming aneducational leader

Most doctors don’t enter medical school thinking they want to be teachers. “As a medical student, I never took a step back and thought that there are pediatricians who are teaching me and that that is their career,” says Anda Kuo, MD, associate professor of pediatrics. “It never occurred to me that beyond specialization, there is a whole career option as a medical educator.”

But for many, Kuo included, the education bug eventually bites them. Her year as a chief resident had solidified her passion for teach-ing. After a couple of years of clinical service, she was tapped to direct

the new Pediatrics Leadership for the Underserved (PLUS) residency program, which trains pediatri-cians to be leaders in improving the health of underserved children. All of a sudden she was consumed with thinking about curricula and teaching methodologies. And she loved it. “Early in my medical career, I never would have said I would want to be an educator but now I see it totally fits my skill set,” she says. “I feel incredibly lucky that I had so many resources at UCSF that helped me develop this side of my career.”

Kuo jumped right in, utilizing all the resources she could find, both at

UCSF and beyond. Faculty at UCSF can find peer observation, funding, and mentoring programs given by the Academy of Medical Educators (AME), and faculty development workshops and seminars, consulta-tions, and advanced degrees offered by the Office of Research and Development in Medical Education (RaDME). Advanced leadership pro-grams at other institutions round out what is available.

The search can begin close to home—in an adjacent office even. Associate Professor of Cellular and Molecular Pharmacology Marieke Kruidering, PhD, says that her

exploring opportunities to optimize teaching & learning

18 education leaders

offi ce-mate, Susan Masters, PhD, became her mentor and helped her with “absolutely everything” on her path in education, from how to prepare teaching materials, to how to deal with diffi cult students, to what steps to take for a career in education.

It is impossible to predict what is going to be diffi cult for someone adding education as a new career facet and a mentor is priceless for helping make good decisions. “There is no recipe for building a career in education, but having a mentor and an institution that provides faculty development opportunities will make a very, very diff erent experience from spinning your wheels on your own,” says Kruidering, who has gone on to become a faculty developer in small group teaching and refl ection.

Masters was also instrumental in Kruidering’s involvement in the innovative teaching advancements that will be required of the new undergraduate Bridges curriculum that the school is launching next year. Kruidering, who is currently the Academy Chair in Pharmacology Education, co-chairs the Foundational Sciences Steering Committee for Bridges. This group is constructing the framework for teaching core foundational sciences to physicians of the future.

“I think becoming a medical educator is easier now than when I embarked on this path,” says Patty Robertson, MD. “There are many opportunities for development, especially at UCSF.” Robertson herself had no formal faculty development programs to assist her. Following her residency training in obstetrics and gynecology at UCSF, she went into private practice for several years but realized she really missed teaching. “Even though I was affecting women’s health on an individual basis, I wanted to have more impact on providing better healthcare and access for women,” she says. “I thought the best way to do this was by teaching medical students.” She returned to UCSF as a faculty member of an ob/gyn program that was in dire need of a revamped educational plan.

Robertson has turned her love of teaching into a career of improving curriculum and assisting other faculty who are committed to education. “What I learned after all these years as a medical education administrator, and especially as part of my endowed chair, is that I can help faculty members fi nd the settings in which they are the most effective teachers.” For some, this means individual mentoring, for others, didactic lectures or small group learning. “I fi nd the educator within them, helping them identify the right fi t so they can express their enthusiasm and engagement in education,” she says.

Paradoxically, Robertson says, being a medical educator now is also a bit harder than when she started. “The bar is set so much higher,” she says. “But medical education can be a very productive and fun part of a career, especially if people take advantage of all the resources available at UCSF.”

patricia robertson, mdProfessor, Obstetrics, Gynecology &Reproductive Sciences

Held the Robert D. Domush, MD, Chair inObstetrics & Gynecology Education from 2007-2013

education leaders 19

Kruidering says her interest in education was piqued by her mentor and elevated to a new level of excite-ment by the Teaching Scholars Program (TSP). TSP is an academic-year-long weekly course designed to develop educational leaders and scholars, culminating with an education research project. Led by Patricia O’Sullivan, EdD, professor of medicine and direc-tor of research and development in medical education, TSP has included participants from the schools of medicine, nursing and pharmacy, as well as from UCSF Fresno, Kaiser Permanente, and Highland Hospital.

Since 1998, TSP has helped more than 200 participants launch their careers as educa-tors, including 13 last year. “I had done a lot of teaching prior to participating in TSP but had never understood that there is a whole skill set associated with teaching that can be studied, examined, refl ected upon and honed through practice,” says Tracy Fulton, PhD, professor of biochemistry and biophysics, who participated in the program in 2003-04. “It was really exciting to think about teaching as a science and it gave me a whole new lens through which to view my career and what I do on a day-to-day basis.” Fulton emphasizes the practical grounding and skills that the program provides in identifying research projects, as well as pro-viding a network of like-minded folks who think about teaching as a scholarly practice.

“Had I not participated in TSP or other faculty development programs, I never would have applied for an Academy chair because I would have had no idea of what to propose,” says Fulton, who is the Academy Chair for Excellence in Foundational Teaching.

The Haile T. Debas Academy of Medical Educators was established in 2000 to foster a cross-departmental community of dedicated educators who work to promote educational excellence in the UCSF com-munity. It has facilitated the establishment of 20 matched endowed chairs, with funding provided by the Dean’s Offi ce, individual departments, and fi ve endowed chairs based solely within the Academy. The fi ve-year term of the chair provides discretionary funding to support new or expanded educational activities.

“It is a really big deal to have money to spend on teaching or education projects,” says Fulton. She used her funding to travel to education meetings, purchase teaching tools and support student projects creat-ing new teaching tools to make biochemistry more accessible.

Another Academy Chair, George Sawaya, MD, the Robert B. Domush, MD, Chair in Obstetrics and Gynecology Education, has been a member of the Academy for more than

“My personal journey in medical education parallels what I now counsel people to do,” says Leslie Zimmerman, MD. That advice is basically: “Jump right in.” As junior faculty in internal medicine at UCSF, she was asked to help teach a course. “Having that experience of rolling up my sleeves and diving into teaching really allowed me to swing toward education,” she says. “When an education position became available, I knew I wanted it and I had the skill set to get the job.”

Zimmerman counsels junior faculty with an interest in education to develop a portfolio demonstrating a track record at being good at it. “I tell them to build evidence, much like a basic scientist builds skills to be able to work in a laboratory,” she says.

She also encourages picking the brains of Academy of Medical Educators members, especially the endowed chairs. “Being an endowed chair in education comes with the expectation that we have set aside the time so that people can just knock on our doors,’” she says. “There is a productive casual mentorship that happens when people seek you out.” Such interactions form what Zimmerman calls “mini-mentorships.” Often the idea of a formal mentorship sounds very daunting and scary, she says, while impromptu sessions can be just as valuable when used at times of need for encouragement and inspiration and advice. She relished initiating such relationships. “The chair allowed me to tap someone on the shoulder and say ‘if you are interested in education just come talk to me,’” she says.

leslie Zimmerman, mdProfessor, MedicineHeld the Gold-Headed Cane EndowedTeaching Chair in Internal Medicine from 2003-2014

“We sometimes assume that teach-ing is an inherent skill that people just have. That is simply not true.”

— Maria Wamsley, MD


a decade. “Becoming involved with the Academy has allowed me to feel a part of dedicated community that is focused on teaching, which has been very useful in terms of feeling supported and validated as an educator,” says Sawaya, who is a professor of obstetrics, gynecology & reproductive sciences and who teaches clinical decision-making at all levels of medical education.

The most valuable role of the Academy, Sawaya says, is in foster-ing relationships, whether one’s interest is in creating new cur-riculum, learning how to teach or researching new methodolo-gies. This community described by Sawaya, known as a “teaching commons,” refl ects a place, both real and virtual, where faculty develop by learning from and sharing with each other.

A UCSF faculty member doesn’t need to be an endowed chair or even a member of the Academy to reap benefi ts from it. Academy members serve as mentors to all of the school’s faculty in a number of formal and informal roles, such as actively involving mentees in Academy work and programs.

As one of their formal mentoring roles, Academy members provide other faculty with insight into their teaching skills through the Teaching Observation Program (TOP). TOP mentors, who are Academy members trained in observation and feedback, provide commentary and advice on a teaching session overall, or on specifi c aspects, such as engag-ing the audience and improving the fl ow of a presentation. The program also off ers the opportunity to observe an Academy member teach, and then discuss methods

and best practices. The associated Teaching Improvement Program (TIP) provides consultation for using new educational modalities and curriculum development.

“I think it is amazing to off er the TIP-TOP service,” says Associate Professor of Anesthesia Mark Rollins, MD, PhD, who is the Sol Shnider Endowed Chair for Anesthesia Education. “I enjoyed it so much for myself and thought it was so benefi cial that it is one of my goals as an endowed chair to institute a similar program in my department.”

The Academy’s Innovations Funding program, which is open to all faculty in the school, fosters a cross-departmental community of dedicated educators who work to promote educational excellence at UCSF. Innovations Funding has supported more than 100 year-long projects addressing novel teaching strategies for more than $2 million in awards since the program’s inception in 2001. Last year four projects were funded.

Kuo benefi tted from innovations funding early in her career to pilot a clinical observation and feedback tool for medical students and to create a web-based portfolio tool that allows learners to document new skills and professional growth. Both projects led to presentations and publications. “The Academy innovation grant was key for me in becoming a medical educator,” says Kuo, who is the current Academy Chair in Pediatric Education. “Not only did it buy out some of my clini-cal time but it bought me academic credibility,” she says.

For further faculty development opportunities, UCSF has supported faculty to venture to Harvard

J. colin partridge, mdProfessor Emeritus, Clinical PediatricsHeld the Academy Chair in PediatricEducation from 2007-2013

“When I fi rst started out teaching, I was paralyzed,” says Colin Partridge, MD. His interest in medical education was piqued, however, by case-based learning at the bedside and mentoring, as opposed to lecturing and giving rounds. “My transition from simply teaching to a focus on medical education really came through the reward of seeing students ‘get it,’ for example while standing at the bedside of a critically ill patient,” he says. “When students suddenly start using information they remember from their fi rst- or second-year classes in real time, that is a positive feedback loop. That encouraged me to spend more time directly working with students.”

The funding Partridge received through his education chair allowed him to cut down his clinical time so that he could focus on mentoring and hands-on teaching of learners at the beginning of their clinical training in several global health projects, primarily in Vietnam. Projects included studies of the outcomes of high-risk premature infants, infection control studies, hospital-acquired infections in the pediatric ICU and the effectiveness of resuscitation of extremely premature newborns. He also used funding to support individual students, residents and fellows in their research.

“My take on the funding was very different than say, curricular innovation that would affect more than 100 students every year,” says Partridge. “Mine is a very narrow footprint.” Perhaps, but his projects have had an immense impact on healthcare at sites in the developing world, and on the students he has introduced to clinical reasoning and global health research study design.

education leaders 21

University to participate in The Harvard Macy Institute program in Leading Innovations in Health Care & Education. Through a week of small and full group discussions, interactive presentations and panel discussions, people from all over the world learn organizational research skills and meet with others from similar institutions to develop strategies for organizational change.

“The Harvard-Macy program and the Teaching Scholars Program were the two things that helped me start thinking more deeply about education and how to put together a curriculum,” says Maria Wamsley, MD, professor of Medicine. “Both programs are about the process of thinking through what are some interesting questions we might ask about our teaching and education in general.” What was invaluable, she says, was the opportunity to network with other faculty inter-ested in education.

When Kuo attended the Harvard-Macy program, she also found like-minded colleagues. What struck her most, though, was the turmoil she witnessed as the program was wrapping up. “There were people who were quite emotional, saying they felt so isolated and devaluated at their home institutions,” she says. “I realized that every institution is not like UCSF, where I get to coexist with basic scientists and clinicians as an educator and feel legitimate as part of a culture of education. I don’t take that for granted.”

ucsf educational sKills worKshops and medical education grand rounds

The Offi ce of Research and Development in Medical Education (RaDME) offered 45 free sessions addressing six themes: assessment, career, curriculum development, leadership, learning, research and teaching, all with the opportunity for CME/CE credit.

teach for ucsf certificateLaunched in 2013, the program offered tracks through the UCSF Educational Skills Workshops, leading to a certifi cate of achievement in general, clinical and/or simulation teaching.

course and clinical educators sKillsdevelopment day*

RaDME offered its annual daylong gathering and six workshops on themes proposed by UCSF educational committees relevant to current curricular initiatives.

ucsf education symposium*The Academy of Medical Educators hosted a scholarly day in April with a plenary session and keynote address, followed by digital poster sessions, and workshops presented by visiting scholars and UCSF faculty.

education scholarship conference (escape)Lunchtime “brown bag” group consultations provided a weekly opportunity to consult with educational researchers and colleagues in a friendly setting that stimulated thinking and encouraged scholarly advancement.

*These two annual events will be combined in 2015 as the UCSF Education Showcase on March 30-31, 2015

additional faculty development resources 2013-2014


philanthropy

Harvey A. Birsner, MD1941–2013Class of 1965

DEGREED & RESIDENT

ALUMNI

FACULTY CORPORATIONS FOUNDATIONS OTHER

$1,291,551

TOTAL GIVING BREAKDOWN BY DONOR

$164,975$43,920

$490,135

$105,557

# donors

2697degreed & resident alumni

82%

faculty8%

corporations5%foundations

2% other3%

Throughout his life, Harvey A. Birsner, MD, greatly valued the education he received at the UCSF School of Medicine, where he earned a medical degree in 1965. Education was such a high priority to Birsner that over the years he rallied his UCSF classmates to support medical school scholarships during reunion campaigns. He was generous, but he often gave anonymously. He was also playful, opinionated and outspoken.

“Harvey was a very good friend who worked hard and played hard,” says UCSF classmate, Stuart Davidson, MD ’65. “He had a mischievous bent to his personality and a real generosity of spirit.”

Birsner graduated from San Francisco State College before pursuing his MD at UCSF. After two years in the U.S. Navy, serving as chief of neurosurgery for a naval hospital in Philadelphia, Birsner wanted to return to UCSF for a

fellowship with world-renowned profes-sor and scholar William Hoyt, MD ’50, PhD, then a neuro-ophthalmologist in the UCSF Department of Ophthalmology and Neurosurgery.

As the story goes, before Hoyt would accept him to the fellowship program, Birsner had to read all three volumes – some 3,000 pages – of Walsh & Hoyt’s Clinical Neuro-Ophthalmology, con-sidered the defi nitive text in the fi eld. Birsner complied and in 1970 began a life-changing fellowship with Hoyt.

“UCSF and Bill Hoyt had key roles to play in who Harvey eventually became,” says his longtime friend Matthew Abraham. What Birsner became was one of the only board-certifi ed neurosurgeons and ophthalmologists in the world.

Birsner was also the fi rst neurosurgeon at Antelope Valley Hospital where he

practiced for nearly 30 years. He chose Antelope Valley because of the chance to build a neurosurgery program where none had existed, and also because of family ties: his stepfather was the hospi-tal’s director of radiology.

Besides his contributions to the Antelope Valley community, Birsner also remembered the UCSF community in his estate. Before he passed away in 2013, he arranged for UCSF to be the benefi ciary of a $1 million gift, of which $500,000 created the Harvey A. Birsner Scholarship Fund in the School of Medicine. Concerned that the medical education he had received was much less accessible fi nancially to students today, Birsner was determined to help ensure that, regardless of their ability to pay, the best and the brightest could attend UCSF and receive the kind of exceptional education he prized.

fy 2014 medical education fundraising

philanthropy 23

honors &awardsnational & international honors & awards• Aronson, Louise. Outstanding Mid-Career Teacher of the Year 2014, American Geriatrics Society.

• Baron, Robert. Elected Member, Group on Resident Affairs Steering Committee, Association of American Medical Colleges (AAMC).

• Baron, Robert. Parker J. Palmer Courage to Lead Award, Accreditation Council for Graduate Medical Education (ACGME).

• Brzezinski, Marek. Re-elected Member, Board of Directors, Society for Education in Anesthesia (SEA).

• Cooke, Molly. Member, Institute of Medicine of the National Academies.

• Hauer, Karen. Academic Medicine Excellence in Reviewing Award, Clerkship Directors in Internal Medicine/Alliance for Academic Internal Medicine (CDIM/AAIM).

• Hauer, Karen. Academic Medicine Best Research Poster Award, Clerkship Directors in Internal Medicine/Alliance for Academic Internal Medicine (CDIM/AAIM).

• Hollander, Harry (Program Director). UCSF Medicine Internal Medicine Residency Program, Named in Top Four in the United States, US News and World Report.

• Huang, E, Chern H, Kim E, O’Sullivan, P. 2014 Annual Meeting Paper of Distinction, Association of Surgical Educators, April, 2014.

• Leard, Lorriana. Fellow, American College of Chest Physicians.

• Lucey, Catherine R. Director, AAMC Board of Directors.

• O’Sullivan, Patricia. Distinguished Career Award, American Educational Research Association (AERA) Division for Education in the Professions.

• Robertson, Patricia. Honorary Doctorate of Science, Mount Holyoke College.

• Rutherford, George. Lifetime National Associate, National Research Council, National Academy of Sciences.

• Schwartz, Brian. Leadership Education and Development (LEAD) Fellowship, Association of American Medical Colleges (AAMC).

• Smith, Wade. Fellow, Neurocritical Care Society.

• Tabas, Jeffrey. Outstanding Contribution to Education Award, American College of Emergency Physicians.

• Vaderhobli, Ram. Fellow of Pierre Fauchard Academy, Pierre Fauchard Academy.

• Webb, Emily. Elected Member At-Large, Alliance of Medical Student Educators in Radiology (AMSER) Executive Board.

• Weichenthal, Lori. Research and Innovations Forum Best Research Award, Council of Emergency Medicine Residency Directors Academic Assembly (CORD AA).

• West, Daniel. Parker J. Palmer Courage to Teach Award, Accreditation Council for Graduate Medical Education (ACGME).

• Wills, Charlotte. 2014 National Assistant Program Director of the Year, Emergency Medicine Residents’ Association (EMRA).

• Wills, Charlotte. National Emergency Medicine Clinical Pathological Case (CPC) Competition Semi-Final Division Winner: National Finalist. American College of Emergency Physicians (ACEP), Society for Academic Emergency Medicine (SAEM) and Council of Residency Directors (CORD).

24 honors & awards

regional honors & awards• Aronson, Louise. Elected to Alpha Omega Alpha Honor Medical Society, Class of 2014, UCSF School of Medicine.

• Bachrach, Lela. 2013 Faculty Keynote Address, JMP Class of 2013 Graduation, UC Berkeley.

• Bachrach, Lela. 2013-2014 Kevin Mack Medical Education Leadership Fund Award: Building Joint Medical Program’s Contextually-Integrated Case Based Curriculum and Clinical Skills Bridges between the Patient Care Curriculum to Enhance Pediatric Learning.

• Bachrach, Lela. UC Berkeley School of Public Health Committee on Teaching Excellence Award, UC Berkeley School of Public Health.

• Dhaliwal, Gurpreet. Commencement Speaker, Class of 2014, UCSF School of Medicine.

• Edward, Moreno. Leadership Award, First Five Fresno County.

• Elkin, David. Excellence in Teaching (PGY-1 Class), Department of Psychiatry, UCSF School of Medicine.

• Guerra, Juan. Membership in the Kaiser Permanente East Bay College of Academic Physicians, Kaiser Permanente.

• Guerra, Juan. 2013 Kaiser Permanente East Bay College of Academic Physicians in Recognition for Outstanding Teaching, Research, and Contributions to Medical Education, Kaiser Permanente.

• Hauer, Karen. Induction to the Gold Headed Cane Society; Gold Headed Cane Honor Society, UCSF School of Medicine.

• Jain, Sharad. Alpha Omega Alpha Honor Society and Gold Headed Cane Society Professor Lecture, UCSF School of Medicine.

• Kinman, Renee. Children’s Hospital Central California Champion in the Community Award, Children’s Hospital Central California.

• Lampiris, Harry. Vincent G. Pons Award for Clinical Infectious Disease Teaching Excellence, UCSF Division of Infectious Diseases, Department of Medicine, UCSF School of Medicine.

• Long, Michele. Medical Education Scholarship Research and Evaluation (MESRE) Award for Excellence in the Category of Outstanding Poster Presentation of an Educational Innovation in Medical Education, Western Group on Educational Affairs (WGEA). Martinez, Alma. Faculty Advisor Service Award, Latino Medical Student Association.

• Mitrovic, Igor. Dean’s Recognition for Excellence in Teaching, UCSF School of Pharmacy.

• Mitrovic, Igor. The Last Lecture, Class of 2014, UCSF School of Medicine.

• Saeed, Sophia. Admiral Paul Riebe Award for Clinical Teaching, UCSF School of Dentistry.

• Saeed, Sophia. Award of Excellence in Academia, UCSF School of Dentistry Student Chapter of the American Dental Education Association.

• Satterfield, Jason. Medical Education Scholarship Research and Evaluation Award (MESRE), Western Group on Educational Affairs (WGEA).

ucsf excellence & innovation in graduate medical education awards

Program Coordinator Award

• Amy Forseth, Internal Medicine

Faculty Awards

• Soonmee Cha, MD, Program Director, Radiology

• Erick Hung, MD, Residency Training Director, Psychiatry

Resident and Fellow Awards

• Lindsay Hampson, MD, Resident, Urology

• Anobel Odisho, MD, Resident, Urology

Career Achievement Awards

• Claire Brett, MD, Anesthesia, and Director, GME Accreditation

• Susan Promes, MD, Program Director, Emergency Medicine, and Director, GME Curricular Affairs

honors & awards 25

school of medicine convocation award winners

Teaching Excellence Award for Cherished Housestaff (TEACH)

• Michael Ivan, MD, Neurosurgery

• Rebecca Lindsay, MD, Family and Community Medicine

• Timothy Poore, MD, Medicine

• Geoffrey Stetson, MD, Medicine

• Megan Swanson, MD, Obstetrics and Gynecology

Teaching Award for Clinical Faculty

• Eleanor Drey, MD, Obstetrics and Gynecology

• Adeena Khan, MD, Medicine

• John Koo, MD, Dermatology

• Yvonne Ou, MD, Ophthalmology

• Mark Rollins, MD, Anesthesia

Osler Distinguished Teaching Award

• Sharad Jain, MD, Family and Community Medicine

Pathways Mentor Award

• Diane Havlir, MD, Medicine

academic senate distinguished faculty awards

Distinction in Teaching Awards

• Alan Gelb, MD, Emergency Medicine

• Erick Hung, MD, Psychiatry

Distinction in Mentoring

• Craig R. Cohen, MD, MPH, Obstetrics and Gynecology

• Michael Steinman, MD, Medicine

teaching scholars graduates

• Melissa Bachhuber, MD, Medicine, VAMC.

Using Design-Based Research to Build Better Bridges.

• Lela Bachrach, MD, Pediatrics.

Workplace Learning: Finding the Win-Wins.

• Michael Coppolino, MD, MSc. Medicine, Kaiser Permanente San Francisco.

Does the introduction of EPA’s and a milestone-based evaluation system improve faculty satisfaction with their ability to evaluate medical residents during criti-cal care rotations?

• Amy Day, MBA, Dean’s Office, School of Medicine.

Program Administrator Engagement, Development, and Competence.

• Christopher Fee, MD, Emergency Medicine.

Evaluation Sources Impact Self-Assessment vs Faculty Judgment of EM Residents.

• Marla Ferschl, MD, Anesthesia and Perioperative Care.

Feedback Tuesday: A Novel Method of Written Feedback for Anesthesia Residents.

• Nina Garga, MD, Neurology, VAMC.

Neurology Clerkship Didactics to Supplement Workplace Learning.

• Tara Karamlou, MD, MSc, Surgery.

Training Congenital Heart Surgeons: Evaluation of Current ACGME-accredited Residency Training.

• Ryan Laponis, MD, MSc, Medicine.

Understanding how the resident-preceptor relation-ship influences autonomy and entrustment in internal medicine resident continuity clinic: a qualitative study.

• Alissa Peterson, MD, Psychiatry.

A Supportive Psychotherapy Course and Counseling Self-Efficacy.

• Thomas Reid, MD, MA, Medicine, Hospitalists

TeamTalk: Teaching Interprofessional Team-to-Family Communication.

• Nicole Strauss Schroeder, MD, Orthopedic Surgery

Does drawing (as an active learning process) improve the ability to obtain and retain anatomic knowl-edge?

• Suzan Stringari-Murray RN, MS, ANP, Community Health Systems, School of Nursing.

HIV Primary Care Capacity in Nursing (HIV PCC).

26 honors & awards

new members

• Paul D. Francis, MD, FAAP, FACC. Department of Pediatrics

• Edward Kim, MD. Department of Surgery

• Jolie A. Limon, MD, FAAP. Department of Pediatrics

• Patricia S. O’Sullivan, EdD. Department of Medicine

• Arianne Teherani, PhD. Department of Medicine

• Lori Weichenthal, MD, FACEP. Department of Emergency Medicine

endowed chair program matched endowed chairs

Brian Schwartz, MDGold-headed Cane Endowed Teaching Chair in Internal Medicine

Anna Chang, MDGold-headed Cane Endowed Education Chair in Internal Medicine

Patricia O’Sullivan, EdDEndowed Chair in Surgical Education

Mark Rollins, MD, PhDSol M. Shnider, MD, Endowed Chair for Anesthesia Education

honors & awards 27

Anatomy

• Annemarie Donjacour, PhD

Anesthesia and Perioperative Care

• Thomas Fernandez, MB, CHB

• Rondall Lane, MD

• Nicholas Riegels, MD

Biochemistry and Biophysics

• Barbara Panning, PhD

Dermatology

• Erin Mathes, MD

Emergency Medicine

• James Comes, MD

• Viraj Lakdawala, MD

• Robert Rodriguez, MD

• Guy Shochat, MD

• Hugh West, MD

Family and Community Medicine

• Jack Chase, MD

• Diana Coffa, MD

• Laura Hill-Sakurai, MD

Medicine

• Nima Afshar, MD

• Denise Davis, MDena Fox, MD

• Reena Gupta, MD

• Michael LaFemina, MD

• Ryan Laponis, MD

• Carlin Senter, MD

• Justin Sewell, MD, MPH

• Heather Whelan, MD

• Michi Yukawa, MD

• Jing-Yu Pan, MD

Neurology

• Nerissa Ko, MD

Obstetrics, Gynecology and Reproductive Sciences

• Marilyn Rosenwein, MD

• Juan Vargas, MD

Orthopaedic Surgery

• Nicole Strauss Schroeder, MD

Pathology

• Grace Kim, MD

Pediatrics

• Christine Cho, MD, MPH

• Eleanor Chung, MD

• Jeffrey Fineman, MD

• Jolie A. Limon, MD, FAAP

• Carl Nosek, MD

• Anisha Patel, MD, MSPH

• Ritu Patel, MD

• Anand Rajani, MD

• Elizabeth Rogers, MD

• Janet Shimotake, MD

• Susan Sniderman, MD

• Sara Szkola, MD

• Patrika Tsai, MD

• Jay Tureen, MD

• Alan Uba, MD

• Amy Whittle, MD

Psychiatry

• Andrew Booty, MD

• Robert Buckley, MD

• Masaru Fisher, MD

• Caitlin Hasser, MD

• Alison May, MD

• Jonathan Nye, MD

Radiology and Biomedical Imaging

• Miles Conrad, MD

• Jesse Courtier, MD

• Karen Ordovas, MD

• Stefanie Weinstein, MD

excellence in teaching award recipients

28 honors & awards

grantsexternal1. Autry A (PI). Clinical Care in Low-Resource Settings: Preparing Providers and Fostering Leaders. Association of Professors of Gynecology

and Obstetrics (APGO). 2013-2015.

2. Baron R (Co-PI). AIDS Education and Training Centers (AETC): National Evaluation Center National Evaluation of AIDS ETC Educational Evaluation. Heath Resources and Services Administration (HRSA). 2012-2014.

3. Baron R (PI). UCSF Mini Medical School for the Public. Bernard Osher Foundation. 2013-2014.

4. Belkora J (PI). The Patient Support Corps. Mount Zion Health Fund. July 2013-June 2014.

5. Brzezinski M (Co-PI), Mitchell JD (PI). Feedback on Professionalism and Interpersonal Communication in Anesthesia Residency Programs. Foundation for Anesthesia Education and Research (FAER). 2012-2014.

6. Chang A (PI), Rivera J (Co-PI). Next Steps in Physician Education II Grant: The Physician for the Aging Patient. D. W. Reynolds Foundation. 2013-2017.

7. Chen HC (Site Director), West D (Site Co-Director), Long M. (Site Co-Director). Education in Pediatrics across the Continuum-A Competency-based Medical Education Pilot. Association of American Medical Colleges (AAMC) and Josiah Macy Jr. Foundation. 2013-2016.

8. Chin-Hong P (Co-PI), Schwartz B (Co-PI). Reimagining Undergraduate Medical Education. Robert Wood Johnson Foundation. 2014-2016.

9. Garlin A. Psychiatry Education, A.E. Bennett Fund, Sutter East Bay Medical Foundation. February 2014.

10. Harper M (Co-PI). Interdisciplinary Geriatrics Fellowship Training Grant. U.S. Department of Health and Human Services, Health Resources and Service Administration (HRSA). 2010-2015.

11. Harper M (Co-PI). Support for the Training of Students, Residents, Fellows with a Focus on Teaching Physicians How to Lead and Interact with Interprofessional Teams. D.W. Reynolds Foundation. 2013-2017.

12. Harper M (PI). Support for Early Career Faculty Members in Both Clinician-Educator and Clinician-Investigator Tracks. John A. Hartford Foundation Center of Excellence in Geriatrics. 2013-2014.

13. Jain S (Co-PI). From Quality Improvement to Systems Changes: A Collaborative Experiential Curriculum to Prepare Family Medicine and Internal Medicine Residents in Systems Change and Quality Improvement. U.S. Department of Health and Human Services, Health Resources and Service Administration (HRSA). September 2011-August 2016.

14. Jain S (PI). Expanding Primary Care Residency Training at UCSF/SFGH. Health Resources and Services Administration (HRSA). September 2010-August 2015.

15. Jain S (PI). Health Career Opportunities for Youth. California Endowment. February 2013-September 2014.

16. Kim E (Co-PI). Current Surgical Education Resident Fellowship. Mount Zion Health Fund. July 2013.

17. Kinman R (Co-PI), Yang S (Co-PI). Empowering the Village to Raise a Child: Creating a Professional Pipeline for the Promotion of Child Advocacy and Social Justice. Institute on Medicine as a Profession and Josiah Macy Jr. Foundation Education and Training to Professionalism Initiative. 2014-2016.

18. Lucey C (PI). Accelerating Change in Medical Education. American Medical Association. September 2013-August 2018.

19. Lucey CR (PI). The UCSF Professionalism Learning Community. Josiah Macy Jr. Foundation. July 2012-July 2014.

20. Martinez A (Co-PI). UCSF School of Medicine Post Baccalaureate Program. Kaiser Permanente Community Benefits Program. 2012-2014.

21. Oza S (PI), Hauer KE (Co-PI), Stankiewicz C (Co-PI), Kogan J (Co-PI). Workplace-Based Learning Affordances of Holdover versus Direct Admissions to Inpatient Internal Medicine Teams. Western Group on Educational Affairs (WGEA). July 2013-December 2014.

22. Satterfield J (PI), Julian K (Co-PI), Wamsley M (Co-PI), O’Sullivan P (Co-PI). The UCSF SBIRT Collaborative Education Project. Substance Abuse and Mental Health Services Administration (SAMHSA) and Center for Substance Abuse Treatment (CSAT). October 2009-September 2014.

23. Satterfield J (PI). Collaborative Advances in Clinical Health Education (CACHE). National Institutes of Health (NIH), National Center for Complementary and Alternative Medicine (NCCAM), and NIH Office of Behavioral and Social Sciences Research (OBSSR). April 2011-March 2016.

24. Satterfield J (PI). Computer-Facilitated 5A’s for Smoking Cessation. National Institute for Drug Abuse and National Institutes of Health. July 2012-June 2017.

25. Shunk R (PI), Janson S (Co-PI), O’Brien B (Co-PI). Center of Excellence in Primary Care Education. US Department of Veteran’s Affairs, Office of Academic Affiliation. January 2011-January 2016.

26. Steinauer J. E-learning for Early Pregnancy Loss. Anonymous. October 2013-September 2014.

grants 29

27. Steinauer J. Innovating Education in Reproductive Health. Anonymous. October 2013-September 2014.

28. Stringari-Murray S (Curriculum Director). HIV/AIDS Primary Care Capacity in Nursing (HIV PCC). Health Resources and Services Administration (HRSA) HIV/AIDS Bureau. July 2013-June 2018.

29. ten Cate O, Boscardin CK, Chen HC, Hauer KE, O’Sullivan P. WATCHME European Union Grant. March 2014-February 2017.

30. Vaderhobli R (Co-Investigator). A Cognitive Approach to Refine and Enhance Use of a Dental Diagnostic Terminology. NIH/Harvard University. August 2010-July 2015.

31. van Schaik S (Co-PI). Perceptions of Interprofessional Feedback. Western Group on Educational Affairs (WGEA). July 2013-June 2014.

32. van Schaik S (PI). Interprofessional Feedback: the Hidden Challenge. Josiah Macy Jr. Faculty Scholarship Program, Josiah Macy Jr. Foundation. September 2012-August 2014.

33. Vener M (Co-PI), Wilson E (Co-PI). Primary Care Leadership Academy. The Gibbs Family Foundation. June 2014-June 2018.

34. Wilson E (Co-PI). Interprofessional Collaborative Practice (IPCP). U.S. Department of Health and Human Services, Health Resources and Service Administration (HRSA). 2013-2016.

35. Wilson E. Interprofessional Adult Gerontology Education for Nurse Practitioners (IAGE-NP). U.S. Department of Health and Human Services, Health Resources and Service Administration (HRSA). 2013-2016.

36. Yang S (PI). Pediatrics-Child Psychiatry Collaborative Office Rounds. U.S. Department of Health and Human Services, Health Resources and Service Administration (HRSA), Maternal and Child Health Bureau (MCHB). 2011-2016.

intramural

academy of medical educators innovations funding

1. Le P (PI), Glass M (Co-PI), Shoeb M (Co-PI). An Experiential Learning Curriculum in Global Health Ethics Using Simulation. July 2013-June 2014.

2. Naeger D. The Online Integrated Radiology Curriculum (IRC). July 2013-June 2014.

3. Sawtelle S. Patient Safety in Emergency Medicine: Deliberate Practice through Simulation. July 2013-June 2014.

4. Ulku A (PI), Chan F (Co-PI), Wu E (Co-PI). Bridging the Training Gap: A Bidirectional Global Telehealth-based Curriculum. July 2013-June 2014.

ucsf instructional grants in interprofessioal education

1. Garlin A, Stiers W, Villanueva C, Wong J, Petti L, Azzam A. Interprofessional Communication Education around Healthcare Error Disclosure: A Novel Collaboration among Early Learners from Four Professional Degree Programs at the UCB-UCSF Joint Medical Program and Samuel Merritt University. July 2013-June 2014.

2. Keeton V, Schapiro N, Lee K. Nurse Practitioner/Pharmacist Collaboration: Enhancing Medication Safety and Communication Skills through Interprofessional Training. July 2013-June 2014.

3. Le P, Brock T, James-Ryan S, Dandu M, Glass M, Shoeb M. An Interprofessional Experiential Learning Curriculum in Global Health Ethics Using Simulation. July 2013-June 2014.

4. Saxe J, Brock T, Balano K, Wamsley M. Deepening Patient-Centered Interviewing and Counseling for Behavior Change Skills. July 2013-June 2014. =

other intramural

1. Hauer KE (PI), Oza S. The Development of Trust between Supervisor and Trainee on an Inpatient Medicine Service. UCSF Office of Research and Development in Medical Education Research Grants Program. June 2013-June 2015.

2. Jain S (Co-PI). Developing Advocacy and Leadership Skills. UCSF Community Partnerships Program. April 2013-May 2014.

3. Rabow M (PI). The SMS Smartphone App, UCSF School of Medicine Technology Transformation Grant. May 2014-May 2015.

4. Sawaya G. Center for Healthcare Value. Office of the Dean and Office of the Chancellor (UCSF) and The Grove Foundation. 2013-2014.

30 grants

publicationspeer-reviewed publications1. Aggarwal AK, Thompson M, Falik R, Shaw A, O’Sullivan P, Lowenstein DH. Mental illness among us: A new curriculum to reduce mental

illness stigma among medical students. Academic Psychiatry. 2013;37(6):385-91.

2. Alegría DA, Boscardin C, Poncelet A, Mayfield C, Wamsley M. Using tablets to support self-regulated learning in a longitudinal integrated clerkship. Medical Education Online. 2014;19:23638.

3. Anderson WG, Flint LA, Horton JR, Johnson K, Mourad M, Sharpe BA. Update in hospital palliative care. Journal of Hospital Medicine. 2013;8(12):715-20.

4. Aronson L. “Good” patients and “difficult” patients--rethinking our definitions. The New England Journal of Medicine. 2013;369(9):796-7.

5. Aronson L. How do we tell the stories of medicine. Lancet. 2014;383(9927):1456-7.

6. Autry AM, Knight S, Lester F, Dubowitz G, Byamugisha J, Nsubuga Y, Muyingo M, Korn A. Teaching surgical skills using video internet communication in a resource-limited setting. Obstetrics and Gynecology. 2013;122(1):127-31.

7. Baron RB, Davis NL, Davis DA, Headrick LA. Teaching for quality: Where do we go from here? American Journal of Medical Quality. 2014;29(3):256-8.

8. Baron RB. Can we achieve public accountability for graduate medical education outcomes. Academic Medicine. 2013;88(9):1199-201.

9. Baron RB. In reply to Walsh. Academic Medicine. 2014;89(5):698.

10. Beard JH, Akoko L, Mwanga A, Mkony C, O’Sullivan P. Manual laparoscopic skills development using a low-cost trainer box. Tanzania Journal of Surgical Education. 2014;71(1):85-90.

11. Beeson MS, Carter WA, Christopher TA, Heidt JW, Jones JH, Meyer LE, Promes SB, Rodgers KG, Shayne PH, Swing SR, Wagner MJ. The development of the emergency medicine milestones. Academic Emergency Medicine. 2013;20(7):724-9.

12. Bhave M, Brzezinski M. Teaching in the ICU: A Comprehensive Review. ICU Director. 2013;4(6):270-8.

13. Bischoff K, Goel A, Hollander H, Ranji SR, Mourad M. The Housestaff Incentive Program: Improving the timeliness and quality of dis-charge summaries by engaging residents in quality improvement. BMJ Quality and Safety. 2013;22(9):768-74.

14. Bouwmeester R, De Kleijn RAM, Freriksen AWM, Van Emst MG, Veeneklaas RJ, Van Hoeij MJW, Spinder M, Ritzen MJ, Ten Cate O, van Rijen HVM. Online formative tests linked to microlectures improving academic achievement. Medical Teacher. 2013;35(12):1044-6.

15. Bowman C, Neeman N, Sehgal NL. Enculturation of unsafe attitudes and behaviors: Student perceptions of safety culture. Academic Medicine. 2013;88(6):802-10.

16. Brumback RA, Foster-Barber A, Khakoo Y, Lewis KS. Mentoring the next generation of academic child neurologists. Journal of Child Neurology. 2013;28(7):837-9.

17. Buckelew S, Whittle A, Lum P, O’Sullivan P, Satterfield J. Implementing SBIRT in pediatrics: Results of a needs assessment. Journal of Adolescent Health. 2013;52(2):S18-19.

18. Burman N, Boscardin C, van Schaik S. Career-Long Learning: Relationship between cognitive and metacognitive skills. Medical Teacher. 2014;36(8):715-23.

19. Butani L, Blankenburg R, Long M. Stimulating reflective practice among your learners. Pediatrics. 2013;131(2):204-6.

20. Chang A, Bowen JL, Buranosky RA, Frankel RM, Ghosh N, Rosenblum MJ, Thompson S, Green ML. Transforming primary care training--patient-centered medical home entrustable professional activities for internal medicine residents. Journal of General Internal Medicine. 2013;28(6):801-9.

21. Chang A, Fernandez H, Cayea D, Chheda S, Paniagua M, Eckstrom E, Day H. Complexity in graduate medical education: A collaborative education agenda for internal medicine and geriatric medicine. Journal of General Internal Medicine. 2014;29(6):940-6.

22. Chen HC, Sheu L, O’Sullivan P, Ten Cate O, Teherani A. Legitimate workplace roles and activities for early learners. Medical Education. 2014;48(2):136-45.

23. Chern H, Sheu L, O’Sullivan P, Kim E. Home video curriculum for basic surgical skills. MedEdPORTAL; 2014. Available from: https://www.mededportal.org/publication/9683.

24. Chittenden EH, Anderson WG, Lai CJ, O’Sullivan P. An evaluation of interactive web-based curricula for teaching code status discussions. Journal of Palliative Medicine. 2013;16(9):1070-3.

25. Cho CS, Delgado E, Barg FK, Posner JP. Resident perspectives on professionalism lack common consensus. Annals of Emergency Medicine. 2014;63(1):61-7.

26. Chou CL, Masters DE, Chang A, Kruidering M, Hauer KE. Effects of longitudinal small-group learning on delivery and receipt of commu-nication skills feedback. Medical Education. 2013;47(11):1073-9.

27. Chretien KC, Yarris LM, Lin M. Technology in graduate medical education: Shifting the paradigm and advancing the field. The Journal of Graduate Medical Education. 2014;6(2):195-6.

28. Cipriano SD, Dybbro E, Boscardin CK, Shinkai K, Berger TG. Online learning in a dermatology clerkship: Piloting the new American Academy of Dermatology medical student core curriculum. Journal of the American Academy of Dermatology. 2013;69(2):267-72.

publications 31

29. Clinite KL, Reddy ST, Kazantsev SM, Kogan JR, Durning SJ, Blevins T, Chou CL, Diemer G, Dunne DW, Fagan MJ, Hartung PJ, Mechaber HF, Paauw DS, Wong JG, DeZee KJ. Primary care, the ROAD less traveled: what first-year medical students want in a specialty. Academic Medicine. 2013;88(10):1522-8.

30. Conwell WD, Josephson SA, Li H, Saint S, Janssen WJ. Clinical problem-solving. Weak in the knees. New England Journal of Medicine. 2013;369(5):459-64.

31. Cooke M. A more ambitious agenda for medical education research. The Journal of Graduate Medical Education. 2013;5(2):201-2.

32. Curtis DA, Lind SL, Boscardin CK, Dellinges M. Does student confidence on multiple-choice question assessments provide useful infor-mation? Medical Education. 2013;47(6):578-84.

33. Dhaliwal G, Detsky AS. The evolution of the master diagnostician. JAMA. 2013;310(6):579-80.

34. Dhaliwal G, Hauer KE. The oral patient presentation in the era of night float admissions: Credit and critique. JAMA. 2013;310(21):2247-8.

35. Dhaliwal G. Developing teachers of clinical reasoning. Clinical Teacher. 2013;10(5):313-7.

36. Dhand A, Engstrom J, Dhaliwal G. Author response. Neurology. 2014;82(17):1568.

37. Douglas VC, Hessler CS, Dhaliwal G, Betjemann JP, Fukuda KA, Alameddine LR, Lucatorto R, Johnston SC, Josephson SA. The AWOL tool: Derivation and validation of a delirium prediction rule. Journal of Hospital Medicine. 2013;8(9):493-9.

38. Driver TH, Loh AR, Joseph D, Keenan JD, Naseri A. Predictors of matching in ophthalmology residency for international medical gradu-ates. Ophthalmology. 2014;121(4):974-5.e2.

39. Duong DB. 2013 Humanism in Medicine Essay Contest: second place: caregiving as good doctoring. Academic Medicine. 2013;88(11):1678-9.

40. Elbert NJ, Ten Cate ThJ. Kunstobservatie in het medisch onderwijs – een literatuuronderzoek. Nederlands Tijdschrift voor Geneeskunde 2013;157(25):A6015 1-7.

41. Eng JA, Hunter CJ, Handley MA, Boscardin CK, Gonzales R, Ackerman SL. Patient attitudes about specialty follow-up care by telephone. American Journal of Managed Care. 2014;20(2):164-7.

42. Fitzsimmons A, Cisneros B, Samore J. Learner developed interprofessional curriculum. Journal of Interprofessional Care. 2014;28(1):66-7.

43. Francis MD, Thomas K, Langan M, Smith A, Drake S, Gwisdalla KL, Jones RR, Julian KA, Nabors C, Pereira A, Rosenblum M, Varney A, Warm E, Ortiz M. Clinic design, key practice metrics, and resident satisfaction in internal medicine continuity clinics: Findings of the educational innovations project ambulatory collaborative. The Journal of Graduate Medical Education. 2014;6(2):249-55.

44. Gilhooly J, Schumacher DJ, West DC, Jones MD Jr. The promise and challenge of entrustable professional activities. Pediatrics. 2014;33(Supplement 2),S78-9.

45. Glass CC, Acton RD, Blair PG, Campbell AR, Deutsch ES, Jones DB, Liscum KR, Sachdeva AK, Scott DJ, Yang SC. American College of Surgeons/Association for Surgical Education medical student simulation-based surgical skills curriculum needs assessment. The American Journal of Surgery. 2014;207(2):165-9.

46. Greninger DA, Lowry EA, Porco TC, Naseri A, Stamper RL, Han Y. Resident-performed selective laser trabeculoplasty in patients with open-angle glaucoma. JAMA Ophthalmology. 2014;132(4):403-8.

47. Grumbach K, Lucey CR, Johnston SC. Transforming from centers of learning to learning health systems: The challenge for academic health centers. JAMA. 2014;311(11):1109-10.

48. Gupta R, Davis E, Horton C. Interval examination: Building primary care teams in an urban academic teaching clinic. Journal of General Internal Medicine. 2013;28(11):1517-21.

49. Hanson JT, Pierce RG, Dhaliwal G. The new education frontier: Clinical teaching at night. Academic Medicine. 2014;89(2):215-8.

50. Hauer KE, Kohlwes J, Cornett P, Hollander H, ten Cate O, Ranji S, Soni K, Iobst W, O’Sullivan PS. Identifying entrustable professional activi-ties in internal medicine training. Journal of Graduate Medical Education. 2013,5:54-9.

51. Hauer KE, Soni K, Cornett P, Kohlwes J, Hollander H, Ranji SR, Ten Cate O, Widera E, Calton B, O’Sullivan PS. Developing entrustable pro-fessional activities as the basis for assessment of competence in an internal medicine residency: A feasibility study. Journal of General Internal Medicine. 2013;28(8):1110-4.

52. Hern Jr HG, Alter HJ, Wills CP, Snoey ER, Simon BC. How prevalent are potentially illegal questions during residency interviews. Academic Medicine. 2013;88(8),1116-21.

53. Hirsh DA, Holmboe ES, Ten Cate O. Time to trust: Longitudinal integrated clerkships and entrustable professional activities. Academic Medicine. 2014;89(2):201-4.

54. Ho B, Ishizaki A, Ko A, Homan A, Hyland K, Muller J, Chan J, Azzam A. Kim Lee Problem Based Learning (PBL) case for delivering uncer-tain news. MedEdPORTAL; 2013. Available from: www.mededportal.org/publication/9525.

55. Horikawa YT, Udaka TY, Crow JK, Takayama JI, Stein MT. Anxiety associated with asthma exacerbations and overuse of medication: The role of cultural competency. Journal of Developmental and Behavioral Pediatrics. 2014;35(2):154-7.

56. Ilgen JS, Bowen JL, McIntyre LA, Banh KV, Barnes D, Coates WC, Druck J, Fix ML, Rimple D, Yarris LM, Eva KW. Comparing diagnostic performance and the utility of clinical vignette-based assessment under testing conditions designed to encourage either automatic or analytic thought. Academic Medicine. 2013;88(10):1545-51.

32 publications

57. Jonker G, Hoff RG, ten Cate OThJ. A case for competency-based anesthesiology training with entrustable professional activities: An agenda for development and research. European Journal of Anesthesiology. 2014;31:1-6.

58. Joshi N, Lin M. The smartphone: How it is transforming medical education, patient care, and professional collaboration. African Journal of Emergency Medicine. 2013;3(4):152-4.

59. Kalanithi L, Coffey CE, Mourad M, Vidyarthi AR, Hollander H, Ranji SR. The effect of a resident-led quality improvement project on improving communication between hospital-based and outpatient physicians. American Journal of Medical Quality. 2013;28(6):472-9.

60. Keijsers CJPW, Brouwers JRBJ, de Wildt DJ, Custers EJFM, ten Cate OThJ, Hazen ACM, Jansen PAF. A comparison of medical and phar-macy students’ knowledge and skills of pharmacology and pharmacotherapy. British Journal of Clinical Pharmacology. 2014.

61. Keshavan MS, Vinogradov S, Rumsey J, Sherrill J, Wagner A. Cognitive training in mental disorders: Update and future directions. American Journal of Psychiatry. 2014;171(5):510-22.

62. Khateeb R, Gandhi T, Dhaliwal G. A raw deal. Journal of Hospital Medicine. 2013;8(8):464-7.

63. Kravitz RL, Feldman MD. Getting back to basics. Journal of General Internal Medicine. 2013; 28(7):859.

64. Lakin JR, Le E, Mourad M, Hollander H, Anderson WG. Incentivizing residents to document inpatient advance care planning. JAMA Internal Medicine. 2013;173(17):1652-4.

65. Leipzig RM, Sauvigne K, Granville LJ, Harper GM, Kirk LM, Levine SA, Mosqueda L, Parks SM, Fernandez HM. What is a geriatrician? American Geriatrics Society and Association of Directors of Geriatric Academic Programs end-of-training entrustable professional activities for geriat-ric medicine. Journal of the American Geriatrics Society. 2014;62(5):924-9.

66. Li D, Hall SE, Tong LD, Rollins MD. The Electroconvulsive Therapy and Anesthesia Exercise (ECTAE): The creation of an interdisciplinary learning activity for medical students. The Journal of ECT. 2013;29(3):214-8.

67. Lin M, Brooks TN, Miller AC, Sharp JL, Hai le T, Nguyen T, Kievlan DR, Rodriguez RM, Dieckmann RA. English-based pediatric emergency medicine software improves physician test performance on common pediatric emergencies: A multicenter study in Vietnam. The Western Journal of Emergency Medicine. 2013;14(5):471-6.

68. Lin M, Fisher J, Coates WC, Farrell SE, Shayne P, Maggio L, Kuhn G. Critical appraisal of emergency medicine education research: The best publications of 2012. Academic Emergency Medicine. 2014;21(3):322-33.

69. Lin M, Rezaie S, Husain I. Top 10 Mobile Apps in Emergency Medicine. Emergency Medicine Journal. 2014;31:432-33.

70. Lipman GS, Weichenthal L, Stuart Harris N, McIntosh SE, Cushing T, Caudell MJ, Macias DJ, Weiss EA, Lemery J, Ellis MA, Spano S, McDevitt M, Tedeschi C, Dow J, Mazzorana V, McGinnis H, Gardner AF, Auerbach PS. Core content for wilderness medicine fellowship train-ing of emergency medicine graduates. Academic Emergency Medicine. 2014;21(2):204-7.

71. Lucey CR. Medical education: Part of the problem and part of the solution. JAMA Internal Medicine. 2013;173(17):1639-43.

72. Maggio L, Kung J. How are medical students trained to locate biomedical information to practice evidence-based medicine? A review of the 2007-2012 literature. Journal of the Medical Library Association. 2014;102(3).

73. Maggio L, Steinberg R, Moorhead L, O’Brien B, Willinsky J. Access of primary and secondary literature by health personnel in an academic health center: Implications for open access. Journal of the Medical Library Association. 2013;101(3):205-12.

74. Maggio L, ten Cate O, Moorhead L, van Stiphout F, Posley K, Irby D, O’Brien B. Identifying physician’s information needs to inform medical education: A qualitative analysis. Perspectives on Medical Education. 2014:1-11.

75. Maggio LA, Tannery NH, Chen HC, ten Cate O, O’Brien B. Evidence-based medicine training in undergraduate medical education: A review and critique of the literature published 2006-2011. Academic Medicine. 2013;88(7):1022-8.

76. Martinez W, Hickson GB, Miller BM, Doukas DJ, Buckley JD, Song J, Sehgal NL, Deitz J, Braddock CH, Lehmann LS. Role-modeling and medical error disclosure: A national survey of trainees. Academic Medicine. 2014;89(3):482-9.

77. Masters DE, O’Brien BC, Chou CL. The third-year medical student “grapevine”: Managing transitions between third-year clerkships using peer-to-peer handoffs. Academic Medicine. 2013;88(10):1534-8.

78. Mathes EF, Frieden IJ, Cho CS, Boscardin CK. Randomized controlled trial of spaced education for pediatric residency education. The Journal of Graduate Medical Education. 2014;6(2):270-4.

79. Menda SA, Driver TH, Neiman AE, Naseri A, Stewart JM. Return to the operating room after resident-performed cataract surgery. JAMA Ophthalmology. 2014;132(2):223-4.

80. Mitchell JD, Holak EJ, Tran HN, Muret-Wagstaff S, Jones SB, Brzezinski M. Are we closing the gap in faculty development needs for feed-back training? Journal of Clinical Anesthesia. 2013;25(7):560-4.

81. Mookherjee S, Chang A, Boscardin CK, Hauer KE. How to develop a competency-based examination blueprint for longitudinal stan-dardized patient clinical skills assessments. Medical Teacher. 2013;35(11):883-90.

82. Mookherjee S, Monash B, Wentworth KL, Sharpe BA. Faculty development for hospitalists: Structured peer observation of teaching. Journal of Hospital Medicine. 2014;9(4):244-50.

publications 33

83. Mookherjee S, Pheatt L, Ranji SR, Chou CL. Physical examination education in graduate medical education-A systematic review of the literature. Journal of General Internal Medicine. 2013;28(8):1090-9.

84. Mookherjee S, Ranji S, Neeman N, Sehgal N. An advanced quality improvement and patient safety elective. Clinical Teacher. 2013;10(6):368-73.

85. Mourad M. Capsule commentary on Tukey et al., The impact of a medical procedure service on patient safety, procedure quality and resident training opportunities. Journal of General Internal Medicine. 2014;29(3):518.

86. Moy NY, Lee SJ, Chan T, Grovey B, Boscardin WJ, Gonzales R, Pierluissi E. Development and sustainability of an inpatient-to-outpatient discharge handoff tool: A quality improvement project. The Joint Commission Journal on Quality and Patient Safety. 2014;40(5):219-27.

87. Naeger DM, Conrad M, Nguyen J, Kohi MP, Webb EM. Students teaching students: Evaluation of a “near-peer” teaching experience. Academic Radiology. 2013;20(9):1177-82.

88. Naeger DM, Webb EM, Zimmerman L, Elicker BM. Strategies for incorporating radiology into early medical school curricula. Journal of the American College of Radiology. 2014;11(1):74-9.

89. Naeger DM, Webb EM. Social media for professional purposes: Introduction to the JACR “how to” video guide. Journal of the American College of Radiology. 2013;10(10):736-7.

90. Naeger DM, Wilcox C, Phelps A, Ordovas KG, Webb EM. Residents teaching medical students: How do they compare with attending educators? Journal of the American College of Radiology. 2014;11(1):63-7.

91. Neeman N, Quinn K, Shoeb M, Mourad M, Sehgal NL, Sliwka D. Postdischarge focus groups to improve the hospital experience. American Journal of Medical Quality. 2013;28(6):536-8.

92. Nestle M, Baron RB. Nutrition in medical education: From counting hours to measuring competence. JAMA Internal Medicine. 2014;174(6):843-4.

93. O’Brien BC, Irby DM. Enacting The Carnegie Foundation call for reform of medical school and residency. Teaching and Learning in Medicine. 2013;25 Suppl 1:S1-8.

94. O’Brien BC. Validating workplace-based assessments: continuity, synthesis and a qualitative heart. Medical Education. 2013;47(12):1154-7.

95. O’Toole JK, Starmer AJ, Rosenbluth G, West DC, Sectish TC, Allen AD, Hepps J, Lopreiato JO, Calaman S, Yu CE, Spector ND. I-PASS Handoff curriculum: Faculty development resources. MedEdPORTAL; 2013. Available from: www.mededportal.org/publication/9540.

96. O’Toole JK, West DC, Starmer AJ, Yu CE, Calaman S, Rosenbluth G, Hepps JH, Lopreiato JO, Landrigan CP, Sectish TC, Spector ND. Placing faculty development front and center in a multisite educational initiative: Lessons from the I-PASS handoff study. Academic Pediatrics. 2014;14(3):221-4.

97. Pape S, Irving KE, Owens DT, Boscardin CK, Sanalan VH, Abrahamson AL, Kaya S, Shin HS, Silver D. Classroom connectivity in Algebra I classrooms: Results of a randomized control trial. Effective Education. 2013;4(2):169-89.

98. Parks SM, Harper GM, Fernandez H, Sauvigne K, Leipzig RM. American Geriatrics Society/Association of Directors of Geriatric Programs Curricular Milestones for graduating geriatrics fellows. Journal of the American Geriatrics Society. 2014;62(5):930-5.

99. Patel S, Bachhuber M, O’Brien B. An interprofessional home visit curriculum for high risk patients. Medical Education. 2013;47(11):1138-39.

100. Poncelet AN, Mazotti LA, Blumberg B, Wamsley MA, Grennan T, Shore WB. Creating a longitudinal integrated clerkship with mutual benefits for an academic medical center and a community health system. The Permanente Journal. 2014;18(2):50-6.

101. Promes SB, Wagner MJ. Starting a clinical competency committee. Journal of Graduate Medical Education. 2014;6(1):163-4.

102. Rabow MW, Newman M, Remen RN. Teaching in Relationship: The impact on faculty of teaching “the healer’s art”. Teaching and Learning in Medicine. 2014;26(2):121-8.

103. Radecki RP, Rezaie SR, Lin M. Global emergency medicine journal club: Social media responses to the November 2013 Annals of Emergency Medicine Journal Club. Annals of Emergency Medicine. 2014;63(4):490-4.

104. Ramachandran R. Role of residents in medical student teaching. Archives of Pathology and Laboratory Medicine. 2013;137(10):1325.

105. Ramoni R, Walji MF, Tavares A, White J, Tokede O, Vaderhobli R, Kalenderian E. Open wide: Looking into the safety culture of dental school clinics. Journal of Dental Education. 2014;78(5):745-56.

106. Raupach T, Vogel D, Keijsers C, ten Cate O, Harendza S. Increase in medical knowledge during the final year of undergraduate medical education in Germany. GMS Zeitschrift für Medizinische Ausbildung. 2013;30(3):Doc33.

107. Rennke S, Mackin L, Wallhagen M, Tam E, Jue V, Smoot B, Lai C. GeriWard: An interprofessional curriculum for health professions student teams on systems-based care of the hospitalized older adult. MedEdPORTAL; 2013. Available from: www.mededportal.org/publication/9533.

108. Rivera J, Yukawa M, Hyde S, Fitzsimmons A, Christman J, Gahbauer A, Scheid A, Wamsley M. Interprofessional Standardized Patient Exercise (ISPE): The case of “Elsie Smith”. MedEdPORTAL; 2013. Available from: www.mededportal.org/publication/9507.

109. Rosenbluth G, O’Brien B, Asher EM, Cho CS. The “zing factor” - How do faculty describe the best pediatrics residents? Journal of Graduate Medical Education. 2014;6(1):106-11.

110. Rosenstein MG, Turk JK, Caughey AB, Steinauer JE, Kerns JL. Dilation and evacuation training in maternal-fetal medicine fellowships. American Journal of Obstetrics and Gynecology. 2014;210(6):569.e1-5.

34 publications

111. Saba GW, Chou CL, Satterfield J, Teherani A, Hauer K, Poncelet A, Carrie Chen H. Teaching patient-centered communication skills: A telephone follow-up curriculum for medical students. Medical Education Online. 2014;19:22522.

112. Schumacher DJ, Sectish TC, Calaman S, West DC, Cruz M, Frohna J, Gonzalez del Rey J, Gustafson KK, Poynter SE, Rosenbluth G, Southgate MW, Spector N, Vinci RJ. Putting the pediatrics milestones into practice: A consensus roadmap and resource analysis. Pediatrics. 2014;133(5):898-906.

113. Sehgal NL, Wachter RM, Vidyarthi AR. Bringing continuing medical education to the bedside: The University of California, San Francisco Hospitalist Mini-College. Journal of Hospital Medicine. 2014;9(2):129-34.

114. Shoeb M, Khanna R, Fang M, Sharpe B, Finn K, Ranji S, Monash B. Internal medicine rounding practices and the accreditation council for graduate medical education core competencies. Journal of Hospital Medicine. 2014;9(4):239-43.

115. Shunk R, Dulay M, Chou CL, Janson S, O’Brien BC. Huddle-coaching: A dynamic intervention for trainees and staff to support team-based care. Academic Medicine. 2014;89(2):244-50.

116. Soethout MBM, ten Cate OThJ. Beroepsvoorkeuren van studenten geneeskunde. Nederlands Tijdschrift voor Geneeskunde. 2014;158:A7410

117. Spector ND, Starmer AJ, Landrigan CP, Srivastava R, Wilson K, Allen A, Mahant S, Blank J, Sectish TC, West DC. I-PASS handoff curriculum: Faculty observation tools. MedEdPORTAL; 2013. Available from: www.mededportal.org/publication/9570.

118. Stearns J, Everard KM, Gjerde CL, Stearns M, Shore W. Understanding the needs and concerns of senior faculty in academic medicine: Building strategies to maintain this critical resource. Academic Medicine. 2013;88(12):1927-33.

119. Stebbins MR, Frear ME, Cutler TW, Lightwood JM, Fingado AR, Lai CJ, Lipton HL. Pharmacy students teaching prescribers strategies to lower prescription drug costs for underserved patients. Journal of Managed Care Pharmacy. 2013;19(7):534-41.

120. Steinauer J, Sufrin C, Hawkins M, Preskill F, Koenemann K, Dehlendorf C. Caring for challenging patients workshop. MedEdPORTAL; 2014. Available from: www.mededportal.org/publication/9701.

121. Steinauer JE, Turk JK, Fulton MC, Simonson KH, Landy U. The benefits of family planning training: A 10-year review of the Ryan Residency Training Program Contraception. 2013;88(2):275-80.

122. Steinauer JE, Turk JK, Preskill F, Devaskar S, Freedman L, Landy U. Impact of partial participation in integrated family planning training on medical knowledge, patient communication and professionalism. Contraception. 2014;89(4):278-85.

123. Stevenson DK, McGuinness GA, Bancroft JD, Boyer DM, Cohen AR, Gilhooly JT, Hazinski MF, Holmboe ES, Jones DM, Land ML, Long SS, Norwood VF, Schumacher DJ, Sectish TC, St Geme JW, West DC. The Initiative on Subspecialty Clinical Training and Certification (SCTC): Background and recommendations. Pediatrics. 2014;133(Supplement 2):S53-7.

124. Straus CM, Webb EM, Kondo KL, Phillips AW, Naeger DM, Carrico CW, Herring W, Neutze JA, Haines GR, Dodd GD 3rd. Medical student radiology education: Summary and recommendations from a national survey of medical school and radiology department leadership. Journal of the American College of Radiology. 2014;11(6):606-10.

125. Taylor BB, Parekh V, Estrada CA, Schleyer A, Sharpe B. Documenting quality improvement and patient safety efforts: The quality portfo-lio. A statement from the academic hospitalist taskforce. Journal of General Internal Medicine. 2014;29(1):214-8.

126. Teherani A, Papadakis MA. Clinical performance of medical students with protected disabilities. JAMA. 2013;310(21):2309-11.

127. Ten Cate O, Billett S. Competency-based medical education: Origins, perspectives and potentialities. Medical Education. 2014;48:325–32.

128. Ten Cate O, Brewster D, Calman K, Cruess R, Rogers W, Supe A, Gruppen L. Research fraud and its combat – What can a journal do? Medical Education. 2013;47:638–40.

129. Ten Cate O, Mann K, McCrorie P, Ponzer S, Snell L, Steinert Y. Faculty development through international exchange: The IMEX initiative. Medical Teacher. 2014;11(6):606-10.

130. Ten Cate O. AM last page: What entrustable professional activities add to a competency-based curriculum. Academic Medicine. 2014;89(4):691.

131. Ten Cate O. Trusting Graduates to Enter Residency: What Does It Take. Journal of Graduate Medical Education. 2014;6(1):7-10

132. Ten Cate, O. What is a 21st century doctor? Rethinking the significance of the medical degree. Academic Medicine. 2014;89:966–69.

133. Thoma B, Chan T, Desouza N, Lin M. Implementing peer review at an emergency medicine blog: Bridging the gap between educators and clinical experts. Canadian Journal of Emergency Medicine. 2014;16(0):1-4.

134. Trowbridge R, Dhaliwal G, Crosby K. Educational agenda for diagnostic error reduction. BMJ Quality and Safety. 2013;22 Supplement:28-32.

135. Turk JK, Preskill F, Landy U, Rocca CH, Steinauer JE. Availability and characteristics of abortion training in US ob-gyn residency programs: A national survey. Contraception. 2014;89(4):271-7.

136. Van den Berg BAM, Bakker AB, Ten Cate Th.J. Key factors in work engagement and job motivation of teaching faculty at a university medical center. Perspectives on Medical Education. 2013;2(5-6):264-75.

137. Van den Broek S, Ten Cate O, Wijnen-Meijer M, Van Dijk, M. Effect of the Bologna bachelor degree on considerations of medical stu-dents to interrupt or terminate their medical training. Medical Teacher. 2014;36(2):169-74.

publications 35

138. van Schaik SM, O’Brien BD, Almeida SA, Adler SR. Perceptions of interprofessional teamwork in low acuity settings: A qualitative analysis. Medical Education. 2014;48(6):583-92.

139. Vidyarthi AR, Green AL, Rosenbluth G, Baron RB. Engaging residents and fellows to improve institution-wide quality: The first six years of a novel financial incentive program. Academic Medicine. 2014;89(3):460-8.

140. Walji MF, Kalenderian E, Piotrowski M, Tran D, Kookal KK, Tokede O, White JM, Vaderhobli R, Ramoni R, Stark PC, Kimmes NS, Lagerweij M, Patel VL. Are three methods better than one? A comparative assessment of usability evaluation methods in an EHR. International Journal of Medical Informatics. 2014;83(5):361-7.

141. Wamsley MA, Julian KA, O’Sullivan P, McCance-Katz EF, Batki SL, Satre DD, Satterfield J. Team-based learning exercise efficiently teaches brief intervention skills to medicine residents. Substance Abuse. 2013;34(4):344-9.

142. Webb, EM, Cotton, JB, Kane, K, Straus, CM, Topp, KS, Naeger, DM. Teaching point of care ultrasound skills in medical school: Keeping radiology in the driver’s seat. Academic Radiology. 2014;21:893-901.

143. Weichenthal L, Alhadi S. Where wilderness, medicine, technology and religion collide. Wilderness and Environmental Medicine. 2014;25:56-59.

144. Weiner SG, Totten VY, Jacquet GA, Douglass K, Birnbaumer DM, Promes SB, Martin IB. Effective teaching and feedback skills for inter-national emergency medicine “train the trainers” programs. Journal of Emergency Medicine. 2013;45(5):718-25.

145. Wijnen-Meijer M, Van der Schaaf M, Booij E, Harendza S, Boscardin C, Van Wijngaarden J, Ten Cate TJ. An argument-based approach to the validation of UHTRUST: Can we measure how recent graduates can be trusted with unfamiliar tasks? Advances in Health Sciences Education: Theory and Practice. 2013;18(5):1009-27.

146. Wijnen-Meijer M, Van der Schaaf M, Nillesen K, Harendza S, Ten Cate O. Essential facets of competence that enable trust in gradu-ates: A Delphi study among physician educators in the Netherlands. Journal of Graduate Medical Education. 2013,5:46-53.

147. Wiles MR, Adler SR. The International Congress for Educators in Complementary and Integrative Medicine. Explore(NY). 2013;9(5):277-8.

148. Wynia MK, Papadakis MA, Sullivan WM, Hafferty FW. More than a list of values and desired behaviors: A foundational understanding of medical professionalism. Academic Medicine. 2014;89(5):712-4.

149. Young JQ, van Merriënboer J, Durning S, ten Cate O. Cognitive Load Theory: Implications for medical education. AMEE Guide No. 86. Medical Teacher. 2014;36(4):371-84.

150. Zarin-Pass M, Belkora J, Volz S, Esserman L. Making better doctors: Premedical interns working as health coaches. Journal of Cancer Education. 2014;29(1):167-74.

other publications1. Brzezinski M, Lewis MC. SEA e-Bulletin: A new platform to promote academic careers. Newsletter of the Society for Education in Anesthesia. 2013;32(2):8.

2. Brzezinski M. Feed the eagles, starve the turkeys. Newsletter of the Society for Education in Anesthesia. 2013;32(2):12.

3. Chou CL, Bell J, Chou CM, Chang A. Remediation of interpersonal and communication skills. In: Remediation in medical education: A midcourse correction. Kalet A, Chou CL (Editors). Springer: New York; 2014.

4. Cooke M, Irby DM, O’Brien BC. Educating Physicians: A call for reform of medical school and residency. Jossey-Bass/Wiley: San Francisco, CA; 2010. Translated into Korean 2014.

5. Cooke M. Graduate medical education and the new accreditation system. ACP Internist; 2013. Available from: http://www.acpinter-nist.org/archives/2013/06/presidents.htm.

6. Cooke M. Maintenance of certification is needed but it needs to change. ACP Internist; 2013. Available from: http://www.acpinternist.org/archives/2013/10/presidents.htm.

7. Cooke M. Make the most of time spent at internal medicine 2014. ACP Internist; 2014. Available from: http://www.acpinternist.org/archives/2014/03/presidents.htm.

8. Kanzaria HK, Muldoon LB, Jain S. How can we reduce medical waste in US hospitals. BMJ Blog. 2014. Available from: http://blogs.bmj.com/bmj/2014/04/04/hemal-kanzaria-et-al-how-can-we-reduce-medical-waste-in-us-hospitals.

9. Levinson L, Shiphra G, Hafferty F, Lucey C. Understanding medical professionalism (paperback). McGraw-Hill: May 2014.

10. O’Sullivan PS, Irby DM. Promoting scholarship in faculty development: Relevant research paradigms and methodologies. In: Faculty Development in the Health Professions. Steinert Y (Editor). Springer: New York, NY; 2014.

11. Rivera J, Reeves S, Aronson L. Interprofessional teams in geriatrics practice and education. In: Current geriatric diagnosis and treat-ment. Lange Medical Books; 2014.

12. Rivera JA, Conell-Price J, Lee S. Diabetes. In: Current Geriatric Diagnosis and Treatment. 2nd edition. Landefeld CS, Chang A, Williams BA et al (Editors). Lange Medical Books / McGraw Hill: Chicago, IL; 2014.

13. Ten Cate O. Competency-based medical education. In: The Wiley-Blackwell encyclopedia of health, illness, behavior, and society. Cockerham WC, Dingwall R, Quah SR (Editors). John Wiley and Sons, Ltd.:Hoboken, NJ; 2014:1329-35.

36 publications

presentationsinvited presentations1. Aronson L. Learning from your Experiences as a Professional: Reflection in Health Professions Education. Hofstra School of Medicine,

Hempstead, NY, October 2013.

2. Aronson L. Public Medical Communication: An Emerging Skill Set for 21st Century Health Professionals. Duke University, Durham, NC, October 2013.

3. Aronson L. Public Medical Communication: An Emerging Skill Set for 21st Century Health Professionals. Eastern Virginia Medical School, Fairfax, VA, 41760.

4. Aronson L. Public Medical Communication: An Emerging Skill Set for 21st Century Health Professionals. Ohio State University, Columbus, OH, May 2014.

5. Aronson L. Public Medical Communication: An Emerging Skill Set for 21st Century Health Professionals. Pennsylvania State University, State College, PA, October 2013.

6. Aronson L. Public Medical Communication: An Emerging Skill Set for 21st Century Health Professionals. Yale University, New Haven, CT, January 2014.

7. Aronson L. The Art and Craft of Op-Eds and Narrative Essays. American College of Physicians Texas Chapter, Austin, TX, November 2013.

8. Aronson L. The Art and Craft of Op-Eds and Narrative Essays. American Geriatrics Society (AGS) Annual Meeting, Orlando, FL, May 2014.

9. Aronson L. The Art and Craft of Op-Eds and Narrative Essays. Ohio State University, Columbus, OH, May 2014.

10. Aronson L. The Art and Craft of Op-Eds and Narrative Essays. University of Iowa, Iowa City, IA, April 2014.

11. Aronson L. Adventures in Self-Promotion: Advancing Your (Clinician-Educator) Career without Sacrificing Your Soul. Reynolds Foundation Annual Meeting, Coronado, CA, October 2013.

12. Belkora J. Shared Decision Making. Stanford University Clinical Excellence Research Center, Stanford, CA, September 2013.

13. Belkora J. Shared Decision Making. Duke University Fuqua School of Business, Durham, NC, November 2013.

14. Belkora J. Situation, Choices, Objectives, People, Evaluation, and Decisions (SCOPED). Dartmouth University, Hanover, NH, April 2014.

15. Belkora J. Situation, Choices, Objectives, People, Evaluation, and Decisions (SCOPED). Edinburgh Cancer Centre, Edinburgh, Scotland, May 2014.

16. Belkora J. The Patient Support Corps. California Healthcare Foundation Palliative Care Action Community Symposium, Oakland, CA, January 2014.

17. Belkora J. The Patient Support Corps. Memorial Care Health System, Long Beach, CA, May 2014.

18. Belkora J. The Patient Support Corps. St. Jude Medical Center, Fullerton, CA, April 2014.

19. Boscardin C. UCSF’s Role in WATCHME. UMC-Utrecht, Utrecht, Netherlands, March 2014.

20. Chang A. Best Practices in Medical Professionalism: Clinical Skills Remediation. Alpha Omega Alpha, New York City, NY, July 2013.

21. Chen A. Present Nursing Education in the United States and at the University of California, San Francisco. Shantou University Medical College, Shantou, China, November 2013.

22. Cho C. Learning Climate-Stanford Chief Resident Clinical Teaching Seminar. Stanford University Faculty Development Program, Palo Alto, CA, July 2013.

23. Cooke M. Collaborations in Internal Medicine, Speaking Tour of India: Talks on Medical Education and Digital Pedagogies. St. John’s Medical College, Bangalore, India, March 2014.

24. Cooke M. Collaborations in Internal Medicine, Speaking Tour of India: Talks on Medical Education and Digital Pedagogies. All-India Institute of Medical Sciences, New Delhi, India, March 2014.

25. Cooke M. Visiting Professor. Emory University School of Medicine, Atlanta, GA, January 2014.

26. Cooke M. Visiting Professor. Temple University School of Medicine, Philadelphia, PA, April 2014.

27. Davis D. Coaching and Remediation. ENRICH American Academy on Communication in Healthcare, Stanford, CA, June 2014.

28. Davis D. Communication and Collaboration. Association of Vascular and Interventional Radiographers, San Diego, CA, March 2014.

29. Davis D. Improving Patient Experience through Communication. Florida Hospital System, Orlando, FL, June 2014.

30. Davis D. Improving Patient Experience through Communication. Florida Hospital System, Orlando, FL, March 2014.

31. Davis D. Improving Patient Experience through Communication. Franciscan Medical Group, Tacoma, WA, May 2014.

32. Dhaliwal G. Clinical Reasoning: Going from Good to Great. Baylor St. Luke’s Medical Center, Houston, TX, 2014.

33. Dhaliwal G. Clinical Reasoning: Going from Good to Great. Maine Medical Center, Portland, ME, 2014.

34. Dhaliwal G. Clinical Reasoning: Going from Good to Great. Society of Hospital Medicine (SHM) Annual Meeting, Las Vegas, NV, 2014.

35. Dhaliwal G. Clinical Reasoning: Going from Good to Great. Tufts University, Boston, MA, 2014.

36. Dhaliwal G. Clinical Reasoning: Going from Good to Great. University of Iowa, Iowa City, IA, November 2013.

37. Dhaliwal G. Clinical Reasoning: Going from Good to Great. University of Washington, Seattle, WA, September 2013.

presentations 37

38. Hauer K. Risa Lavizzo-Mourey, MD Visiting Professor: Women in Academic Medicine. Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, 2014.

39. Kohlwes J. Residency Research-The PRIME Curriculum. Tokyo, Japan, June 2014.

40. Kuo AK. David S. Smith Visiting Professor. St. Christopher’s Hospital for Children, Philadelphia, PA, 2013.

41. Kuo AK. American Academy of Pediatrics Leonard P Rome Community Access to Child Health (CATCH) Visiting Professor. Chester Crozer Hospital, Chester, PA, 2013.

42. Lin M. Digital Scholarship: Lessons Learned from Five Years of Blogging. Baylor Emergency Medicine Annual Faculty Retreat, Houston, TX, April 2014.

43. Lin M. Ten Tips to Managing Digital Information Overload. Baylor Emergency Medicine Annual Faculty Retreat, Houston, TX, April 2014.

44. Loeser H. Inaugural keynote address, UCI Academy for Innovation in Medical Education. UC Irvine, Irvine, CA, October 2013.

45. Lucey C, Poncelet A. Confronting the Hidden Curriculum: Active Management of Professionalism Lapses. American Academy of Neurology, Philadelphia, PA, April 2014.

46. Lucey C. Academic Medical Center Leaders and Wicked Problems. Association of American Medical Colleges (AAMC) Group on Business Affairs, Coral Gables, FL, May 2014.

47. Lucey C. Beyond He Said, She Said: Confronting Professionalism Lapses. American Academy of Dermatology, Chicago, IL, September 2013.

48. Lucey C. From Problem Lists to Illness Scripts: Teaching Clinical Reasoning In Person or Online. Reynolds Foundation Annual Meeting, Coronado, CA, October 2013.

49. Lucey C. Interprofessional Teamwork: It’s Complicated. Ohio State University, Columbus, OH, March 2014.

50. Lucey C. Leadership and Professionalism. ABIM Foundation Professionalism Summit, Philadelphia, PA, September 2013.

51. Lucey C. Medical Education in the Era of Precision Medicine. Burrill Precision Medicine Summit, San Francisco, CA, October 2013.

52. Lucey C. Medical Education Part of the Problem and Part of the Solution. University of Texas Southwestern, Dallas, TX, January 2014.

53. Lucey C. MOOCs in Health Professions Education: Hype or Heresy. Medbiquitous, Baltimore, MD, May 2014.

54. Lucey C. Professionalism as a Complex Adaptive Problem. Abington Memorial Hospital, Philadelphia, PA, June 2014.

55. Lucey C. Professionalism as a Complex Problem. American Medical Association (AMA) Annual Education Meeting, Chicago, IL, October 2013.

56. Lucey C. Tinsley Harrison Visiting Professor. University of Alabama, Birmingham, AL, May 2014.

57. Lucey C. What Medical Education Can Learn from Geriatricians?. Reynolds Foundation Annual Meeting, Coronado, CA, October 2013.

58. Mazotti L. Time Efficient Teaching Faculty Development Workshop. Kaiser Permanente Central Valley, CA, April 2014.

59. Moreno E. Cradle to Career. Monterey County School Board Association, Salinas, CA, April 2014.

60. Murr AH. Visiting Professor, Department of Otolaryngology - Head and Neck Surgery. Boston University, Boston, MA, April 2014.

61. O’Brien B. Huddles: An emerging genre for team communication and learning in primary care practices. University of British Columbia, Vancouver, BC, Canada, December 2013.

62. O’Sullivan P. Designing Assessments for Learning. American Association of Anatomists, San Diego, CA, April 2014.

63. O’Sullivan P. Discussant Integration: What Are the Next Steps?. Association of American Medical Colleges (AAMC) Research in Medical Education (RIME), Philadelphia, PA, November 2013.

64. O’Sullivan P. Motivation and Identity Development in Occasional Faculty Developers: Does it Vary Across Cultures? Duke University-National University of Singapore, Singapore, March 2014. Duke University-National University of Singapore, Singapore, March 2014.

65. O’Sullivan P. Visiting Professor. University of Arkansas for Medical Sciences, Little Rock, AR, October 2013.

66. O’Sullivan P, Borges N, Uijtdehaage S. Energizing Your Educational Scholarship. American Association of Anatomists, San Diego, CA, April 2014.

67. Shinkai K. Taking the Difficult Out of Difficult Conversations. Department of Dermatology, New York University, New York, NY, May 2014.

68. Steinauer J. Albert Gerbie Professorship Scholarly Lecture, Evidence-based Education: The Role of Research in Strengthening Family Planning Training. Northwestern University, Department of Obstetrics and Gynecology, Chicago, IL, 2014.

69. Steinauer J. Keynote Address: Importance of Education in Sexual and Reproductive Health in Gynecology Training. Colombian Ob-Gyn National Society “FECOLSOG”, Medellin, Colombia, 2014.

70. Ten Cate O. Assessment and Entrustment in Competency-Based Education. International Advanced Assessment Course, London, UK, October 2013.

71. Ten Cate O. Entrusting Learners With Clinical Responsibilities - Integrating Clinical Work with Competency Based Education. Medical Education Day, University Of Michigan, Ann Arbor, MI, April 2014.

72. Ten Cate O. Entrusting Residents with Clinical Responsibilities - Integrating Natural Habits of Training with 21st Century Requirements of Competency-Based Education Plenary Keynote Lecture. International Conference on Residency Education, Calgary, AL, Canada, September 2013.

38 presentations

73. Ten Cate O. Principles and Practicalities of Working with Entrustable Professional Activities. University of Western Ontario, London, ON, Canada, October 2013.

74. Vaderhobli R. Pathways to residencies in US Dental Schools. R.V. Dental College, Bangalore, Karnataka, India, December 2013.

75. Wills C. Upstream Medicine. Emergency Medicine Council of Residency Directors CPC Competition, New Orleans, LA, March 2014.

76. Young JQ. Future Directions in Medical Education. Hofstra North Shore-LIJ School of Medicine Department of Psychiatry, New York, NY, October 2013.

workshops & other presentations1. Aronson L. Creating Change Through Storytelling. Association of American Medical Colleges (AAMC) Annual Meeting, Philadelphia, PA, November 2013.

2. Aronson L, Leipzig R, Beilenson J. Messaging Geriatrics: Tools for Success and How to Use Them. American Geriatrics Society (AGS) Annual Meeting, Orlando, FL, May 2014.

3. Aronson L, Rivera J, Mackin LM. An Innovative Program to Geriatricize Non-Geriatrics Health Professionals. American Geriatrics Society (AGS) Annual Meeting, Orlando, FL, May 2014.

4. Artinian H, Mehra S, Yang S. Peer Mentorship during Pediatric Residency: A Pilot Study. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

5. Artinian H, Mehra S, Yang S. Peer Mentorship during Pediatric Residency: A Pilot Study. Western Society for Pediatric Research (WSPR) Annual Meeting, Carmel, CA, January 2014.

6. Artinian H, Parks A, Yang S. The Doctor Will See You Now: Incorporating Home Visits Into a Pediatric Residency Curriculum. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

7. Artinian H. The Doctor Will See You Now…At Your Home. Incorporating Home Visits into a Pediatric Residency Curriculum. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

8. Azari S, Bender M, Capps L, Jain S, Rich C, Siegel J. How to Teach Residents about Vulnerable Populations: Ideas for Curricular Development from Three Academic Medical Centers. Society of General Internal Medicine (SGIM) Annual Meeting, San Diego, CA, April 2014.

9. Azzam A, Maggio L, Orlowitz J, Turken M, Whitaker E. Editing Wikipedia for Medical School Credit? Lessons Learned from a Pilot MS-4 Elective at One School. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

10. Azzam A. Having Death & Dying Discussions: Educating Second Year Medical Students through Large Group Testimonial “Lectures” by Patients or Family Members. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

11. Beach L. Use of Racial and Ethnic Identifiers in the Clinical Clerkship Curriculum at UCSF. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

12. Belkora J. Initiatives to Improve Shared Decision-Making. American Society of Clinical Oncology Quality Symposium, San Diego, CA, November 2013.

13. Bereknyei S, Monash B, Schillinger E, Rennke S, Basaviah P, Blankenberg R, Buckelew S, Hilton J, Ramos J, Bogetz A, Braddock C, Satterfield J. Teaching on Ward Rounds: How Learner-Centered Are We? Association of American Medical Colleges (AAMC) Research in Medical Education (RIME) Conference, Philadelphia, PA, November 2013.

14. Bhave M, Kimatian S, Brzezinski M. Milestones of Anesthesia Achievable in the ICU Society for Education in Anesthesia (SEA) Fall Annual Meeting, San Francisco, October 2013.

15. Bischoff K, Patel H, Thomas L, Capule M, Hauer KE, Lai C. Teaching Safe Transitions. A Post-Discharge Pilot for Third Year Medical Students. Society of General Internal Medicine (SGIM) Annual Meeting, San Diego, CA, April 2014.

16. Bodinayake C, Maggio L. Impact of an Evidence Based Medicine Curriculum Focused on Inquiry and Searching om a Medicine Clerkship. Association of Medical Education in Europe (AMEE), Prague, Czech Republic, August 2013.

17. Burke C, Reep J, Benfield J, McAuliff M. Video Will Be Essential in the New Medical Curriculum. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

18. Burke C (moderator), Youm J, Nason P, Hill B, Hyland K, van Schaik S. eBooks for Medical Education: Case Studies from Three Institutions. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

19. Butani L, Blankenburg B, Gogo A, Sutter K, Long M. The How and Why of Fostering Reflective Practice Across the Continuum Workshop. Association of Pediatric Program Directors/Council on Medical Student Education in Pediatrics, Nashville, TN, March 2014.

20. Butani L, Long M, Blankenburg B, Gogo A, Hillard M, Garfunkel L. Reflecting on Reflections: The How and Why of Fostering Reflective Capacity in Your Learner. Pediatric Academic Societies (PAS) Annual Meeting, Vancouver, BC, Canada, April 2014.

21. Butani L, Long M, Gogo A, Rosenthal J, Lee L, Plant J. Putting the “spARCS” Back into Your Teaching. Council on Medical Student Education in Pediatrics (COMSEP) Annual Meeting, Ottawa, ON, Canada, March 2014.

22. Butani L, Long M, Gogo A, Rosenthal J, Lee L, Plant J. Questioning as an Effective Teaching Tool. Council on Medical Student Education in Pediatrics (COMSEP) Annual Meeting, Ottawa, ON, Canada, March 2014.

presentations 39

23. Calaman S, Cruz M, O’Toole J, Sectish TC, West DC, Kuo AK. Enhancing Professional Team Function: Harnessing the Power of Introverts and Extroverts. Association of Pediatric Program Directors (APPD) Spring Meeting, Chicago, IL, April 2014.

24. Calkins SM, White KL, Quade B, Tihan T. Practice Gaps in Continuing Medical Education: Do Experts Really Known Best? United States and Canadian Academy of Pathology, San Diego, CA, March 2014.

25. Chan T, Bauer I, Brown M, Hodell E, Muldoon L, Riegels N, Young JQ, Mazotti L, Riegels NS. Improving Perioperative Outcomes through Patient Education: A Quality Improvement Project. The Permanente Medical Group (TPMG) Anesthesiology and Perioperative Medicine Symposium, San Francisco, CA, October 2013.

26. Chen A. Childhood Injury Prevention Program at Family Connections: Connecting Family, Children, Staff, and UCSF Interprofessional Learners. National Association of Pediatric Nurse Practitioners (NAPNAP) Annual Conference, Boston, MA, March 2014.

27. Chen A. Interprofessional Education in the Clinical Setting: An Ethnographic Look at the Preceptor’s Perspective. Western Institute of Nursing Annual Communicating Nursing Research Conference, Seattle, WA, April 2014.

28. Chen A. Interprofessional Education: Building Blocks for Successful Collaboration in the Clinical Setting. National Organization of Nurse Practitioner Faculties (NONPF) Annual Conference, Denver, CO, April 2014.

29. Chen E, Lin M, Khandewal S. Education Journal Club. Emergency Medicine Council of Residency Directors Academic Assembly, New Orleans, LA, March-April 2014.

30. Chen E. Program Director Panel Discussion. California American College of Emergency Physicians Annual Assembly, Long Beach, CA, June 2014.

31. Chen HC, Fogh S, Kobashi B, Teherani A, O’Sullivan P, ten Cate O. Faculty Sequencing of Learning Experiences for Medical Trainees. Association of Medical Education in Europe (AMEE) Conference, Prague, Czech Republic, August 2013.

32. Chen HC, Good B, Lewin LO, Long ME, Murray KE, Soep JB, Hanson JL. Education in Pediatrics across the Continuum: A Pilot Project. Council on Medical Student Education in Pediatrics (COMSEP), Ottawa, Canada, March 2014.

33. Chen HC, McNamara M, Teherani A, O’Sullivan P, ten Cate O. Validating Entrustable Professional Activities for the Assessment of Early Medical Students. Ottawa and Canadian Conference on Medical Education Conjoint Conference, Ottawa, Canada, April 2014.

34. Chen HC, McNamara M, Teherani A, O’Sullivan P, ten Cate O. Validating Entrustable Professional Activities for the Assessment of Early Medical Students. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

35. Chin-Hong PV, Schwartz B, MacDougall C. A Pre-Clinical Interprofessional Curriculum in Antimicrobial Stewardship Improves Knowledge and Attitudes Toward Interprofessional Healthcare in Two Professional Schools. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

36. Cho C. Providing Education in the Pediatric Emergency Medicine Environment. American Academy of Pediatrics, Section on Emergency Medicine, Committee for the Future, Orlando, FL, October 2013.

37. Chou C, Chen HC. Enhancing Small Group Facilitation Skills. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

38. Chou C, Wilkerson L, Frankel R, Branch W. GEA/GSA Small Group Discussion: Successful Faculty Development for Humanistic Teaching in Medical Schools. Association of American Medical Colleges (AAMC) Annual Meeting, Philadelphia, PA, November 2013.

39. Chou CL, Pearlman RE. “Train the Trainer” in Fundamental Communication Skills. New York Presbyterian Hospital, New York, NY, September 2013; October 2013; November 2013; December 2013.

40. Chou CL, Roth C, Bell J, O’Neill L. Fundamental Relationship-Centered Communication Skills. American Academy on Communication in Healthcare, Scottsdale, AZ, February 2014.

41. Chou CL, Teherani A, Masters D, Vener M, Wamsley M, Poncelet A. Learning the Ropes Together: “Workplace Learning Communities” in the Third Year. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

42. Cochran N, Baker N, Chou CL. Managing Conflict. Institute for Healthcare Improvement, National Harbor, MD, March 2014.

43. Cochran N, Baker N, Chou CL. Transforming Tensions and Tempers on Health Care Teams. Institute for Healthcare Improvement WIHI, April 2014.

44. Cohen S. On a New Model for Peer-to-Peer Comparison of Health Professions Curricula. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

45. Cooke M, Burke K, Yore M. Digital Pedagogies and Emerging Technologies in Teaching and Learning. Makerere University, Kampala, Uganda, April 2013.

46. Cooke M, Lapp I. Digital Pedagogies in Health Professions Education. Mahidol University, Bangkok, Thailand, January 2014.

47. Cotton J. Teaching Basic, Point of Care Ultrasound Skills to First-Year Medical Students: Enhancing Anatomy Education and Providing Foundational Knowledge for Clerkships. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

48. Crawford J, O’Sullivan P, Vener M, Cicoletti C, McNamara M. Medical Students ‘Give Back’ Through Health Coach Training. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

49. Dandu M, Wells, T. Workshop on Evaluating Global Health Education. Consortium of Universities for Global Health, Washington DC, May 2014.

40 presentations

50. Danoff D, Frankel R, Papadakis M, Ziring D. GEA/GSA Small Group Discussion: Professional Lapses among Medical Students-How Do We Best Identify and Remediate these Students? Association of American Medical Colleges (AAMC) Annual Meeting, Philadelphia, PA, November 2013.

51. de Lemos LMD, Anglemyer A, Lippi J, Rutherford GW, Santos VS, Rocha TFS, Gurgel RQ. Presentations involving UCSF students and resi-dents: Mortalidade de crianças após o diagnóstico de infecção pelo HIV no nordeste do Brazil. IX Congresso da Sociedade Brasileria de Doenças Sexualmente Transmissíveis, V Contresso Brasileiro de AIDS, Bahia, Brazil, August 2013.

52. Doyon J. Perceived Deficiencies in Infectious Diseases Knowledge among Fourth-year Medical Students: A Step to Creating a Longitudinal Medical Student Infectious Diseases Curriculum. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

53. Duong D, Soskin P, Giarrusso G. Interprofessional Workplace Instruction: Emergency Department Social Workers as SBIRT Instructors for Emergency Medicine Residents. Screening, Brief Intervention and Referral to Treatment (SBIRT) Virtual Grantee Meeting, Substance and Mental Health Services Administration (SAMHSA), June 2014.

54. Elansary, Mei, Kuo AK, Klein M, Alcamo A, Braganza S, Lax Y, Schiff D, Allen E, Raninowitz E, Sandel M. Catalysts for Change: Empowering Resident Advocates Focused on Leadership and Community Engagement. Association of Pediatric Program Directors (APPD) Spring Meeting, Chicago, IL, April 2014.

55. Elkin D, Bolton J. Shock and Awe: The Meaning of Tragedy in Clinical Work and Education. Association for Academic Psychiatry (AAP) Annual Meeting, Charleston, SC, October 2013.

56. Espinosa MH, Alquizon A, Aranda I, Trice A, Kinman R. Improving Nutrition IQ: Results of an Interactive Peer-to-Peer Intervention in a High-School Setting. Central Valley Research Symposium, Fresno State University, Fresno, CA, April 2014

57. Espinosa MH, Alquizon A, Aranda I, Trice A, Kinman R. Improving Nutrition IQ: Results of an Interactive Peer-to-Peer Intervention in a High-School Setting. Western Society for Pediatric Research (WSPR) Annual Meeting, Carmel, CA, January 2014.

58. Fitzsimmons A, Topp K. The Benefits of Informal Interprofessional Learning Experiences in the Clinical Education Setting, Oral Presentation. All Together Better Health, Pittsburgh, PA, June 2014.

59. Fulton TB , Schneider A, Sanford J, Boscardin C, Rohde D, Zimmerman L, Kruidering-Hall M. Impact of Spaced Education Courses on Knowledge Retention and Application Among First-Year Medical Students. International Association of Medical Science Educators (IAMSE) Annual Meeting, Nashville, TN, June 2014.

60. Fulton TB, Sanford J, Schneider A, Rohde D, Zimmerman L, Boscardin C, Kruidering-Hall M. Toward a Curriculum to Review, Assess, and Improve Retention of Medical Knowledge. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

61. Garlin A, Myo M, Azzam A. An Introductory Medical School Course Structured Around Core Competencies and Based on Principles of Self-Regulated Learning and Play Prepared Students Well for Problem- Based Learning (PBL). Ottawa and Canadian Conference on Medical Education Conjoint Conference, Ottawa, ON, Canada, April 2014.

62. Garlin A, Villanueva C, Wong J, Stiers W, Rosa L, Wolf K, Azzam A. Two Sticks, One Flame: Simulation-Based Learning and Problem- Based Learning In The 4-Professional School IGNITE Curriculum. International Meeting on Simulation in Healthcare (IMSH), San Francisco, CA, January 2014.

63. Giudice EL, Ferrall C, Pallant A, Ramundo M, Rosenbluth G, Zalneraitis EL, Charnaya O, Hart J, Good R. Forum for Chief Residents. Association of Pediatric Program Directors (APPD) Spring Meeting, Chicago, IL, April 2014.

64. Gusic ME, O’Sullivan P. Using the Toolbox for Evaluating Educators: You Be the Judge! Association of Medical Education in Europe (AMEE) Conference, Prague, Czech Republic, August 2013.

65. Guzman V. Assessing Student Ability to Apply Evidence-Based Medicine (EBM) to Clinical Practice Decisions. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

66. Hanni K, Moreno E, McGlone L. Where the Streets Have No Name: Evaluating Implementation of a Local Health Department’s Youth Violence Prevention Efforts and Approaches. American Public Health Association (APHA), New Orleans, CA, June 2014.

67. Harris K, Casey C, Kinderman A, Chen L. Evaluation of a Pilot Palliative Care Curriculum for Obstetrics and Gynecology Residents. Association of Professors of Gynecology and Obstetrics/Council on Resident Education in Obstetrics and Gynecology, Atlanta, GA, February 2014.

68. Huang E, Chern H, Kim E, O’Sullivan P. From Novice to Master Surgeon: Improving Feedback with a Descriptive Approach to Intraoperative Assessment. Association of Surgical Education Annual Meeting, Chicago, IL, April 2014

69. Huang E, Chern H, O’Sullivan P, Cook B, McDonald E, Palmer B, Liu T, Kim E. A Better Way to Teach Knot Tying: A Randomized Control Trial Comparing Kinesthetic and Traditional Methods. American College of Surgeons, 99th Annual Clinical Congress, Washington DC, October 2013

70. Huang E, Wilson M, O’Sullivan P. Describing How Surgeons Think in the Operating Room: Development and Validation of a Theory-Based Construct Using Item Response Theory. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

71. Hung E, Hasser C, Chammas DM, Young JQ. Trusting Our Trainees: Entrustable Professional Activities as an Approach to Competency-Based Assessment Workshop. American Association of Directors of Psychiatric Residency Training Annual Meeting, Tuscon, AZ, March 2014.

72. Hung E. Entrustable Professional Activities. American Association for Directors of Psychiatric Residency Training (AADPRT), Tucson, AZ, March 2014.

73. Hung E. Entrustable Professional Activities. Association for Academic Psychiatry, Charleston, SC, October 2013.

presentations 41

74. Hurstak E, O’Brien B, Dulay M, Azari S, Patel S, Julian K. Continuity Clinic Immersion for Internal Medicine Interns: Improving Efficacy in Ambulatory Care Early in Residency. Society of General Internal Medicine (SGIM) Annual Meeting, San Diego, CA, April 2014.

75. Hyland K, Burke C, VanderMeer J, Gong D, Nason P, Hudnall M, Borhanian S,Boscardin C, Mayfield C. iROCKET Reader: Launching an Online Learning Platform to Support Longitudinal Integration. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

76. Hyland KM, VanSchaik S., Land K. Teachers Mentoring Teachers: The Gift of Peer Feedback. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

77. Ilangasekare T, Knight S, Wilson S, Autry A. Predictive Value of Ob/Gyn Applicant Surgical skill on Resident Rank and Performance. Association of Professors of Gynecology and Obstetrics/Council on Resident Education in Obstetrics and Gynecology, Atlanta, GA, February 2014.

78. Illangaskere T, Diaz V, Jen A, Salmeen K, Sun Y, Robertson P. Milestone 1 Pilot Project for Fourth Year Medical Students Matching in Ob-Gyn at UCSF, 2013. Association of Professors of Gynecology and Obstetrics/Council on Resident Education in Obstetrics and Gynecology, Atlanta, GA, February 2014.

79. Irby DM, O’Sullivan P. Dynamic Presentations. Shantou University Medical College, Shantou, China, October 2013

80. Irby DM, O’Sullivan P. The One Minute Preceptor: Time Efficient Clinical Teaching. Shantou University Medical College, Shantou, China, October 2013.

81. Irby DM, O’Sullivan P. How Do Faculty Developers Prepare themselves to Conduct Instructional Improvement Workshops? Association of Medical Education in Europe (AMEE) Conference, Prague, Czech Republic, August 2013.

82. Irvine C (moderator), Austin B, Day A, Bell P, Engle K, Bereknyei S, Day A, Ishizaki A, Chen HC. Medical Education Staff Engagement: Modeling Inter-professional Teamwork with Faculty. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

83. James M. Interdisciplinary Peer Assisted Learning for the Screening, Brief Intervention and Referral to Treatment (SBIRT) model for Alcohol Use Disorder. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

84. Joshi N, Long M. EPAC PedsCases: Development of Pediatric Cases to Parallel Preclinical Curriculum. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

85. Kogan JR, Lapin J, Aagaard E, Aiyer MK, Cayea D, Cifu A, Diemer G, Durning S, ELnicki M, Fazio SB, Lang VJ, Mintz M, Nixon LJ, Paauw D, Hauer KE. Medical Students’ Perceptions of the Impact of the 2011 Resident Duty Hour Regulations on Student Education during Internal Medicine Rotations. Clerkship Directors in Internal Medicine (CDIM)/Alliance for Academic Internal Medicine (AAIM), October 2013.

86. Kruidering M, O’ Sullivan P, Aronson L. Development and Validation of a Rubric to Support Faculty Feedback to Learners on Critical Reflection. Association of American Medical Colleges (AAMC) Research in Medical Education (RIME) Conference, Philadelphia, PA, November 2013.

87. Kuo AK. Community Pediatrics Training Initiative, On-line modules on Community-Based Projects. American Academy of Pediatrics (AAP) National Conference, Orlando, FL, September 2013.

88. Laluz V. Volunteer Clinical Preceptors’ Best Practices for Engaging Pre-Clerkship Medical Students in Authentic Clinical Experiences. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

89. Larson C, O’Brien B, Rennke S. Geriward Falls: An Interprofessional Team-Based Curriculum on Falls in the Hospitalized Older Adult. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

90. Larson C, O’Brien B, Rennke S. GeriWard Falls: An Interprofessional Team-Based Curriculum on Falls Prevention and Systems-Based Care in the Hospitalized Older Adult. Society of General Internal Medicine (SGIM) Annual Meeting, San Diego, CA, April 2014.

91. Lin M, Chen E, Khandelwal S. Conference Didactics: Medical Education Journal Club. Council of Emergency Medicine Residency Directors Annual Meeting, New Orleans, LA, April 2014.

92. Lin M, Genes N, Nomura J, Cooney R. From Twitter to Tenure: How Social Media Can Augment Academics. Society of Academic Emergency Medicine Annual Meeting, Dallas, TX, May 2014.

93. Lindow J. Giving Students Feedback: Tips for Coordinators. Association of Professors of Gynecology and Obstetrics, Atlanta, GA, February 2014.

94. Loeser H. AAMC Leadership Education and Development (LEAD) Certificate Program. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

95. Lorenson M, Wilson S, Autry A. I-PASS: Implementation of a Standardized Handoff Format in an Ob/Gyn Residency Program. Association of Professors of Gynecology and Obstetrics/Council on Resident Education in Obstetrics and Gynecology, Atlanta, GA, February 2014.

96. Maggio L, ten Cate O, Irby D, O’Brien B. Can the Reasons Why Clinicians Use PubMed or UpToDate Inform Education in Evidence Based Practice? A Qualitative Analysis. Association of Medical Education in Europe (AMEE), Prague, Czech Republic, August 2013.

97. Martinez A. The First Wave: Career Paths of PRIME Graduates. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

98. Martinez A. UCSF Interprofessional Post Baccalaureate Program. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

99. Martinez AM, Yen IH, Aronson L, Flowers L, Chen V, Fernandez A. PROF-PATH: A Novel Program to Increase UIM Medical Student Interest in Research Careers. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

42 presentations

100. Mayfield C. Effective Uses of Technology in Education. Association of American Medical Colleges (AAMC) Annual Meeting, Philadelphia, PA, November 2013.

101. Mayfield C (moderator), Campion M, Youm J, Benfield J, Griffith M, Perea P, Maggio L, Orlowitz J, Turken T, Whitaker E. Revolutionary or Just Hype? Examining Four Years of iPad and Tablet Initiatives at WGEA Schools. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

102. Mayfield C, Campion M, Youm J. All Grown Up? Assessing the Maturity of our Educational Technologies. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

103. Mazotti L, Hirsh D, Brooks K. System Transformation through Educational Transformation: The Rationale, Workings, and Potential of Longitudinal Integrated Clerkships at UCSF, Minnesota, and Harvard Medical School. Harvard Medical School Center for Primary Care Innovations Conference, Boston, MA, October 2013.

104. Mazotti L. Transforming Medical Education: Longitudinal Integrated Clerkships. UC Davis and Kaiser Permanente, Sacramento, April 2014.

105. Miller R, O’Sullivan P, Aronson L. How Do We Evaluate Our Learners’ Reflective Ability? A Comparison of Two Rubrics. Association of American Medical Colleges (AAMC) Research in Medical Education (RIME) Conference, Philadelphia, PA, November 2013.

106. Mitrovic I. Peer Facilitated Small Groups (Workshop). Monash Institute of Pharmaceutical Sciences, Monash University, Melbourne, Australia, September 2013.

107. Mitrovic I. Teaching Small Group Discussions Monash Institute of Pharmaceutical Sciences, Monash University, Melbourne, Australia, September 2013.

108. Moriates C. Bringing the Triple Aim into Your Practice: Educating for Quality and Value. Association of American Medical Colleges (AAMC) Annual Meeting, Philadelphia, PA, November 2013.

109. Muldoon L, Chan T, Bauer I, Brown M, Hodell E, Riegels N, Mazotti L, Young JQ, Riegels NS. Improving Perioperative Outcomes through Patient Education: A Quality Improvement Project Poster. Consortium of Longitudinal Integrated Clerkships (CLIC) International Conference, Big Sky, MT, October 2013.

110. Murr AH, Farwell G, Louie G. Small Group Case Discussion on Maxillomandibular Trauma. North America Principles of Craniofacial Trauma, Arbeitsgemeinschaft für Osteosynthesefragen Craniomaxillofacial Foundation (AOCMF), Minneapolis, MN, August 2013.

111. Murr AH. Small Group Case Discussions on Maxillomandibular Trauma. North America Principles of Craniofacial Trauma, Arbeitsgemeinschaft für Osteosynthesefragen Craniomaxillofacial Foundation (AOCMF), Los Angeles, CA, November 2013.

112. O’Brien B, Harris I, Perkowski L. Introduction to Qualitative Data Collection Methods. Medical Education Research Certificate program (MERC), Honolulu, HI, March 2014.

113. O’Brien B, Hirsh D, Krupat E, Batt J, Hansen L, Poncelet A, Hauer K. Visions of the Ideal Medical Student: Impressions From Longitudinal Integrated and Block Clerkship Experiences. Association of American Medical Colleges (AAMC) Annual Meeting, Philadelphia, PA, November 2013.

114. O’Brien BC, Keene T, Shunk R. Team Huddles as Workplace Learning Opportunities: An Observational Study. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

115. O’Sullivan P, Irby DM. Feedback: Demanded and Needed. Shantou University Medical College, Shantou, China, October 2013

116. O’Sullivan P, Irby DM. Leading Discussions. Shantou University Medical College, Shantou, China, October 2013

117. O’Sullivan P. Feedback: Demanded and Needed. Mekelle University College of Health Sciences, Mekelle, Ethiopia, January 2014.

118. O’Sullivan P. Constructing Multiple Choice Questions. Axum, Ethiopia, January 2014.

119. O’Sullivan P. Constructing Multiple Choice Questions. Mekelle University College of Health Sciences, Mekelle, Ethiopia, January 2014.

120. O’Sullivan P. Dynamic Presentations. Axum, Ethiopia, January 2014.

121. O’Sullivan P. Dynamic Presentations. Mekelle University College of Health Sciences, Mekelle, Ethiopia, January 2014.

122. O’Sullivan P. Feedback: Demanded and Needed. Axum, Ethiopia, January 2014.

123. O’Sullivan P. Leading Discussions. Axum, Ethiopia, January 2014.

124. O’Sullivan P. Leading Discussions. Mekelle University College of Health Sciences, Mekelle, Ethiopia, January 2014.

125. O’Sullivan P. Problem Based Learning. Axum, Ethiopia, January 2014.

126. O’Sullivan P. Problem Based Learning. Mekelle University College of Health Sciences, Mekelle, Ethiopia, January 2014.

127. O’Sullivan P. Selecting and Using a Variety of Instructional Methods. Axum, Ethiopia, January 2014.

128. O’Sullivan P. Selecting and Using a Variety of Instructional Methods. Mekelle University College of Health Sciences, Mekelle, Ethiopia, January 2014.

129. O’Sullivan P. The Value of Student-Run Clinics for the Premedical Student: A Multi-Institutional Study. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

130. O’Sullivan P, Irby D. Motivation of Faculty Developers. Academies Collaborative, Philadelphia, PA, November 2013.

131. O’Sullivan P, Irby D. Motivation to Do Faculty Development. 2nd International Conference on Faculty Development, Prague, Czech Republic, August 2013.

presentations 43

132. O’Sullivan P, Stenfors-Hayes T, Irby D. Motivation to be a Faculty Developer: A Qualitative Study using Two Complementary Methodologies. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

133. O’Sullivan P, Uijtdehaage S. Conceptual Frameworks and their use in your Scholarly Work as a Teacher, Curriculum Developer, Assessor, Mentor and Leader: Educational Research Workshop Series. Teaching Academy Consortium of West Region Colleges of Veterinarian Medicine, Corvallis, WA, July 2013.

134. O’Sullivan P, Uijtdehaage S. Transforming your Teaching Into Educational Scholarship. Teaching Academy Consortium of West Region Colleges of Veterinarian Medicine, Corvallis, WA, July 2013.

135. O’Sullivan P. Using Novel Research Methods to Understand Teaching and Learning in the Professions (discussant for symposium.) American Educational Research Association (AERA) Annual Meeting, Philadelphia, PA, April 2014.

136. Otto M, Gonzales R, Boscardin C, Gleason N. Establishing Guidelines for Referral to Orthopedic Specialty Care: Consensus Using the Modified Delphi Method. Society of General Internal Medicine (SGIM) Annual Meeting, San Diego, CA, April 2014.

137. Oza S, Miao, E, Pierce R, Kuo AK, Van Schaik S. Development of a Clinical Team Leadership Observation and Feedback Tool (LOFT). Association of American Medical Colleges (AAMC) Research in Medical Education (RIME) Conference, Philadelphia, PA, November 2013.

138. Oza S, Miao, E, Pierce R, Kuo AK, Van Schaik S. Development of a Clinical Team Leadership Observation and Feedback Tool (LOFT). Western Group on Education Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

139. Oza SK, Wamsley M, Boscardin C, Batt J, Hauer KE. Medical Students’ Engagement in Collaborative Communication during an Interprofessional Standardized Patient Encounter. Society of General Internal Medicine (SGIM) Annual Meeting, San Diego, CA, April 2014.

140. Papadakis M. The Role That Stemmler Support Has Had on My Research. National Board of Medical Examiners (NBME). Ottawa and Canadian Conference on Medical Education Conjoint Conference, Ottawa, ON, Canada, April 2014.

141. Pardo M. Critical Care Anesthesiology as a Career Choice. California Anesthesia Medical Student Symposium, Stanford, CA, September 2013.

142. Pardo M. Is Face to Face Learning in a Traditional Class Model Obsolete? Evidence and Economics. Association of University Anesthesiologists Annual Meeting, Stanford, CA, April 2014.

143. Pardo M. Medical Student Workshops. American Society of Anesthesiologists Annual Meeting, San Francisco, CA, October 2013.

144. Pardo M. Successfully Matching into an Anesthesia Residency Program: What Program Directors Look For. American Society of Anesthesiologists Medical Student Component Meeting, October 2013.

145. Pardo M. The Fellowship Application Process: Challenges for Residents and Programs. Society for Academic Anesthesiology Associations, November 2013.

146. Parks A, Aronson L, O’Sullivan P, Kruidering M. Impact of Faculty Feedback on Development of Reflective Skill. International Association of Medical Science Educators (IAMSE) Annual Meeting, Nashville, TN, June 2014.

147. Parks A. Faculty Feedback on Critical Reflection: Is Training Retained Over Time? Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

148. Pillows T, Poznanski S, Tubbs R, Lin M. Presentation Design. Council of Emergency Medicine Residency Directors Annual Meeting, New Orleans, LA, April 2014.

149. Plunkett-Rondeau J, Hyland K, Dasgupta S. The Current State of Undergraduate Medical Genetics Education: APHMG Curriculum Survey Results 2013-14. Association of Professors of Human and Medical Genetics Annual Meeting, Napa, CA, May 2014.

150. Plunkett-Rondeau J, Hyland K, Dasgupta S. The Inclusion of Genetic Testing of Students in Medical School Genetics Courses. Association of Professors of Human and Medical Genetics Annual Meeting, Napa, CA, May 2014.

151. Poncelet A, Erikson J. Longitudinal Integrated Clerkships 101, Curriculum and Finance. Consortium of Longitudinal Integrated Clerkships (CLIC) International Conference, Big Sky, MT, October 2013.

152. Poncelet A, Peyser B, Hirsh D, Hansen L, Sheline B, Jackson J, Weigle N. Difficult Student Learners Within LIC Programs-Special Challenges Accompanied by Unique Opportunities for Remediation. Consortium of Longitudinal Integrated Clerkships (CLIC) International Conference, Big Sky, MT, October 2013.

153. Poncelet A. Controversies in Professionalism. AB Baker Neurology Education Colloquium, American Academy of Neurology (AAN), Philadelphia, PA, April 2014.

154. Ramachandran R. Novel Methods in Medical Student Pathology Teaching at a Multi-Site Tertiary Care Referral Center. Harvard-Macy Institute Program for Health Professions Educators, Boston, MA, May 2014.

155. Reisman A, Chen A, Jain S, Sanders L, Siegel J. Armchair Advocacy: Education and Persuasion through the Op-Ed. Society of General Internal Medicine (SGIM) Annual Meeting, San Diego, CA, April 2014.

156. Riegels NS, Riegels N, Young JQ, Mazotti L. Quality Improvement: A Longitudinal Medical Student Practicum. Consortium of Longitudinal Integrated Clerkships (CLIC) International Conference, Big Sky, MT, October 2013.

44 presentations

157. Rosenbluth G, Burman N, Ranji S, Baron RB. Assessing Quality Improvement across the Educational Continuum. Association of American Medical Colleges (AAMC) Annual Meeting, Philadelphia, PA, November 2013.

158. Rosenbluth G, O’Toole JK, Everhart JL, Hepps JH, Hrach CM, Patel SI, Starmer AJ, Landrigan CP. Strategies for Implementing a Successful Handoff Program for Hospitalists. Society of Hospital Medicine (SHM) Annual Meeting, Las Vegas, NV, March 2014.

159. Ruddick V, O’Sullivan P. Teach for UCSF: A Path to Improvement of Educational Skills for Faculty and Trainees. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

160. Saeed S, Dellinges M. Evidence-Based Teaching: Promoting Critical Thinking Skills in Dental Education. American Dental Education Association, San Antonio, TX, March 2014.

161. Saeed S, Rodriguez T. What Psychology and Neurobiology Tell Us About Digital-Age Learners. American Dental Education Association, San Antonio, TX, March 2014.

162. Satterfield J, Chen H, Rennke S, Battle J, Bereknyei S, Blankenburg R, Buckelew S, Ramos J, Yuan P, Braddock C. Transforming Clinical Rounds: Using Ethnography to Bring Behavioral and Social Sciences to the Bedside. American Psychological Association (APA) Conference, Honolulu, HI, July-August 2013.

163. Satterfield J, Khan A, Biagioli F, Hosamani P, Stuber S. Innovative Tools to Teach Patient Engagement and Shared Decision Making in Clinical Practice. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

164. Satterfield J. Teaching Residents Screening, Brief Intervention and Referral to Treatment Skills for Alcohol Use: Using Chart-Stimulated Recall to Assess Curricular Impact. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

165. Schwartz BS. Interprofessional Education: An Introduction of Antibiotic Stewardship. Association of Medical School Microbiology and Immunology Chairs Educational Strategies Meeting, May 2014.

166. Shinkai K. Mentoring residents: The UCSF Dermatology Mentoring Program. Association for Professors of Dermatology Annual Meeting, Chicago, IL, September 2013.

167. Shliakhtsitsava K, Azimi A, Farrell A, Kretzmer R, Kinman R. Breaking Through to At-Risk Youth: Reflections of Pediatrics Residents Mentoring Girls at an Urban High School in Fresno, CA. Western Society for Pediatric Research (WSPR) Annual Meeting, Carmel, CA, January 2014.

168. Shore WB, Whiting E, Candib B, Freeman J, South-Paul J, Muller J. The Wisdom, Wit and Well-Being of Senior Faculty: Issues and Strategies for Senior Faculty Medical Educators. Society of Teachers of Family Medicine (STFM) Annual Spring Conference, San Antonio, TX, May 2014.

169. Soones T, O’Brien B, Julian K. Resident Perceptions of Team Based Care in their Continuity Clinic. Society of General Internal Medicine (SGIM) Annual Meeting, San Diego, CA, April 2014.

170. Stanley M, O’Brien B, Shunk R, Jain S, Julian K, Baron R, Kohlwes J. Is Training in a Primary Care Internal Medicine Residency Program Associated With a Career in Primary Care Medicine? A Cross Sectional Analysis of a 10-Year Cohort. Society of General Internal Medicine (SGIM) Annual Meeting, San Diego, CA, April 2014.

171. Steinauer J. Online Resources for Teaching and Patient Care. Ryan Residency Training Program National Workshop, Chicago, IL, 2014.

172. Steinauer J. Professionalism, Conscientious Objection, and Medical Ethics and Facilitating a Values Clarification Exercise. Ryan Residency Training Program National Workshop, Chicago, IL, 2013.

173. Stringari-Murray S, Dawson-Rose C, Portillo C, Newlin B. Integrating HIV/AIDS Education and Clinical Training into a Primary Care Curriculum. National Organization of Nurse Practitioner Faculty (NONPF) 40th Annual Meeting, Denver, CO, April 2014.

174. Uijtdehaage S, van Schaik S. Preparing a Competitive Grant to Support Your Educational Scholarship. MESRE Grant Writing Workshop at Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

175. van Schaik S, Collins A, Chen L, Keeton V. Immersive workshop on Vicarious Learning in Simulation. International Meeting for Simulation in Healthcare, San Francisco, CA, January 2014.

176. van Schaik S, Quirk M, Hammontree W, Huang Y, Ricks C. Integrating Simulation and Telemedicine. International Meeting for Simulation in Healthcare, San Francisco, CA, January 2014.

177. van Schaik S, Regehr G, Eva K, Irby D, O’Sullivan P. Health Professional Students’ Perceptions of Interprofessional Feedback. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

178. Vener M, Chodos A, Wilson E. Primary Care As Cutting Edge: Creating A Primary Care Leadership Academy. Society of Teachers of Family Medicine (STFM) Conference on Medical Student Education, Nashville, TN, January 2014.

179. Vener M, Prieto E, Wilson E. Plumbing The Pipeline: A State-wide Assessment of Educational Changes Needed to Support Primary Care Education. Society of Teachers of Family Medicine (STFM) Conference on Medical Student Education, Nashville, TN, January 2014.

180. Vesel T, O’Brien B, van Schaik S. Resident Physician Perceptions of Interprofessional Feedback through the Lens of Social Identity Theory. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

presentations 45

181. Walaszek A, Benjamin S, Boland R, Brenner A, Cowley D, Jibson M, Sudak D, Swing S, Young JQ. How Do We Know When We’ve Arrived? Methods of Measuring the New ACGME Milestones Workshop. Association for Academic Psychiatry, Charleston, SC, October 2013.

182. Walker L, Chung E, Gildengorin G, Cho C. Self-Directed Learning: Does it Work for Interns?. Pediatric Academic Societies Conference, Vancouver, BC, Canada, May 2014.

183. Wamsley M, Batki S, Dunlop M, Julian K, McCance-Katz E, O’Sullivan P, Yuan P, Satterfield J. Team-Based Learning Exercise Efficiently Teaches Brief Intervention Skills to Medicine Residents. American Psychological Association (APA) Conference, Honolulu, HI, July-August 2013.

184. Wamsley M, Gleason N, Julian K, Guy M, O’Sullivan P, Steiger S, Satterfield J. Teaching Residents Screening, Brief Intervention and Referral to Treatment Skills for Alcohol Use: Using Chart-Stimulated Recall to Assess Curricular Impact. Society of General Internal Medicine (SGIM) Annual Meeting, San Diego, CA, April 2014.

185. Watkins E, Doyon J, Schwartz BS, Chin-Hong PV. “Student Report:” A Novel Near-Peer Teaching Approach Linking Basic Microbiology with Clinical Infectious Diseases through Student-Created Curricula. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

186. Webb E. How to be a Departmental Leader in Radiology Education. Association of University Radiologists, Baltimore, MD April, 2014.

187. Weichenthal L. Keeping Fuel from the Fire: Wellness Education in Residency. Massachusetts College of Emergency Medicine’s Dousing the Flames of Emergency Medicine Burnout Conference, Boston, MA, April 2014.

188. Weichenthal L. Teaching Residents Self-Care for Life. Massachusetts College of Emergency Medicine’s Dousing the Flames of Emergency Medicine Burnout Conference, Boston, MA, April 2014.

189. Wills C, Hern G, Gavin N, O’Sullivan P. Intern Boot Camp Based on CLER. Emergency Medicine Council of Residency Directors, New Orleans, LA, March 2014.

190. Wills C. Procedural Cadaver Lab. UCSF High Risk Emergency Medicine, San Francisco, CA, May 2014.

191. Wilson E. Primary Care Leadership Academy. Society of Teachers of Family Medicine (STFM) Conference on Medical Education, Nashville, TN, January 2014.

192. Win M, Crooks K, Banh K, Tan A, Bar-on M, van Schaik S. Residents as Teachers. Western Group on Educational Affairs (WGEA) Annual Meeting, Honolulu, HI, March 2014.

193. Wortis N, Soesbe S, Le M, Queen-Johnson A , Boyer-Chu L, Collins-Bride G, Kym E, Liu W, Quezada R, Rose S, Shen S, Sisler D, Taylor P, Wong H, Youmans S, Chung L. Engaging he YouTube Generation: An Interprofessional Community-Campus Partnership to Develop Online Media-Rich Curriculum Modules that Build Capacity for Authentic Community Engagement. Community Campus Partnerships for Health, Chicago, IL, May 2014.

46 presentations

UCSFOfficeofMedicalEducation•521ParnassusAvenue,C254•SanFrancisco,CA94143-0410meded.ucsf.edu

UCSF Eli and Edythe Broad Center of Regeneration Medicine and Stem Cell Research Building The 68,926-square-foot building, constructed on a 60-degree slope, is designed to foster intensive collaboration and a

cross-pollination of ideas among scientists representing a broad spectrum of labs and disciplines.

UCSF Office of Medical Education Year in Review 2013-14

Documents

Transcript of UCSF Office of Medical Education Year in Review 2013-14