UCSF Office of Medical Education Annual Report: 2011-12

medical education

ANNUAL REPORT2011-2012

Medical Education

A Catalyst for Health Care Transformation

Dear Friends and Colleagues:

As I complete my fi rst year as Vice Dean for Education at UCSF School of Medicine, I cannot help but marvel at the talent, drive, creativity and commitment of our faculty, staff and learners across the medical education continuum.

On the next pages, you will see real examples of UCSF’s commit-ment to developing physicians capable of leading local, national, and international initiatives to meet the needs of diverse communities everywhere.

In our new annual report format, we introduce you to the lifeblood of our success—our people—and focus on the outcome and impact of their work.

At UCSF, we believe that medical education exists to improve the health of our society. We are striving to achieve this goal in very dynamic times. Patients activated and educated through the Internet

seek new types of relationships with their health care providers. Emerging models of health insurance and payment reform will require new models of care. Advances in technology promise opportunities for higher quality care and enhanced learning but demand new ways of thinking about the roles of doctor and teacher. Discoveries in biomedical sciences challenge us to develop new approaches to lifelong learning.

Faculty, staff and learners at UCSF are poised to lead the medical education community to meet these challenges on behalf of our patients and our communities. We invite you to join us.

Warm regards,

Catherine Reinis Lucey, MDVice Dean for Medical EducationUniversity of California, San Francisco

Catherine Reinis Lucey, MD

the talentof our community

the importance of

scholarship

the necessity of

lifelong learning

we believe in

Table of Contents

Education as a Catalyst for Transforming Health Care I 6

Meeting the Needs of a Diverse Community I 8

Working Collaboratively to Provide Quality Care I 13

Building Expertise over a Lifelong Career I 18

Funders I 22

Honors and Awards I 23

Grants I 27

Publications I 29

Presentations & Workshops I 34

Our Organization I 38

Education as a Catalyst for Transforming Health Care“Our view of workplace

learning is not one of unidirectional teaching between teacher and student but instead is one of bidirectional learning between the physician of today and the physician of tomorrow.”

—Catherine R. Lucey, MD

“Education is where health care begins.” –Malcolm Cox

At UCSF, like many medical schools, our educational approach has been to blend carefully constructed class-room and lab-based experiences with mentored clinical encounters throughout the four years of the curriculum.This strategy has successfully helped generations of physi-cians hone their skills so that they can provide the best possible care to our patients.

The next decade will bring stunning changes in the clinical and research environment —not only because of advances in biomedical knowledge, but also because of innovations in care delivery designed to ensure that each patient receives care that is safe, timely, effective, efficient, equitable and patient-centered.

6 I Education as a Catalyst for Health Care Transformation

Education as a Catalyst for Health Care Transformation I 7

At UCSF, we believe that our curriculum must not react to changes in the care environment, but must anticipate and lead these changes. Our view of workplace learning is not one of unidirectional teaching between teacher and student but instead is one of bidirectional learning between the physicians of today and the physician of tomorrow in the context of a team of health professionals.

We are building coalitions amongst educators, clinicians, researchers, and community partners to understand the new skills and competencies required so that physicians can meet the needs of our community. Our proactive redesign of the education curriculum will allow us to ensure that students admitted today will be prepared for the world they find when they enter independent practice a decade from now.

The success of the educational mission of UCSF can be attributed to our core beliefs:

WE bELiEvE iN ThE TALENT Of OUR cOmmUNiTyThe faculty of UCSF come from all walks of life and represent all medical specialties and many other health professions. Despite this diversity of preparation and career focus, we are uniformly committed to ensuring that all patients have access to caring, compassionate, expert physicians. We know that achievement of this goal requires that we nurture and coach our students as they work to become worthy of joining our community of UCSF physicians. We are fortunate that our students represent the best of the best—brilliant scholars and purpose driven individuals whose determination to become UCSF physicians come not from a desire to be recognized but from a commitment to serve. An equally dedicated staff skillfully steward the curriculum and learning environment, providing support and guidance to both faculty and students.

WE bELiEvE iN ThE imPORTANcE Of schOLARshiPUCSF is a leader among medical schools because we approach our work as educational scholars. We use theo-retic frames to guide our innovations and we rigorously study the results of our interventions to ensure that we achieve the results that we need. We are not content to simply see if students are satisfied with an educational intervention; we want to be sure that our educational innovations have a real and meaningful impact on the professional development of our learners—whether they are our students or our faculty. As we turn our attention

to the interface of education and clinical care, we will be seeking ways to measure the impact of education on the quality, safety and patient centeredness of the care deliv-ered by our students and our graduates. Furthermore, we will seek ways to measure and positively influence the impact of clinical innovations on the learning environ-ment. We are fortunate to be able to partner with the UCSF, SFVA and SFGH medical centers to advance col-laborations that benefit both patients and learners.

WE bELiEvE iN ThE NEcEssiTy Of LifELONg LEARNiNgAt both the individual and institutional level, we believe in the importance of continuously striving for excellence. Our students and trainees learn to take charge of their own professional development by collecting and analyz-ing information about their performance. Our student portfolio tool and personal competency coaches guide the students in their reflective activities and help them understand the importance of continuous, data driven performance improvement. Our faculty members are similarly driven to improve. The Academy of Medical Educators and the Office of Research and Development in Medical Education collaborate on faculty performance assessment and faculty development activities designed to enhance our collective teaching effectiveness. The Office of Technology Enhanced Learning provides support for faculty interested in exploring new educa-tional technologies. Even our curriculum is in constant evolution, driven by the needs and ideas of our com-munity, our students, and our faculty. Data support from the Educational Evaluation Unit assists curriculum committees as they strategize and experiment with new educational initiatives. This belief in continuous devel-opment and discovery positions us well to work with our colleagues in patient care and biomedical research, whose work also requires constant redesign for maximal effectiveness.

The following pages showcase the impact of these beliefs on projects that can lead to the transformation of health care. This year we are showcasing three themes: preparing the workforce to meet the needs of diverse communities, working collaboratively to provide quality care, and building expertise over a life time in medicine. These are but a few steps in the journey that UCSF is taking to use medical education as a catalyst to transform health care. This odyssey will be neither straightforward nor short but we are confident that the UCSF educational mission, built on pedagogy and fortified with purpose, is ready to lead.

Meeting the Needs of a Diverse CommunityOur increasingly diverse community will demand health professionals who are skilled at listening to, learn-ing from, collaborating with and caring for people who are different from them. Social learning theory predicts that the best way to help our students achieve competency in meeting the needs of a diverse com-munity is to educate them within a diverse community. Toward this end, UCSF educators have developed a number of programs, spanning across the entire continuum of medical education—even reaching down to undergraduates who may not yet be considering a career in medicine—with the goal of diver-sifying the medical workforce and inspiring physicians to address the needs of diverse communities and vulnerable populations. A selection of these programs are highlighted below.

EdUcATiNg LEAdERs TO sERvE A divERsE cOmmUNiTy“Diversity benefits everyone,” says Elisabeth Wilson, MD. “I think sometimes people think diversity

only benefits students from disad-vantaged backgrounds or minority students, or however they are defining diversity, and that is absurd.” Wilson directs the Program in Medical Education for the Urban Underserved (PRIME-US), a five-year track combining a medical degree and a master’s degree for students wanting to work with predominantly minority and uninsured populations living in urban areas with limited access to quality health care services.

PRIME-US began as part of a state-wide initiative approved by California voters in 2006 that provided funding for expanding the state’s medical schools by increasing enrollment in programs aimed at improving health care for currently underserved

populations in California. It became an official part of the UCSF School of Medicine curriculum the next year. Eleven medical students enter the program each year, with another four students joining from the UC Berkeley/UCSF Joint Medical Program.

A cornerstone of the PRIME-US is the innovative curriculum, which includes leadership and management training, visits to community-based organizations, clinical immersion in community-based clinics and hospitals that focus on underserved populations, and a framework to build and sustain community partnerships. PRIME-US students also actively reach out to encourage undergraduates from diverse backgrounds to pursue careers in the health professions.

The master’s thesis component of the program can be in public health, social work or in any field that interests the student, says Wilson. “The students are going to have the PRIME perspective of how to work

“We feel like we really are a model in showing how diversity can enhance not just our group, but the entire curriculum.”

—Elisabeth Wilson, MD

8 I Meeting the Needs of a Diverse Community

with underserved populations, and with the master’s degree they get a whole extra skill set that they can bring to bear on whatever they end up doing,” she says. The important thing is that they think about the community they are serving, she says, and how they can impact the health of not just their specific patients but of the clinic as a whole or the community.

The PRIME-US program centers on community partnerships, actively engaging with the community to figure out their needs and interests, and working together to solve prob-lems. “We get the students out of the academic setting to experience what it is really like to be a part of a com-munity health clinic,” says Wilson.

Addressing the needs of the under-served population is also the focus of the Pediatric Leadership for the Underserved (PLUS) program, aimed at resident education. Through PLUS, four entrants into the General Pediatrics Residency Program at UCSF gain an added layer of skills and knowledge in leadership, critical thinking and community engage-ment to help them identify and address the range of issues that affect the health of underserved chil-dren. “We want to inspire physicians to collaborate with underserved communities and transform systems of care by giving these future leaders

the necessary skills and tools to do so,” says PLUS program director Anda Kuo, MD.

Kuo emphasizes that a critical aspect of leadership is having a very clear vision about what needs to happen and the ability to bring the right people along to help attain that vision.

“Our real aim is to address the needs of diverse communities and vulner-able populations,” says Kuo. “That is evident in the projects that we do.” Each PLUS resident designs and implements a child health project that spans their three-year residency. The topics have included policy research, community programs and media and legislative advocacy. “They have a wide-range of interests so it doesn’t matter what their exact focus is, what they want to change,” she says. “What matters is getting their hands dirty and a commitment to creating systematic change.”

Much of what is fostered through the PLUS program is the ability to recognize what the shortcomings in the current system are. For example, Kuo says, “It doesn’t take very long to realize that what we are doing in our clinics is limited if we don’t address the social and financial needs of our patients.” That was very clear to one past PLUS resident, who formed The Financial Fitness Clinic to serve patients in public health clinics.

“Our leadership definition is the ability to improve the health of vulnerable populations,” says Kuo. “Really, we are trying to create change agents.”

sTUdENT-RUN cLiNics EdUcATE bOTh PATiENTs ANd sTUdENTs“Being Asian American, I have always been interested in chronic hepatitis B infection and its impact on the community,” says Cindy Lai, MD, knowing that there is a higher inci-dence of chronic hepatitis B infection in people of Asian decent. She became a faculty advisor for the San Francisco Hepatitis B Collaborative, which operates several free to low-cost clinics that offer information, screening and vaccination against the virus. Lai emphasizes that the clinics are completely student-run—from planning to grant-writing to implementation—by approximately 20 students from the schools of medicine, nursing, pharmacy and dentistry.

One of the major roles of the clinics is education, talking to patients and answering their questions about chronic hepatitis B infection. Many of the clinic patients are of low socioeconomic status, which is a population that is typically not receiving sufficient screening or information about the virus. “This is a very important service to educate the community about hepatitis B, including how it’s transmitted, how to detect it and how to prevent

“if you want physicians to transform health—and who is better to transform health than those who are on the front line delivering care—then we need to explicitly train them to be leaders.”

—Anda Kuo, MD

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and treat the condition,” says Lai, who adds that the students also spend time answering questions and dispelling myths about the virus.

The patients provide a valuable educa-tion to students as well. The clinic is an opportunity for students to work with patients early in their professional careers and it opens their eyes to cultural differ-ences and similarities, says Lai. “Many of our patients have immigrated from Asia, and the students really appreciate the opportunity to interact with them and provide education and medical services.” The students also experience collaborat-ing with other disciplines, learning about each other’s roles and what skills they have to offer.

For one volunteer, the clinics provided rich fodder for scholarship, demonstrat-ing how student-run clinics can augment medical education and disseminating this clinic model to other universities. When Leslie Sheu, MD, now a first-year resident in Internal Medicine, was working with the clinics as a medical student, it became clear to Sheu and Lai that that they should document the educational benefits of these clinics, particularly related to interprofessional attitudes and cultural awareness. Over three years and counting, Sheu and several of her peers have conducted quantitative surveys and qualitative analysis of interviews with student clinic leaders and volunteers assessing educa-tional outcomes. Sheu has presented at conferences and published her findings in several journal articles.

“We found that students who partici-pated in the clinics knew more about the barriers to providing care, how to communicate with people who don’t speak English and how to work with interpreters,” Sheu says, noting that some of her research was done as part of

her fourth-year medical student legacy project in the Pathways to Discovery program in Health Professions Education. “These are things that I feel you can’t teach in a classroom setting; it is more about the hands-on experience that student-run clinics like the hepatitis B clinics really provide.”

PREPARiNg A divERsE cOmmUNiTy fOR cAREERs iN hEALTh sciENcEsPatricia Robertson, MD, knows well that no program designed to increase the diversity of future physicians will ever succeed if the underrepresented students never even make it into medical school. “I realized that our pipeline was leaking out many of our ethnic minority students in the University of California system who wanted to pursue medicine as a career, especially during their large science courses,” says Robertson. She set out to try to stop a bit of that leak.

In 2008, Robertson and Juan Guerra, MD, an obstetrician/gynecologist with the Permanente Medical Group in Oakland, designed a program to increase the diversity of medical students interested in women’s health, pediatrics and internal medicine by intervening early with undergraduates at UC Berkeley. The UCSF/Kaiser Undergraduate Research Internship (URI) brings students, usually in the summer after their sophomore or junior year, to UCSF and the Kaiser Permanente Oakland Medical Center to shadow physicians, spend 20 hours a week on clinical or basic research projects and learn about the field of medicine during didactic sessions.

The URI program embraces diverse students who have overcome disad-vantages. “We choose students who will be inspired by the summer, and then improve their grades and seek out additional opportunities as they navi-gate their path to medical school,” says

“by taking care of patients directly in these student-run clinics, the students learn first-hand how to communicate with patients who may have different life experiences from them.”

—Cindy Lai, MD


Robertson. Most of the participants are the first genera-tion of their families to go to college and most have English as their second language.

Sixteen students go through the URI program each summer, each receiving a $2500 stipend. Now that the program is in its fifth year, a number of prior participants are currently enrolled in medical school, with seven more applying this year. Some have decided to go on to health-related areas other than medicine. “We absolutely still consider the program a success even if they don’t follow a pathway to medical school,” Robertson says.

Robertson notes that many of their students come to the University of California under-prepared because they attended a poorly funded public high schools. “With diversity as a focus, our program evens out the playing field a bit by helping disadvantaged students catch up,” she says, with increased academic foundation, focused opportunities and mentoring. “Many disadvantaged students return to their own communities to serve as physicians once they graduate from medical school,” she adds. “They will contribute in ways to advance health care of diverse communities as well as be important role models for diverse students.”

“We have evidence that when physicians are from the same culture as the patient, communication is stronger and probably health outcomes are better. We also need academic faculty from many cultures to be role models for all of our diverse medical students.”

— Patricia Robertson, MD

Plan to locate practice in an underserved area*

Class of 2012 Medical School Graduation Questionnaire

Regardless of location, plan to care primarily for an underserved population

*Of the medical students who plan to locate practice in an underserved area, 85% of UCSF students (compared to 59% of medical students nationally) stated that their likely location of practice will be an inner-city neighborhood.

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LEsLiE shEU, mdFirst-year resident, UCSF Internal Medicine Volunteer and Coordinator, San Francisco Hepatitis B Collaborative student-run clinics

Leslie Sheu’s mother used Chinese herbs to recover from an illness, prompting Sheu to study traditional Chinese med-icine in Beijing after her sophomore year at UC Berkeley. That experience introduced her to the problem of hepatitis B infection, which is prevalent in Asia. She had no idea that that trip, and that virus, would launch her career trajectory into medical education.

The autumn after her return to classes, Sheu, who is fluent in Mandarin, fortuitously learned of an opportunity to found and establish an under-graduate interpreter program for the new San Francisco Hepatitis B Collaborative that UCSF students were launching. “I saw how medical and other professional students collaborated to provide free screening and free to low-cost vaccination to an at-need population,” she says. She was hooked. She applied to UCSF School of Medicine, entering in the fall of 2008, and continued to work with the hepatitis B clinics.

Cindy Lai, MD, one of the faculty advisors for the clinic, has a strong interest in medical education. Interacting with her spurred Sheu into wanting to share the benefits of student-run clinics with other medical schools. Over three years, she conducted surveys and published her results showing how participation in a student-run clinic contributes to sociocultural awareness and interprofessional collaboration.

“If my mom hadn’t had a problem, I wouldn’t have looked into going to China, and had I not gone to China, I wouldn’t have applied to be part of the hepatitis B clinics where I crossed paths with Cindy Lai and other medical educators,” says Sheu, who is continuing to explore how student-run clinics benefit medical students and plans to stay in aca-demics, focusing on medical education.

“student-run clinics offer so much opportunity for early medical

students, including learning how to communicate with a diverse patient

community. i hope our work can lead to integrating these clinics into the medical curriculum even more.”

profile


Rapid advances in biomedical science have generated massive amounts of information about how best to diagnose and treat disease, but a chasm remains between this knowledge and the delivery of evi-dence-based, safe, high quality care to patients. Much of this disconnect is due to the changing nature of the problems faced by today’s patients. Multiple chronic diseases require more than a brief physician visit every three months. Entire commu-nities facing complex public health epidemics of obesity and asthma need more than just ready access to urgent care. It is clear that the types of care models that brought success in the last century are insufficient to meet current needs. In redesigning care models, physicians are realizing that they must adapt how they learn and operate in the workplace.

It is not possible for a single health care provider to deliver all of the acute, chronic and preventive care that patients need. It requires a team, and working within a team means learning new ways of interacting with team members of different pro-fessions to maximize performance and optimize patient outcomes.

Toward the goal of improving care for patients and communities, UCSF faculty and residents and students are employing the principles of inter-professional workplace learning and continuous quality improvement.

UsiNg WORkPLAcE LEARNiNg TO imPROvE PATiENT cAREThe United States Department of Veterans Affairs recognizes the value of interprofessional team training as a way to improve patient-centered care for veterans. The VA chose the San Francisco VA Medical Center as one of only five sites to receive a five-year, $5 million grant, designed to train resident physicians and nurse practitioner students together in the care of patients. In July 2011, UCSF and the San Francisco VA launched an innovative Center of Excellence for Primary Care Education called “Education for Patient Aligned Care Teams,” or EdPACT.

“In years past when there weren’t all these treatments, it might have been possible to have a solo provider model but it’s just not possible any more,” says Rebecca Shunk, MD, co-director of EdPACT.

“I feel like this is really a move to improve patient care by combining an educational program for residents and nurse practitioner students with a complete restructuring of VA primary care clinics,” says Bridget O’Brien, PhD, director of evaluation for EdPACT and associate director for curriculum and evaluation for the Center of Excellence. The Center will support changes in the culture of the clinic and of health care education, she says, by introducing trainees to innovative approaches to primary care medicine and by providing opportunities to work with a team of staff members and associated health professionals to deliver high quality patient care.

That’s exactly what EdPACT aims to do.

Working Collaboratively to Provide Quality Care

“you need a team, and once you have this team, you need to figure out how to communicate effectively, how to learn each other’s roles so you are not duplicating jobs and how to maximize each team member’s performance.”

— Rebecca Shunk, MD

Working Collaboratively to Provide Care I 13

Sixteen medical residents and eight nurse practitioner students work in teams, with two residents and one nurse practitioner student joined by trainees from pharmacy, mental health, social work, nutrition and podiatry.

“Probably our biggest success was implementing ‘huddles’,” says O’Brien, who explained that a huddle is a daily morning meeting between the entire team: the RN, the LVN, the clerical associate, the medical resident and the nurse practitioner student. A primary care provider also attends the huddle as a “coach,” observing and providing feedback to ensure the huddle runs smoothly. “The huddles are where a lot of coordination of patient care happens and also where much of the interprofessional collabo-ration occurs, ” says O’Brien.

“We are actually teaching interprofes-sional collaboration along with shared decision making and performance improvement,” says Shunk. Instruction includes sessions on team member roles, how to interact with each other and how to huddle. “They are learning while they are collaborating while they are improving patient care,” she says.

“I am excited to see trainees learn-ing a new model of heath care,” says O’Brien, “and even if they don’t end up in primary care, they will take this model with them to improve collaborative care, making things better for patients.”

QUALiTy imPROvEmENT“Traditionally, what happened in the hospital and what happened in the classroom were totally separate, each marching to its own drummer,” says Robert Baron, MD, the Associate Dean for Graduate and Continuing Medical Education. “There wasn’t really an alignment between what learners

were learning and what the clinical settings needed to do to become as high performing as they could be,” he says. “The idea was to bring the two together to recognize that they have synergistic symbiotic relationships.”

Six years ago, Baron’s office and the UCSF Medical Center launched a project to involve trainees in changes that would bring together the best patient care and also teach residents the best possible medicine. The Resident and Fellow Quality Improvement Incentive Program includes both institution-wide (all-program) and program-specific efforts, with the projects identified by trainees and leadership.

Eligible trainees can earn up to $1,200 each for successful completion of the goals. Over the first five years of the program, ten of 15 all-program goals have been met. An average of $800 per trainee has been distributed to almost a thousand trainees each year.

Increasing patient satisfaction has been one of the all-program goals since the program began. As part of the initiative, the residents learned what determined patient satisfac-tion and how they as residents could improve it. Each year the goal has been set higher, and the goal has been met in all but one year. Another of the all-program goals was hygiene compliance, and this has shown marked improvement from less than 50 percent several years ago to more than 85 percent currently. A third all-program goal was to reduce unnecessary laboratory tests. In three years, the use of 17 common labora-tory tests was down by 13 percent.

Program-specific goals were added in 2008, in recognition that departments

14 I Working Collaboratively to Provide Care

such as Radiology and Pathology have less direct patient contact than Medicine and Surgery. Last year, 18 different programs participated, and more than three-quarters of the goals—including communicating results to patients sooner, decreasing wait times and scheduling post-op appoint-ments—were achieved.

ThE QUALiTy ANd sAfETy iNNOvATiON chALLENgE“There is energy at every level for prepar-ing the next generation of health care providers to be leaders of making the health system work better,” says Niraj Sehgal, MD, MPH. Baron’s Resident and Fellow Quality Improvement Incentive Program is one educational innovation to meet that need. Sehgal has another: the Quality and Safety Innovation Challenge, which promotes trainees working in multidisciplinary teams to improve patient care. The reward? An opportunity for all of the project teams, including three selected award winners, to present at a year-end symposium that celebrates their efforts.

Each team identifies a problem or gap in care delivery, aligned with thematic focus areas, which reflect the priorities of the medical centers. The teams then work together to design and implement an improvement project. In June, the teams present their work at the departmental quality and safety symposium. The top project from each of the three clinical cam-puses presents formally at the symposium, with that honor awarded based on the magnitude of the challenge and how inno-vative and effective the improvements are.

Launched in fall 2010, and now beginning its third year, nearly two-thirds of all UCSF internal medicine residents participated in a project during each of the first two years. The vast majority of projects were unfunded, but the participants devoted their time and effort anyway. “Despite everyone’s competing demands, part of

what the level of participation reflects is that our trainees and faculty are tired of working in systems that don’t work well,” he says, “and they want to be part of fixing them.”

AmbAssAdORs fOR cURRicULUm imPROvEmENT The Curriculum Ambassador Program, now entering its 13th year, puts the students in charge of their education. Through the program, students and teaching faculty collaborate to creatively develop or improve upon existing curricular compo-nents. Students, most often in between their first and second years, choose their projects—ranging from small group sessions to syllabus chapters to online modules—based on priorities identified by course faculty and curriculum oversight committees. This past year the priorities included competency-based education with a focus on assessment, promotion of active and self-directed learning and interprofessional health education.

Two curriculum ambassadors from last summer’s round of projects, Shalini Dixit and Gelareh Nikpour, both had some back-ground in teaching—Gelareh as a middle school teacher for two years and a tutor and Dixit as a tutor—and jumped at the opportunity to participate. They chose the project on promoting learner engagement in the topic of smoking cessation.

This project was specifically linked to two others in the interprofessional health care

“What is special about the incentive Program is that started as a very close collaboration between the medical center and the school. The clinical and educational leadership came together to make patient care better now, and improve the skills of the residents so that they can take care of patients more effectively for the next decades to come.”

—Robert Baron, MD

“The innovation challenge really demonstrated the impact trainees can have in improving the very systems they watch fail them, and their patients, every day. it provided a vehicle for them to translate passions and interests into tangible improvement projects.”

—Niraj Sehgal, MD, MPH


education. Their faculty advisors for the project were Jason Satterfield, PhD, a psychologist and the direc-tor of Behavioral Medicine at the School of Medicine and Lisa Kroon, PharmD, CDE, the interim chair of the department of clinical pharmacy. “A big component of our course is the pharmaceuticals and medications to help treat and work with tobacco users to help them quit smoking,” says Dixit. They collaborated with six other students from the schools of den-tistry, pharmacy, nursing and physical therapy with their parallel projects, each developing a separate module for teaching about smoking cessation.

Both commended the process of employing curriculum ambassadors to take student input seriously. “There

is obviously a difference teach-ing medical students and teaching middle school students,” says Nikpour. “But in the same way that I didn’t want my students to just be able to read, but to be able to read to gain knowledge and use it for their future, UCSF doesn’t want their students to be just trained at memorizing facts, they want us to be able to use them when it’s important and be able to become great doctors and great scientists.”

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16 I Working Collaboratively to Provide Care

bRidgET O’bRiEN, PhdAssistant Professor, Medicine

REbEccA shUNk, mdAssociate Clinical Professor, Medicine-VAMC

sUsAN JANsON, Phd, NP Professor of Nursing & Medicine Mary Harms/Alumni Endowed Chair

When a medical doctor, a nurse practitioner, and a PhD in education put their minds together, monumental change can occur in how health care providers learn to deliver the best possible care for their patients. At least that is the goal of the leadership team behind the Education for Patient Aligned Care Teams, or EdPACT, Center of Excellence in Primary Care Education.

For the last year, Bridget O’Brien, PhD, Director of Evaluation for EdPACT, and her colleagues have been designing and implementing an inno-vative model of interprofessional collaborative patient care at the San Francisco VA Medical Center. One of the stipulations of the grant that funded EdPACT was that medical and nursing professionals be trained together. That concept is a radical shift from the traditional pathway, in which nursing and medical trainees have been educated in ‘silos’ where they only talk to other nurse practitioners or other doctors, says Susan Janson, PhD, NP, the Nursing co-director of EdPACT. “They never learn how to work together that way.”

For the conversation between the two groups to begin, the team had to learn about each other’s training program and they had to find a common language. “We started building interpro-fessional education from the ground up, beginning with building bridges between the School of Medicine and the School of Nursing,” says O’Brien, who co-authored the book Educating Physicians.

Rebecca Shunk, MD, the medical director of EdPACT, emphasizes that a primary mission is to teach interprofessional collaboration through workplace learning in the clinic. The logistics include sessions on the team members’ roles and capabilities, team communication, and how to “huddle.” (medical residents, NP students, other health trainees, and clinic staff meet together to plan the care of their patients).

Mirroring what they are creating in their teaching model, the EdPACT leadership team has also experienced their own evolution in the collaborative process. “We make the decisions, teach the curriculum and do all the evaluations together, and that has been an exciting experience in building interprofessional leadership of a new clinical curricu-lum,” says Janson.

“it can be really hard for primary care providers who have been ingrained in a solo provider mind-set to change, so we are trying to get trainees to start thinking in an interprofessional team-based way as early as possible.”

— Rebecca Shunk, MD Co-Director, EdPACT

profile


Building Expertise over a Lifelong CareerThe student who enters medical school today will enter independent practice almost a decade from now and will likely remain in practice for another three or more decades. Thus, the competency that is most critical for our students to develop is the ability to assess their own performance and continuously add new skills and knowledge to main-tain expertise as our understanding of disease, illness and patient needs continues to evolve.

The emergent theory of adap-tive expertise resonates with UCSF faculty. They recognize that routine experts learn to perform complex tasks in an increasingly efficient manner—essentially perfecting their ability to do the same thing reliably and efficiently. In contrast, adaptive experts habitually look to develop new ways of understanding, doing and refining their work. They chal-lenge themselves to test existing

paradigms to ensure that they are truly meeting important goals. They tolerate uncertainty and are willing to attempt harder and harder tasks, even if initial failure is possible. In a highly dynamic world, our future physicians need to commit to becoming adaptive experts, whether that adaptation is focused on a new way to perform a surgical procedure, diagnose an illness or design a care model. Several of the ways in which UCSF is helping our physicians with a lifetime of learning are featured here.

simULATiON TO ENhANcE LifELONg LEARNiNgWith the increased emphasis on competency-oriented education and practice, self-directed learning to maintain competency in the ever-changing health care environment is becoming a necessity for heath care workers. An emergency physician, for example will have to prove the

ability to perform certain procedures, but what are the options if that physician hasn’t had the opportunity to perform the procedure recently? “Simulation to the rescue,” says Sandrijn van Schaik, MD, PhD, who is the Education Director for the Kanbar Center for Simulation, Clinical Skills and Telemedicine. The Kanbar Center, which serves all the profes-sional schools of UCSF, includes simulations of the entire spectrum of patient-care activities, from task training model- and mannequin-based practice to standardized patient-based exercises for teaching communication skills to interprofes-sional team training.

Van Schaik uses the simulation facili-ties to stay sharp in her own practice. The team training sessions are particularly useful, she says, and after the adrenaline levels subside, she reaches the same conclusion each time. “I always think to myself how I

18 I Lifelong Learning

could have done something a little better, and I have been doing critical care for nine years now,” she says.

There is still a gap between what happens in simulation training and what gets applied in practice, she says, and part of what is needed to close that gap is to create an atmosphere where it is normal and acceptable to review one’s own per-formance and ask for feedback. “Even though health care is moving in this direction, it is still not common for practitioners to be evaluated on their skills,” she says.

Of particular interest to van Schaik is interprofessional feedback: trying to better understand how to optimize the conversation among team members from different professions. “In general, it is hard to know what you are doing well and where you need improvement,” she says. “The people around you often have very astute insight about that, but they don’t necessarily share it because they are often from different profes-sions, and interprofessional feedback is not at all ingrained in our culture.”

Van Schaik is helping to change that culture, using the Kanbar Center to fuel her medical education research exploring the use of simulation in self-assessment and team train-ing. She and her colleagues are dedicated to figuring out ways that health care professionals can keep themselves both current and competent. For example, what actu-ally succeeds in an interprofessional team—and what doesn’t—actually isn’t well known yet, she says. Her research will help uncover the answers.

cONTRibUTORs ANd REciPiENTs Of LifELONg LEARNiNgThe Kanbar Center provides Karen Hauer, MD with plenty of inspira-tion for scholarship surrounding clinical skills education within the standardized patient program, which Hauer directs. The program uses the center’s realistic examination rooms and surgical suites for teaching the foundations of patient care and for the statewide Clinical Performance Examination (CPX) required for graduation from medical school.

Hauer has studied how standardized patients—actors who are trained to present symptoms and give feedback from a patient’s perspec-tive—can be used effectively to improve communication skills, to assess shared decision-making abilities and to evaluate specific counseling skills, such as those directed at smoking cessation or cancer prevention.

Another of Hauer’s main roles is as director of the Internal Medicine clerkships for third and fourth year medical students, a position that includes teaching and develop-ing curriculum, mentoring and career advising. She has studied and published her results in all of these aspects of the clinical years of medical school, gathering evidence that can inform better ways to run those programs.

H. Carrie Chen, MD, is also focused on educating other health profes-sionals. A pediatrician, she is very involved in faculty development, at UCSF and also abroad in Serbia and Taiwan, teaching skills used in instruction, education research and curriculum development. “Faculty are already established in their positions, but they are recognizing for them-selves that they want to improve skills or knowledge in certain areas,” she says. “Faculty development is the embodiment of the concept of lifelong learning.”

Chen directs the Health Professions Education pathway in the Pathways to Discovery program, in which medical and other preprofessional trainees choose one of five path-ways to strengthen their focus on a given area. Chen likens the Pathways program to faculty development rolled out differently to students, residents and fellows. “We are just starting them on the path to promote continuous development earlier,” she says.

Chen’s long-term research interests include how people learn, and how to develop expertise. Chen explains that “experts” can’t just reach a state of “expertise” and expect to remain there. “Adaptive expertise is the rec-ognition that someone can always do something better and they therefore make deliberate efforts to improve what it is they are doing,” she says.

“The research that i do with clinical skills and standardized patients is very much relevant to physician practice. Those are skills that we continue to refine throughout our careers.”

—Karen Hauer, MD

“We don’t want our learners to just be experts in the old vision. We want them to be adaptive experts who will continue to grow and push themselves for the rest of their lives.”

—H. Carrie Chen, MD

Lifelong Learning I 19

Many of the innovations with the curricu-lum that medical education researchers such as Chen and Hauer have imple-mented have required adaptive learning on their parts.

Much of what they do in implement-ing curriculum change is motivated by education theory, which they then have to analyze to see if the goals of altering how students learn and develop as pro-fessionals were accomplished. They are continually striving for better educational practices. “It is very important to build that evidence base,” says Hauer. “At UCSF we have the capacity to do that because we have a lot of people interested in innovating and showing that these innovations work.”

cOmmiTmENT TO ThEiR OWN LifELONg LEARNiNgBoth Chen and Hauer became so engrossed in the process of medical education that they have taken it to the next level and are pursuing PhD degrees in medical education from a joint UCSF/University of Utrecht (Netherlands) program. The program was the brain-child of a visiting scholar from the University of Utrecht, Theodorus Jan (Olle) ten Cate, PhD. Ten Cate worked with Professor of Medicine Patricia O’Sullivan, EdD, and David Irby, PhD, in the Office of Medical Education to develop the opportunity for UCSF faculty to earn a PhD in education, with ten Cate as the formal thesis advisor.

“For me, this is a way for me to take my medical education scholarship to the next level in terms of connecting it better to theoretical frameworks and deepening my understanding of the broader field of medical education,” says Hauer.

Hauer’s current area of interest is assess-ing clinical learners and determining how the supervisors who assess them are making judgments about their com-petence and their readiness to practice

in an independent or unsupervised way. She is exploring what allows an attend-ing or senior physician to decide when an intern or resident is ready to advance or graduate. In other words, what allows the supervisor to trust that the trainee will be able to provide excellent care?

Chen is similarly building on what she has learned as a faculty member at UCSF. “Every step of the way I was learning something and at the same time real-izing how much more I needed to learn,” she says. “When the opportunity to get a PhD came up, I though it would provide an even more sound foundation for my work in education to understand how people learn, why we do things the way we do, where all of this comes from.”

Specifically, her project focuses on the development of trainees over time, and how the order in which their curriculum is presented affects the learning process. “I am interested in whether there is a better way to think about how we sequence the learning experience,” says Chen. “This is an opportunity to bring together findings about how people learn and develop from many other fields and think about how it can inform what we do in medicine.”

20 I Lifelong Learning

dANiEL WEsT, mdProfessor of Pediatrics Director, UCSF Pediatrics Residency Program

Daniel West knows that in the next decade or so a revolution will be taking place in medicine as the criteria for advancement through training programs move from time-based standards to those based on proving com-petency, and he is all for it. “This whole notion about ‘developing competencies’ instead of assuming that after a certain amount of time, a practitioner must know what he or she is doing is great,” says West. “The public has a right to expect that their doctors are good at what they do.” Only there is a problem: How can competency be accurately evaluated or measured?

West is helping to fill that gap, developing a workplace-based assessment tool, known as PedSCO (SCO stands for “structured clinical observation”), which provides a standardized way for faculty observers to assess the performance of a trainee during an encounter with pediatric patients. With the help of a group of pediatric educators across the western United States, he designed, tested and validated the rating system for the specific skills that physicians need in order to have effective encounters with pediatric patients. Although this tool is specific to pediatrics, its principles work across any area of medicine.

Critical advancement decisions are made throughout a physician’s career, including: Am I going to graduate or not from a training program? Am I going to be allowed to do a technique or not? Am I going to be held back? Am I am going to pass? “Nobody takes these decisions lightly,” says West. PedSCO is a way to ensure standard, meaningful measurements of competency throughout a physician’s lifetime of learning.

As a next step, West says he would like to link up the measures of physician patient care skills with patient care outcomes. “Does someone who is really good at these things end up with better patient care outcomes?” he wonders. “Or what skills are actually associated with good outcomes and which ones aren’t?” Before he retires, he would like to answer these questions. “We are making progress but there is still a lot to do.”

“direct observation is an enormous part of the future of competency-based assessment in medical education, but we don’t get anywhere if we don’t have ways of measuring observations.”

profile

Lifelong Learning I 21

For the first time in UCSF history, an alumni class has raised enough money for student scholarship to create a chancellor’s level endowment. The Class of 1962 dis-tinguished themselves by giving $500,000 to their alma mater, the UCSF School of Medicine, on the occasion of their 50th reunion.

“At our 25th anniversary, I promised myself that I’d give $50,000 to the school at our 50th,” says Ray Tom, MD ’62. He and his wife, Irene, are firm believers in education, as are classmate Julian Holt, MD ’62, and his wife, Diane. “I was a beneficiary of public education,” says Holt. “And I’m horrified by what’s going on with tuition increases.” It was this feeling that spurred their giving.

While Jim Cornelius, MD ’62, received scholarship support all the way through college and medical school, his son-in-law graduated from medical school with $120,000 in debt. “We wanted to make medical school accessible for students who otherwise might not be able to attend,” he says of the gift from him and his wife, Mimi. In all, 70 percent of the class participated in creat-ing the endowed scholarship.

“i believe giving back is an obligation. i’m so pleased my classmates took up the challenge.”

— Ray Tom, MD

Funders

$1,957,050 71%

$398,673 14%

$425,161 15%

Scholarships & Awards

Programs, Facilities & Faculty Support

Discretionary

Pictured: Class of 1962 50th reunion dinner at Alumni Weekend, April 2012

FY 2012 Fund raising

22 I Funders

Honors and Awards

TRANsiTiONs ANd PROmOTiONs

NATiONAL AWARds

David Irby, PhD Abraham Flexner Award for Distinguished Service to Medical Education

Patricia O’Sullivan, PhD Merrell Flair Award in Education

Helen Loeser, MD Appointment: Director, Academy of Medical Educators

Susan Masters, PhD Appointment: Associate Dean of Curriculum

kAisER TEAchiNg AWARds

Since 1969, the School of Medicine has recog-nized exceptional faculty teachers through the Kaiser Awards for Excellence in Teaching.

2012 Award Recipients:

By a Volunteer Clinical Faculty: Bradley W. Frazee, MD Associate Clinical Professor Department of Emergency Medicine

In the Ambulatory Care Setting: Tina T. Shih, MD Associate Clinical Professor Epilepsy Center

In the Classroom Setting: Elizabeth S. Harleman, MD Associate Clinical Professor SFGH Hospitalist Department of Medicine

In the Inpatient Care Setting: Christopher T. Daley, MD Assistant Clinical Professor Department of Psychiatry

In the Fresno Medical Education Program: Ralph J. Wessel, MD Associate Clinical Professor Department of Medicine, UCSF-Fresno

AcAdEmy Of mEdicAL EdUcATORs NEW mEmbERs 2011

Kevin H. Souza, MS Promotion: Associate Dean, Medical Education

Lorriana Leard, MD Medicine

Kanade Shinkai, MD, PhD Dermatology

Daniel West, MD Pediatrics

Honors and Awards I 23

1. Aronson, Louise. Division of Geriatrics, Best Small Group Leader.

2. Aronson, Louise. Division of Geriatrics, Lieberman Scholar Award.

3. Auerswald, Colette. Department of Pediatrics nominee, School of Medicine Essential Core Teaching Award, UCSF School of Medicine.

4. Autry, Meg. Department of Obstetrics, Gynecology and Reproductive Sciences, USMLE Step 3 Community Test Material Development Committee.

5. Berger, Timothy. Department of Dermatology, Recognition of Contributions and Dedicated Service to the Foundations of Patient Care Course (FPC) for the Class of 2012, UCSF School of Medicine.

6. Berger, Timothy. Department of Dermatology, 2011 Recognition of Contributions and Dedicated Service to the Longitudinal Clinical Experience (LCE). UCSF School of Medicine.

7. Brox, Timothy. UCSF Fresno, 2011 Teaching Scholar Program Graduate.

8. Bishop, J. Michael. Microbiology, Essential Core Teaching Award for Outstanding Lecture Series.

9. Chang, Anna. Division of Geriatrics, Teacher of the Year, UCSF Department of Medicine.

10. Chen, Angel. Family Health Care Nursing, 2011 Teaching Scholar Program Graduate.

11. Chern, Hueylan. Surgery, 2011 Teaching Scholar Program Graduate.

12. Chin-Hong, Peter. Department of Medicine, Essential Core Teaching Award, Commitment to Teaching.

13. Clark, Taylor. Pediatrics, Essential Core Teaching Award for Excellence in Small Group Teaching.

14. Daroff, Robert. Department of Psychiatry nominee, Sarlo Award for Excellence in Teaching.

15. Demas, Anita. Internal Medicine, Essential Core Teaching Award for Outstanding Foundations of Patient Care Preceptor.

16. Dhaliwal, Gurpreet. Medicine-VAMC, Essential Core Teaching Award for Outstanding Lecture.

17. Dietrich, Edwin. UCSF Graduate, Essential Core Teaching Award for Excellence in Small Group Teaching.

18. Donjacour, Annemarie. Anatomy/Obstetrics & Gynecolgy, Essential Core Teaching Award for Innovative Teacher.

19. Duong David Kim. Academic Senate Distinction in Teaching Award.

20. Fernandez, Alicia. Department of Medicine, Arnold P. Gold Foundation Professorship in Medical Humanism.

21. Fiore, Darren. Pediatrics, 2011 Teaching Scholar Program Graduate.

22. Fogh, Shannon. Radiation Oncology, 2011 Teaching Scholar Program Graduate.

23. Francis, Paul. UCSF Fresno, 2011 Teaching Scholar Program Graduate.

24. Frazee, Bradley. Emergency Medicine, Essential Core Teaching Award for Inspirational Teacher.

25. Gandhi, Monica. Sarlo Award for Teaching Excellence.

26. Gelb, Alan. Department of Emergency Medicine. Henry J. Kaiser Teaching Award for Faculty with more than 5 years.

27. Gundling, Katherine. Medicine, 2011 Teaching Scholar Program Graduate.

28. Harleman, Elizabeth. Department of Medicine, Henry J. Kaiser Award for Excellence in Teaching in the Inpatient Setting, UCSF School of Medicine.

29. Harleman, Elizabeth. Department of Obstetrics, Gynecology and Reproductive Sciences, Outstanding Teacher of Residents Award.

30. Hirschmann-Levy, Kate. Medical student, Bay Area Schweitzer Fellowship.

31. Hollander, Harry. Department of Medicine, UCSF Academic Senate Distinction in Teaching Award for faculty with 5+ years of service.

32. Hyland, Katherine. Department of Biochemistry and Biophysics, Class of 2014 Essential Core Teaching Award Nominee, UCSF School of Medicine.

Honors and Awards 2011-2012

24 I Honors and Awards

33. Hyland, Katherine. Department of Biochemistry and Biophysics, Annual Essential Core Course Committee (ECCC) Award for Outstanding Service, UCSF, School of Medicine.

34. Jackson, Rebecca. Department of Obstetrics, Gynecology and Reproductive Sciences, Outstanding Medical Student Teaching - Third Year Core Ob/G Clerkship.

35. Jackson, Rebecca. Department of Obstetrics, Gynecology and Reproductive Sciences, Outstanding Resident Teaching.

36. Kelly, Timothy. Department of Pediatrics. Gold Headed Cane Society, Faculty Inductee.

37. Kelly, Timothy. Department of Pediatrics nominee, Essential Core Teaching Award for Excellence in Small Group Instruction.

38. Koehler, Jane. Medicine, Essential Core Teaching Award for Outstanding Lecture.

39. Kruidering, Marieke. Department of Cellular and Molecular Pharmacology, UCSF School of Pharmacy Dean’s Recognition for Excellence in Teaching.

40. Kuo, Anda. Department of Pediatrics, Academic Pediatric Association, Teaching Award, PLUS Program.

41. Kuo, Anda. Department of Pediatrics, Academy of Medical Educators’ Cooke Award for the Scholarship of Teaching and Learning.

42. Kuo, Anda. Department of Pediatrics, Visiting Professor, Advocacy and Leadership Curricula, Children’s Hospital Denver.

43. Kuo, Anda. Department of Pediatrics, Visiting Professor, Advocacy and Leadership Curricula, Boston Medical Center.

44. Lai Cindy. Department of Medicine nominee, Pathways to Discovery Mentor Award.

45. Lee, Gemayal. UCSF Graduate, Essential Core Teaching Award for Excellence in Small Group Teaching.

46. Lin, Michelle. Department of Emergency Medicine, UCSF Academy Endowed Chair for Emergency Medicine Education.

47. Lindow, Julie. Chancellor’s Award for Exceptional University Service.

48. Liu, Terrence. Department of Surgery, Julia Burke Outstanding Teacher of the Year, UCSF-East Surgery Residency.

49. Lo, Lowell. Medicine, 2011 Teaching Scholar Program Graduate.

50. Marmor, Andrea. Pediatrics, Essential Core Teaching Award for Excellence in Small Group Teaching.

51. Milic, Michelle. Medicine, 2011 Teaching Scholar Program Graduate.

52. Mitchell, Maureen. 2011 Boyden Award for exemplary service in support of medical education.

53. Mitchell, Rebecca. 2011 Pisacano Scholar.

54. Morgan, David. Physiology, Essential Core Teaching Award for Outstanding Lecture Series.

55. Murr, Andrew. Department of Otolaryngology - Head and Neck Surgery, Roger Boles, MD Residents’ Award for Excellence in Teaching, UCSF School of Medicine.

56. Murr, Andrew. Department of Otolaryngology - Head and Neck Surgery, Gold Headed Cane Society Elected Membership, UCSF School of Medicine.

57. Partridge, Colin. Department of Pediatrics. Pathways to Discovery Mentorship Award, UCSF School of Medicine.

58. Promes, Susan. Department of Emergency Medicine, Academy of Scholarship, Distinguished Educator Award for Leadership, CORD.

59. Rivera, Josette. Medicine, 2011 Teaching Scholar Program Graduate

60. Robertson, Patricia. Department of Obstetrics, Gynecology and Reproductive Sciences, Exceptional Medical Student Teaching Award.

61. Rohde, Dana. Department of Anatomy, Dean’s Recognition for Excellence in Teaching, School of Pharmacy.

62. Rohde, Dana. Anatomy, Essential Core Teaching Award for Commitment to Teaching.

63. Rosenbluth, Glenn. Appointed Director, Quality and Safety Programs, GME.

25 I Honors and Awards

64. Saeed, Sophia. Oral and Maxillofacial Surgery, 2011 Teaching Scholar Program Graduate.

65. Sawaya, George. Department of Obstetrics, Gynecology and Reproductive Sciences, Outstanding Medical Student Teaching Award.

66. Sawaya, George. Department of Obstetrics, Gynecology and Reproductive Sciences, Outstanding Resident Teaching Award for Exceptional Achievements in Resident Education, UCSF School of Medicine.

67. Sawtelle, Stacy M. UCSF Fresno, 2011 Teaching Scholar Program Graduate.

68. Sayre, Peter. Medicine, Essential Core Teaching Award for Excellence in Small Group Teaching.

69. Sharpe, Bradley. Department of Medicine, Inducted into UCSF Chapter of AOA.

70. Sharpe, Bradley. Medicine, Essential Core Teaching Award for Outstanding Lecture.

71. Shinkai, Kanade. Department of Dermatology, Teacher of the Year, UCSF School of Medicine.

72. Soni, Krishan. Clinical Fellow, Medicine, Essential Core Teaching Award for Excellence in Small Group Teaching.

73. Souza, Kevin H. UCSF Great Manager Award.

74. Steinauer, Jody. Department of Obstetrics, Gynecology and Reproductive Sciences, Outstanding Teaching Award for teaching residents.

75. Sudario, Gabriel, Medical Student, Essential Core Teaching Award for Outstanding Contribution to an Elective.

76. Tabas, Jeffrey. Department of Emergency Medicine, OB/GYN Resident Teaching Award.

77. Topp, Kimberly. Physical Therapy and Rehabilitation Science, Essential Core Teaching Award for Outstanding Lecture.

78. West, Daniel. Department of Pediatrics finalist, Ray Hefler Award for Innovation in Pediatric Medical Education (Award from Academic Pediatric Association for best medical education research submission).

79. Wills, Charlotte. Emergency Medicine, Essential Core Teaching Award for Outstanding Foundations of Patient Care Preceptor.

80. Winston, Lisa. Department of Medicine nominee, Induction to Alpha Omega Alpha by UCSF.

81. Young, John. Department of Psychiatry, UCSF Department of Psychiatry Residents Association Award for Excellence in Teaching.

26 I Honors & Awards

GrantsExTRAmURAL fUNdiNg1. Adler S. Developing a Collaborative Education Program in End-of Life Care. Mount Zion Health Fund, 2012-2013.

2. Adler S, van Schaik S, Boscardin C, O’Brien B, Teherani A. Developing a Tool of Assessing Individual Interprofessional Teamwork Skills Across Clinical Settings. Edward J. Stemmler, MD, Medical Research Fund of the National Board of Medical Examiners, 2011-2013.

3. Aronson L. Education about Alzheimer’s Disease/Dementias. DHHS/HRSA, July 1, 2011 to June 30, 2014.

4. Aronson L (Geriatric Faculty Development Specialist). Comprehensive Geriatric Education Project. DHHS/DPHIE, July 1, 2011 to June 30, 2015.

5. Aronson L, Fernandez A, Boscardin C (evaluation), Martinez A (Co-I). Promoting Research Opportunities Fully--Prospective Academics Transforming Health. NIMHD R25, July 1, 2011 to June 30, 2016.

6. Autry M. Using Communication Technology for Surgical Skills Teaching in Uganda. Association of Professors of Gynecology and Obstetricians.

7. Boscardin C. Transforming Therapeutic program through Grand Rounds. Pfizer Medical Education Grant, September 2011 to October 2012.

8. Boscardin C. Examining the Impact of Curriculum on the Decision to Serve Underserved Populations. Pilot for Junior Investigators in Basic and Clinical/Translational Sciences, REAC, June 2011 to July 2012.

9. Chen HC. Collaborative Advances in Clinical Health Education. NCCAM/OBSSR, May 1, 2011 to April 30, 2016.

10. Chen HC. Faculty Selection of Developmentally Appropriate Experiences for Medical Student Education. WGEA, July 1, 2011 to June 30, 2012.

11. Chou C. Development of Interprofessional Team-Based Observed Structured Clinical Examinations to Ensure Patient-Centeredness in Primary Care Teams. Picker Institute and Gold Foundation, September 15, 2011 to September 14, 2012.

12. Chou C (Local PI). Enhancing Humanistic Teaching at Medical Schools. Arthur Vining Davis Foundation, July 1, 2009 to June 30, 2012.

13. Ciccarone D. Endocarditis Among Injection Heroin Users. Summer Student Project Grant, 2011.

14. Harper GM. Geriatric Training for Physicians, Dentists, and Behavioral & Mental Health Professionals. DHHS/HRSA, July 1, 2010 to June 60, 2015.

15. Hauer KE, Poncelet A, O’Brien B. Core Clinical Education: Examining the Processes and Outcomes of Learning in Longitudinal Integrated Clerkships. Josiah Macy Jr. Foundation, 2008 to 2012.

16. Jain S. From Quality Improvement to Systems Change: a Collaborative, Experiential Curriculum to Prepare Family Medicine and Primary Care Internal Medicine Residents in Systems Change and Quality Improvement. Health Resources and Services Administration, September 2011 to September 2016.

17. Kuo A. AAP ROME Community Access to Child Heath, Visiting. Professorship Grant: Mark Del Monte, Director, AAP, Federal, July 1, 2011 to June 30, 2012.

18. Loeser H, Souza K, O’Sullivan P. Institutional Partnership for Academic Capacity Building with Muhimbili University, Tanzania. Bill and Melinda Gates Foundation, 2011 to 2012.

19. Muller J. Faculty Development Program. Kaiser Permanente Graduate Medical Education Funds for Faculty Development, 2011 to 2012.

20. Shunk R, Janson S., O’Brien B, Center of Excellence in Primary Care Education. US Department of Veterans Affairs, Office of Academic Affiliation, January 2011 to September 2015.

21. Satterfield J. Collaborative Advances in Clinical Health Education. NIH/NCCAM/OBSSR, April 1, 2011 to March 31, 2016.

22. Satterfield J. Collaborative Advances in Clinical Health Education, supplement. NIH/NCCAM/OBSSR, October 1, 2011 to September 30, 2013.

Grants I 27

23. Satterfield J, Julian K, Wamsley M, O’Sullivan P. The UCSF SBIRT Collaborative Education Project. SAMHSA/CSAT, October 1, 2009 to September 30, 2014.

24. Shaw-Battista J, Boscardin C. Advanced Nursing Education Program. HRSA, October 2012 to September 2015.

25. Shore W. Faculty Development Needs, Motivators and Drivers of Senior Faculty in Family Medicine. Society of Teachers of Family Medicine Foundation, 2011 to 2013.

26. Steinauer J. Evaluation of Bi-National Program Integrating Family Planning Training into OB-Gyn Residency Training. Anonymous, 2008 to 2012.

27. West DC (Site Co-PI). Bundling Effective Resident Hands Off Practices to Improve Patient Safety. Department of Health and Human Services, October 1, 2010 to September 30, 2013.

28. Wilson E. PRIME-US Community Engagement and Outreach. The California Wellness Foundation, 2010 to 2013.

29. Wilson E. PRIME-US. The Metta Fund, 2011 to 2015.

iNTRAmURAL fUNdiNgLearning Technology Instructional Grant Program:

1. Changanti K. An Interprofessional Standardized Patient Case to Teach the Musculoskeletal Exam. Learning Technology Instructional Grant Program, 2011 to 2012.

2. Saeed S. Introduction to the Care of Adolescents & Adults with Developmental Disabilities. Learning Technology Instructional Grant Program, 2011 to 2012.

3. Shusterman D. Case-Based Teaching in Occupational and Environmental Medicine and Nursing. Learning Technology Instructional Grant Program, 2011 to 2012.

4. Stewart C. An Interprofessional Day Activity: Interdisciplinary Training in Disaster Response. Learning Technology Instructional Grant Program, 2011 to 2012.

UCSF Academy of Medical Educators:

1. Hauer K, Kirsch H, Chen HC, Robertson P. Introducing Longitudinal Assessment and the MD Portfolio Across Core Clerkships. UCSF Academy of Medical Educators, July 1, 2011 to June 30, 2012.

2. Hauer K, Mookherherjee S, Chang A. Longitudinal Clinical Skills Assessment Using Standardized Patients: Integrating the OSCE and CPX Programs. UCSF Academy of Medical Educators, July 1, 2011 to June 30, 2012.

3. Hyland K, Kruidering-Hall M, Chang A. Integration of Foundational Sciences into Clinical Skills Exams. UCSF Academy of Medical Educator, July 1, 2011 to June 30, 2012.

4. Kuo A, van Schaik. Leadership Observation and Feedback Tool (LOFT). UCSF Academy of Medical Educators, July 1, 2011 to June 30, 2012.

5. Vargas J. Developing a Web-Based Asynchronous Obstetric Ultrasound Education Program to Standardize Interdisciplinary Training and Competencies. UCSF Academy of Medical Educators, July 1, 2011 to June 30, 2012.

6. Yang S. Developing a Longitudinal Pediatric Scholars Program for Residents and Medical Students at UCSF Fresno Using a Team-Based, Blended Learning Approach. UCSF Academy of Medical Educators, July 1, 2011 to June 30, 2012.

Other:

1. Chen HC. Longitudinal Study of Graduates from the Areas of Concentration and Pathways to Discovery Programs. RaDME Grant Program, July 1, 2011 to June 30, 2012.

2. Poncelet A. Team Based Learning and Vertical Integration: a Module for First and Third Year Medical Students on Congestive Heart Failure. OME Team-Based Learning Grant, February 1, 2010 to February 1, 2013.

3. Rabow MW. Ambulatory Palliative Care Innovations Project. UCSF Department of Medicine, December 1, 2008 to December 1, 2011.

28 I Grants

Publications1. Adler S, Coulter Y, Polich G, Hyland K, Chan J. Responding to Patients’ Questions about Complementary,

Alternative, and Integrative Medicine. MedEdPORTAL; 2012. Available from: www.mededportal.org/publication/9152.

2. Adler S. Clinicians’ and Educators’ Desk Reference on the Licensed Complementary and Alternative Health care Professions. J Interprof Care. 2012. [ePub ahead of print]

3. Aronson L, Kruidering M, Niehaus B, O’Sullivan P. UCSF LEaP (Learning from your Experiences as a Professional): Guidelines for Critical Reflection. MedEdPORTAL; 2012. Available from:www.mededportal.org/publication/9073

4. Aronson L, Kruidering M, O’Sullivan P. The UCSF Faculty Development Workshop on Critical Reflection in Medical Education: Training Educators to Teach and Provide Feedback on Learners’ Reflections. MedEdPORTAL; 2012. Available from: www.mededportal.org/publication/9086

5. Aronson L, Niehaus B, Hill-Sakurai L, Lai C, O’Sullivan P. A Randomized Trial of Reflective Learning Guidelines and Feedback among Third Year Medical Students. Med Educ. 2012 Aug;46(8):807-14.

6. Aronson L, Niehaus B, Lindow J, Robertson P, O’Sullivan P. Development and Pilot Testing of a Reflective Learning Guide for Medical Education. Med Teach. 2011;33(10):e515-21.

7. Baker M, Wrubel J, Rabow MW. Professional Development and the Informal Curriculum in End-of-Life Care. J Cancer Educ. 2011;26:444-450.

8. Boscardin, C.K. Profiling students for remediation using latent class analysis. Adv. Health Sci. Educ theory Pract. 2012 Mar; 17(1):55-63.

9. Brzezinski M, Farber NE. Bullying in the Operating Room. Newsletter of the American Society of Anesthesiologists 2011;75(8):58-59.

10. Chang A, Chou CL, Teherani A, Hauer KE. Clinical skills-related learning goals of senior medical students after per-formance feedback. Med Educ. 2011 Sep;45(9):878-85.

11. Chen HC, Burke C, Fulton T. Workshop in a Box: Project Management for Faculty and Learner Development. MedEdPORTAL; 2011. Available from: www.mededportal.org/publication/8304.

12. Chen HC, Teherani A, O’Sullivan P. How does a Comprehensive Clinical Performance Examination relate to ratings on the Medical School Student Performance Evaluation? Teach Learn Med, 23: 1, 12-14, 2011.

13. Chou CL, Johnston CB, Singh B, Garber JD, Kaplan E, Lee K, Teherani, A. A “safe space” for learning and reflec-tion: One school’s design for continuity with a peer group across clinical clerkships. Academic Medicine. 2011; 86:1560-1565.

14. Chou CL, Promes SB, Souza KH, Topp KS, O’Sullivan PS. Twelve Tips for Facilitating Successful Teleconferences. Med Teach. 2012;34(6):445-9. Epub 2012 Mar 27.

15. Chou CL. Nice work if you can get it. Arch Intern Med. 2011;171(17):1585-1586.

16. Cohen JG, Sherman AE, Kiet T, Kapp DS, Osann KE, Chen L, O’Sullivan P, Chan JK. Characteristics of Success in Mentoring and Research Productivity – A Case-control Study of Academic Centers. Gynecology Oncology 2012;125: 8-13.

17. Cooke M, Ironside PM, Ogrinc GS. Mainstreaming quality and safety: A reformulation of quality and safety educa-tion for health professions students. Cliveden International Colloquium on the Epistemology of Improving Quality BMJ: Quality and Safety (formerly Quality and Safety in Health Care) 2011; 20 (Suppl. 1): i79-i82. PMID: 21450779

18. Cooke M. Medical students in developing countries: Some benefits for sure but a mixture of risks. J Gen Intern Med 2011; 26(5): 462-3. PMID21424867

19. Dhaliwal G. The Mechanics of Reasoning.JAMA. 2011;306(9):918-919.

20. Elkin D, Hung E, Villela G. Resources for Teaching Neuroethics. Virtual Mentor. 2012; 14:453-458.

21. Eva KW, Lohfeld L, Dhaliwal G, Mylopoulos M, Cook DA, Norman GR. Modern conceptions of elite medical practice among internal medicine faculty members. Academic Med. 2011 Oct; 86(10 Suppl):S50-4.

Publications I 29

22. Fuhrmann CN, Halme DG, O’Sullivan PS, Lindstaedt B. Improving graduate education to support a branching career pipeline: Recommendations based on a survey of doctoral students in the basic biomedical sciences. CBE Life Sci Educ. 2011 Fall;10(3):239-49.

23. Fulton TB, Ronner P, Lindsley JE. Medical biochemistry in the era of competencies: Is it time for the Krebs cycle to go? Med Sci Educ. 2012; 22(1): 29-32.

24. Gonzales R, Handley MA, Ackerman S, O’Sullivan PS. Heeding the Call to Increase the Translation of Evidence into Practice, Policy and Public Health: A Framework for Training Health Professionals in Implementation and Dissemination Science. Acad Med. 2012 Mar;87(3):271-278.

25. Hauer K, Mazotti L. O’Brien B, Hemmer P, Tong L. Faculty verbal evaluations reveal strategies used to promote medical student performance. Medical Education Online, North America, 16, may. 2011. Available at: <http://med-ed-online.net/index.php/meo/article/view/6354>. Date accessed: 28 Sep. 2012.

26. Hauer KE, Fernandez A, Teherani A, Boscardin CK, Saba GW. Assessment of Medical Students’ Decision Making in Standardized Patient Encounters. J Gen Intern Med, 26: 367-72, 2011.

27. Hauer KE, Kogan JR. Realising the potential value of feedback. Med Educ. 2012 Feb;46(2):140-2.

28. Hemmer P, Busing N, Boulet J, Burdick W, McKillop J, Irby DM, Farmer E, Duvivier R. AMEE 2010 symposium: Medical student education in the twenty-first century – a new Flexnerian era? Med Teach. 2011;33:541-546.

29. Hoover CR, Wong CC, Azzam A. From Primary Care to Public Health: Using Problem-Based Learning and the Ecological Model to Teach Public Health to First Year Medical Students. J Community Health. 2012 Jun;37(3):647-52.

30. Hossaini M, Kroon L, Lindsay C, Newlin B, O’Brien B, Topp K, Wamsley M. Interprofessional Standardized Patient Exercise (ISPE): The Case of “Paul Harris”. MedEdPORTAL; 2011. Available from: www.mededportal.org/publication/9011.

31. Irby DM. Educating Physicians for the Future: Carnegie’s Calls for Reform. Med Teach. 2011;33:547-550.

32. Jain S, Hettema JE, Ratanawongsa N, Manuel JK, Ciccarone D, Coffa D, Lum P . A SBIRT Curriculum for Medical Residents: Development of a Performance Feedback Tool to Build Learner Confidence. Substance Abuse. 2012;33(3):241-50.

33. Josephson SA, Engstrom JW. Developing a Program of Quality and Safety to Train Resident Neurologists for the Future. Neurology 2012;78:602-605.

34. Josephson SA, Kamel H, Dhaliwal G, Shah M, Dhand A, Navi B. A Randomized Trial of Hypothesis-Driven versus Screening Neurologic Examination. Neurology 2011 Oct 4;77(14):1395-400. Epub 2011 Sep 7.

35. Josephson SA, Lowenstein DH. Medical student learning in the preclinical curriculum: Many steps behind a rapidly moving world. Annals of Neurology 2011;70: A9-A10.x

36. Julian KA, Appelle N, O’Sullivan P, Morrison E, Wamsley M. The Impact of an objective structured teaching evalua-tion on faculty teaching skills. Teaching and Learning in Medicine 2012; 24(1):3-7.

37. Julian KA, Riegels N, Baron R. Creating the Next Generation of General Internists: A Call for Medical Education Reform. Academic Med. 2011 Nov;86(11):1443-7.

38. Kamel H, Dhaliwal G, Navi B, Pease A, Shah M, Dhand A, Johnston C, Josephson SA. A Randomized Trial of Hypothesis-Driven versus Screening Neurological Examination. Neurology. 2011 Oct 4;77(14):1395-400.

39. Kaplan RM, Satterfield JM, Kington RS. Building a Better Physician: The Case for the New MCAT. NEJM 2012;366(14):1265-1268.

40. Keedy AW, Durack JC, Sandhu P, Chen EM, O’Sullivan PS, Breiman RS. Comparison of traditional methods with 3D computer models in the instruction of hepatobiliary anatomy. Anatomical Sciences Education. 2011 Mar; 4:84-91.

41. Khamarko K, Koester K , Bie J, Baron RB, Myers J. Developing Effective Clinical Trainers: Strategies to Enhance Knowledge Translation. Sage Open. Posted May 16, 2012 http://sgo.sagepub.com/content/early/2012/05/14/2158244012448486

42. Khayam-Bashi S. The Inter-Disciplinary Team - Why Medicine Is Best Practiced as a Team Sport. San Francisco Medicine, 2012 May.

43. Kobayashi, S. A., Jamshidi, R., O’Sullivan, P., Palmer, B., Hirose, S., Steward, L., & Kim, E. H. Bringing the Skills Lab Home: An Affordable Webcam-Based Box Trainer for Mastering Laparoscopic Skills Journal of Surgical Education. 2011; 68:105-109.

30 I Publications

44. Kogan JR, Conforti LN, Bernabeo EC, Durning SJ, Hauer KE, Holmboe ES. Faculty staff perceptions of feedback to residents after direct observation of clinical skills. Med Educ. 2012 Feb;46(2):201-15.

45. Kohlwes RJ ,Cornett P, Dandu M, Julian K, Minichiello T, Vidyarthi A, Shunk R, Jain S, Harleman E, Ranji S, Sharpe B, O’Sullivan P, Hollander H. Developing Educators, Investigators, and Leaders During Internal Medicine Residency: The Area of Distinction Program. J Grad Med Educ. 2011;3: 535-40.

46. Lai C, Smith A, Stebbins M, Cutler T, Lipton H. Promoting Interprofessional Collaboration: Pharmacy Students Teaching Current and Future Prescribers about Medicare Part D. Journal of Managed Care Pharmacy 2011 July/Aug:17(6).

47. Laponis R, O’Sullivan P, Hollander H, Cornett P, Julian KA. Generating Generalists: Factors of Resident Continuity Clinic Associated with Perceived Impact on Choosing a Generalist Career. Journal of Graduate Medical Education: December 2011, Vol. 3, No. 4, pp. 469-474.

48. Le T, Baudendistel T, Chin-Hong P, Lai C, eds. First Aid for the Internal Medicine Boards. McGraw-Hill, San Francisco. 2011

49. Lee CA, Chang A, Chou CL, Boscardin C, Hauer KE . Standardized patient-narrated web-based learning modules improve students’ communication skills on a high-stakes clinical skills examination. J Gen Intern Med. 2011 Nov;26(11):1374-7.

50. Levitt DS, Cooke M. Tips for teaching in longitudinal preceptorships. Clin Teach 2011; 8 (2): 93-6. PMID: 21585667

51. Levitt DS, Hauer KE, Poncelet A, Mookherjee S. An innovative quality improvement curriculum for third year medical students. Medical Education Online. Med Educ Online 2012, 17: 18391 http://dx.doi.org/10.3402/meo.v17i0.18391

52. Leykum LK, Parekh VI, Sharpe B, Boonyasai RT, Centor RM. Tried and True: A Survey of Successfully Promoted Academic Hospitalists. J Hosp Med. 2011 Sep;6(7):411-5.

53. Lin M, Taira T, Promes SB, Regan L. Educational excellence in a crowded emergency department: A consensus summary from the Council of Emergency Medicine Residency Directors 2010 Academic Assembly. JGrad Med Educ. 2011 Jun;3(2):249-52.

54. Lupton K, Vercammen-Grandjean C, Forkin J, Wilson E, Grumbach K. Specialty choice and practice location of phy-sician alumni of University of California premedical postbaccalaureate programs. Acad Med. 2012 Jan;87(1):115-20.

55. Maa J. Defining a new paradigm for surgical education. Am J Surg. 2012 Feb 4.

56. Masters SB, Rosenthal SM. Hypothalamic and Pituitary Hormones. In Basic & Clinical Pharmacology, 12th Edition, Katzung BG, Masters SB, and Trevor AJ (ed), Lange Medical Books/McGraw-Hill, New York, 2012.

57. Masters SB. Agents Used in Anemias; Hematopoietic Growth Factors. In Basic & Clinical Pharmacology, 11th Edition, Katzung BG, Masters SB, and Trevor AJ (ed), Lange Medical Books/McGraw-Hill, New York, 2012.

58. Masters SB. SB Masters: The Alcohols. In Basic & Clinical Pharmacology, 11th Edition, Katzung BG, Masters SB, and Trevor AJ (ed), Lange Medical Books/McGraw-Hill, New York, 2012.

59. McCance-Katz E, Satterfield JM. SBIRT: A Key to Integrate Prevention and Treatment of Substance Abuse in Primary Care. American Journal on Addictions 2012;21(2):176-177.

60. Medow MA, Lucey CR. A qualitative approach to Bayes’ theorem. Evidence-Based Medicine; 16(6):163-167, 2011.

61. Miller RD, Pardo, MC. Basics of Anesthesia, 5th Edition, Elsevier, 2011.

62. Mookherjee S, Chou CL. Bedside teaching of clinical reasoning and evidence-based physical examination. Med Educ. 2011;45: 519.

63. Mookherjee S, Mourad M, Milic M, Chou CL. Introducing evidence-based physical examination to internal medi-cine clerkship students. Med Sci Educ 2011; 21(3): 198-199.

64. Mourad M, Vidyarthi AR, Hollander H, Ranji SR. Shifting indirect patient care duties to after hours in the era of work hours restrictions. Acad Med. 2011;86:586-90.

65. Mourad, M, Ranji, S, Sliwka, D. A Randomized Controlled Trial of the Impact of a Teaching Procedure Service on the Training of Internal Medicine Residents. Journal of Graduate Medical Education. 2012 Jun;4(2):170-5.

66. Neeman N, Sehgal NL. Promoting Scholarship in Quality Improvement and Patient Safety: Developing a Roadmap for Academic Departments. Acad Med. 2012 Feb;87(2):168-71.

67. Nixon LJ, Aiyer M, Durning S, Gouveia C, Kogan JR, Lang VJ, ten Cate O, Hauer KE. Educating Clerkship Students in the Era of Resident Duty Hour Restrictions. Am J Med. 2011 Jul;124(7):671-6.

Publications I 31

68. O’Brien B, Poncelet A, Hansen L, Hirsh D, Ogur B, Alexader E, Krupat E, Hauer, K. Students’ workplace learning in two clerkship models: a multi-site observational study. Medical Education. 2012 Jun; 46(6): 613-624.

69. O’Brien BC, Cai VL, Azzam A. Understanding the educational value of first-year medical students’ patient encoun-ter data. Med Teach. 2011;33(4):e218-26.

70. O’Sullivan P, Irby DM. Reframing Research on Faculty Development. Acad Med. 2011;86(4): 422-428.

71. O’Brien B, Teherani A. Using workplace learning to improve patient care. Acad Med. 2011 Nov; 86(11):e12.

72. Plant JL, Corden M, Mourad M, O’Brien BC, van Schaik SM. Understanding Self-Assessment as an Informed Process: Residents’ Use of External Information for Self-Assessment of Performance in Simulated Resuscitations. Advances in Health Sciences Education 2012 Mar 15. [Epub ahead of print]

73. Plant JL, van Schaik SM, Sliwka DC, Boscardin CK, O’Sullivan PS. Validation of a Self-efficacy Instrument and Its Relationship to Performance of Crisis Resource Management Skills. Adv Health Sci Educ Theory Pract. 2011 Dec;16(5):579-90.

74. Prochaska JJ, Gali K, Miller B, Hauer KE. Medical students attention to multiple risk behaviors: a standardized patient examination. J Gen Intern Med. 2012 Jun;27(6):700-7. Epub 2012 Jan 4.

75. Reeves S, van Schaik S. Simulation: A Panacea for Interprofessional Learning? J Interprof Care 2012 May;26(3):167-9.

76. Reid MB, Misky GJ, Harrison RA, Sharpe B, Auerbach A, Glasheen JJ. Mentorship, Productivity, and Promotion among Academic Hospitalists. J Gen Intern Med. 2012 Jan;27(1):23-7. Epub 2011 Sep 28.

77. Ronner P, Sabina R, McKee E, Fulton TB, Ferrier D, Noramly S. Teaching Biochemistry to Students of Medicine, Dentistry & Pharmacy (Meeting Report: 3rd Conference of the Association of Biochemistry Course Directors (ABCD), Myrtle Beach SC, USA, April 30-May 4, 2011). Med Sci Educ. 2011; 21(3): 245-249.

78. Satre DD, McCance-Katz EF, Moreno-John G, Julian KA, O’Sullivan PS, Satterfield JM. Using Needs Assessment to Develop Curricula for Screening, Brief Intervention, and Referral to Treatment (SBIRT) in Academic and Community Health Settings. Subst Abus. 2012 Jul; 33(3):298-302.

79. Shayne P, Coates WC, Farrell SE, Khun GJ, Lin M, Maggio L, Fisher J. Critical appraisal of emergency medicine edu-cational research: The best publications of 2010. Acad Emerg Med. 2011;18(10):1081-9.

80. Sheu LC, Zheng P, Coelho AD, Lin LD, O’Sullivan PS, O’Brien BC, Yu AY, Lai CJ. Learning through Service: Student Perceptions on Volunteering at Interprofessional Hepatitis B Student-Run Clinics. J Cancer Educ. 2011 Jun;26(2):228-33.

81. Shore W, Teherani A, Wamsley M. Meaningful Innovation or Rearranging Deck Chairs? Comparing Three Formats for a Family Medicine Clerkship. Teaching and Learning in Medicine 2012 Jan 7.

82. Souba WW, Notestine M, Way DP, Lucey CR, Yu L, Sedmak D. Do Deans and Teaching Hospital CEOs Agree on What it Takes to Be a Successful Clinical Department Chair? Academic Medicine. 86(8):974-981, 2011.

83. Starmer AJ, Spector ND, Srivastava R, Allen AD, Landrigan CP, Sectish TC; I-PASS Study Group. I-PASS, a mnemonic to standardize verbal handoffs. Pediatrics 2012;129(2):201-4.

84. Steinman MA, Landefeld CS, Baron RB. Industry support of CME--are we at the tipping point? N Engl J Med. 2012 Mar 22;366(12):1069-71

85. Sullivan KR, Rollins MD. Innovations in Anaesthesia Medical Student Clerkships. Best Pract Res Clin Anaesthesiol. 2012 Mar;26(1):23-32.

86. Swanson SM, Ku TK, Chou CL. Assessment of direct ophthalmoscopy teaching using plastic canisters. Med Educ. 2011;45: 520-521.

87. Tabas JA, Baron RB. Commercial funding of accredited continuing Medical Education. BMJ 2012 Feb 16;344:e810

88. Tabas JA, Baron RB. Principles of Adult Learning and Continuing Medical Education. In Principles and Practice of Hospital Medicine. McGraw-Hill Medical, New York, NY, 2011.

89. Tabas JA, Boscardin C, Jacobsen DM, Steinman MA, Volberding PA, Baron RB. Clinician attitudes about commercial support of continuing Medical Education: results of a detailed survey. Arch Intern Med. 2011 May 9;171(9):840-6.

90. Teo AR, Harleman E, O’Sullivan PS, Maa J. The key role of a transition course in preparing medical students for internship. Acad Med. 2011 Jul;86(7):860-5.

91. Thomas-Squance GR, Goldstone R, Martinez A, Flowers LK. Mentoring of students using emotional competence, process and content. Med Education 2011 Nov;45(11):1153-4. doi: 10.1111/j.1365-2923.2011.04133.x. Epub 2011 Sep 20.

32 I Publications

92. Threlfall AW, Nie P-H, Moreno A, Young JQ, Nelson C. From Academia to the Community: a Proposed Library for Use in Disseminating Evidenced Based Medicine into Underserved Areas of Geriatric Psychiatry. American Journal of Geriatric Psychiatry 2011 Mar;19(3):S81-S82.

93. Van Dyke C, Tong L, Mack K. Global Mental Health Training for US Psychiatric Residents. Academic Psychiatry 2011;35(6): 354-359.

94. van Schaik SM, Plant J, Diane S, Tsang L, O’Sullivan P. Interprofessional Team Training in Pediatric Resuscitation: A Low-cost, In Situ Simulation Program that Enhances Self-efficacy Among Participants. Clin Pediatr (Phila) 2011 Sep;50(9):807-15.

95. Venkatesan A, Farsani T, O’Sullivan P, Berger T. Identifying Competencies in Vulvar Disorder Management for Medical Students and Residents: a Survey of U.S. Vulvar Disorder Experts. J Low Genit Tract Dis. 2012 May 30. [Epub ahead of print]

96. Vidyarthi AR, Baron RB. Financial incentives for residents and fellows: a disruptive innovation to drive quality improvement. Acad Med. 2011 Nov;86(11):1338

97. Wamsley M, Treit K, Satterfield J, Levitt D, McCance-Katz E, Moreno-John G, et al. Three Standardized Patient Cases to Measure Screening, Brief Intervention and Referral to Treatment (SBIRT) Skills in Primary Care Residents. MedEdPORTAL; 2011. Available from: www.mededportal.org/publication/9005.

98. Wamsley MA, Staves J, Kroon L, Topp KS, Hossaini M, Newlin B, Lindsay C, O’Brien B. The impact of an interprofes-sional standardized patient exercise on attitudes toward working in interprofessional teams. J Interprofessional Care 2012;26:28-35. (PMID: 22233365)

99. Weiner E, Billamay S, Partridge JC, Martinez A. Antenatal Education for Expectant Mothers Results in Sustained Improvement in Knowledge of Newborn Care. Journal of Perinatology 2011; 31:92-97.

100. West, D.C., Ferrell, C.L., Boscardin, C., Jannicelli, A., Rosenberg, A. (2011). Academic Pediatrics. The Western PedSCO: A Direct Observation Tool to Measure Resident Performance in Pediatric Patient Encounters. 2011; 11(4):e9.

101. Wiley S, Way D, Lucey C. Sedmak D, Notestine M. Elephants in Academic Medicine. Academic Medicine. 86(12): 1492-1499, 2011.

102. Yang CW, Ho MJ, Ma MH, Chen HC, Lai HS. Leadership and organizational culture change in medical education reform - a lesson from University of California, San Francisco. J Med Educ. (Taiwan) 2011;15:69-79.

103. Young JQ, Eisendrath SE. Enhancing patient safety and resident education during the academic year-end transfer of outpatients: lessons from the suicide of a psychiatric patient. Academic Psychiatry 2011 Spring; 35(1):54-7.

104. Young JQ, Lieu S, O’Sullivan P, Tong LT. Development and initial testing of a structured clinical observation tool to assess pharmacotherapy competence. Academic Psychiatry 2011 Spring; 35(1):27-34.

105. Young JQ, Pringle Z, & Wachter RM. Academic Year-End Outpatient Transfers: Identifying and Improving Follow-Up of High Risk Psychiatry Patients in Resident Continuity Clinics. Joint Commission Journal of Quality and Patient Safety 2011;37(7):300-308.

106. Young JQ, Ranji SR, Wachter RM, Lee CM, Niehaus B, Auerbach AD. “July effect”: impact of the academic year-end changeover on patient outcomes: a systematic review. Ann Intern Med. 2011;155(5):309-15. http://annals.org/article.aspx?volume=155&page=309

107. Young JQ. A seasonal care transition failure. AHRQ WebM&M [serial online]. July 2011. Available at: http://www.webmm.ahrq.gov/case.aspx?caseID=247.

108. Young JQ. Dependent Personality Disorder. Ferri F (Ed.), Ferri’s Clinical Advisor: Instant Diagnosis and Treatment. New York: Elsevier Mosby 2011.

109. Young JQ. Narcissistic Personality Disorder. Ferri F (Ed.), Ferri’s Clinical Advisor: Instant Diagnosis and Treatment. New York: Elsevier Mosby 2011.

110. Young JQ. Paranoid Personality Disorder. Ferri F (Ed.), Ferri’s Clinical Advisor: Instant Diagnosis and Treatment. New York: Elsevier Mosby 2011.

111. Zheng P, Sammann A, Qiu M, Lee R, O’Sullivan P, Roberts J. Impact of Preclinical Exposure to Organ Donation on Knowledge and Attitudes of Medical Students. Prog Transplant 2012 Mar; 22(1):79-85, 109.

Publications I 33

34 I Presentations & Workshops

1. Adler SA, Loeser H, Beaudreau J, Chang A, Cooke M, Teherani A. Impact of intramural medical education grants on faculty careers and on undergraduate and graduate medical curricula at the University of California, San Francisco (UCSF). Association of American Medical Colleges Western Group on Educational Affairs Annual Meeting, Asilomar, CA, April 2012.

2. Adler SR, Loeser H, Cooke MM, Chang A, Beaudreau J, Wang JC, Teherani A. Impact of intramural medical educa-tion grants on faculty careers and on undergraduate and graduate medical curricula at the University of California, San Francisco. Western Group on Educational Affairs, 2012. (Research presentation)

3. Chen E. Assessment tools for SBP, Portfolios and using reflection in education. National Society for Academic Emergency Medicine Education Consensus Conference on Learner Assessment, Chicago, IL, May 2012.

4. Cipriano S, Dybbro E, Boscardin C, Shinkai K, Berger T. Dermatology teachers exchange group evaluation of an online learning curriculum in a dermatology medical student clerkship. Dermatology Teachers Exchange Group Meeting, Chicago, IL, October 14, 2011.

5. Cooke M. Department of Medicine, Visiting Professor, University of Wisconsin School of Medicine. August 1-2, 2011

6. Cooke M. Department of Medicine, Visiting Professor, University of South Carolina, Greenville campus. September 15-16, 2011

7. Cooke M. Department of Medicine, Visiting Professor, Johns Hopkins University School of Medicine. January 10-11, 2012

8. Cooke M. Department of Medicine, Visiting Professor, Duke University School of Medicine. February 6-8, 2012

9. Fernandez A. Mentoring minority medical professionals. Society of General Internal Medicine, Orlando, FL, 2012.

10. Fiore DM. Compliance with new ACGME duty hour requirements can improve patient care measures. PAS/ASPR Joint Meeting, 2011. (Platform Presentation)

11. Fiore DM. Compliance with new ACGME duty hour requirements can improve patient care measures. Pediatric Hospital Medicine Conference, 2011. (Research breakout session)

12. Fix OK. Competencies in practice. American Association for the Study of Liver Diseases Annual Meeting Competency Training Workshop, San Francisco, CA, November 4, 2011.

13. Irby DM. Develop policies to guide the VA and its academic partners. VA Academic Affiliations Council, Washington, DC, June 5-6, 2012.

14. Irby DM. Medical education: past, present and future. Kaiser Permanente Staff Retreat, Marshall, CA, March 23, 2012.

15. Irby DM. Presenter, Interprofessional Education Conference. Josiah Macy, Jr. Foundation, Washington, DC, April 2-4, 2012 .

16. Irby DM. Small group teaching. Leadership styles and team building. APGO Teaching Scholars Program, Orlando, FL, March 6-7, 2012.

17. Irby DM. Calls for reform: the Carnegie report and anatomy instruction. Anatomy Chairs meeting, Kona, HI, January 27, 2012.

18. Irby DM. Develop policies to guide the VA and its academic partners. VA Academic Affiliations Council, Washington, DC, February 7-9, 2012.

19. Irby DM. Developing professionalism: how do we teach it? Balliol Colloquium, Oxford, UK, September 27-28, 2011.

20. Irby DM. Educating physicians: a call for reform of medical school and residency. International Association of Medical Science Educators Webinar, September 1, 2011.

21. Irby DM. Future directions for medical education. Florida State University School of Medicine, Tallahassee, FL, December 8-9, 2011.

22. Irby DM. Implications of Carnegie Foundation calls for reform, increasing our understanding of successful LICS, time efficient clinical teaching strategies. Peninsula Medical School, Plymouth, UK, October 3-5, 2011

Presentations and Workshops


23. Irby DM. Increasing our understanding of successful LICS. Consortium for Longitudinal Clinical Clerkships, Yankton, SD, Sept 22, 2011.

24. Irby DM. Increasing our understanding of successful LICS. University of British Columbia, June 25-29, 2012.

25. Irby DM. Report on the organizational structure of medical education. UCLA School of Medicine, Los Angeles, CA, October 10-12, 2011.

26. Irby DM. Rethinking how we educate physicians across the continuum. CREOG/APGO, Orlando, FL, March 7, 2012.

27. Irvine, C; Souza, KH. Made not born: best practices for developing and retaining medical education staff. Western Group on Educational Affairs Annual Meeting, Pacific Grove, CA, May 2012.

28. Lucey CR. ABIM Maintenance of Certification: Questions and Answers. American College of Physicians National Meeting, March 26, 2012.

29. Lucey CR. Individualization and Standardization in Medical Education: the Holy Grail or the Third Rail? International Association of Medical Science Educators, September 8, 2011.

30. Lucey CR. Medical Education: Leading the Transformation of Health Care; The Problem with the Problem of Professionalism. University of Iowa Medical Center, May 2012.

31. Lucey CR. The State of Digital Textbooks. Stanford University Technology Summit, March 1, 2012.

32. Lucey CR. Women Leaders, Wicked Problems; Constructive Conflict. Case Western Reserve University, May 2012.

33. Mayfield C, Fulton TB, Alegria D, Boscardin CK, Burke C, Tan J, Loeser H. Deploying a curriculum development program for students that fosters their competency-based growth and stimulates educational innovation and improvement. Western Group on Educational Affairs Workshop, 2012.

34. Monash B, Mookherjee S, Sharpe B. Peer observation and coaching to improve clinical teaching. California-Hawaii Society of General Internal Medicine Regional Meeting, San Francisco, CA, January 21, 2012.

35. Monash B, Mookherjee S, Sharpe B. Peer observation and coaching to improve teaching - a contrast of two styles and guidance for implementation at your institution. Society of General Internal Medicine 35th Annual Meeting May 9-12, 2012.

36. Mookherjee S, Monash B, Sharpe B. Structured peer observation and feedback to optimize attending teaching. Society of General Internal Medicine 35th Annual Meeting May 9-12, 2012. (Poster)

37. O’Sullivan PS, Souza, K. Getting started in publishing your educational scholarship. University of New Mexico Education Day, May 6, 2011.

38. O’Sullivan PS. Portfolios and DNP assessment. UTHSC, School of Nursing, Memphis TN, June 11, 2012.

39. O’Sullivan PS. Scholarship in our everyday work: Faculty development as an example. University of British Columbia Celebration of Educational Scholarship, October 4, 2011.

40. O’Sullivan PS. New fact for faculty development research: why and how. Center for faculty development. University of Toronto, November 24, 2012.

41. O’Sullivan PS. Scholarships in everyday work: faculty development as an example. Gordon Page Lecture. University of British Columbia Center for Health Education Scholarship, 2011.

42. O’Sullivan PS. Transitions in medical education: reflections on the roles of medical education. The Generalist in Medical Education. Denver, CO, November 4, 2011.

43. O’Brien B, Chou C, Dulay M, Janson S, Carmody T, Cornett P, Shunk R. Training for effective team-based care: a primary care-based teamwork curriculum for residents and nurse practitioner students. AAMC Western Group on Educational Affairs Annual Meeting. Asilomar, CA, March 31, 2012. (poster)

44. O’Brien B, Poncelet A, Hansen L, Hirsh D, Ogur B, Krupat E, Alexander E, Ma I, Hauer K. What’s really so differ-ent about longitudinal integrated clerkships and block clerkships? Findings from a multi-center observational, work sampling study. Consortium for Longitudinal Integrated Clerkships (CLIC) Annual Meeting. Yankton, SD, September 23, 2011.

45. O’Brien B. Educators breakfast roundtable. American Association of Anatomists Annual Meeting, San Diego, CA, April 24, 2012.

46. O’Brien B. Medical education grand rounds. Vanderbilt University, Nashville, TN, November 15, 2011.

36 I Presentations & Workshops

47. O’Brien B. New York University School of Medicine Retreat. New York, NY, June 18, 2012.

48. O’Brien B. Webcast audio seminar Series: the second Flexnarian report. International Association of Medical Science Educators, September 8, 2011.

49. O’Brien B. Workplace Learning: A hands-on exploration of practice and theory. Consortium on Longitudinal Integrated Clerkships Workshop, Yankton, SD, September, 2011. (90 min workshop)

50. Papadakis MA. Professionalism as Self-regulation. Graduate Dental Council, London, February 2012.

51. Papadakis MA. Professionalism as Self-regulation. Higher Education Academy for Medicine, York, February 2012

52. Papadakis MA. Professionalism as Self-regulation. Newcastle University, Newcastle, February 2012.

53. Papadakis MA. Professionalism as Self-regulation. Fourth annual S. Brenndan Moore Lecture on Professionalism & Ethics, Mayo Clinic, December, 2011.

54. Papadakis MA. Professionalism as Self-regulation. University of North Texas, Ft. Worth, March 2012.

55. Papadakis MA. Professionalism as Self-regulation. Society of General Internal Medicine Northwest National Meeting, Seattle, February 2012.

56. Papadakis MA. Professionalism as Self-regulation. American Society of Hematology, Programs Directors Training Program, San Diego, December 2011.

57. Papadakis MA. Professionalism as Self-regulation. AMA: Strategies for Addressing medical Student and Resident Mistreatment, Chicago, November 2011.

58. Patel S, Bachhuber M, Moy N, O’Brien B. Ambulatory handoffs: a curriculum and tool to support coordination of care in a team-based model. Society of General Internal Medicine Annual Meeting, Orlando, FL, May 11, 2012. (poster)

59. Persily GL, Wamsley MA, Rennke S, Janson SL, Loeser H. Mini-grants fuel IPE collaboration and innovations at UCSF. Poster at Collaborations Across Borders III: Interprofessional Health Education, November 2011.

60. Poncelet A, Teherani, A, Vener M, Wamsley M, Chou C. Workplace learning communities: the importance of the peer group for learning clinical setting. Learning Communities Institute at the Association of American Medical Colleges Meeting, Denver, CO, October 2011.

61. Rivera JA, Mackin L, Lee K, Hyde S, Moylan A, Abrams J, Speidell C, Aronson L. The UCSF Interprofessional Aging and Palliative Care Elective. Collaborating Across Borders III Biennial Conference, Tucson, AZ, 2011.

62. Rivera JA, Mackin L, Lee K, Hyde S, Moylan A, Abrams J, Speidell C, Aronson L. The UCSF Interprofessional Aging and Palliative Care Elective. The American Geriatrics Society Annual Meeting, Seattle, WA, 2012.

63. Rivera JA. Education focused grants in geriatrics. Scholarship Skills Bootcamp Workshop. The American Geriatrics Society Annual Meeting, Seattle, WA, 2012.

64. Robertson P. Teaching best practices in lesbian health to medical students and ob-gyn residents. CREOG and APGO annual meeting, Orlando, FL, 2012.

65. Rosenbluth, G, Fiore, DM, Maselli JH, Wilson, SD, and Auerbach AD. Compliance with new ACGME duty hour requirements can improve patient care measures. PAS/ASPR Joint Meeting, Research Breakout Session at Pediatric Hospital Medicine Conference, 2011. (Platform presentation)

66. Ruddick V, O’Sullivan P. Ready-made learning communities: integrating faculty development into existing meet-ings. Western Group on Educational Affairs, March, 2012.

67. Sheu L, O’Sullivan P, Chen HC, Lai C, O’Brien B. Student-run clinics: opportunities for workplace learning and systems-based practice. AAMC Western Groups on Educational Affairs Annual Meeting, Asilomar, CA, March 31, 2012. (oral presentation)

68. Souza, KH, Cameron, T, Cohen, S, Mitchell, S. Tracking curriculum reform: the curriculum inventory portal. Western Group on Educational Affairs Annual Meeting, Pacific Grove, CA May 2012.

69. van Schaik S, O’Brien B, Almeida S, Adler S. Team members’ perspectives on interprofessional teamwork in outpa-tient clinical care. AAMC Western Group on Educational Affairs Annual Meeting, Asilomar, CA, March 31, 2012. (oral presentation)


70. Vener M, Poncelet A, Teherani A, Wamsley M, Chou C. Outpatient workplace learning: impact of continuity with peers and patient populations during third year. Society of Teachers of Family Medicine Annual Meeting, Baltimore, MD, January 2012.

71. Vener M, Wilson E, Teherani A, Wheeler M. Creating Change or Preaching to the Choir? A 3rd Year Underserved Track Matches More Students in Primary Care Residencies than the Traditional Model. Oral Presentation at the Western Group on Educational Affairs, May 2011

72. West DC, Jannicelli A, Boscardin C. Association of Pediatric Program Directors Meeting, Validity and Reliability of Western PedSCO, March 2012.

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38 I Our Organization

UCSF Office of Medical Education • 521 Parnassus Avenue, C254 • San Francisco, CA 94143-0410 • 415.502.1633

meded.ucsf.edu

Writing Mitzi Baker

Contributors Catherine R. Lucey Patricia O’Sullivan

Vaishali Patel Kevin H. Souza

Graphic Design Vaishali Patel

Photography Elisabeth Fall with exceptions: Noah Berger: p23 J. Christian Burke: p18 Vaishali Patel: pp 10, 12, 13, 17, 21

© UCSF Office of Medical Education

UCSF Office of Medical Education • 521 Parnassus Avenue, C254 • San Francisco, CA 94143-0410 • 415.502.1633

meded.ucsf.edu

UCSF Office of Medical Education Annual Report: 2011-12

Documents

health care providers

care delivery

medical education community

new models of care

medical education continuum

md education

higher quality care

best possible care