Transforming health care through leadership education
Vol. I, Issue 24
News
Faculty Input Needed in Curriculum RedesignAll faculty are encouraged to attend a “town meeting” to discuss the Curriculum Design Taskforce (CDT) proposal for Part 1 (Med 1 and II) on Wednesday, July 22, at 5 p.m. in Room 234 Meiling Hall. This session will provide an opportunity to hear from the CDT and provide your input. It is vital that the CDT receive comments and questions from faculty in order to address issues and concerns that may arise in the process of designing the new medical education curriculum. More meetings will be offered in the future to discuss Parts 2 and 3 of the planned curriculum. The CDT solicits your questions, comments and recommendations, either in person or in writing, to Andy Hudson.
Changes Due in the Early Admissions Pathway ProgramWere you aware that the College of Medicine has a combined BS/MD program? Known as the “Early Admissions Pathway Program,” talented students are selected for conditional acceptance into the College of Medicine at the time of matriculation to The Ohio State University as freshmen. Students have GPA, research and service requirements but are not required to take the MCAT for admission. Traditionally, these students have pursued a typical premedical curriculum. Responding to the call to reinvent the medical education process as a continuum from undergraduate through GME, the College is interested in “trialing” new premedical curricula with these students, since they are not tied to a curriculum that allows them to “ace” the MCATS.
Faculty Teaching Scholars Program Opens September 2The Center for Education and Scholarship (CES) is excited to announce the second cohort of the Faculty Teaching Scholars Program designed to address the professional development needs of faculty who are committed to a career in health sciences education. The program will run from September 2009 through December 2010, beginning with the first session on Wednesday, September 2 from 5 until 7 p.m. Subsequent meetings are scheduled for the first Wednesday of each month from 5 until 7 p.m. and the third Wednesday of each month from 12:00 until 2 p.m. Full participation in all activities is expected. Successful participants will receive a Faculty Teaching Scholars certificate, Category 1 CME credit and membership in the Faculty Academy for Teaching Excellence. Enrollment will be limited to twelve, so that faculty can receive individualized support for their scholarly work. For a nomination form or more information, please contact Megan Rock.
Educational Leadership Positions
Carol Hasbrouck, MA, will assume leadership of the Early Admissions Pathway program and other continuum of medical education efforts in her new role as Assistant Dean for Clinical Skills and Premedical Education.
Carla Granger will assume directorship of the Office for Medical Education, along with her current duties as Administrator for the Education Mission.
Recognition & Awards
David P. Bahner, MD, Emergency Medicine, and Larry Gabel, PhD, Family Medicine, are recipients of the 2009 College of Medicine Distinguished Educator Awards. Based on nominations from their peers, the Distinguished Educator Awards are presented annually to regular and community faculty members who have shown extraordinary commitment to teaching and the promotion of academic excellence. For a complete list of 2009 faculty teaching awards, click here.
Educational Journal Club
Larsen DP, Butler AC, Roediger HL III. “Test-enhanced learning in medical education.” Medical Education 2008; 42: 959–66.A common study strategy for medical students preparing for USMLE Step Examinations is to answer practice test questions from review books or test banks. The exercise of answering practice test questions followed by reading the feedback which explains why their answer choice is right or wrong guides and reinforces student learning. In this review article on testing and cognitive psychology research, Larsen, et. al. articulate what medical students may have been telling us all along: “testing, when done often and with feedback, promotes retention of knowledge.” The implication for medical educators is that the use of testing should be expanded beyond assessment for grading and incorporated into the educational process. The authors recommend that more frequent tests requiring a constructed response format (as opposed to recognition response) followed by formative feedback will enhance learning in medical education.
This article is available through the E-Journals on the Prior Health Sciences Web Site. (Use
this link if you are off campus.)
Upcoming Seminars
Wednesday, July 22Curriculum Design Taskforce “Town Meeting”, Part I (Med 1 and 2)
5 p.m., Room 234 Meiling Hall
For more information, contact Andy Hudson
Wednesday, July 29, 2009"Giving Effective Feedback to Learners", Palliative Care Grand Rounds, co-presented by Sandro O. Pinheiro, PhD, and Katja Elbert-Avila, MD, Duke University Medical Center
8-9:30 a.m., 170 Davis HLRI Auditorium
Find out more.Wednesday, July 29, 2009“Educational Strategies for Effective Clinical Teaching,” presented by Sandro O. Pinheiro, PhD, and Katja Elbert-Avila, MD, Duke University Medical Center
1-2:30 p.m., 1059 Graves Hall
Aimed at teaching OSUMC fellows in palliative care, but open to fellows from any specialty area.
For more information, contact Rebecca Woodgeard, 366-8726
Wednesday, August 19, 2009“Test-enhanced Learning,” Speaker: David Way, MA
12:00 p.m., 400 Prior Health Sciences Library
Contact: Megan L. Rock
Request for Input
To submit a news item, or to be added or removed from the distribution list, e-mail, EducationInAction@osumc.edu.
This e-newsletter is sent to faculty of the OSU College of Medicine who are interested in activities in the education mission.