Updates in IUSM Undergraduate Medical Education
The IUSM Office for Undergraduate Medical Education is seeking a Problem Based Learning and Improvement (PBLI) Competency Director.
The IUSM PBLI goal is to ensure that students will be able to actively set and pursue clear learning goals and exploit new opportunities for intellectual growth and development. The PBLI Competency Director will provide insight and expertise into the development of curricular activities, assessments and programs to support this goal. The selected individual will also provide significant creative and administrative input into the development and delivery of a new longitudinal course utilizing a teaching electronic medical record as a tool for the integration of lifelong learning skills into the clinical practice of medicine. The PBLI competency director will also foster the growth of formal self-directed learning activities throughout the curriculum.
The primary objective of this position is to facilitate the teaching, assessment, development and documentation of students’ competence in the area of Practice Based Learning and Improvement. The incumbent will also be responsible for crafting effective remediation plans for students with identified deficiencies in this domain. To this end, the director will work closely with course and clerkship directors, faculty from all IUSM campuses, students, competency directors and the Office of Undergraduate Medical Education. This competency director focuses on improving and assessing the portions of the competency curriculum related to Practice Based Learning and Improvement including reviewing competency-related course materials. The competency director will work with IUSM educators in developing and implementing a new integrated competency-based curriculum for all four years of medical school.
Job duties include:
- Collaborate with the office of Undergraduate Medical Education to identify courses or clerkships in which the Practice Based Learning and Improvement competency domain might be best learned, practiced and evaluated and serve as a resource to course and clerkship directors to develop and implement curriculum in their competency domain.
- Develop and implement assessments both at the course level and the statewide level in the Practice Based Learning and Improvement competency domain.
- Monitor student performance and provide assistance to students having difficulty in the Practice Based Learning and Improvement competency domain to improve performance and remediate deficiencies.
- Serve on the competency director administrative group (which meets monthly) to coordinate activities of the competency directors.
- Serve on school committees as needed to represent the competency curriculum, examples may include serving on Curriculum Committees, Academic Standards, Student Promotions, etc.
Candidates must have interest and experience in medical education and/or methods of adult education and have a written commitment from their department chairman to protect a minimum of 20 percent FTE for this educational administrative role. The Dean’s Office provides an annual allocation of $20,000 to the competency director’s department or unit in recognition of the Director’s role in the curriculum.
Interested individuals should submit a letter of interest, a CV and a letter of support from their department chair that specifically addresses the candidate’s protected time for the position to the Office of Undergraduate Medical Education at email@example.com.
Applications should be received no later than January 26, 2015.
The following is a guest post by Krista Hoffmann-Longtin, PhD, Program and Evaluation Director, Indiana University School of Medicine
Applications sought for the new medical education position: Quality Systems Coach
As a part of the AMA Acceleration Change in Education grant, UME is recruiting faculty to serve as Quality Systems Coaches (QSCs) for medical students.
Quality Systems Coaches (QSCs) will teach and evaluate a small group of medical students in systems-based practice through the newly-designed innovative virtual health system (vHS) curriculum using a teaching electronic medical record (tEMR).
“The QSCs will become an important part of our medical students’ experience (more…)
Have you put together an innovative way to teach a topic or to assess a learner’s ability and thought it would be great to share these ideas with others? Or are you interested in learning about new ideas and innovations in teaching? Then the upcoming EC Moore Symposium is for you, and the next installment will be Friday, March 6, 2015 at the IUPUI Campus Center in Indianapolis.
The symposium has a variety of formats all designed to showcase excellence in teaching. These include posters presentations, concurrent sessions (which are short 15 minute oral presentations followed by a 5 minute discussion), 5 minute ignite sessions focused on forward thinking ideas, as well as longer 60 minute workshops for more in depth topics. Each year the symposium brings in a national education leader to deliver the keynote address and I am certain this year will be no different.
This is a great opportunity to present your work in the area of education. Submissions should focus on the teaching goals or the problem that the initiative was designed to address, a description of educational theories the initiative is based on and the impact of your project.
The call for proposals for the 2015 EC Moore symposium is now available. More information can be found here. Check it out today as submissions are due Saturday, November 1st.
Hope to see you and your excellent work at the symposium in March!
2015 E.C. Moore Symposium home page
Providing adequate formative feedback to students is a critical instructional task and an LCME Standard. LCME 9.7 requires that each student is provided formal formative feedback early enough during required courses or clerkships to allow ample time for remediation. That requires, at a minimum, that each course provides students with formal formative feedback at the mid-term. The Standard does consider feasibility issues, but those situations are exceptions. Barriers to providing effective informal and formal formative feedback are not insurmountable.
This blog presents one idea for providing feedback in both smaller and larger classes. There are many ways to effectively provide feedback, and some options are not feasible in some circumstances, so we invite faculty who have developed effective mechanisms for providing both informal and formal formative feedback on learning to share their ideas with colleagues in other disciplines and at other centers. (more…)
The following was provided by the IUSM Office of Faculty and Professional Development (OFAPD)
The Office of Faculty and Professional Development (OFAPD) has partnered with the Department of Family Medicine and an international consortium of faculty to create a series of Teaching Development Modules. These are 5-15 minute courses are available online, 24 hours a day, 7 days a week for free to any IUSM faculty member. The modules address a variety of teaching techniques and are designed to meet the needs of our diverse faculty across the state. You can even use the modules to earn CME credit.
To gain access, (more…)
Have you benefited from the mentoring of a particularly dedicated and caring colleague? Have your students been inspired by an outstanding educator to work hard and achieve beyond what they imagined themselves capable of? Do you or someone you know approach teaching and learning through a scholarly lens? Do you know of a colleague who is exceptionally engaged and committed to volunteerism, community based learning, outreach, partnerships, or curricular engagement? If you answered “yes” to any of these questions, you have an opportunity to nominate individuals to be recognized for the great gifts and talents they provide to our faculty, learners, and community. Nominations are now open for several School-Wide Faculty Awards listed below (with links for further information on eligibility requirements and nomination procedures). (more…)
Oncourse to Canvas Transition, Revised Plan
As you are likely aware, Indiana University has selected Canvas as the new Learning Management System (LMS) to replace Oncourse. In May of this year we announced a phased-in approach to transitioning IUSM courses from Oncourse to Canvas. The recent news about the timing change for the new curriculum has caused us to rethink our transition timeline. Since our current second year courses will continue to be offered until at least 2017, they will need to transition to Canvas as Oncourse will no longer be available after 2016. To that end, we are including the second year courses into our transition plan, with the goal of all courses transitioning in 2015-16. (more…)
Imagine a non-swimmer signing up for swimming lessons and being plunged into a deep pool without instructions on how to swim. Anyone capable of rational thought at that moment might be thinking it would be nice if the instructor had given them some instructions on how to swim before pushing him in. Assuming the student survives his “lesson”; can you imagine the instructor evaluation form he would fill out? Students new to expectations for self-directed and life-long learning can feel as though they’ve been pushed into deep water with no swimming skills. (more…)
Last week, I shared two tips for maximizing the impact of your PowerPoint presentations while keeping “Death by PowerPoint” at bay. Keeping with the “less is more” theme presented in Tip #2, this tip shifts more towards aesthetics.
Tip #3: Engage, Don’t Distract
The last way to maximize the impact of your PowerPoint is to limit use of elements that distract more than engage the audience’s attention. Realistically, paying attention to a speaker is difficult enough without the speaker also requiring you to simultaneously ignore animated effects, irritating or indistinguishable color combinations, and other extraneous elements (more…)
Below are two online opportunities from IT Training. They are evening events and are free to attend.
Box: Access Files, Share and Collaborate from Anywhere
Tuesday, August 26 from 5:30-6:30pm EDT.
In this workshop, participants will learn about their new cloud storage option at Indiana University: Box. Box is a cloud storage service that focuses on collaboration between users. IU faculty, staff, and students are all eligible for an account with 50 GB of storage. In this workshop, we will learn how users can create and access their account, store and share files, as well as how to use Box as an effective collaboration tool.
The webinar is free and open to all. Details at http://ittraining.iu.edu/training/Browse.aspx?workshop=BOXBA#workshop436. Register there or just show up at http://connect.iu.edu/ittraining1 to attend.
IUanyWare: A Brief Introduction (more…)