Transcript Teaching Opportunities: “Basic Sciences”

Teaching Opportunities:
“Basic Sciences” Curriculum
David Geffen School of Medicine at UCLA
John Tormey, MD
Introductions
•
Introduce yourself, briefly summarizing
your background and what brings you
to UCLA.
•
What kind(s) of teaching experience(s)
do you envision for yourself at UCLA?
Changing Medical Curriculum
Theme: Increased relevance and integration
of basic science and clinical curricula
• 3rd Year Core Clerkships (2000)
Revisions being planned 2007
• 4th Year curriculum -The Colleges (2001)
• 1st & 2nd Years - Integrated, interdisciplinary
Human Biology & Disease curriculum (2003)
The Colleges
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Acute Care
Applied Anatomy
Leadership (MBA/MPH)
Medical Science
Primary Care
Urban Underserved (Drew)
Features of “The Colleges”
• Increased mentoring & career guidance
• Greater “connectedness” with faculty and
student colleagues
• 1 week foundations curriculum
• Seminar series and scholarly products during
4th Year
• Longitudinal experiences
Background for Change from
Classic “Basic Sciences” Curriculum
1.
The curriculum had discipline-based structure
roughly divided into normal (1st year) and
abnormal (2nd year).
2.
Division of time and sequencing among
disciplines was set ~50 years ago.
3.
Courses were up to each department, with
limited coordination between courses.
4.
Connections between basic science and its
clinical contexts needed to be stronger.
Background for Change
5.
4-5 unrelated courses simultaneously competed
for student attention. Students crammed but
they didn’t retain well.
6.
Attempts to move components of the
curriculum were thwarted by curricular gridlock.
7.
To get past this, we rethought and rearranged
the first two years in their entirety.
Medical Neurosciences 1
Cardiovascular, Renal &
Respiratory Medicine 2
Musculoskeletal Medicine
Medical Neurosciences 2
Gastrointestinal, Endocrine &
Reproductive Medicine 1
Gastrointestinal, Endocrine &
Reproductive Medicine 1
Cardiovascular, Renal &
Respiratory Medicine 1
Foundations of Medicine 2
Foundations of Medicine 1
Summer Break
molecular, cell biology, development,
immunology, general path
infectious diseases & cancer
optional: “STTP” research program
Content Threads
Run Through All Blocks
Example:
Cardio-Renal-Respiratory Course
Year I Contents
• Histopathology and gross anatomy
• Physiology and pharmacology
• Pathophysiology that complements the
anatomy and physiology
• Introductory doctoring & physical exam skills
• Clinical reasoning - approach to medical
literature
Course Themes - Week by Week
1.
The cardiac pump & regulation of its rate
2.
Regulation of blood flow and blood pressure
3.
Myocardial infarction, valve disease and heart failure
4.
Renal regulation of salt and water
5.
Fluid, electrolyte and acid-base balance
6.
Dyspnea and exchange of gases between atmosphere
and tissues
7.
Pulmonary edema and respiratory failure
8.
Integration and application
Typical Week at a glance
cases, small group tutorials integrate lecture material
and labs in context of their clinical relevance
Lecture
Monday
2 hrs
PBL Case
Intro Week’s Theme
2 hrs
Max/day
Lecture (Intro)
Lecture
2-4 hrs
Max/day
Tuesday
Other
Wednesday
Thursday
Friday
PBL Case
Conclusion
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lab/Tutorial
Lab/Tutorial
Lab/Tutorial
Lecture
Case Vignettes
Some Roles in Undergraduate
Medical Curriculum
• Small Group Facilitators/Tutors (Most needed)
• Problem-Based Learning Tutor, Block (~8 weeks) 1, 2
• Doctoring Threads, Yearlong 1, 2, 3
• Clinical Skills, Yearlong 1, 2
• Laboratory / Discussion Sessions, Years 1 & 2
Examples
• Lecturer
Limited opportunities
More Roles
• Research Advisor
• STTP (summer research) etc.
• Office-Based Clinical Preceptor
• Doctoring / Clinical Skills Threads, Yearlong 1, 2
• Longitudinal specialty and sub-specialty preceptor, 3
• College preceptor or mentor/research advisor
• 4th year 3 week electives — new ideas accepted!
Why Should I Teach?
• Teaching is required for academic promotion,
documentation is a required part of your
dossier file
• Career advancement
Importance of teaching evaluations
Importance of creative activity
• Interaction with bright & eager learners
Professionally invigorating
And it is fun!
How to get involved in teaching

Complete teaching recruitment form
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Indicate preferences in teaching
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Contact course coordinators/College chairs for
additional information, or
Contact John Tormey
John Tormey [email protected]