May 2008 | Office of Medical Education | (504) 988‐6600
Spring 2008, Volume 2, Issue 1
Newsletter of the Office of Medical Education
Trends in Medical Education From the SGEA Conference Jeanne C. Samuel, M.Ed.
Contents Lead Story: SGEA Conference
1
Education Day
2
Interdisciplinary Seminar Series
7
Teaching Scholar Award
2, 4,6
Teaching and Learning Just in Time Teaching
5
Peer Instruction
4, 5
PostitMD.com
7
From the Desk of
Our staff recently attended the 2008 Southern Group on Educational Affairs (SGEA) conference in Nashville, TN. With over 40 membership schools, the “SGEA fosters
excellence along the continuum of medical education ‐ by providing a forum for
Annie Daniel, Ph.D., Director
6, 8
Jenny Gibson, Ph.D., Assessment
3
Jeanne Samuel, M.Ed., Ed Tech
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discussing the concerns of the medical education profession, serving as a resource, and acting in an advisory capacity to the GEA and AAMC” (http://www.aamc.org/members/gea/regions/sgea/start.htm). The conference theme was Medical Education: Balancing Learning Strategies and Technologies. Next year, in 2009, Tulane will host the conference.
Contact Information Main Number, (504) 988‐6600
Dr. Annie Daniel, (504) 988‐6600
[email protected] Dr. Byron Crawford, (504) 988‐5437
[email protected] Kornelija Juskaite, (504) 988‐3896
[email protected] Trenise Thomas, (504) 988‐6600
[email protected] Dr. Jennifer Gibson, (504) 988‐6699
[email protected] Jeanne Samuel, M.Ed. (504) 988‐6602
[email protected] Brenda G. Marks, (504) 988‐6650
This meeting provided an excellent opportunity to learn how other medical schools are
[email protected]
addressing the important issues and challenges of medical education while networking
Fax, (504) 988‐6601
with colleagues. Sessions included topics such as Jumpstarting Educational Research, Evaluating Faculty Development, and Professionalism. Many of the schools seek answers and solutions to similar problems. In particular, emphasis is being placed on educational scholarship and research, inter‐professional education, integrated teaching, and using technology to create adaptive learning environments that promote critical thinking and problem resolution. Continue on page 3.
OME Email,
[email protected] Exam email,
[email protected] Web email,
[email protected] Digital Calendar,
[email protected]
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Education Day April 11, 2008 On April 11, 2008 the Health Sciences Society of Teaching Scholars held the annual Education Day to recognize the innovative education and educational research contributions of faculty, staff, residents, and students from the School of Medicine and the School of Public Health and Tropical Medicine. The guest speaker was Karen E. Szauter, M.D. Dr. Szauter is an Associate Professor and the Medical Director of the Standardized Patient Center at the University of Texas Medical Branch at Galveston. Her speech was titled, What a Wonderful Time for Educational Scholarship. During Dr. Szauter’s motivating talk, she spoke about the Scholarly Approach to Teaching versus Educational Scholarship. The presentation was full of useful tips about educational scholarship, where to present, where to publish, and research documentation. Dr. Szauter has graciously provided us with access to her presentation: http://www.som.tulane.edu/ome/education_ day/.
Craig Clarkson, professor of pharmacology in the School of Medicine, received the
Teaching Scholar 2008
annual Teaching Scholar Award in a ceremony on April 11.
Dr. Clarkson describes his teaching style as “learner‐centered”. He uses a teaching style that helps students filter through the overwhelming amount of material “thrown at them” to identify what is really “most important” and relevant about a topic with respect to their medical education. In his medical pharmacology course he has worked with his faculty to implement & deliver “high‐yield block reviews” of lecture material before each major exam to reinforce learning. An analogous style would be that of a “coach” – one who motivates his students, provides ample opportunity for self‐assessment (practice
The objectives for the Education Day are: I.
II.
III.
To promote the scholarship of teaching at Tulane University Health Sciences Center. To provide faculty, fellows, residents, and students in the School of Medicine and the School of Public Health and Tropical Medicine with the opportunity to present new and innovative work in health sciences education. To honor those faculty nominated for and selected as recipients of the Senior Vice President's Teaching Scholars Award for 2008
All School of Medicine and School of Public Health and Tropical Medicine faculty, staff, residents, and students are encouraged to participate in our Education Day. Watch for the fall 2008 Call for Papers! For more information, please call the SOM Office of Medical Education at 988‐6600 or send an email to
[email protected]
drills), and encourages them to succeed. Craig Clarkson has won eight Owl Club teaching awards in the past ten years. He has served on thirteen different education‐related committees, and twenty eight doctoral
thesis committees, including two as thesis chair. He has also served on dozens of master’s degree committees over the past ten years. Over the past ten years he has logged over 700 teaching hours. He has played a central role in the major curricular revisions that have taken place in the 2nd year medical curriculum over the past decade. Dr. Clarkson is noted for his dedication as a teacher, course director, and key contributor to the development of our current second year curriculum. He is also known as an innovator in applying technology to the advancement of medical education. Dr. Clarkson joined the Tulane faculty in the School of Medicine in July of 1985 and is currently a tenured Professor of Pharmacology. He has been the course director for the 2nd year course in Medical Pharmacology since 1997. He is course director for the graduate courses Advanced Topics in Cardiology and Systems Biology. Recently, Dr. Clarkson assumed the position of Director Graduate Studies in Pharmacology in December 2005. See http://tulane.edu/news/newwave/041808_clarkson.cfm.
“Clarkson is trying to make classes more interactive, more engaging for students, rather than just passively giving them information, having them memorize it and give it back.” – Annie Daniel
One interesting presentation used a Computer‐simulated Standardized Patient Case
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Continue from page 1.
Management System to Assess Clinical Decision Making Skills. The simulation resembled MySpace and is named MyCaseSpace. More information is available at: (http://www.educause.edu/ir/library/powerpoint/ELI08211.pps).
Another presentation demonstrated how video clips in PowerPoint lecture presentations improve attitudes about learning. It showed how an embedded 30‐ video clip may explain a concept more effectively than a 10 to 15 minute second lecture. The presenter’s early course evaluations had negative comments. For example, one student perceived the field of psychiatry as “bogus, not a real field, not important”. Using media (video clip use) he gains and maintains student attention. Now his course is so popular that he does not have attendance issues and some students decide to change career choice based on their course experience. When asked about how he finds clips from movies and television shows. He explained that he watches a lot of TV. Also, he now explains to his students that he does not have enough time to watch everything and asked them to submit relevant, topical, clips to him for course use. The use of popular cultural artifacts (PCA’s) in education facilitates understanding and scaffolding information since the artifact is familiar to the student and is culturally relevant. Additionally, the PCA association brings an immediate credibility to the presenter. One school, Texas Tech University is using podcasts to reinforce skills. They designed a series of 6 podcasts to address note writing skill deficiency in 1st year medical students during their OSCE block: (http://www.ttuhsc.edu/SOM/FamMed/TTMedCast/ttmedcast_SOAPnote.html). Another workshop presented an introduction to research. Read the complete summary in the From the desk of Jenny Gibson column on this page.
Goals for Faculty Development The purpose of faculty development in the SOM is to assist faculty to directly focus their teaching and assessment on the specific competency‐based learning goals, objectives, and outcomes for students, which are developed per course by the faculty and institutionally by the SOM Faculty will demonstrate improved competency by the end of each academic year in pedagogical skills and in medical education scholarship. Annual: Teaching Awards Day/Research Semester: Teaching Excellence Series and Conferences Monthly/Weekly: Brown Bag Luncheons, Society of Teaching Scholars, and Faculty Professional Development Series Ongoing: Web‐based resources
From the desk of Jenny Gibson The Basics of Research: SGEA Workshop Review Jennifer W. Gibson, Ph.D. Research is critical to any field as it increases knowledge and provides answers to unsolved problems. Research generally falls into two categories: qualitative and quantitative. Qualitative research involves using observational methods and narrative descriptions to describe specified phenomena. While its basis can be rooted in a broad, research question, true qualitative research does not have a hypothesis. It is only after study completion that a hypothesis is generated and formally tested in a quantitative study. Qualitative research is often difficult to get published due to its lack of generalizability. Quantitative research, on the other hand, uses descriptive and inferential statistics to test hypotheses. It follows a process that includes identifying the problem to be solved, formulating a research hypothesis, and designing the research model. A good research hypothesis is clearly stated and is written in such a matter that the reader can identify the variables under study, the characteristics of the sample, and the appropriate method of evaluation. It is related to a research question and the anticipated relationship or directionality of the outcome variables is outlined. Once the hypothesis is generated, data collection and analysis ensue, followed by the drawing of conclusions and interpretation/explanation.
For many faculty and staff at medical institutions, publishing scholarly material is vital to their careers. Thus, it would seem critical to have an awareness of common mistakes that increase the likelihood of manuscript rejection. A study by Bordage (2001) explored the strengths and weaknesses of medical education papers by reviewing the notes made by external reviewers. When recommending rejection, the top four deficiencies noted were: inappropriate, incomplete, or insufficient statistics (11.2%), overinterpretation of results (8.7%), inappropriate, suboptimal, insufficiently described instrument (7.3%), and sample too small or biased (5.6%). When recommending acceptance, the top four reasons were: important, timely, and relevant problem (20.2%), well‐written manuscript (18.3%), well‐designed study (10.3%), and thoughtful and current review of the literature (6.7%). Overall, there are several key points to keep in mind when conducting research, particularly quantitative research. Begin with a good hypothesis and a sound, research model. If necessary, consult with a statistician to ensure appropriate statistical analysis and interpretation. Finally, keep in mind the findings of Bordage (2001) to reduce shortcomings and improve the likelihood of manuscript acceptance and publication. References: Bordage, G. Reasons reviewers reject and accept manuscripts: The strengths and weaknesses in medical education reports. Academic Medicine, 2001; 76(9): 889‐896.
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2008 Teaching Scholar Award Finalist
Eric E. Simon, a finalist for the 2008 Senior Vice President’s Teaching Scholar Award,
received his M.D. from the University of Chicago Pritzer School of Medicine. He completed his Internal Medicine training at the University of Kentucky, Lexington and his Nephrology Fellowship at Washington University in St. Louis. He remained there until he joined the faculty at Tulane University where he has been actively involved in teaching and performing clinical research. Dr. Simon is currently Interim Section Chief
Dr. Eric Simon receives finalist award from Dr. Kevin Krane.
of the Section of Nephrology and Hypertension. Dr. Simon has been involved in basic science research in the areas of ammonia transport and cell adhesion molecules.
He has published over forty original articles, review articles and book chapters. Dr. Simon feels that the field of nephrology lends itself perfectly to a systematic pathophysiologic approach to clinical teaching. The challenge, however, is to engage the learner by emphasizing the clinical importance of the information (the “hook”) so that the learner is encouraged to tackle sometimes difficult pathophysiology.
Peer Instruction
amounts of information to a large audience. However, they fail to provide instructors
“Somebody once told me that the lecture is a process whereby the lecture notes of the instructor get transferred to the notebook of the student without passing through the brains of either. That’s what used to be happening in my class room.”
with feedback about the extent of student learning. In lectures, it is difficult to
Students Teaching Students in the Classroom Those Who Teach, Learn Craig W. Clarkson, Ph.D.
Traditional lectures have a number of strengths, including the ability to present large
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Eric Mazur, Harvard
intellectually engage students (as hard as we may try). Hence students have little
choice but to learn passively, and therefore retain less than if they were actively engaged.1 In the early 1990’s Eric Mazur, a professor at Harvard became frustrated with the After the votes were tallied, he would display a outcomes from his traditional introductory physics course. He found that students histogram of their answers and provide a brief were passing exams without having understood the fundamental concepts he was explanation. If the class did poorly after the 2nd try, he trying to teach. As a result he switched to a Just‐in‐Time‐Teaching strategy, and then would ask an additional follow‐up question on the same developed a complementary method of classroom instruction that actively engaged topic and repeat the process. What he learned was that his students in their own learning, a method he called “Peer Instruction”. 2‐5 After the percent of students choosing the correct answer collecting and reading his student’s electronic submissions following their reading would almost always increase significantly after the assignment the morning before his lecture, Dr. Mazur focused his classroom period of student‐student “peer instruction” (e.g. by discussion on those 3 or 4 topics that students identified as being areas of difficulty. >30%). Using a combination of standardized pre‐course After spending 10‐15 minutes explaining a topic, he would assess their level of and post‐course exams, Mazur found that adopting this understanding by projecting a challenging multiple choice quiz question. He would new teaching strategy resulted in a gain in give students one minute to select their best answer, and then they would be asked understanding by the end of a course that was over to respond by raising a flash card, a show of hands, or (after a few years) using hand‐ twice that achieved from traditionally taught courses in 2 held “clickers” and an Audience Response System. If less than 70% of the class got the physics. Since then, similar outcomes have been question correct, he would then ask students to spend 3‐4 minutes to convince their documented in undergraduate courses in anatomy & neighbors that they had the right answer. (Insert sounds of a noisy classroom, where physiology, microbiology, and a variety of biology everyone is actively engaged, vs. passively learning, or sleeping). After this period of courses. It has also been found to be a successful method for teaching medical school courses in “peer instruction” Professor Mazur would ask students to vote a 2nd time. respiratory physiology and microbiology.6 Continued on page 5.
Just‐In‐Time Teaching
Don’t throw away the classroom lecture, fix it! How to Create a Culture of Student‐Centered Learning Craig W. Clarkson, Ph.D. Just‐in‐Time‐Teaching (JiTT) is a teaching & learning strategy that consists of three elements: • A reading assignment to motivate students to cover material ahead of class. This allows students to develop a basic knowledge of material to be covered, and to identify areas of difficulty. • Web‐based feedback from students to the instructor. This typically consists of an on‐line quiz with 3‐4 questions to motivate students to keep up, as well as to get their reactions to the material. An essential element of this is an open‐ended question on “what did you find most confusing or difficult about the material?” Sometimes a student isn’t aware of what they do not understand until they are challenged to articulate it. In addition, it is often difficult for a lecturer to accurately anticipate what points students will have the most trouble with ‐ without student feedback. One approach to consider is to grade these Web‐based quizzes based upon the degree of effort put into the answer, as compared to their correctness, in order to reward students for participation vs. their ability to grasp an understanding of the material from a single reading of the material. • A classroom session focused on those areas of identified student difficulty. Because students are required to complete a Web based quiz the day before the classroom session (if they want credit), their submitted responses can be reviewed by the instructor prior to the class session (see insert). This enables the instructor to adjust and organize the classroom session to focus on those areas of identified difficulty, in response to student submissions. This process of adjusting the material to be taught in class occurs “Just‐in‐Time”. When the instructor comes to class, he/she encounters students who have come to class prepared, understand the terminology to be used in the class room discussion, and are motivated to have their areas of misunderstanding clarified. Since the students have read the material, there is little benefit in spending valuable class time reading a series of slides containing information on those topics that students have had no difficulty in understanding. In summary, JiTT is a teaching & learning strategy that succeeds through a fusion of high‐tech and low‐tech elements – the use of the Web to manage electronic communication between students & faculty, and fostering a classroom environment that emphasizes a rapid response to student’s problems using teacher‐student interactions (Novak et al., 1999). Facilitated student‐ student interactions in the classroom is another complementary approach that can be used along with JiTT to significantly enhance learning (see associated article on Peer Instruction).
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Reference: Novak GM, Patterson ET, Gavrin AD, Christian W. Just‐in‐Time Teaching: Blending Active Learning with Web Technology. New Jersey: Prentice Hall; 1999.
Continued from page 4. Positive outcomes of using Peer Instruction cited from a number of published studies include: 6 • making class time more enjoyable • increased attendance • reduced failure rates • increased exam scores • increased student feedback on their level of understanding while in class (good for both the student & instructor) The hypothesis that remains to be tested is: Can the method of peer instruction achieve similar gains in student learning in a medical curriculum at Tulane? References: 1. Novak GM, Patterson ET, Gavrin AD, Christian W. Just‐in‐Time Teaching: Blending Active Learning with Web Technology. New Jersey: Prentice Hall; 1999, pp 9‐10. 2. Crouch CH, Mazur E. Peer Instruction: Ten years of experience and results. Am J Physics.69 (9): 970‐977, 2001. 3. Mazur E. From Questions to Concepts: Interactive Teaching in Physics. (A Harvard University BokCenter Video posted on You Tube): http://tinyurl.com/499hqf . 4. Mazur E. Peer Instruction. A User’s Manual. New Jersey: Prentice Hall; 1997. 5. Mazur’s Interactive Teaching website: http://www.teachingdvd.com/ . 6. Dr. Clarkson’s Blog on Educational Technology: http://cclarks.wordpress.com/.
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Dean Sachs presents Teaching Scholar Award
Dr. Benjamin P. Sachs, Senior Vice President of Tulane University, Dean of the School of Medicine presided over the 2008 Teaching Scholar Award. The Tulane University Health Science Center Teaching Scholar Award was established as the Chancellor’s Teaching Award in 1977 and renamed in 1999 and continues with the support of the office of the Senior Vice President. The distinguished award exists to recognize and reward full‐time faculty members of meritorious contributions to teaching and learning and to encourage the pursuit of scholarship in teaching. This is an annual award bestowed on one faculty member in the School of medicine identified through a multistage process and with the involvement of a broadly representative selection committee comprising faculty members and students. A society of Teaching Scholars was also established in 1977 in the School of Medicine and in the School of Public Health and Tropical Medicine. Recipients of the Tulane Health Sciences Center Teaching Scholar Award become members of the society.
The view from the top of the 15‐story Murphy Exploration Building (lower left) donated by the Murphy Oil Corp. overlooks the downtown medical district. (Photo by Paula Burch‐ Celentano) More: http://tulane.edu/news/newwave/121707_mur phy.cfm
Call for Submissions
From the desk of Annie Daniel
OME’s Initiative to Provide Quality Professional Development Annie J. Daniel, Ph.D. The mini‐grants awards will promote collaboration and synergy among faculty of Tulane University School of Medicine and strongly encourage educational research relationships between departments within this institution: Under the guidance of the Society for Medical Education Research the Mini‐Grant Program will support: • • •
•
Expanding the base of nationally competitive medical education research activity leading to increased extramural support of medical education research at Tulane University Elevating the visibility and reputation of Tulane University School of Medicine Faculty for excellence and scholarly accomplishment Strengthening the educational offerings by providing medical students and junior faculty with opportunities to participate in educational research, scholarship, and creative activity. The above goals also contribute to stimulating scholarly endeavor, which elevates the intellectual environment at Tulane University.
Full‐time faculty may apply for Medical Education Research Mini‐Grants for up to $2500 to support innovations in teaching and learning activities that will be developed into medical education research. Grants can be used in a variety of ways, including support for teaching‐related supplies, materials, services, and travel. All materials, supplies, services, travel arrangements, etc. must be submitted to and processed through the Office of Medical Education (OME). Final reports for funded projects are due to the OME by May 1, 2009. Continued on page 8.
The Office of Medical Education Faculty Newsletter will be published three‐four times a year as an Adobe Acrobat file that will be delivered by email and posted on the OME Website: http://www.som.tulane.edu/ome/ To help make this publication a success, the editor is requesting that individuals submit: • Announcements • Short medical education articles (up to • 500 words) • Teaching Strategies and descriptions of research in progress • Reviews of research • Book reviews • Letters to the editor or faculty • Events of interest • Research ideas for collaborating • Publication notices and requests Materials (preferably electronically in Microsoft Word) and submitted to: Jeanne Samuel, OME Newsletter, Editor. Email: (
[email protected]) or Fax: (504) 988‐6601
The Office of Medical Education website is evolving. Please check http://www.som.tulane.edu/ome/ later this summer to find more information about the mini‐grant awards and other faculty development resources.
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PostitMD.com
Interdisciplinary Seminar Series
Brenda G. Marks Beginning with the 2008‐2009 academic year, the Curriculum Committee has changed the third and fourth year clinical experiences to allow required and elective rotations to be scheduled during both years. Simultaneously, the Curriculum Committee established the Interdisciplinary Seminar Series (IDS). The goal of the seminar series is to bring students and faculty together to discuss that span the clinical years and topics may be utilized during multiple clinical rotations. Topics have been identified throughout the curriculum that will be augmented to provide well rounded educational opportunities. These topics will be presented in an interactive learning session with the exact format determined by the seminar leaders. Examples of sessions include case based learning, problem based learning, standardized patients and small group discussions. Students are required to complete a minimum of 5 topics by the midpoint of their fourth year and must schedule a minimum of 1 seminar per 4 month scheduling block. There will be both a minimum and maximum number of students who can attend each seminar as determined by the seminar leader. The minimum number of students identified must be reached by the week before the seminar for the program to occur. Dr. Janet E. Johnson, MD. associate Professor of Psychiatry and Brenda G. Marks of Office of Medical Education will handling the overall schedule of be seminars and sign‐up. Brenda Marks can be reached at
[email protected].
A web‐based tool for resident education Ramesh Ayyala, MD, FRCS, FRCOphth PostitMD.com was born out of the worst natural disaster to occur in the history of main land USA. Following Hurricane Katrina, 70% of the New Orleans metro area was submerged under water for four weeks. As a consequence, two major medical schools were shut down for months following the disaster. As the Program Director of one of the medical schools, it was my responsibility to continue the education of our residents in the Department of Ophthalmology1. During the first three months following Katrina, we did not have access to teaching material, and searching the net for free material proved to be futile. I did not find any one site that could provide the necessary material (clinical pictures, surgical videos on various topics that could be used as teaching material, and more importantly, multiple choice questionnaires for our residents to prepare for the examinations). The tools necessary to delivery resident education and to satisfy the ACGME mandate were not freely available. PostitMD.com is an attempt to create a free web based service that can provide teaching material to residents and to provide some of the tools necessary to run the residency program in accordance with the RRC/ACGME mandate2. The purpose was to design and create a website that can achieve the following goals. 1. Ability to upload pictures, surgical videos and power point presentations 2. Ability to upload multiple‐choice questionnaires 3. The ability to store the audio along with the PowerPoint presentation so that interested residents can retrieve these lectures at a later date. 4. Ability to retrieve the uploaded material easily by anybody with Internet access anywhere in the world.
PostitMD.Com: A Web Based Tool For Resident Education(excerpt) The web site “PostitMD.com” has been undergoing beta testing since January 2008. Our residents and faculty at Tulane Ophthalmology department started using the site for the following purposes 1. Grand round presentations: Our residents were able to upload their power point presentations to the website from remote locations. 2. Lectures: Some of our faculty started posting their lectures online using the site and delivered their lectures via conference call. 3. Surgical skill assessment: Residents were requested to upload their surgical cases from various hospital systems on the web site as part of grand rounds. Faculty used it to critique the resident progress in their surgical skills by watching the up loaded videos. (ACGME/RRC mandate‐ how do you grade surgical skill progress) 4. Multiple choice questionnaire (MCQ) bank: Residents and faculty prepared MCQs that they then posted on “PostitMD.com”. References: 1. Ayyala RS. Lessons from Katrina: A program director’s perspective. Ophthalmology2007; 114(8):1425‐6. 2. ACGME requirements for program accreditation @ www.acgme.org. The entire article is available online: http://www.som.tulane.edu/ome/educationday/postit.pdf.
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From the desk of Annie Daniel
OME’s Initiative to Provide Quality Professional Development Continued from page 6. The purpose of Faculty Professional Development (PD) is to provide a systematic method to improve the teaching skills of faculty, residents, preceptors, and others with direct responsibilities for teaching medical students. Professional development is provided in the areas of: Pedagogical Practices * * Instructional Leadership * Assessment and Competency‐based Evaluation * Curriculum Development * Development and Implementation of Educational Objectives * Understanding the Learning Process * Educational Technology * Medical Education Scholarship
Office of Medical Education 1430 Tulane Avenue, Suite 1730 (504) 988‐6600 (504) 988‐6601
[email protected] We Heal Communities Find us on the Web: http://som.www.tulane.edu/ome
Throughout the academic year, the OME plans to offer a variety of opportunities for faculty to improve their pedagogical skills and engage in medical education research. This process has begun with the Teaching Excellence Series, the Faculty Professional Development Series, Faculty Newsletter (with articles that target specific issues that will improve teaching skills), and an online Website devoted to professional development. In addition to face‐to‐face PD, the Office of Medical Education plans to provide interactive online resources that can be utilized to enhance the teaching and evaluation skills of those individuals who educate medical students at Tulane University School of Medicine. These resources will assist educators in improving their pedagogical skills, leading to enhanced medical students' knowledge, skills, behaviors, and attitudes. Please see 1‐page insert in this newsletter for more information. Future plans by the OME include a series of lectures, workshops, seminars, and individual and group skills development activities. Some activities are the Medical Education Research Group, Brown Bag Luncheons, and Conferences. Individual and group consultations may be offered at the recommendation of the Course Director or Department Chair. Our first implemented initiative is Team‐Based Learning (TBL). We have held formal workshops, meetings, and have an online meeting and information area. The faculty professional development website is housed in Blackboard, http://mytulane.blackboard.com. Once you are enrolled in the SOM Professional Development organization, you will have access to many resources including TBL. If you are not currently a member of the SOM Faculty Development organization, please contact Trenise Thomas, via email at
[email protected] or by telephone, (504) 988‐6600.
Society of Teaching Scholars 1998
Paul Rodenhauser, MD
1999
Norman Kriesman, PhD
2000
N. Kevin Krane, MD
2001
Marc J. Kahn, MD
2002
Cathy J. Lazarus, MD
2003
Leon A. Weisberg, MD
2004
Byron E. Crawford, II, MD
2005
Jeffery G. Wiese, MD
2008
Craig W. Clarkson, PhD
From the desk of Jeanne Samuel
I am very excited to be working at the School of Medicine. I started in Tulane’s Uptown Campus Computer Store in 1994. I worked in Tulane Computing Services (TCS) before leaving to concentrate on earning Microsoft and CompTIA certifications. I became a consultant trainer, concentrating on teaching systems and hardware certification, Microsoft Office, and web design. My interest lies in distance education and collaboration. I earned my Masters in Education (Distance & Adult Education). I returned to Tulane in the School of Business, and then moved to Academic Technology Support Services. LSU’s doctoral program in Education Technology lured me back to school. Dr. Annie Daniel offered me this great opportunity to use my years of technical and teaching experience to join the growing department of Medical Education. After my first 6 months in the SOM and OME as an instructional technologist, I have a better understanding for the scope of responsibilities. Major projects in the coming academic year include more online lectures, moving/redesigning the OME and Student Courses websites to the new content server, and providing more technology training and support for faculty. Please explore our website and provide feedback as it changes http://www.som.tulane.edu/ome. Sincerely, Jeanne