Teaching Opportunities

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Teaching Opportunities: Year 1 and Year 2 Curriculum 

IQ Facilitator for Year 1 and Year 2

M/W/F Weekly Year 1 (8 - 10 a.m.) and/or Year 2 (10 a.m. - noon) 
Contact: Minoo Darvish (minoo.darvish@case.edu)

Case Inquiry (IQ) teams are small student-centered learning groups of 9 students and a faculty facilitator. Many of the faculty who serve as facilitators feel that this is one of the best teaching experiences of their careers. Students rate the IQ experience as the best learning opportunity in our curriculum.

To participate in IQ groups, facilitators need to be committed to teaching but not necessarily a specialist in the areas being studied. The faculty will facilitate their small group of students as they engage in discussions that promote learning, reasoning, knowledge synthesis, and the development of skills of teamwork, professionalism and critical appraisal. They will work with their group of students closely enough and long enough to develop learning and mentoring relationships.

IQ Faculty Responsibilities

  • Attend the "Becoming an IQ Faculty" 3-hour workshop and observe an IQ team prior to the block
  • Prepare for and facilitate an inquiry team of 9 students 6 hours per week
  • Attend the 1-hour IQ faculty meetings on Friday to give feedback on the cases and to prepare for the following weeks cases with the case authors and Block Leaders
  • Review and provide feedback to your IQ team's formative weekly essay question and reflection
  • Provide formative or summative assessment to your student and mid or end-of-block.

Year 1 IQ Sessions: Mondays, Wednesdays, and Fridays from 8 - 9:50 a.m.

  • Block 1: Becoming a Doctor (social, behavioral, environmental context of health and disease,; civic professionalism; epidemiology and biostatistics)
  • Block 2: Human Blueprint (endocrinology, reproduction, development, genetics, molecular biology, cancer biology)
  • Block 3: Food to Fuel (GI, nutrition, energy metabolism, biochemistry)
  • Block 4: Homeostasis (cardiovascular, pulmonary, renal, and cell physiology, principles of pharmacology,)

Year 2 IQ Sessions: Mondays, Wednesdays, and Fridays from 10 a.m. - 11:50 p.m.

  • Block 5: Host Defense-Host Response (host defense, microbiology, blood, skin, auto-immune, musculoskeletal)
  • Block 6: Cognition, Sensation, Movement (neuro, mind, cellular neurophysiology)

** Can be a 4-10 week commitment depending on curricular block

Tuesday Seminars Preceptor

Tuesday mornings Year 1 (8 - 10 a.m.) Sept-May and/or Year 2 (10 a.m. - noon) Sept-January
Contact: Jennifer Lennon (block8@case.edu)

Facilitate a small group that continues the theme of 'doctoring' begun in Block 1 through the examination of such topics as: relationship between the physician and the patient; professionalism; healthcare disparities; cultural competence; quality improvement; law and medicine; medical error/patient safety, end of life issues, and the development of mindful practitioners.

Tuesday Seminar Faculty Responsibilities

  • Attend the Tuesday Seminar Orientation, a two hour session prior to the start of Seminars
  • Prepare for and facilitate a Tuesday Seminar team of 9 students 2 hours per week
  • Review and provide feedback to your Tuesday Seminar team's reflection assignments
  • Provide formative or summative assessment to your student and mid or end-of-block.
Year 1 Tuesday Seminar Sessions: Tuesdays from 8 - 9:50 a.m.

Course Themes

  • Physician-Patient Relationship
  • Violence
  • Health Prevention and Promotion
  • Health Systems and Disparities
  • Chronic Illness Considerations
  • Leadership
Year 2 Tuesday Seminar Sessions: Tuesdays from 10 - 11:50 a.m.

Course Themes

  • Aging and End of Life Considerations
  • Law and Medical Ethics

CPCP (Community Patient Care Preceptorship)

Afternoons in February - May (Y1) or August - December (Y2) usually 10 sessions total. Summer CPCP can be either 10 afternoons May - July, OR by special arrangement.
Contact: Kurtis Hoffman (patientbased@case.edu)

Mentor Y1 or Y2 student in your office and provide hands-on experience with patients allowing students to take patient histories and practice physical exam skills prior to beginning their clerkships.Responsibilities include guiding students in the development of their patient care and communication skills, and completion of end of course assessment. 

Physical Diagnosis 3

Afternoons August - January
Contact: Jennifer Lennon (block8@case.edu)

PD3 preceptors will work with groups of 3-4 second-year medical students for five (5) afternoon sessions in a hospital or nursing home setting, at your location and according to your schedule. Preceptors find the patients for students to practice their full history and physical, observe and provide feedback to student, review student write-ups on 5 different patients, and submit final assessment.

Clinical Skills Exam Precepting

Various dates for formative and summative clinical skills exams
Contact: Jennifer Lennon (block8@case.edu)

Provide grading and precepting for medical students during formative or summative clinical skills exams. Opportunities include exam station assessment, small group video feedback facilitation, video reviews, and/or note grading.

Student Portfolio Reviewer

Flexible Schedule
Contact: Michele Mumaw (mm187@case.edu)

Serving as a faculty portfolio reviewer and member of a medical student portfolio review committee is a high priority teaching activity with a flexible schedule that is done online.

Students at the School of Medicine prepare portfolios of around 3-4 essays two times in their four years as medical students. In these essays (no longer than 1 1/2 pages each), students reflects on progress and challenges in working toward core physician competencies and support what they are saying by including documents that attest to their accomplishments. The core competencies the students reflect on range from professionalism, teamwork and leadership, communication skills, research and scholarship, and so on.

We would like to invite you to serve as a member of the portfolio review committee and to evaluate approximately 3-4 medical student portfolios 2 times a year. The Year 1 portfolios are reviewed in late June to mid-July. The Year 2 portfolios are ready for review at the end of February. Faculty reviewers have estimated that it takes approximately 2 hours to review each portfolio. This would mean about 6-8 hours of work done online and flexibly scheduled two times a year. Training can also be done online; and when necessary, we will meet to discuss the more challenging reviews. We will provide help whenever needed. You would be engaged in important teaching that would be appropriately documented and evaluated, and it would serve as evidence of teaching for promotion and tenure deliberations.

Serving on the medical student portfolio review committee is a teaching opportunity that is feasible, given the substantial commitments people have.

Teaching Opportunities: Year 3 Curriculum  

Sciences and Art of Medicine Integrated (SAMI) Facilitator for Year 3

Friday afternoons (1 - 4 p.m.)
Contact: Dawn Reid (som-sami@case.edu)

SAMI utilizes small groups of third year (clerkship) students to integrate basic, clinical and health systems science. 

Students debrief clerkship experiences, receive feedback on their clinical skills (taking a history and performing a physical exam) and practice thinking through clinical decisions by integrating basic science and health systems science factors that influence delivery of care. Faculty remain with the same small group (6-9 students) throughout the academic year. 


  • Attend a 2-hour workshop on SAMI facilitation skills
  • Facilitate a SAMI team on Fridays from 1-4pm for the duration you have signed up for
  • Attend a weekly half an hour prep session


  • Teaching hours recorded in departmental teaching activity reports (5 hours credit per week)
  • Development of relationships with a small group of medical students

Research Block Mentor - Year 3

4 month dedicated research block
Contact: Sharon Challahan (slc17@case.edu)

All students in the University track at CWRU School of Medicine are required to complete a 4 month research block. This is dedicated time in year 3 where students do not have competing responsibilities. Students pursue research in all areas relevant to medicine ranging from basic and clinical research to socially-oriented questions. Their hypothesis-driven research serves as the basis for their M.D. thesis. Many of our students have accomplished a great deal during this time, leading to publications and abstracts.