Teaching Opportunities: Year 1 and Year 2 Curriculum
- IQ Facilitator for Year 1 and Year 2
- Tuesday Seminars Preceptor
- Outpatient Preceptor for Clinical Skills
- Inpatient Preceptor for Clinical Skills
- Clinical Skills Exam Precepting
- Clinical Reasoning Simulation Preceptor
- Physical Diagnosis Master Clinician
- Online Clinical Assessment Reviewer
- SOAP Note Evaluator
- SOM Applicant Interviewer
- Student Portfolio Reviewer
- Research Block Mentor
- MD Thesis Reviewer & Formative Assessment of Other Research Documents
M/W/F Weekly Year 1 (8 - 10 a.m.) and/or Year 2 (10 a.m. - noon)
Contact: Minoo Darvish (email@example.com)
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 mornings Year 1 (8 - 10 a.m.) Sept-May and/or Year 2 (10 a.m. - noon) Sept-January
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.
- Physician-Patient Relationship
- Health Prevention and Promotion
- Health Systems and Disparities
- Chronic Illness Considerations
Year 2 Tuesday Seminar Sessions: Tuesdays from 10 - 11:50 a.m.
- Aging and End of Life Considerations
- Law and Medical Ethics
Five afternoon sessions.
Contact: Kurtis Hoffman (firstname.lastname@example.org)
Faculty mentor Y1/Y2 students in office clinics to provide hands-on experience taking patient histories and practicing physical exam skills prior to the beginning of clerkships. Nonlocal/Out-of-State Mentors outside of CWRU are welcomed during the summer months.
Three afternoons June - January
Contact: Natalie Scala (email@example.com)
Faculty and residents precept students on the inpatient wards, teaching and evaluating the skills of collecting a complete history and physical, then organizing what they have collected into oral and written presentations. Preceptors identify appropriate patients prior to the sessions and evaluate student write ups after each session.
Various dates for formative and summative clinical skills exams
Contact: Jennifer Lennon (firstname.lastname@example.org)
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.
Sessions scheduled throughout the year, various topics
Work with individual students or small groups, depending on the activity, to build skills in collecting a focused history and physical exam, then using the data collected to develop a differential diagnosis supported by evidence. Sessions are held in our Health Education Campus Simulations Center.
Available once per week throughout the fall.
Faculty oversee M4 student preceptors as they facilitate the learning of M1s on basic skills of Physical Diagnosis.
This teaching contribution has a flexible schedule and can be done online.Assessments may include review of students’ patient notes, reflections, and other assignments.
Asynchronous - year round
Faculty evaluate outpatient SOAP notes that students submit during their LCSP Outpatient clinical experience. A rubric is provided, and evaluations are submitted online in the Case eAssessment system.
M/W/F AM or PM for 60 minutes
Christian Essman, email@example.com
Help fill the med school class with the best and brightest physicians of the future. Interviews typically last 45-60 minutes and are currently being done virtually. Facilitators will be trained before starting to interview.
Contact: Kathy Dilliplane (firstname.lastname@example.org)
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.
3-month dedicated research block
12 consecutive weeks of mentored research in between Year 1 and Year 2. Completion of the hypothesis-driven research or other scholarship serves as the basis for their M.D. thesis and possible publication.
Faculty who are interested to mentor a student may submit their research project interests to the following website:
Students review this site as part of their mentor selection process.
Timing: Various times throughout the year
Description: This teaching contribution can be done online. Faculty reviewers provide feedback on student research proposals, interim reports, abstracts, posters, and ultimately their MD thesis. You will be given training in what to look for in reviewing each document.
Teaching Opportunities: Year 3 Curriculum
Friday afternoons (1 - 4:30 p.m.)
Contact: Dawn Reid (email@example.com)
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