Curricular

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Should Medical Schools be looking for it? Should Medical Schools be teaching it? What do professional sports teams, executive search firms and medical school admissions committees have in common? (This is not a trick question). Answer: they are searching for young people with the quality of resilience. This particular quality may go by many names, both formal and colloquial: grit, … Continue reading

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Incorporating technology into teaching should focus on providing high-quality learning experiences for students, not just adding the latest tech fad to your teaching toolbox. That was one of the messages shared by Sidneyeve Matrix, PhD, keynote speaker at the 7th annual Celebration of Teaching, Learning and Scholarship in Health Sciences Education. Sponsored by the Office of Health Sciences Education, the … Continue reading

In the course of my career, I’ve unfortunately had many occasions to deliver “bad news” to patients and their families. This usually involves making them aware that treatments are either not working or no curative options are available, and that the end is imminent. In these moments, reactions are personal, individual and usually unpredictable. No matter how much one rationally … Continue reading

How hard is this?  Not too hard.  Here are some ways to integrate science into the clinical courses (and vice versa) Hi all:  I’m recycling a recent post, having drastically reduced it.  I hope to write more about examples of integration and integrators from our curriculum in the future. You may think you don’t use basic science knowledge anymore.  Think … Continue reading

How hard?  Not too hard…Ways to Integrate Science into the Clinical Courses (and vice versa) For this blog, I need your help. And also I’ve tried something new. First of all, I need help with some of the questions I’m positing. I’ve used questions used in activation of prior knowledge generally.  So please read them, and add your clinical know-how … Continue reading

Our UG curriculum has been built to accept the MCC clinical presentations as the core or spine for our Medical Expert role and competencies. What are they? MCC clinical presentations are part of the learning objectives for the MCC Exams, under the “Expert” section. They contain approximately 190 ways in which a patient with clinical issues may present to a … Continue reading

Each year, our graduating class is asked to nominate a member to speak on their behalf at the Convocation ceremony. Last week, Yan Sim delivered an address on behalf of the Meds 2014 class. Yan’s heartfelt remarks certainly seemed to capture the sentiments of his colleagues and resonated with everyone in Grant Hall that afternoon.   It seemed clear that his … Continue reading

Dear Meds 2014, Since this picture was taken in September 2010, you have successfully undertaken no fewer than 38 courses of study, as well as numerous projects, reflections, surveys, and various exercises intended to prepare you to be effective physicians.  In doing so, you have engaged and answered (usually correctly) several thousand individual questions of various types. I have one … Continue reading

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The term “ivory tower” apparently has its origin in the Song of Solomon (7:4) where the writer describes the beauty of his beloved with a list of poetic terms, including “your neck is like a tower of ivory”.  The image found its way into descriptions of venerable figures, as depicted in “Hunt of the Unicorn Annunciation” (circa 1500).  For obscure … Continue reading

We would like to extend reluctant congratulations to Dr. Ted Ashbury on his retirement, and acknowledge his contributions to our Undergraduate Medical Program.  Here are remarks from Dr. Sanfilippo on the occasion of Dr. Ashbury’s retirement party: Ted Ashbury has been as important as any individual to our curricular renewal over the past 7 years.  He was conscripted, somewhat deviously, … Continue reading

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Brainstorming in the classroom
Published Mon, August 18, 2014

Have you ever used brainstorming in your teaching? If you want groups of students to come up with a variety of ideas quickly, brainstorming is one tried-and-true way to get creative juices flowing. Since the concept was introduced in Alex Osborn’s 1953 Applied Imagination, brainstorming has caught on in business, education, volunteer organizations and elsewhere to generate ideas and solve … Continue reading

The Virtue of Resilience
Published Tue, August 12, 2014

Should Medical Schools be looking for it? Should Medical Schools be teaching it? What do professional sports teams, executive search firms and medical school admissions committees have in common? (This is not a trick question). Answer: they are searching for young people with the quality of resilience. This particular quality may go by many names, both formal and colloquial: grit, … Continue reading

Policies for Review and Comment
Published Thu, August 7, 2014

Prior to a new or amended policy or regulation being submitted for MD PEC approval, it must be published for review and comment by faculty and/or students within the School of Medicine.  Feedback received will be directed to the Policy Sponsor. In the event that major changes are made based on this feedback, a new draft will be posted for additional comments. In keeping with … Continue reading

High-Tech Teaching
Published Mon, August 4, 2014

Incorporating technology into teaching should focus on providing high-quality learning experiences for students, not just adding the latest tech fad to your teaching toolbox. That was one of the messages shared by Sidneyeve Matrix, PhD, keynote speaker at the 7th annual Celebration of Teaching, Learning and Scholarship in Health Sciences Education. Sponsored by the Office of Health Sciences Education, the … Continue reading

Out of adversity, gifts of learning.
Published Mon, July 28, 2014

In the course of my career, I’ve unfortunately had many occasions to deliver “bad news” to patients and their families. This usually involves making them aware that treatments are either not working or no curative options are available, and that the end is imminent. In these moments, reactions are personal, individual and usually unpredictable. No matter how much one rationally … Continue reading