Looking for a Few Good People

Post Thumbnail

We’re incredibly fortunate at Queen’s to be blessed with a faculty that engages educational leadership with enthusiasm, creativity and dedication.  When new positions emerge, or when people who have been key contributors come to the end of their terms or move off to other phases of their career or life, the program faces both challenges and opportunities.  The challenge is obviously to fill the position, which is particularly difficult when it’s been filled so capably in the past.  The opportunity, of course, is that it allows another faculty member to engage a new challenge, which allows them to influence medical education and advance their careers in new ways.   A number of such positions will become available by the end of this academic year.  I will describe them below and invite all faculty members to forward any enquiries or expressions of interest to me.  In all cases, there will be opportunity for a phase transition working with the incumbent, support from our Educational Team, and opportunities to develop individual faculty development plans to complement the role.

Curricular Lead for the Professionalism Role Competency

For the past 6 years, Dr. Ted Ashbury has been providing inspirational and creative leadership as we have refined and consolidated the Professionalism role within our new Foundations Curriculum.  Ted would now like to transition to reduced responsibilities and eventually retirement, and so we would like to identify a successor who could work with Ted for the remainder of this academic year, taking over the portfolio completely in September 2013.  Major components of this role:

  1. Facilitation and maintenance of all current curricular components that address the Professionalism competency.
  2. Opportunities to develop innovative curricular components as the vision of the role suggests, particularly with extension into the clerkship
  3. Teaching within the curriculum on Physicianship and Professionalism

Director, Clinical and Communication Skills (CCS)

Given the obvious importance of CCS within undergraduate education, this is a key role and responsibility within our curriculum.  Dr. Henry Averns has been filling this role with creative energy and unique panache for the past 4 years, enhancing the content and assessment within the program while guiding it through a particularly challenging time of curricular transition.  As he comes to the end of his term at the end of this academic year, we have opportunity to identify a successor who will work with Henry through next term, taking over the role independently in September 2013.  Key components of this role:

  1. Working with the CCS Co-Directors to ensure the component courses CCS 1,2 and 3 are well maintained.
  2. Fostering the elements of the over-arching CCS mandate.
  3. Ensuring integration of the CCS curriculum with other curricular courses
  4. Working with and coordinating the efforts of administrative staff who support or work closely with the CCS program, such as the CCS Curricular Coordinator, Standardized Patient Program Coordinator, and UG Operations Manager.

Course Director, Geriatrics, Oncology and Palliative Care

This course was newly introduced as a part of our curricular revision and is in its third iteration this year.  Dr. Michelle Gibson, Director for Year 1, has been capably filling in the Course Director role on an interim basis.  However, the maturity of the role and Michelle’s expanding responsibilities with the Curriculum Committee require us to appoint someone to take sole responsibility for the course.  Again, we have the opportunity for the person coming into this role to work closely with Michelle, who will continue to direct Year 1.  Key components of this role:

  1. Oversight of the curriculum of the course, including learning objectives, teaching methods, faculty assignments and assessment
  2. Teaching within the course

Course Director, Clerkship Curriculum 3

In distinction to the roles above, this course is a completely new assignment, since it is under development and will be offered for the first time, March 26 to April 13 2013.  The Clerkship Curriculum Courses are being provided as a part of our expanded two year clerkship and provide an opportunity for the students to engage advanced concepts and to consolidate their learning, particularly in areas that tend to lose focus during clinical rotations, such as critical thinking, comprehensive approaches to clinical presentations, and basic clinical skills.  CC3 will be the final such course in the series, offered at the end of clerkship, and will identify and consolidate key themes in preparation for the MCC examination and residency.  The overall Clerkship Curriculum is under the direction of Dr. Sue Moffatt, who has developed the first two courses in conjunction with Directors Dr. Armita Rahmani and Dr. Chris Parker.  The CC3 Director will join this team and benefit from their experience.  Key components of this role:

  1. Developing and supervising course curriculum, including learning objectives, teaching methods, faculty assignments and assessment.
  2. Teaching within the course.
  3. Working with the Curricular Coordinator responsible for the Clerkship Curriculum courses

Co-Director, Facilitated Small Group Learning

Facilitated Small Group Learning is an instructional methods (based on Problem Based Learning) used in Terms 2,3 and 4, where students work in small groups with a trained facilitator over the course of a term, on cases that relate directly to the material they are learning in their courses.  Dr. Michelle Gibson directs this program and is responsible for it’s overall structure and outstanding success.  Last year, she was assisted by Dr. Ellen Tsai who made significant further improvements.  This year, Dr. Brent Wolfram, who was a FSGL facilitator in Term 2 last year, has been working with Dr. Gibson to revise and improve the Term 2 cases.  We are looking for interested faculty to assist with case reviews and development in Terms 3 and 4.

Associate Director, Student Counseling

For several years, Dr. Jennifer Carpenter has been providing outstanding service to our students and our school as Director of Student.  She has also begun the process of building a Wellness program that will span all learners at our school.  It’s becoming clear that her role is expanding to such an extent that we should be identifying another faculty member to work with Jenn in further developing these programs.  Key components of the role include:

  • Providing personal counseling to students in need
  • Providing advice and support to faculty dealing with difficult student issues
  • Contributing to the development of our student wellness program.

Curricular Lead for Manager Role Competency

For the past two years, Dr. Ruth Wilson has not only chaired the Professional Foundations Committee, but she has been the lead for the Manager role and associated competencies. Ruth has pioneered the Manager Checklist for the Community Week and also introduced a new session on health care for the students.  However, as the Chair of the Professional Foundations Committee’s role increases, she must step aside from being the Curricular Lead for the Manager Role.  We would like to identify a successor who could work with Ruth for the remainder of this academic year, taking over the Curricular Lead completely in September 2013.  Major components of this role:

  1. Facilitation and maintenance of all current curricular components intended to address the Manager competency including careers, self-care, and time and study management, all of which currently have point people and faculty associated with them.
  1. Opportunity to develop innovative curricular components where the vision of the role suggests, especially into clerkship
  2. Some teaching within the curriculum on aspects of the Manager role.

All these positions will receive credit within our Workforce accountability system.  For information or further discussion regarding any of these positions, please contact me directly at ajs@queensu.ca.

Best wishes to all for a restful Christmas break and for continuing success in the new year.

Leave a Reply

Post Timeline

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

MD Program Executive Committee Meeting Highlights – Wednesday July 16, 2014 at 4:30 pm
Published Mon, July 28, 2014

MD PEC Participation: In recognition of the importance of input from our faculty and staff in the governance of the MD program, MD PEC would like to encourage faculty and staff to attend its meetings. Guests to these meeting will be non-voting “Gallery members” and may be asked to leave during particular discussions, if deemed necessary by the Chair. Interested … Continue reading

A great read: Faculty Focus Blog
Published Wed, July 23, 2014

As part of your summer reading list, may I encourage you to look at Faculty Focus, higher ed teaching strategies from Magna Publications. Whenever Maryellen Weimer writes, I sit up and pay attention, but actually the other contributers have great ideas, and provide evidence for them too.  This is not just for medical education, but for all educators in general. … Continue reading

How to integrate science into clinical courses and vice versa
Published Tue, July 22, 2014

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

Thank you Dr. McLean
Published Mon, July 14, 2014

The following note was sent by one of our fourth year students to her community preceptor at the end of her Integrated Community Clerkship. Both parties have graciously agreed to allow me to share it with you. Dear Dr. McLean Thanks for: Teaching me Medicine Trusting me with your patients Introducing me to Perth Letting me be wrong Helping me … Continue reading