This is unpublished

Overview

Pathway Director

Gabrielle Berger, MD
Division of General Internal Medicine

gberger@uw.edu

The goals of the pathway are to:

1. Improve residents' skills as educators by providing opportunities to

Teach in varied settings
Build new teaching skills through hands-on workshops and experiential learning 
  • Teach in varied settings
  • Build new teaching skills through hands-on workshops and experiential learning 
  • Collaborate with experienced educators for mentoring and feedback 

Teach in varied settings

Build new teaching skills through hands-on workshops and experiential learning 

Collaborate with experienced educators for mentoring and feedback 

 

2. Prepare residents for careers in medical education by facilitating

Relationships with faculty mentors
Opportunities for scholarship
Development of a Teaching Portfolio
  • Relationships with faculty mentors
  • Opportunities for scholarship
  • Development of a Teaching Portfolio
    Relationships with faculty mentors
    Opportunities for scholarship
    Development of a Teaching PortfolioRelationships with faculty mentors
    Opportunities for scholarship
    Development of a Teaching PortfolioRelationships with faculty mentors
    Opportunities for scholarship
    Development of a Teaching Portfolio
    Relationships with faculty mentors
    Opportunities for scholarship
    Development of a Teaching Portfolio

Residents will apply for the pathway in the winter of their R1 year and will participate in the pathway during their R2/R3 years.

Mentorship

All Clinician Teacher Pathway residents will be assigned a mentor from within the UW Medicine system as part of RAMP (residency advising mentorship program). Quarterly meetings are recommended. Attempts will be made to thoughtfully pair residents and mentors based on mutual interest or practice setting.

Teaching Experience

Teaching experiences will be longitudinal, occur in blocks, and be one-time experiences, and include: staffing the various student-run clinics; teaching within the medical school (Introduction to Clinical Medicine, Pathophysiology, Problem Based Learning, etc); presentations at well-attended conferences such as Chief of Medicine rounds and Primary Care conference; co-attending on the wards as an R3. If possible, each participant's mentor will directly observe some of these teaching experiences throughout the R2 and R3 years to provide immediate feedback.

Resident Scholarly Requirement

Scholarly projects will include case reports, review articles or educational research; formal quality improvement projects; presentations at regional or national meetings; and development of curriculum modules for the immersion blocks in the residency program. In the course of these activities, participants should acquire basic skills such as literature review, poster construction, survey design, IRB interaction, database management and statistics. 1-2 blocks during the R2-R3 year will be dedicated to scholarly projects.

Mandatory Longitudinal Experiences

  • Development of a teaching portfolio (see below)
  • Mentorship and scholarly project as noted above
  • Quarterly journal club
  • "Dinner with the docs" – a quarterly meeting with participants and mentors (and other area clinician educators who might be interested) to share ideas and projects, brainstorm and network.

Mandatory Clinical/Block Experiences

R2 Clinician Teacher Immersion Block (see below) R2 or R3 Clinical Educator Block (see below) 1-2 blocks of dedicated research/QI project in R2 or R3 year 1 block of ward co-attending as an R3

Mandatory Other Experiences

Presentation at COM rounds at least 2 times a year Presentation at Primary Care Conference (already in place)

Teaching Portfolio

The Clinician Educator pathway will facilitate the development of a portfolio over the R2 and R3 years to improve marketability as a Clinician Educator after graduation. This portfolio will show evidence of quantity and quality of teaching effort, evidence of impact, and evidence of scholarship. Ideally to include the following sections:

  1. Philosophy of Education
  2. Curriculum development and instructional design
  3. Teaching skills
  4. Assessment of learner performance
  5. Role as an adviser
  6. Educational administration
  7. Regional/national scholarship
  8. Continuing education
  9. Honors and awards
  10. Long-term goals

Clinician Teacher Immersion Block

To include an introduction to academic medicine, including expectations for production of scholarly work and the promotion process; tools for making the transition to the job market (CV preparation, interview skills, development of a sample lecture); formal training in teaching modalities and settings; exposure to teaching in a variety of settings (didactics, small groups, clinical precepting, Masters' rounds).

Current Residents

Grad Year 2024
Rigo Acevedo, MD
Lily Jeong, MD
Gena Lenti, MD
Reema Navalurkar, MD
Sophie Padelford, MD
David Rink, MD