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Medical Education
Bridges Curriculum

Small Group Facilitator

 

Core Inquiry Curriculum Small Group Facilitator

Watch the Inquiry Overview video and read more about the Inquiry Curriculum here.

Responsibilities:

Guide groups of 8-10 students through updated Problem Based Learning (PBL)-style cases and other Evidenced-Based Inquiry Sessions in the Core Inquiry Curriculum (CIC). These weekly small group sessions take place within each Foundational Sciences Block.

Lead journal club sessions and problem-based exercises in evidence-based medicine.

Faculty Benefits:

  • Teach a group of medical students longitudinally through their first 18 months of medical school
  • Help shape and refine the curriculum for the 21st Century Physician 
  • Learn new teaching skills
  • Engage in cutting edge problems facing 21st century care
  • Gain valuable teaching experience

Faculty Development:

  • We will equip you with the skills necessary for facilitating these small groups. Discussion will be student-led but faculty-guided.
  • Extensive facilitator guides will provide you with content background and everything you need to facilitate the discussions.

Qualifications:

  • Passion for teaching early-stage medical students
  • Interest in exploration and discovery of cases using a PBL format
  • Commitment to continuous learning and improvement of the emerging Core Inquiry Curriculum
  • Comfort with facilitating discussion

Time Commitment:

  • Teaching: 4-6 consecutive Monday afternoons (2-2.5 hours) for a Foundational Sciences block (listed in table below) in Academic Year 2016-2017. Total 10-15 hours of teaching.

*You do not need to be content area experts for these blocks.

Block 2016-17 Dates #Mondays/~Hours
Ground School Aug 8-Sep 23 4 Mondays, 10 hrs
Airways, Blood, and Circulation - ABC Sep 26-Nov 10 6 Mondays, 15 hrs
Individual Experience of Health & Illness - H&I Nov 14-Dec 9 4 Mondays, 10 hrs
Renal, Endocrine, GI, and Nutrition- REGn Jan 16-Mar 3 4 Mondays, 10 hrs
Health and Society - H&S Mar 6-Mar 31 4 Mondays, 10 hrs
Pathogens and Host Defense- PHD Apr 17-June 2

5 Mondays, 12.5 hrs

 

To apply, fill out the 2017-18 Teaching Interest Form[top]

 

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Foundation Ground School: Pharmacology/Physiology/Cell Biology Small Group Facilitator

This is an introductory course and will include introduction to anatomy, autonomic physiology, signaling cell biology, principles of pharmacology, and mechanisms of disease.

Read more on the Ground School Block here.

Responsibilities:

  • Guide groups of 12-13 students through small groups on pharmacology, the autonomic nervous system, cell signaling and pharmacokinetics

Faculty Benefits:

  • Opportunity to help shape and refine the curriculum for the 21st Century Physician,  learn new teaching skills, gain teaching experience

Faculty Development:

  • Orientation to the course includes a workshop on small group teaching and a tutorial on how to use the online curriculum
  • Prior to each teaching session a prep session will provide an opportunity to discuss the content and the process for optimal small group facilitation

Qualifications:

  • Knowledge of autonomic nervous system, pharmacology principles and cell biology
  • Instructor: Salaried UCSF faculty, post-doctoral fellows, residents, Volunteer Clinical Faculty

Time Commitment: 

  • 2 hour prep session, followed by 2 hours of class time
  • 6 hours of total in-class teaching time with 6 hours of prep meetings
  • Dates of Instruction:
    • Small group leader orientation - 8/3
    • Small group 1, 8/11, 1-3pm
    • Ans* & Signaling- 8/16 and 8/17, 10–12pm
    • Pharmacokinetics/Pharmacogenomics- 8/28 8-10am

To apply, fill out the 2017-18 Teaching Interest Form

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Foundation Ground School: Team Learning and Communication Skills Small Group Facilitator

This is an introductory course and will include introduction to anatomy, autonomic physiology, signaling cell biology, principles of pharmacology, introduction to genetics, mechanisms of disease and the basics of cancer cell biology including principles of cytotoxic chemotherapy.

Read more on the Ground School Block here.

Responsibilities:

  • Guide small groups on learning styles, professional development, teamwork, feedback etc. The sessions run longitudinally through FS1 and occur roughly once a quarter

Faculty Benefits:

  • Opportunity to teach a group of medical students longitudinally through their first 18 months of medical school

Faculty Development:

  • Orientation to the course includes a workshop on small group teaching and a tutorial on how to use the online curriculum
  • Prior to each teaching session a prep session will provide an opportunity to discuss the content and the process for optimal small group facilitation

Qualifications:

  • Prior small group facilitation experience helps but is not required; interest in teaching first- and second-year medical students
  • Instructor: Salaried UCSF faculty, post-doctoral fellows, residents, Volunteer Clinical Faculty

Time Commitment: 

  • 2 hour prep session, followed by 2 hours of class time
  • 1 hour prep in a group setting and one hour teaching during ground school; ideally TLCS facilitators remain with the same group throughout the year 
  • Dates of Instruction: August 25, 1-2pm

To apply, fill out the 2017-18 Teaching Interest Form

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Foundation Science 1: REGulation Block (Renal, Endocrine, GI, and Nutrition) Small Group Facilitator

Read more on the REGulation block here.

Responsibilities:

  • Guide groups of 12-13 students through clinical case-based problems on topics from the following:
    • Renal Pathology, Renal Medicine, Renal Physiology, Integrated GI (physiology, medicine, path), Endocrine Medicine, Metabolic Biochemistry

Faculty Benefits:

  • Opportunity to engage early first-year students in critical content

Faculty Development:

  • Content-based teaching materials (problem sets, facilitator guides, etc) are provided, along with small group instruction faculty development materials. For some disciplines in-person training sessions are scheduled.  

Qualifications:

  • Instructors who are excited to teach, and passionate about supporting early first-year students in directing their own learning.
  • We welcome educators with great expertise in specific areas, but are also interested in instructors willing to teach outside their usual comfort zone. A combination of curiosity, patience, and willingness to challenge is highly desired
  • Salaried UCSF Faculty, post-doctoral fellows, residents, Volunteer Clinical Faculty

Time Commitment: 

  • 4-8 hrs of contact time depending on the discipline; small groups are scheduled at various times through the 7-week course
  • The entire course runs Jan 22-March 16 2018

To apply, fill out the 2017-18 Teaching Interest Form

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Foundation Science 1: Airway, Blood, Circulation (ABC) Block Small Group Facilitator

Read more on the ABC block here.

Responsibilities:

  • Guide groups of 12 students and help the students through a problem set or clinical cases.
  • Curricular Topics: Pulmonary and Cardiovascular Physiology and Medicine, Cardiovascular Pharmacology, Heme, Genetics

Faculty Benefits:

  • This is a great opportunity to work with a group of first-year medical students and share your expertise and passion. First-year medical students often remark that their small group facilitators leave a lasting impression on them.

Faculty Development:

  • There are detailed tutor notes for all small groups and prep sessions for some of the small groups.

Qualifications:

  • Interest in teaching first-year medicine students, have a clinical or basic science background.
  • Instructor: Salaried UCSF faculty, 4th year medical students

Time Commitment:

  • Variable but should be a minimum of 6 hours total in-class teaching time
  • Dates of Instruction: Sept 27 - Nov 9

To apply, fill out the 2017-18 Teaching Interest Form

Foundation Science 1: Health & The Individual-Society

Responsibilities:

  • Help students interact with a "standardized patient" (actor) who will be playing the role of a patient.
  • Facilitate groups of approximately 10 students through problem based learning style cases, discussions, debates on behavioral science and health systems issues.

Faculty Benefits:

  • Opportunity to engage post-doctoral fellows, residents, clinical fellows, and fourth-year medical students in critical content.

Qualifications:

  • Interest in teaching first year medical students on social and behavioral science topics.

Time Commitment:

  • Small groups are 2 hours each; commitment can range from one session to staying with one group through the course (approx 9 sessions over 3 weeks) The entire course runs.
  • Entire course runs: Health and the Individual: October 23 - November 10; Health and Society: March 19 - April 6

 

To apply, fill out the 2017-18 Teaching Interest Form

Foundation Science 1: Diagnostic Reasoning

Responsibilities:

  • Guide groups of 8-12 students in active, participatory sessions designed to help participants work through clinical cases with an emphasis on ‘thinking about their own thinking’ (or metacognition) within the Diagnostic Reasoning (DR.) Block
  • Faculty facilitators may stay with a single group for several sessions, or may choose to participate in just one or two small group sessions
  • 4th year medical students will be asked to participate as co-facilitators, joining a faculty facilitator (or series of faculty members), and ideally, will remain with the same small group for several sessions
  • Small group sessions vary throughout the course, with a number of different elements included in different sessions, including:
    • Guiding students in interactions with a "standardized patient" (actor) who will be playing the role of a patient
    • Facilitating discussions based on paper cases or video prompts aimed at making the reasoning process explicit for learners
    • Facilitating discussions focused on giving feedback on oral presentations of a clinical case
    • Facilitating role-play activities (i.e., offering students opportunities to share their diagnostic uncertainty with a colleague)
    • Guiding students through break-out group activities (i.e., floating in the room as pairs of students work on developing their diagnostic approach to a case)

Faculty Benefits:

  • Help pre-clerkship medical students shape their approach to diagnostic reasoning before they launch into the clinical phase of their education
  • Learn or reinforce, and develop teaching tools to support the application of an explicit, diagnostic reasoning framework which can be applied across many other teaching settings (i.e., in the clinical domain: in clinic preceptorships, wards, etc.)
  • Be involved in a novel Foundations 1 Block, and provide feedback for future iterations of the course; for those interested in curricular development, opportunities exist for involvement in on-going development after the course runs, helping to refine course materials and sessions before the second year of this new block
  • (Optional, for those interested): Consider opportunities to develop scholarship around the learning materials developed for this novel block

Faculty Responsibilities:

  • Develop video vignettes showing patient-provider interactions (history and physical exams) with break-out pauses to discuss the reasoning process (including both pediatric/family-centered interactions, adult, and geriatric encounters)
  • Develop mock-ups of interactions with the Electronic Medical Record (EMR) to use in modules that will pair with small group cases
  • Develop video vignettes which highlight issues surrounding implicit bias within the patient-provider relationship

Qualifications:

  • Interest in clinical teaching and technology-assisted learning
  • An interest in making the process of reasoning explicit to learners, and a desire to be transparent about the reality of uncertainty and error which are inherent to the diagnostic process
  • An interest in informing the education of second year medical students just before they launch into clerkships, with the aim of encouraging their curiosity, while also preparing them to make the leap into the next phase of their training

Faculty Support:

  • Those interested in being involved will work closely with the course leadership in a collaborative fashion to design, develop, and/or produce on-line learning materials.
  • hose with limited experience in curricular design will be offered guidance in the best practices for the development of learning materials to assist in meeting the objectives of a novel foundational block.

Time Commitment:

  • Arranged individually, commitment varies from heavy involvement (facilitating 1/2 day sessions on Tues/Wed/Thursdays, and/or shorter 2h small group sessions on Mondays and/or Fridays) during the DR. Block (the capstone Foundational Sciences block)
  • Variable, depending on involvement
     

 

To apply, fill out the 2017-18 Teaching Interest Form

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