2018 Projects

Project Priorities for the Summer of 2018

Project Title

Project Advisor(s)

Project Description

Identify health equity content in the Bridges Curriculum

Andrea Jackson, MD

Alejandra Rincon, PhD

Jahan Fahimi, MD

Evans Whitaker, MD

In Fall of 2016, the University of California San Francisco initiated its first year of the Bridges Curriculum, simultaneously the leaders in the School of Medicine Differences Matter Initiative sought to infuse the new curriculum with content in social justice, racism and equity. However, our new challenge is to catalog and match this newly formed curriculum to our updated student milestones. The student that chooses to work on this vital project will work with the leaders in some of our educational leaders in order to assist us in the organization and initiate a building of a framework for this content.

Launching Career Launch Tier II rotations

Patricia Cornett, MD

Sara Clemons, MA

Tier II rotations: This is a new feature of the Bridges curriculum, a required 4 week rotation that provides students an opportunity to work with preceptors providing care to patients in their community as part of an interprofessional team. In addition to the rotation, there is an accompanying 1/2 day curriculum.  This exciting new rotation needs students to help in the recruitment of rotation sites as well as development of the 1/2 day curriculum and assessment tools. Students are also welcome to work on an academic project related to the development of the rotation and setting up outcomes to study.

F1 Assessment: Investing in the “bank” of OEQs

Marieke Kruidering, PhD
Raga Ramachandran, MD

Susie Wlodarczyk, MD
Tracy Fulton, PhD

Justin Sewell, MD

We would like to focus this project on creating a “bank” of OEQs that could be “extra” beyond the 2 sets per week, ie used for self-assessments. Our primary focus would be work on content for two blocks: GS and REGN. There would clearly need to be focus on how to introduce this resource in Groundschool as it can be a critical resource that students will find helpful as they settle into the workflow of Bridges and new approach to OEQ assessment. The benefit of working as a team would be consistent approach/implementation beyond just Ground School. We would have to brainstorm more about an approach – for example, whether these would be one-off OEQs (to allow more freedom/flexibility to cover more objectives that can’t be tied to a single case) or similar to how we do them weekly (one case, multiple disciplines).


A secondary goal would be to build in planned ‘spiral forward’ opportunities – looking for ways to revisit content in OEQs from previous blocks in ABC and other blocks.

ARCH Weeks: Curriculum development for professional identity formation, career exploration and wellness

Karen Hauer, MD, PhD

Cathy Lomen-Hoerth, MD

The activities during ARCH Weeks address Assessment, Reflection, Coaching, and Health. Students in the Education Fellowship will review current materials and design new curricular materials for the panels and other large and small group sessions related to professional identify formation, wellness, coaching, and career exploration.

Maximizing the value of clinical skills assessment data for students' longitudinal skills development

Karen Hauer, MD
Christy Boscardin, PhD

Students participate in a series of clinical skills assessments with standardized patients throughout Foundations 1 and 2 of the Bridges curriculum. The purposes of this project are to develop strategies to maximize the value of this assessment data to provide feedback to students and inform their learning planning. The student will develop resources for students and their coaches, and participate in dashboard design to display and interpret clinical skills performance data.

FS in F2 day: envisioning year 2!

Heidi Kirsch, MD

Pat Cornett, MD

We invite students to join the FS in F2 development team for the summer as we plan for the second year of this new course! FS in F2 days allow students to come together for one day every other week to review foundational biomedical sciences and to develop skills to incorporate foundational science in their clinical work. Depending on your background and interests, you may help to refine and develop sessions, to facilitate small group discussions, and/or to participate in the dissemination of scholarly work related to the development process. Please feel free to contact us for more information.

Using the Learning Sciences to enhance students' learning and curriculum design

Karen Hauer, MD, PhD

Susan Wlodarczyk, MD
Christy Boscardin, PhD

The student will develop materials to be used for students and their teachers in Foundations 1 and Foundations 2 to educate them about the learning science principles underlying the design of learning and assessment activities in the Bridges curriculum. The student will learn about concepts such as retrieval practice/testing effect, spacing, interleaving, and elaboration from the project advisors and the literature in the medical education and general education. This is a creative project in which the student can use a variety of technologies to create engaging and effective learning resources for our UCSF community.

Develop 3D Printing Processes for UCSF Education

Derek Harmon, PhD

Dylan Romero

Come work in the UCSF Makers Lab and develop an instructional guide for 3D printing anatomical models from DICOM data. Experiment with different 3D printers and 3D printing materials to create a workflow that will be used to teach other UCSF students the 3D printing process and how to create 3D printed models for understanding spatial awareness, medical simulation, and much more!

Psychiatry Updates for Brain Movement and Behavior

Descartes Li, MD

Currently, there is a single online lecture for Anxiety Disorders in the BMB curriculum. Students will help develop an interactive small group activity for the entire class. You'll learn a lot about small group curriculum development as well as anxiety disorders! Additional psychiatry topics (psychosis, mental status examination, and psychiatric interviewing skills also a possibility

Core Inquiry Curriculum

Michelle Hermiston, MD, PhD


Work with the Core Inquiry Curriculum (CIC) Leadership to critically review the curriculum and to develop a series of 2 cases for Life Stages 2018. Case 1 will focus on environmental exposures, conception, and pregnancy. Case 2 will involve management of a child born with ambiguous genitalia.

Classroom to Bedside: Increasing Clinical Reasoning Integration across F1

Denise Connor, MD

Brian Schwartz, MD


When you are on your internal medicine clerkship and you see a patient with shortness of breath, your brain will access your illness scripts of different diseases causing shortness of breath (pulmonary embolism, pneumonia, congestive heart failure, etc.) and then contrast and compare them against your patient’s presentation. Wouldn’t it be great to be generating and comparing these illness scripts as you learn them throughout the Foundational Science Blocks in F1 (now only happens in CMC and DR Block)? In this project, students will explore ways to integrate explicit opportunities to build illness scripts throughout the F1 blocks and determine the best technology to carry these illness scripts into their clerkships and beyond.



Develop a Teach for UCSF Certificate for Diversity, Equity and Inclusion


Kate Lupton, MD



Identifying resources that emphasize curriculum development, teaching  and assessment principles that address these issues in classroom and clinical instruction.  Talk to faculty who study these issues at Berkeley and SF State.  Student will help collect these resources and develop contacts across campus.