- Pathways Programs at UCSF
- Health Professions Education
- About Health Professions Education
- For Health Professional Students
- MD with Distinction
- For Residents, Grad Students and Fellows
- For Mentors and Alumni
Residents, Grad Students and Fellows
Learners explore their interests in health professions education as they themselves experience the curriculum. Focused exploration is available during residency and fellowship training through:
- informal mentoring of junior learners
- participation in formal teaching programs in the professional schools (serving as a clinical preceptor, physical exam instructor, etc)
- service on curriculum-related committees in their department
The Health Professions Education (HPE) Pathway is a two-tiered program (Core and Advanced) allowing maximum flexibility in depth and time commitment. The table below offers an overview of requirements. Items are linked to more detailed descriptions below.
- The project of an Advanced Program learner is expected to be more robust in scope, depth, and innovation than the typical project of a learner in the Core Program.
Works in Progress (WIP)
- Pathways Participants can share their project progress with the HPE colleagues and faculty at monthly WIP sessions
- All learners will participate in experiential activities that allow the practice of educational skills, such as direct teaching or mentoring
- Teaching can be classroom, OSCE/CPX, noon conference, or ward rounds teaching, etc
- Various opportunities will be offered throughout the course of the academic year
Seminars and Journal Clubs (Advanced Program only)
All Advanced/MDwD Program learners will attend medical education seminars and journal clubs
- ESCape is held weekly on Tuesdays from noon to 1 pm on the Parnassus campus (phone in capabilities available). These sessions are open to the campus-wide community for consultation on ideas, projects, abstracts, manuscripts, etc, and are excellent opportunities to practice abstract and manuscript review skills.
- Medical Education Journal Club is held monthly on Thursdays from noon to 1 pm at the Mission Center Building (on SFGH shuttle stop, phone in capabilities available). These sessions focus on reviews of the education literature with different themes each month.
2015 - 2016
& Curriculum Development + Learning Theories
9/28/15 – 10/23/15
10/1/15 - 10/29/15
Teaching Strategies and Curriculum Development:
Workshop A: Designing an Assessment Instrument
|Session 1: TBD 15-16
Session 2: TBD 15-16
- All learners will work with an HPE approved mentor on a project
- Project plans will be submitted via the online Project Proposal/Pathways Enrollment form and be approved by the HPE Pathway
- Projects must be completed by April of Pathway completion year
Learners can visit the Impacts tab above for examples of recent HPE projects.
"Legacy" refers to the impact of your work. All Pathways to Discovery projects result in a research or scholarship-informed product with an immediate and potentially long-term or broader impact on health sciences, healthcare quality, healthcare delivery, or health professions education.
All learners present their work in at least one venue appropriate to their project and career plans.
- All students will present their projects at the Pathways Symposium in May of Pathway completion year
- HPE learners use the Educator’s Portfolio to document and reflect on all activities in health professions education and submit a view of that portfolio.
Frequently Asked Questions
Q: What do I do once I am in the Health Professions Education Pathway?
A: To help prepare you for careers of innovation, leadership, and scholarship in health professions education, you will participate in formal courses, guided experiential learning, and a mentored scholarly project. You have two options for participation, the Core Program or the Advanced Program.
Q: Who should take the Core Program?
A: Most learners will take the Core Program which may be completed in one year by medical students and one to two years for residents, fellows, and other health professional students. The curriculum of the Core Program includes:
- Two courses which combine didactic and experiential learning
- Teaching Strategies & Curriculum Development
- Learning Theories
- Teaching practicum
- Educator Portfolio development
- Works-in-Progress sessions
- Legacy Project
Q: Who should take the Advanced Program?
A: A few learners may opt to take the Advanced Program which may be completed in either one or two years. Medical students who enroll in the Advanced Program will also be enrolled in the School of Medicine’s MD with Distinction Program, be assigned a “thesis” committee, and graduate with an MD with Distinction in the HPE Pathway. The curricular work completed in the Advanced Program may be transferred to UC Berkeley to count towards the Master’s Degree in Education. The curriculum of the Advanced Program includes:
- All requirements of the Core Program listed above
- Additional courses which combine didactic and experiential learning
- Assessment (Requiring attendance to RaDME's "Designing an Assessment Instrument" and "Effective Use of Standard Patients in HPE" workshops)
- Educational Leadership
- Attendance of seminars and journal clubs
- ESCape seminars
- Medical Education Journal Club
Q: Can I receive course units for taking the Teaching Strategies & Curriculum Development course?
A: Students who wish to take this course for course units must also officially sign up using course number IDS 140.05 through their school or registrar’s office. Please note, course units are not available for Residents/Fellows.
Q: How do I enroll in the extended learning courses (Assessment, and Educational Leadership)?
A: To enroll in any one of the two floater courses and the Learning Theories course, contact Carrie Chen. If additional units are needed, students in the Advanced Program may sign up for IDS 140.10 through their school or registrar’s office. IDS 140.10 offers students 3 units for completion of both of the HPE extended learning courses (Assessment, and Educational Leadership) as well as the Learning Theories course.
Q: I have clinical duties as resident, fellow, dental or pharmacy student, and I am not able to defer all of them during the primary required course, Teaching Strategies & Curriculum Development. What should I do?
A: You are all health professionals first, so we understand this dilemma! GME learners are expected to take the Teaching Strategies and Curriculum Development as an elective month with minimal clinic duties, limited to call duty and required community clinics of approximately 1/2 days per week. Please clear this time with your department head prior to applying for the HPE Pathway. Learners who have clinical continuity duties (e.g. intermittent outpatient clinics) will certainly be allowed to be absent from the conflicting scheduled Teaching Strategies & Curriculum Development sessions. However, session materials will be available online, and learners will be responsible for making up missed assignments during the month.
Q: What is a Legacy Project?
A: All learners must complete a Legacy Project with an HPE Pathway approved mentor. Because these projects are designed to allow you to develop additional skills, previously completed projects (such as Curriculum Ambassador projects) may not be used to meet the Legacy Project requirement. However, the Legacy Project may certainly be an extension or next phase of a previously completed project. It may also be completed to concurrently meet other project requirements if appropriate (e.g. required project in residency or pharmacy program). These projects must have a foundation drawn from the educational or health professions education literature. The scope of the project is variable depending upon your time availability (minimum 3 months), prior experience in the chosen domain, and whether you are in the Core or Advanced Program. Learners can visit the Impacts tab above for examples of recent HPE projects.
Q: What are the evening Works-in-Progress seminars? Do I have to attend them?
A: The Works-in-Progress (WIP) sessions are designed to assist HPE learners advance their Legacy Projects. Additionally, sessions address specific, relevant topics (applying for funding, IRB approval, project dissemination, etc.). They allow group problem solving. Learners will be assigned to present their projects on specific dates to update the group on their progress. During away or busy clinical rotations, learners are expected to submit updates via email. All learners must attend 3 WIPs per academic year and present at least 2 times per year (outside of those offered during the fall course). Finally, WIPs are also opportunities to build community by meeting with the HPE Faculty and other HPE learners face-to-face.
Q: When do I need to complete all the requirements for the Pathway?
A: Your Legacy Projects must be completed by early April. All other HPE pathway requirements (coursework, teaching practicum, WIP attendance, and educator’s portfolio) must be completed by late April of your completion year for medical students. Residents, fellows, and other Professional school learners have until late May. If you have concerns about not being able to complete the requirements, contact the HPE Pathway Director, Carrie Chen, as early as possible to discuss your specific situation.
Q: I still have additional unanswered questions—what should I do now?
A: Students can contact the HPE Pathway Director or any of the HPE Pathway Co-Directors. See HPE Contacts.