Educator Clinics

How we interact with each other when we participate in feedback conversations can greatly influence the quality of our relationships and our work. This workshop will build on participants' prior knowledge to introduce an evidence-based model for feedback that emphasizes a relationship-centered, dynamic, bidirectional conversation in the context of a psychologically safe learning and working environment. Being intentional and appreciative in our feedback conversations mitigates inequity and is critical to our success as team members, clinicians, and educators.  

Target Audience: This certificate is open to faculty (including Volunteer Clinical Professors) across all UCSF schools who have participated in an introductory feedback workshop through the Center for Faculty Educators.

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How we interact with each other when we participate in feedback conversations can greatly influence the quality of our relationships and our work. This workshop will build on participants' prior knowledge to introduce an evidence-based model for feedback that emphasizes a relationship-centered, dynamic, bidirectional conversation in the context of a psychologically safe learning and working environment. Being intentional and appreciative in our feedback conversations mitigates inequity and is critical to our success as team members, clinicians, and educators.

Target Audience: This certificate is open to faculty (including Volunteer Clinical Professors), fellows and staff across all UCSF schools who have participated in an introductory microaggression workshops through the Center for Faculty Educators.

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This session builds on skills acquired during the educator clinic on feedback, which is a prerequisite to participate in the advanced feedback clinic. The advanced clinic will emphasize skills that enhance feedback conversations across difference. Psychological safety and relationship-centeredness becomes even more paramount in learning relationships with differences, and we will work on specific approaches to address inequity and maximize success.

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In this workshop, members of the Haile T. Debas Academy of Medical Educators demonstrate the use of an educator’s portfolio to document evidence of the quantity, quality, and scholarly contributions of educator activities. As a supplement the traditional CV, the educator’s portfolio can benefit UCSF educators in securing academic advancements as well as strengthening their applications to the Academy of Medical Educators. During the last hour, representatives of the School of Medicine Academic Affairs office will present general information about successful academic advancement.

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