Stanford Faculty Development Center for Medical Teachers  

Clinical Teaching Program

Each year six medical faculty are selected to attend the Stanford Faculty Development Program for training as Clinical Teaching seminar facilitators. The 1-month training provides participants with background knowledge and seminar leadership skills required to deliver a series of seven 2-hour seminars to their colleagues and to residents. Extensive opportunities to practice teaching skills are provided.

The facilitator-training program offers career development opportunties for individual faculty participants, and simultaneously provides a mechanism for institutional improvement.

Curriculum
CT PROGRAM MATERIALS
For CT Trained Facilitators ONLY
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The Clinical Teaching curriculum covers seven educational categories:

The seminars are designed to:

The seminars consist of didactic presentations, group discussions, role-play exercises, video vignette review, and personal and institutional goal setting. During a follow-up sesion, participants are encouraged to develop a set of recommendations for improving their institution's environment for clinical teaching.

In acknowledgment of the complexity of teaching, the seminars embody a non-prescriptive behavioral approach for improving teaching. Faculty must be able to select effective teaching strategies while taking into account many variables simultaneously, including the content, the learners, and the context in which the teaching takes place. Thus, the seminars focus on principles, guidelines, and behavioral alternatives that teachers can use to improve their teaching effectiveness. The behavioral approach stems from the belief that intellectual understanding of general principles and processes is not necessarily sufficient to improve teaching. Knowledge and practice of teaching skills are essential. Although the content of teaching (e.g., the subject matter being taught) may be discussed during the seminars, the primary focus is on the process of teaching.

The seminars also embrace the philosophy that teaching improvement programs do not have to be primarily remedial in function. Alternatively, these seminars reflect the belief that teachers at all levels of experience and expertise can benefit from an organized review of their teaching.

Facilitator Training at Stanford
Training activities at Stanford include:

Program Faculty (1986-present): Kelley Skeff, MD, PhD; Georgette Stratos, PhD; and program alumni.

Trained CT Facilitators 1986 - March 2014 & their Institutional Affiliations at the Time of Training

ct map

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97 Institutions 175 Facilitators Program
Alameda County Medical Center, Oakland, CA Judith Wofsy
Davida Flattery
CT 1991
CT 2012
Albert Einstein Medical Center, Bronx, NY Jeong Oh
Karin Ouchida
Tom Kwiatkowski
Cristina Gonzalez
CT 1998
CT 2008
CT 2009
CT 2011
Al-Nahrain University College of Medicine, Baghdad, IRAQ Amal Swidan CT 2013
Baylor College of Medicine, Houston, TX Andrew Wilking CT 1994
Baystate Medical Center, Springfield, MA Lynn Manfred* CT 1989
Boston University Medical Center, Boston, MA


David Battinelli
Sharon Levine*
Subha Ramani
CT 1989
CT 1998
CT 2001
Brooke Army Medical Center, Fort Sam Houston, TX Fred Goldner CT 1991
Brown University, Providence, RI Michele Cyr
Jennifer Jeremiah
Chandan Lakhiani
CT 1988
CT 1995
CT 2000
Catholic University of Chile, Santiago, Chile Carlos Reyes Abarco*
Carlos Aravena
Pablo Florenzano
CT 2003
CT 2009
CT 2011
Carolinas Medical Center, Charlotte, NC Allen Lloyd CT 2010
Chicago Medical School, Chicago, IL Julia Ashenhurst CT 1994
Cleveland Clinic, Cleveland, OH

Brian Mandell
Kathleen Franco
CT 2000
CT 2001
Columbia Univ. College of Physicians & Surgeons, NY, NY Susana Morales CT 1994
Creighton University, Omaha, NE Henry Sakowski CT 2000
Dartmouth Medical School, Lebanon, NH Joseph Perras CT 2002
Duke University, Durham, NC John Kihm
Jeffrey Wong*
Larry Greenblatt
Mamata Yanamadala
CT 1988
CT 1992
CT 1997
CT 2008
East Carolina University, Greenville, NC Wilhelmine Wiese CT 1998
Georgetown University Medical Center, Washington, DC Stephen Ray Mitchell
Craig Cheifetz*
CT 1994
CT 2000
The George Washington University, Washington, DC Jehan El-Bayoumi* CT 2007
Hamad Med Corporation, Doha, QATAR Khalid Al-Ejji CT 2012
Harvard Medical School, Boston, MA Diane Brockmeyer CT 2002
H Heine University, Dusseldorf, GERMANY Matthias Hofer* CT 2001
Henry Ford Healthcare System, Detroit, MI John Buckley* CT 2003
Indiana University, Indianapolis, IN Debra Litzelman*
Glenda Westmoreland
Robert Vu
CT 1990
CT 1997
CT 2003
Inova Fairfax Hospital, VA/Virginia Commonwealth University School of Medicine Inova Campus Gregory Trimble CT 2012
Johns Hopkins University, Baltimore, MD Laura Mumford CT 1989
Kaiser Permanente Medical Center, Oakland, CA Jeffrey Ilfeld
Pratima Gupta
CT 2006
CT 2013
Kaiser Permanente Medical Center, Santa Clara, CA Elliott Wolfe CT 1986
Karolinska University Hospital, SWEDEN Jonas Sunden-Cullberg CT 2006
Keesler USAF Medical Center, Biloxi, MS Ron Kirschling CT 1990
King Saud bin Abdulaziz University for Health Sciences, Faculty of Medicine, King Fahad Medical City, Riyadh,
SAUDI ARABIA
Mohammed Abosoudah
Bandar Alharthi
Nasser Al Hamdan
Naji Aljohani
Mushira Enani
CT 2013
CT 2013
CT 2013
CT 2013
CT 2013
Lackland Air Force Base Medical Center, San Antonio, TX Clinton Polhamus CT 1987
Letterman Army Med Center, Presidio of San Francisco, CA Leslie B. Branch CT 1986
Mayo Clinic, Rochester, MN


 
  / Mayo Clinic Jacksonville, FL
Charles Rohren
Linda Ward
Mark Lee
Jason Szostek*
Marc Cohen
CT 1992
CT 1992
CT 2002
CT 2010
CT 1996
McMaster University, Hamilton, Ontario, CANADA John Cunnington CT 1995
Medical College of Ohio at Toledo, OH Earl Campbell CT 1990
Medical College of Virginia, Richmond, VA Carolyn Clancy CT 1988
Mount Sinai Medical School, City University of New York Jeremy Boal
Lisa Coplit (Bensinger)*
Martine Sanon
CT 1998
CT 2003
CT 2013
Naval Medical Center Portsmouth, VA Eric Holmboe CT 1996
North Shore University Hospital, Manhasset, NY Saima Chaudhry CT 2007
Northwestern University, Chicago, IL Jeremy Smith CT 2003
Oakland University, William Beaumont School of Medicine, William Beaumont Hospital, Royal Oak, MI
Francisco Davila Grijalva
Michael Barnes
Aimee Espinosa
Nicholas Maddens
Ovidiu Niculescu
Kathy Schlecht
Robert Starr
CT 2013
CT 2014
CT 2014
CT 2014
CT 2014
CT 2014
CT 2014
Oregon Health Sciences University, Portland, OR Diane Elliot
Elizabeth Allen
Andrea Cedfeldt
CT 1986
CT 1998
CT 2005
Queen's University, Kingston, Ontario, CANADA Dianne Delva CT 2002
Rush University, Chicago, IL Andem Ekpenyong CT 2007
Santa Clara Valley Medical Center, San Jose, CA Thomas Kelsey CT 1999
St. Joseph's Mercy Hospital, Ann Arbor, MI Kevin Taylor CT 1996
Southern Illinois University School of Med, Springfield, IL Gary Rull CT 2011
Stanford University, Stanford, CA



  
 / Lucile Salter Packard Children's Hospital
Paul Ford
Matilde Nino-Murcia
Peter Pompei*
Sallie DeGolia*
Anna Messner
Elisa Zenni
CT 1993
CT 1997
CT 2006
CT 2008
CT 2013
CT 1995
SUNY Upstate Medical University, Syracuse, NY Lynn Cleary
Peter Cronkright
CT 1990
CT 2004
Texas A & M University, Temple, TX Jeffrey Clark CT 1996
Travis Air Force Base, CA Tonya Fancher CT 2000
Tufts University Medical School, Boston, MA Mary Lee
Laura K. Snydman*
CT 1991
CT 2008
Tulane University, New Orleans, LA Chad Miller CT 2009
Uniformed Services Univ. of the Health Sci, Bethesda, MD Louis Pangaro*
Thomas Grau
Clifton Yu
Dodd Denton*
Rechell Rodriguez
Joshua Hartzell
CT 1987
CT 1999
CT 2002
CT 2004
CT 2010
CT 2013
University of Alabama, Birmingham, AL F. Stanford Massie, Jr. CT 1999
University of Arizona, Tucson, AZ William Johnson CT 1990
University of Bern, Bern, SWITZERLAND Robert Greif*
Natalie Urwyler
Kai Schnabel
CT 2007
CT 2011
CT 2012
University of Buenos Aires, ARGENTINA Eduardo Durante CT 1996
University of California, Davis, CA Mark Servis
Mithu Molla
CT 1993
CT 2011
University of California, Los Angeles Judith Delafield
Soma Wali
CT 1992
CT 2006
University of California, San Diego, CA Shawn Harrity
Alina Popa
CT 1993
CT 2013

University of California, San Francisco, CA

/UCSF-Fresno Medical Educ Center
 
/Fresno VAMC
/Children's Hospital & Res. Ctr,
Oakland, CA

Robert Wachter
Richard Haber
Bradley Sharpe
Edward Moreno
Melissa Aguirre
Susan Roberts
Christine Cho
CT 1992
CT 1997
CT 2006
CT 1999
CT 2005
CT 2009
CT 2009
University of Chicago, Chicago, IL Krista Johnson
Sandra Valaitis
CT 1999
CT 2005
University of Colorado, Denver, CO Mark Earnest
Shale Wong
Sylvia Oboler
CT 1994
CT 1998
CT 1987
Univ. of Florida Health Science Center, Jacksonville, FL Elisa Sottile CT 2005
University of Hawaii, Honolulu, HI Steven MacBride CT 1992
University of Illinois, Peoria, IL Jacqueline Fischer
Kelvin Wynn
CT 2010
CT 2011
University of Illinois, Urbana - Champaign, IL Jennie Hsu-Lumetta CT 2004
University of Kansas School of Medicine, Kansas City, KS Mary McDonald* CT 2006
University of Kentucky Medical Center, Lexington, KY Thomas Montgomery
Mary Burke Duke*
CT 1991
CT 1996
University of Louisville, Louisville, KY Stephanie Call* CT 2001
University of Massachusetts, Worcester, MA James Florek CT 1988
University of Miami, Miami, FL Miguel Paniagua CT 2004
University of Michigan, Ann Arbor, MI Scott Furney CT 1997
University of Minnesota, Minneapolis, MN Karyn Baum CT 2001
University of Nebraska, Omaha, NE Lance Schupbach CT 2004
University of Nevada, Reno, NV Nageshwara Gullapalli* CT 2010
University of Oklahoma, Oklahoma City, OK Bryan Struck CT 2001
University of Pennsylvannia, Philadelphia, PA Amy Corcoran CT 2008
University of Pittsburgh, Pittsburgh, PA Karen Barnard CT 2000
University of Rochester, Rochester, NY Elizabeth Cyran CT 1994
University of South Carolina, Columbia, SC O'Neill, Barrett, Jr. CT 1988
University of South Florida, Tampa, FL Cuc Mai CT 2012
University of Tennessee, Memphis/Knoxville, TN Carol Ellis
Julie Vannerson*
CT 1993
CT 2005
University of Texas, Southwestern, Dallas, TX Chia-Ying Wang CT 2003
University of Toronto, Ontario, CANADA Daniel Panisko
Debaroti Borschel
CT 2002
CT 2010
University of Vermont, Maine Medical Center, Portland, ME
Bob Bing-You
Robert Trowbridge
CT 1993
CT 2005
University of Virginia, Charlottesville, VA Eugene Corbett, Jr. CT 1987
University of Washington, Seattle, WA/Boise VAMC, ID C. Scott Smith CT 1993
University of Wisconsin Medical School, Milwaukee, WI Mark Gennis CT 1991
Uppsala University, Uppsala, SWEDEN Jonas Boberg
Jakob Johansson
Mia Ramklint
CT 1989
CT 2004
CT 2012
Wayne State University, Detroit, MI Nicholas Gettas
James Kruer*
CT 1995
CT 1997
Weill Cornell Medical College, New York, NY

/ Weill Cornell Med College-Qatar, Doha, QATAR

Carol Storey-Johnson*
Sharda Ramsaroop
Elizabeth Alger*
Samar Al-Emadi
Ismail Helmi
Ibrahim Janahi
Marcellina Mian
Leopold Streletz
Thurayya Arayssi
CT 1995
CT 2007
CT 2007
CT 2007
CT 2007
CT 2007
CT 2007
CT 2007
CT 2009
Wright State University, Dayton, OH Cynthia Ledford CT 1999
Wright-Patterson Air Force Medical Center, OH Robert Hawkins* CT 1989
Yale University School of Medicine, New Haven, CT Nicholas Fiebach CT 1995
     
*Re-trained in Basic Science in May and November 2007; September 2008; September 2010, and May 2012.
   
Home-site Seminars
During the first year following the training at Stanford, the facilitators return to their home institutions to conduct the seminars for medical teachers. As part of the evaluation of this train-the-trainer diffusion process, the facilitators are asked to play a critical role in gathering data during the post-training year. Evaluation activities include questionnaire administration, video- recording of seminars and personal record keeping during the implementation of training.

The teaching of seminars in subsequent years is based on the size and need of individual home site institutions. Trained facilitators also serve as regional and national faculty development resources for instructional improvement.

Results of Program Evaluation
Comments from SFDC-trained Clinical Teaching Facilitators

Several factors contribute to the success of the program. First, the framework for clinical teaching has proven to be valid, durable, and accepted by faculty and housestaff as a means to analyze their teaching methods. [S]econd ... is the ability of the SFDC to address the ongoing needs of the participants, providing support, problem solving, and networking. A third feature is the meticulous attention to details of the process of faculty development and its outcomes; at each step of the way, the program has been assessed, modifications made, and the program improved. A final critical factor is the uniqueness of the faculty coordinating the SFDP. They were enthusiastic four years ago, and that enthusiasm has increased. Their commitment, willingness to share and allow participants ownership of the program at their own institution, while maintaining strong collegial and resource support, have been important in the program's success." "While I was going through the ... course at Stanford I was getting a great deal of insight, not only into teaching but also into behavioral psychology, my own limitations as a teacher and as a human being, and learner limitations as human beings. The overall effect was extremely stimulating and very insightful ... one of the most significant events in my life."

"On a personal level, the training has also given me some incredibly powerful tools for analysis of my own teaching, and I find myself regularly more cognizant of why one method or technique may be successful and another may not in any given teaching circumstance. The tools of analyzing effectiveness seem to cross over into non-teaching settings and I think have afforded me with some additional communication and administrative skills."

Comments from Faculty Participants in Home-site Seminars

The course made me effectively analyze the set of behaviors that make up effective teaching. Previously, I envisioned effective teaching as a 'gift' that you either had or didn't."

"I thoroughly enjoyed the role plays and thought they were most helpful."

"Having a framework for what was merely intuitive before is very helpful."

"The framework gave me a ... systematic way to 'experiment' in various teaching settings."

"Enhancing cooperative interactions was very special because in our institution this provided rare and positive interaction between departments."

"Helped build self confidence and collegial atmosphere."

Comments from Residents

It was the first time that someone had talked to me about teaching, what it means to be a teacher, and how to do it."

"To see oneself on videotape and to see all the mannerisms and the interactions, and even the failure of interactions, I thought was very valuable. It was powerful in the seminar to look at (teaching) behaviors and to have the opportunity to see one's own behaviors, to reflect on them, and then to reproduce them in a better way."

"The seminars gave me a vocabulary and the concepts to understand and describe what goes on in my teaching and I think that a more specific vocabulary yields a more precise and a richer understanding."

"The role play was the most valuable. It really became evident when one tried to apply what had been talked about; it really underscored the points that were taught and made it much more interesting. It ingrained it much more deeply. And, for me, it was fun to do that."

"It was a learning experience in the sense of learning how to be more self-aware and how to be more conscious of what I do (as a teacher)."

 

Last modified 05.13.2014

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