The photos above showcase the 2019 TEACH Education Day scholarly poster display and their authors.
Click here to view all poster presentations authored by TEACH members and/or faculty.
Welcome your new colleagues! Please join us in welcoming our new TEACH members for our fourth quarter:
Briana Beach, DO Kristin Bubel, MD Andrew Hayes, DO
Erinn Hokanson, DNP Emily Nguyen, MD Nichole Phillips, DO, MPH
Jill Price, DO John Tuttle, MD, MSc Christopher Wassdorp, DO
Perk Winner! Congratulations to Dr. Scott Keel for being selected as our last quarterly TEACH Perk Winner! Each quarter the TEACH member who attended the most OCPD and/or TEACH sessions is awarded a Java-the-Hut gift card. So, if you are looking for stimulating faculty development and the opportunity to win an extra caffeine boost, join us for as many TEACH sessions as you can!
Faculty Spotlight: Learn more about Dean Learman!
Dean Learman kindly provided us with some of his time to give the TEACH community a peek into his history and future in education. Dean Learman radiates excitement and passion for education as we discuss how he first became interested in teaching at an academic medical center. Before entering medical school, Dean Learman was a self-described “educator with a small e.” In his junior year of college at UCLA he entered the Department of Psychology’s Developmental Disabilities Immersion Program, a 6 month field placement at Lanterman State Hospital, where he and a cadre of 24 other students attended classes, volunteered in the hospital, participated in community and school-based field work, and completed a mentored research project. Dean Learman was so excited by the purpose and educational impact of this program that he decided to take the next year off to fill a 1-year coordinator position acting as the program’s teaching assistant and research coordinator. He recalls enjoying being a near peer helping other students understand statistics and complete their research projects. During his years in Boston pursuing a PhD in the middle of medical school, Dean Learman was an instructor for the required sophomore tutorial for psychology majors. He was responsible for the design and implementation of the seminar-based curriculum situated at the residence hall where he and his wife were resident tutors. He recalls gathering the courage to ask the retired theorist and psychology giant, BF Skinner, to attend the seminar as a special guest, talk about his work, and answer the students’ questions. While training as a resident in obstetrics and gynecology, Dean Learman remembers how much he enjoyed teaching and helping students reach an “ah-ha” moment of understanding. As a chief resident he won the program’s most outstanding student educator award, the first of many accolades reflecting his commitment and dedication to teaching.
When Dean Learman was recruited to the University of California, San Francisco (UCSF), for his first academic position, he expressed his interest in eventually become the residency program director, and negotiated to be appointed as the site director for student and residency education in obstetrics and gynecology at San Francisco General Hospital. He spent 14 years at UCSF immersed in patient care, research, and education, ultimately becoming a full professor and the residency program director, as well as director of curricular affairs for graduate medical education in the dean’s office. This was the foundational growth in academic medicine that served as a catalyst for his next steps.
A discussion of Dean Learman’s philosophy on education illustrated his mission for to include relevance in all aspects of medical education. “Especially for medical students, everything you teach has to pass the relevance test,” mused Dean Learman. He was adamant that in the spiral curriculum of medical education, there is a need to call for relevance at every stage. He has a strong belief that every topic can be made relevant and compelling, and strives to model this in his own teaching. There are two traditionally orphaned subjects that are near and dear to his heart, the skills of evidence-based medicine and doctor-patient communication. Using a flipped classroom model with integration of YouTube videos, Dean Learman was able to make even the driest components of evidence-based medicine relevant and interesting for past learners. During this discussion of education philosophy, Dean Learman also brought up the power of curiosity to drive intrinsic motivation to learn. He sees the value of reminding our learners to ask “why” questions about the foundational and clinical sciences and to reflect on their interactions with patients, peers, teachers, and other health professionals.
When asked about his greatest accomplishment as an educator, Dean Learman humbly shared a few highlights. He received the established investigator award from the American Educational Research Association and was the UCSF nominee for the Kaiser excellence in teaching award and the ACGME Parker Palmer Courage to Teach award. He helped NBME develop new ways of testing skills in evidence-based medicine, and was chair, faculty, and project advisor for a national faculty development program focused on educational scholarship and leadership. However, he feels the best award of all happens when a past learner recognizes him at a national meeting and shares how his teaching or mentorship has had a direct impact on their practice or career. This anecdotal acknowledgement of the influence his teaching had on students and residents is the most meaningful accomplishment for Dean Learman.
As the Dean of a thriving medical school with endless potential for innovation and growth, Dean Learman also possesses and demonstrates a commitment to lifelong learning, both in his role as clinician and educator. He is a regular attendee at national specialty and faculty development meetings. Dean Learman volunteers his time to review for several journals, a testament to his commitment for self-development. Lastly, and most importantly, Dean Learman not only sees the immense value in TEACH but is excited to volunteer both his time and expertise to our efforts. Dean Learman is a strong supporter of academies and was actively involved as both a leader and member of academies at his previous institutions.
We are excited to welcome Dean Learman to Virginia Tech Carilion School of Medicine and TEACH. His fresh perspectives, years of experience, and wealth of knowledge are an incredible asset to our organization. There are endless possibilities ahead for Dean Learman and we can already see his dedication to excellence, innovation, and our learners. Dean Learman will play a pivotal role in ushering in a new era at the medical school, one he is clearly excited and well-prepared to play. While the shoes he was left to fill in the role of Dean are large, he is well-suited for the job.
July 2019 – September 2019 Academic Scholarly Activities
State, Regional and National Faculty Presentations:
Musick, D. W., Chubinskaya, S., & Whicker, S. A., Demonstrating the Value of Offices of Faculty Affairs and Faculty Development: How Do We Measure the Outcomes? [Workshop Facilitator] presented at Group on Faculty Affairs, Association of American Medical Colleges; July 13, 2019, Chicago, IL.
- Bishop, N. L., Healthcare Education in the Valley. [Lecture] presented at Brandon Oaks Monthly Lecture Series, Brandon Oaks Retirement Community; August 12, 2019, Roanoke.
- Bhagtani, H., Feed, Read and Grow: Medical and Dental Home. [Presentation of Medical and Dental Home QI Project] presented at All Staff Meeting Roanoke Public Library, Roanoke Public Library; July 11, 2019, Roanoke, VA.
- Fichtel, E., Lau, N., Park, J., Hendrickson Parker, S., Ponnala, S., Fitzgibbons, S., & Safford, S. D. (2019, July). Eye tracking in surgical education: gaze-based dynamic area of interest can discriminate adverse events and expertise. Surgical Endoscopy, 33(7). doi: 10.1007/s00464-018-6513-5.
Faculty Abstracts and Posters:
- Smith, C. P., Brown, S. S., & McCain, N. E., Better Together: Development of an Intraprofessional Online Community Health Nursing Course. [Poster] presented at Association of Community Health Nurse Educators; August 1, 2019, Phoenix, Arizona.