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Program for Academic Clinician Educators

Department of Medicine


In 2016, the Department of Medicine created the Program for Academic Clinician Educators (PACE) to support the career development of its clinician-educators. These faculty members make crucial contributions to the success of our department, by developing and improving innovative educational programs, and engaging in educational research to guide how we teach and assess health professions learners.
 
The PACE program will provide each Scholar with financial support, which may be used for medical education research, innovative program development in education, salary support and/or career development of the Scholar. The Division Head or Dean must pledge to protect at least 10% of the effort/time of the Scholar for the duration of the award. Each Scholar will be expected to participate in an education scholarship “Works in Progress” group for additional project support and mentorship, and program progress will be evaluated annually with continued year of funding contingent on demonstrated progress during the initial year of support.
 
Department of Medicine Announces the 2018-19 PACE Scholars
 
Amira del Pino-Jones, Hospital Medicine
Amira del Pino-Jones, MD is an Assistant Professor of Medicine (Division of Hospital Medicine). Her PACE project will focus on the current diversity and gender climate within the Division of Hospital Medicine (DH) and the Department of Medicine (DOM), specifically as it relates to recruitment, retention, and promotion of students, residents, and faculty. Dr. del Pino-Jones will collaborate with existing stakeholders to develop best practices, including tool kits, workshops, and curricula, that can be implemented across divisions at the University of Colorado and disseminated to institutions around the country.
 
 
Chris King, Hospital Medicine
Christopher King, MD, FACP is an Assistant Professor of Medicine (Division of Hospital Medicine). His PACE grant will fund the expansion of a pilot curriculum that brings high value care teaching to the bedside. The Value Time Out (VTO) curriculum uses scripted rounding tools to create a space within traditional bedside rounds for the medical team to discuss value as it pertains to each individual patient. This curriculum aims to align patients and physicians on the concept of value, improve patient care outcomes, and create a bedside value rounding prototype for other institutions. The PACE grant will fund a study of the VTO educational and clinical outcomes at the University of Colorado Hospital, which will build the Department of Medicine’s national education innovation reputation and lay the ground work for further research into educationally sensitive patient outcomes.   
 
Anna Neumeier, Pulmonary/Critical Care
Anna Neumeier, MD is an Assistant Professor of Medicine (Division of Pulmonary Sciences and Critical Care Medicine). She will use her PACE support to create a multi-specialty post-graduate curriculum in Quality Improvement to develop skills of fellows-in-training and early and mid-career level faculty in Quality Improvement data acquisition, interpretation, application to project design, and scholarship. As an educational competency, post-graduate medical trainees are expected to systematically analyze practice using QI methodology and implement change with the goal of practice improvement. This curriculum will provide such training with the goal to expand faculty and fellow expertise to promote sustainable practice of Quality Improvement. 
 
Please join us in congratulating the 2018-19 PACE Scholars! The Inaugural PACE Scholars will also return, continuing the innovative educational programs and research they began in 2017-18:

Inaugural Recipients of Clinician-Educator Faculty Grants

Janet Corral, PhD is an Assistant Professor of Medicine (Division of General Internal Medicine). Her PACE project builds off several successful pilot programs to create a digital, just-in-time (JIT) coaching system (JITCS) for educators at the CU Anschutz Medical Campus. JITCS delivers evidence-based teaching tips to faculty as they lead assigned teaching events. A local needs assessment will drive a user-friendly design of JITSC, which will then be developed and implemented in SOM courses, as well as the DOM clerkship and DOM residency. JITCS will provide CU with an innovative platform to help faculty development meet local needs in the digital era, while simultaneously building CU’s national and international reputation in best evidence medical education, just-in time faculty development, and intelligent tutors.
 
 Katherine Frasca, MD is an Assistant Professor of Medicine (Division of Infectious Diseases). She will use her PACE funding to create a comprehensive, inter-professional, patient-centered, educational curriculum on HIV prevention for Internal Medicine residents and allied health professions trainees. HIV prevention training in PrEP (pre-exposure prophylaxis) is critical for general medicine trainees, since this is a public health intervention that has been shown to be cost-saving in the prevention of HIV infection. The toolkit for successful HIV prevention includes not only PrEP, but also STD screening and treatment, sexual health counseling, and addressing barriers to PrEP adherence such as mental health disorders and substance use. A critical component to providing this care to a predominantly LGBT population is the establishment of cultural competency by the trainees. The format of this program will be inter-professional training in HIV prevention (including PrEP) via a structured online curriculum and hands-on clinical experience.
 
 Katarzyna Mastalerz, MD is an Associate Professor of Medicine (Division of Hospital Medicine). Her PACE project will focus on incorporating an educational communication component for residents into an interprofessional inpatient unit called an Accountable Care Unit (ACU) aimed at reducing inpatient medical errors, a large percentage of which are attributable to poor communication and ineffective teamwork. Developing effective methods of teaching interprofessional education (IPE) is an important aspect of providing higher quality, safer patient care. Most IPE is done pre-clinically or in simulation settings, but research shows that poor communication and lack of effective teamwork persist on inpatient wards, making this educational intervention a key way of incorporating team- and communication-based curricula into clinical settings to improve patient safety.
 
Paul Menard-Katcher, MD is an Assistant Professor of Medicine (Division of Gastroenterology and Hepatology), and Associate Gastroenterology Fellowship Program Director. He will use his PACE funding to develop novel curricula and trainee assessment instruments using CBME-based tools such as entrustable professional activities (EPAs) to better train medical learners and to aid in trainee competency assessment. Medical education is in the process of a transition to competency-based medical education (CBME), at the heart of which is a focus on outcomes and abilities of the medical learner, rather than on a time-based training process. Entrustable professional activities (EPAs) are descriptions of competency that are observable and measurable, and provide a tool by which clinically-based trainee outcomes may be assessed. There is a critical need for the development of such instruments to facilitate the transition to CBME, particularly in the medical subspecialties. Successful development of this program will facilitate the overall goal to transition medical education from an apprenticeship model to CBME.