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ISSUE 13 April 2015 

Faculty Matters is a bimonthly publication for the University of Colorado School of Medicine faculty. 


Register at:

Fostering Reflective Capacity with Interactive Reflective Writing            

April 28, 2015
2 p.m. to 4:30 p.m.
Hedy Wald, PhD
Nighthorse Campbell - Shore Family Forum


Top 10 Clinical Teaching Pearls 

By Mel L. Anderson, MD, FACP

  1. Set the stage – Meet with your trainees to discuss goals, objectives, expectations, learning climate, and how teaching and patient care will work. Take advantage of this time to introduce yourself, team members, and to begin the process of team building.
  2. Plan your feedback – Set times at the start of a rotation for feedback sessions. Establishing the feedback expectations lets learners know you value it. Have learners fill out one side of a note card with their name and a list of things they want to learn. Use the back to write specific observations about their performance as the days go by—strive for timely, specific, respectful and actionable feedback.
  3. Teach to the gap – Let your learners know you will engage in questioning in order to best deliver relevant and useful teaching—but never to shame or humiliate. Watch the nonverbal communication of your learners to know when to add hints, when to normalize (e.g., “this is tough stuff”), and when to provide your own positive nonverbal communication as encouragement. Top tier teaching relates to the extent by which you create a safe and effective learning climate where your learners feel they have the latitude to ask questions, reveal what they don’t know, think out loud and even struggle without fear of retribution.​  

    Learn more. 




School of Medicine Basic Science Department Chairs Share Their Views on the Integrated Medical School Curriculum

How to best integrate basic science and clinical teaching in the undergraduate medical school curriculum has been debated for many years, and according to researchers Robin Hopkins and colleagues,[1] the discussions have led to “incremental change but no meaningful transformation.” They contend this is due, in part, to a lack of focus on the basic science educators, whose roles changed significantly with the implementation of integrated, centrally-managed curricula.

Read more.​

Carol Rumack, MD Receives Elizabeth Gee Memorial Lectureship Award

Dr. Rumack, professor of radiology-diagnostics, was honored as a “pioneering woman” at the CU Women Succeeding Professional Development Symposium, where she was presented with The Elizabeth D. Gee Memorial Lectureship Award. The award recognizes and honors an outstanding faculty member of the University of Colorado for efforts to advance women in academia, interdisciplinary scholarly contributions and distinguished teaching.

Recommended Reading:

Seeking a System that Treats Us All Humanely

“Creating a culture of respect is not just about feeling good, for its own sake. It’s better for patient care.”

Read more.

Recommended Reading:

Physician Burnout: What to Do When Working Harder Isn't Working

“The first step-by-step manual for any physician in any specialty to stop physician burnout, build a more ideal practice and a more balanced life.”

Read more.

[1] Hopkins R, Pratt D, Bowen J, Regehr, G. Integrating basic science without integrating basic scientists: reconsidering the place of individual teachers in curriculum reform. Academic Medicine. Feb. 2015. 90:2, 149-153.



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