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 User Name/Password required Protected copyrighted material Quit Browser after downloading Forgotten User Name/Password Click Here [jmount] |
- Learning Climate
- Control of Session
- Communication of Goals
- Promotion of Understanding & Retention
- Evaluation
- Feedback
- Promotion of Self-Directed Learning
The seminars are designed to:
- Enhance participants' versatility as teachers
- Enhance their ability to analyze clinical teaching using an educational framework
- Provide a forum for collegial exchange.
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:- Instruction in the Clinical Teaching curriculum by SFDC faculty
- Review of background education literature
- Presentations by Stanford School of Education faculty
- Review and practice of the seminars, focusing on mastering the seminar content and process
- Practice teaching of the seminars to local faculty, fellows, and residents
- Session on homesite program implementation and data collection for program evaluation
Program Faculty (1986-present): Kelley Skeff, MD, PhD; Georgette Stratos, PhD; and program alumni.
Trained CT Facilitators 1986 - October 2014 & their Institutional Affiliations at the Time of Training
Click on the map for a larger interactive version
| 104 Institutions | 187 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 Thomas Doyle |
CT 1988 CT 1995 CT 2000 CT 2014 |
| Carolinas Medical Center, Charlotte, NC | Allen Lloyd | CT 2010 |
| Catholic University of Chile, Santiago, Chile | Carlos Reyes Abarco* Carlos Aravena Pablo Florenzano |
CT 2003 CT 2009 CT 2011 |
| 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 |
| The Commonwealth Medical College, Williamsport, PA | Margrit Shoemaker | CT 2014 |
| 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 |
| Quinnipiac University, Frank Netter MD School of Medicine, Hamden, CT | Khuram Ghumman | CT 2015 |
| 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 |
| Saint Louis University School of Medicine, Saint Louis, MO | Nandini Calamur | CT 2014 |
| 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 Shashank Joshi Elisa Zenni |
CT 1993 CT 1997 CT 2006 CT 2008 CT 2013 CT 2015 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 |
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 Utah, Salt Lake City, UT | Joshua LaBrin | CT 2015 |
| 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 |
| Virginia Commonwealth University, Richmond, VA | Reena Hemrajani | CT 2015 |
| Wayne State University, Detroit, MI, | Nicholas Gettas James Kruer* Elizabeth Bankstahl |
CT 1995 CT 1997 CT 2015 |
| 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 |
| Western University of Health Sciences, Oregon Campus, Corvallis, OR | Charlene Clark Robert Hughes |
CT 2014 CT 2014 |
| Western University, Schulich School of Medicine & Dentistry, London, Ontario, CANADA | Josee Paradis | CT 2015 |
| 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 Dana Dunne |
CT 1995 CT 2014 |
*Re-trained in Basic Science in May and November 2007; September 2008; September 2010; May 2012 and March 2015. |
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
- Participants highly recommend the seminars to other faculty.
- Participants report increased teaching ability across several settings (inpatient, outpatient, lecturing).
- Participants report enhanced teaching performance across all seven educational categories.
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 10.29.2015
