Incoming Faculty Orientation: Missions - Education

Transcript

• 00:01So welcome, everyone. It's I'm
• 00:03really excited to meet those
• 00:05of you who are new
• 00:07to Yale and hope that
• 00:08you will be excited to
• 00:10engage with me in our
• 00:11educational mission.
• 00:13So you may hear this
• 00:15statement over and over again
• 00:16during orientation,
• 00:18but I'm putting it up
• 00:19because I am so proud
• 00:20of it.
• 00:21When Dean Brown came to
• 00:23the Yale School of Medicine,
• 00:24she put together a group
• 00:26of stakeholders, including faculty, staff,
• 00:29students, hospital leadership,
• 00:32to really think about what
• 00:33the mission should be at
• 00:35the school.
• 00:36And you may be surprised
• 00:37to know that our previous
• 00:38mission statement did not have
• 00:40the word educates in it,
• 00:42even though we are a
• 00:43school of medicine.
• 00:44So this is one reason
• 00:46that I'm so pleased. So
• 00:47the whole process involved many
• 00:49iterations
• 00:50of stating what our values
• 00:51are, what our goals are,
• 00:53and the statement went out
• 00:55to the whole community, and
• 00:57hundreds of faculty
• 00:58participated in writing this statement
• 01:00because many wrote in saying,
• 01:02no. I think it needs
• 01:03to say this. I think
• 01:04this needs to be more
• 01:05important.
• 01:06So it took three months
• 01:07to come to this statement,
• 01:10but just so proud of
• 01:11it. Yale School of Medicine
• 01:13educates and nurtures creative leaders
• 01:15in medicine and science, promoting
• 01:17curiosity and critical inquiry in
• 01:20an inclusive environment enriched by
• 01:22diversity.
• 01:23So I hope that signals
• 01:25to you that educate the
• 01:26educational mission
• 01:28truly is one of the
• 01:29core missions of the school
• 01:31in addition to our clinical
• 01:32mission and our research mission.
• 01:38I put up this slide
• 01:39to show you who our
• 01:40learners are.
• 01:42So we have several programs.
• 01:45In the middle, you'll see
• 01:46we have an MD and
• 01:47MD PhD program
• 01:49that totals over four hundred
• 01:51students,
• 01:52and then we also have
• 01:53a physician assist associate and
• 01:55a physician assistant online program
• 01:57that totals two hundred and
• 01:58forty seven.
• 02:00And then we have many
• 02:02residents and fellows as you
• 02:03heard in the previous presentation,
• 02:05over a thousand residents now
• 02:06and over four hundred fellows.
• 02:09So these are all of
• 02:10our learners. So when I
• 02:11talk about the educational mission,
• 02:13I'm talking about our roles
• 02:15in training these learners for
• 02:17the next phase
• 02:19of their education
• 02:20to become faculty
• 02:22like all of you.
• 02:25The people who are not
• 02:26on this slide, which I
• 02:27also should mention, are our
• 02:28PhD students.
• 02:30And the reason they're not
• 02:32on this slide is because
• 02:33PhD students are actually
• 02:35receiving their degree from the
• 02:37Yale Graduate School of Arts
• 02:38and Sciences,
• 02:39and we have a very,
• 02:40very close collaboration with that
• 02:42school. And we open up
• 02:44our labs and our research
• 02:45settings to bring those students
• 02:47in to complete their training
• 02:49in in clinical research and
• 02:51laboratory bench and translational research.
• 02:54So they also are part
• 02:56of our family,
• 02:58but these are the three
• 02:58programs where we're actually issuing
• 03:00degrees from the school of
• 03:01medicine
• 03:02or helping people complete their
• 03:04subspecialty training.
• 03:08So when you're here, if
• 03:09you have not graduated from
• 03:11the Yale School of Medicine,
• 03:12you're gonna be exposed to
• 03:14this concept
• 03:15called the Yale System of
• 03:17Medical Education.
• 03:18It has been around for
• 03:20more than a hundred years,
• 03:21so you might wonder, what
• 03:23is that all about?
• 03:25So I'm gonna state a
• 03:27concept that is on our
• 03:28website and is repeated over
• 03:29and over again to frame
• 03:31it. So the fundamental element
• 03:33of the system is the
• 03:34concept that medical students are
• 03:36mature individuals
• 03:38strongly motivated to learn require
• 03:40guidance
• 03:41and stimulation
• 03:43rather than compulsion or competition
• 03:45for relative standing in a
• 03:46group.
• 03:48So what does that mean
• 03:50in two thousand twenty four?
• 03:52So we do not have
• 03:54grades in the first one
• 03:55and a half years of
• 03:56the curriculum.
• 03:57We actually have pass fail
• 03:59for our clerkships when they
• 04:00enter the clinical setting, and
• 04:02it's not until they get
• 04:03to the advanced training period
• 04:05when they are being issued
• 04:07grades for their sub internships
• 04:09and their advanced clinical electives.
• 04:12What this does is it
• 04:13creates an,
• 04:14an environment where students are
• 04:16pursuing their learning
• 04:19at a pace which meets
• 04:21their needs and helps them
• 04:22reach milestones
• 04:24without the need for competition
• 04:26with each other.
• 04:27We attract some of the
• 04:29most highly qualified students from
• 04:31around the country,
• 04:32So when they come in,
• 04:33we're actually not worried that
• 04:35they're gonna have trouble learning
• 04:36the material.
• 04:38And so we create a
• 04:39scaffolding, a platform for them
• 04:41to learn
• 04:42the preclinical,
• 04:45physiology,
• 04:46pathophysiology,
• 04:48all the aspects of clinical
• 04:49medicine that we expect students
• 04:51to learn before entering their
• 04:52clinical clerkships,
• 04:53and then similarly provide a
• 04:55framework in the clerkship period
• 04:57for students to learn
• 04:59within the patient care setting.
• 05:01They all need to pass
• 05:03step one and step two,
• 05:04which are the licensing exams
• 05:06to practice medicine.
• 05:07They all do very well
• 05:09on these exams, so it
• 05:10also is a testament to
• 05:12that the fact that this
• 05:13system is working.
• 05:15And the other thing about
• 05:16the Yale system that's unique
• 05:18is that we require a
• 05:19thesis
• 05:20for students
• 05:21to graduate, and so it's
• 05:24kind of like a mini
• 05:25dissertation. So they need to
• 05:27engage with a faculty member
• 05:28in research while they are
• 05:28here and at the end,
• 05:40multiple
• 05:41manuscripts
• 05:42from that thesis, so that
• 05:43also, I think, helps them
• 05:45kind of establish and pursue
• 05:47their passions early on in
• 05:48their careers, and many of
• 05:49our students go on to
• 05:51become physician scientists
• 05:52because of that, or they
• 05:54become leaders, right, in public
• 05:56policy,
• 05:58biomedical ethics, and other forums.
• 06:00So I think, you know,
• 06:02it's really a testament
• 06:03to the system that was
• 06:05developed over a hundred years
• 06:06ago,
• 06:07that students come here and
• 06:09are able to succeed so
• 06:10well in their careers.
• 06:12So your role in it,
• 06:14it, you know, it's kind
• 06:15of interesting. Like, when I
• 06:16first came here, I did
• 06:17not graduate from the Yale
• 06:18School of Medicine.
• 06:20And so I was a
• 06:21little surprised at first, you
• 06:22know, in the clerkship setting
• 06:24that the students seem to
• 06:26be like, there were no
• 06:27shelf exams either. That's another
• 06:28thing. That's a little strange.
• 06:31But the students are so,
• 06:34independently
• 06:34motivated and eager to learn
• 06:37and and further their knowledge
• 06:38and their skills.
• 06:40It's fascinating to watch how
• 06:42that can happen even when
• 06:43there are not
• 06:45letter grades or
• 06:47rankings
• 06:47and such. So I hope
• 06:49that you enjoy
• 06:50watching it, seeing how it
• 06:51works, and participating in it.
• 06:54We are also always working,
• 06:56about how to improve,
• 06:58student engagement and attaining competency.
• 07:00We've noticed a little shift.
• 07:02Maybe you have seen that.
• 07:04Also, if you have any
• 07:06contact with with college students
• 07:07or graduate students at this
• 07:09time, there's a shift in
• 07:10how they engage with information.
• 07:12They don't like coming to
• 07:14sit for long lectures.
• 07:16They like to go online
• 07:17and find,
• 07:18you know, little videos that
• 07:20are ten minutes long to
• 07:21learn about different aspects of
• 07:22physiology.
• 07:24So we're working really hard
• 07:26to kind of integrate that
• 07:27approach
• 07:28into how we teach and
• 07:30creating more small group sessions
• 07:32for students to really take
• 07:34that knowledge and apply it,
• 07:37provide, you know, ways for
• 07:38them to engage with our
• 07:40knowledge and our expertise,
• 07:42and then work to develop
• 07:43critical thinking skills and clinical
• 07:46reasoning skills, all the important
• 07:47things. So this is the
• 07:49MD program curriculum,
• 07:51and as you can see,
• 07:52the first year and a
• 07:53half is the preclinical period.
• 07:56There's also
• 07:57a lot of emphasis on
• 07:58clinical skills. They're learning physical
• 08:00exam and history taking. They're
• 08:02going out to clinical sites
• 08:03even from the very first
• 08:04day,
• 08:06and then they enter the
• 08:07clerkships
• 08:08in the middle of year
• 08:08two
• 08:09and finish in the middle
• 08:11of year three. Many medical
• 08:12schools have moved to that
• 08:14that system now. We we
• 08:15kind of shifted things forward.
• 08:19In the advanced training period,
• 08:21that's when they do their
• 08:22sub internships, electives, and really
• 08:24focus on their research projects.
• 08:27So you may engage with
• 08:29the students, whether you're coming
• 08:31here as a faculty with
• 08:33an MD or a PhD
• 08:35in many of these different
• 08:36settings. Many of our PhD
• 08:38faculty who are running labs
• 08:40will have medical students in
• 08:42their labs because they will
• 08:43come to seek,
• 08:45to work in your lab
• 08:46and engage and do their
• 08:47thesis with you.
• 08:49And I think it's a
• 08:50really nice,
• 08:52collaboration,
• 08:53in that respect because they
• 08:55become very productive members of
• 08:57your team and don't require
• 08:59NIH funding because they're already
• 09:01here and we're already funding
• 09:02them. So,
• 09:03I hope you'll find that
• 09:05to be an exciting advantage.
• 09:08I also have,
• 09:09a slide to show the
• 09:11physician associate program curriculum.
• 09:14This program has been around
• 09:15for over fifty years. It's
• 09:17one of the oldest in
• 09:18the country. It was developed
• 09:20here,
• 09:21and,
• 09:22we also recruit a very
• 09:24robust,
• 09:25population of students
• 09:27who are very dedicated
• 09:28to learning medicine. They often
• 09:30have had prior careers before
• 09:32they come here, so they
• 09:33come actually in a very
• 09:35mature and dedicated way to
• 09:37engage with us, and they
• 09:38also have to do,
• 09:40a research project, which is
• 09:42very unique. I don't think
• 09:42there's any other physician associate
• 09:44programs that require their PA
• 09:46students to do a project.
• 09:48But so some of them
• 09:49will also approach you to
• 09:51work with them. And many
• 09:52of these graduates end up
• 09:54entering Yale New Haven Health
• 09:55System as care providers on
• 09:57our team, and we're really
• 09:59proud of the robust,
• 10:01graduates that we have in
• 10:02that program.
• 10:04The medical education
• 10:06opportunities that I've highlighted here
• 10:08are things that I hope
• 10:09all of you will consider
• 10:11doing,
• 10:12in your early years. So
• 10:14as you can see, there's
• 10:15opportunities to teach in our
• 10:17courses
• 10:18and in our clinical settings
• 10:19if you're more clinically oriented.
• 10:21You'll encounter all of these
• 10:23learners in these settings. We
• 10:25also have recently started a
• 10:26longitudinal
• 10:27coaching program so that each
• 10:29medical student is assigned
• 10:31a coach that follows them
• 10:32from the first year all
• 10:33the way to graduation.
• 10:35And we've had an enormous
• 10:37number of faculty,
• 10:39come forward to apply for
• 10:41that role.
• 10:42And so that if that's
• 10:43something that you're interested in,
• 10:43it is an opportunity to
• 10:44engage with a small group
• 10:44of students. Up to six
• 10:45students and follow them throughout
• 10:45the four years of their
• 10:46curriculum. Our office of student
• 10:47affairs
• 10:56has also recently
• 10:58started,
• 10:59new advisory colleges. So the
• 11:00Yale undergraduate campus has colleges
• 11:03that are residential in nature,
• 11:05that support a lot of
• 11:06social activities and advising.
• 11:08Ours are not residential because
• 11:10our students do live off
• 11:11campus
• 11:12largely in apartments,
• 11:14but we do have these
• 11:15new colleges, which have been
• 11:17a really exciting thing,
• 11:19for the school because we
• 11:21put out an invitation to
• 11:22faculty and alums and residents
• 11:24to become affiliates
• 11:26of these colleges, and I
• 11:28think we had, like, over
• 11:29four hundred or five hundred
• 11:31people volunteer to join
• 11:33the colleges. So what we
• 11:35did is we had divided
• 11:36up the faculty by specialty
• 11:38so that there's a plastic
• 11:40surgeon in each college. There's
• 11:41an infectious disease specialist in
• 11:43each college so that students
• 11:45early
• 11:46on kind of have the
• 11:47opportunity to interact with people
• 11:48in different professions and, you
• 11:51know, have someone they can
• 11:52reach out to, not be
• 11:53so intimidated. That's a person
• 11:54they can email to say,
• 11:56can I sit down for
• 11:56coffee with you? Can I
• 11:58start a project with you?
• 11:59Can I come shadow you?
• 12:01So if you're interested in
• 12:02participating in that program,
• 12:05please check out our website
• 12:07and,
• 12:08reach out to us.
• 12:09I already mentioned the research.
• 12:11So many of you, I
• 12:12hope, will become thesis advisers
• 12:14and help students
• 12:15embark on a project that
• 12:16will ultimately
• 12:18support their,
• 12:20thesis slash dissertation
• 12:23and,
• 12:24help them graduate from here
• 12:26with, you know, really good
• 12:27expertise,
• 12:29that will help them pursue
• 12:30a physician scientist career if
• 12:32that's what they desire.
• 12:34And we also have a
• 12:35very large admissions committee.
• 12:38We received over six thousand
• 12:39applications
• 12:40this year and I
• 12:42last year, and I understand
• 12:44we're going to receive even
• 12:45more this year. And we
• 12:47really do commit to reading
• 12:48every single one of those
• 12:49applications
• 12:50and selecting about six hundred
• 12:52students to interview for our
• 12:54hundred and four spots. So
• 12:55we're always looking for people
• 12:57who will who are interested
• 12:58in helping us in that
• 12:59process.
• 13:03I do wanna mention special
• 13:04programs within the office of
• 13:06medical education
• 13:07that provide not only programming
• 13:09for our students, but programming
• 13:11for all of you. So
• 13:12our program for biomedical ethics
• 13:14has evening seminars throughout the
• 13:16year. They're hybrid, so you
• 13:18can come in person or
• 13:19you can join by Zoom,
• 13:21and just fascinating speakers come
• 13:23in to talk about
• 13:24very challenging topics and sometimes
• 13:26very controversial issues in medicine
• 13:29and a fantastic way to
• 13:30just remain engaged in what
• 13:32some of the,
• 13:33like, real difficult questions,
• 13:36are right now in medicine.
• 13:38We also have a program
• 13:39for humanities in medicine where
• 13:41students,
• 13:42and faculty
• 13:43engage in writing,
• 13:45reading, going to the museums,
• 13:48engaging with some of the
• 13:49art that Yale School of
• 13:50Medicine has. So that's something
• 13:52we're always looking for more
• 13:53faculty to be involved in,
• 13:55global health. We have an
• 13:56amazing center for health care
• 13:58simulation.
• 14:00We also have a journal
• 14:01of biology and medicine, which
• 14:02was started so long ago.
• 14:04I used to be on
• 14:05the editorial board when I
• 14:06was first here, and it
• 14:07was a it was produced
• 14:08in print. And so as
• 14:10you can imagine, very few
• 14:11people were accessing it. And
• 14:13I'm not sure that many
• 14:14other universities had the Yale
• 14:15Journal of Biology and Medicine
• 14:16on its shelves,
• 14:18but it is now a
• 14:19forum where we receive we
• 14:21receive hundreds of manuscripts every
• 14:24month
• 14:24to be considered for publication
• 14:26in this journal. It's online.
• 14:28It has a relatively high
• 14:30impact factor,
• 14:31and we're seeing people accessing
• 14:33these articles of up to
• 14:35a million hits per month.
• 14:37So it's just unbelievable. So
• 14:39if you're interested in being
• 14:40a part of that, it's
• 14:41kind of student faculty run
• 14:43and, is a really great
• 14:45forum. They usually have themes
• 14:46each month for or each
• 14:48quarter in which they're gonna
• 14:49be publishing.
• 14:50Haven free clinic is a
• 14:52student run free clinic where
• 14:53it's on Saturdays,
• 14:55and we're always looking for
• 14:56attendings to supervise students in
• 14:58that setting.
• 15:00A very
• 15:02exciting and refreshing opportunity, very
• 15:04rewarding for those who are
• 15:05interested. And I think you'll
• 15:07probably hear more about our
• 15:08amazing Cushing Whitney medical library
• 15:10during orientation,
• 15:12but it's a place where
• 15:13we teach, where we go
• 15:15to access resources, and they
• 15:17also usually have some amazing
• 15:19artistic
• 15:20displays of our historical collections.
• 15:23I also wanna make sure
• 15:24that you're aware of our
• 15:25center for medical education. I
• 15:27did put the QR code
• 15:28up there because this is
• 15:29a center that was built
• 15:31to support all of you.
• 15:33So there's
• 15:34services. You can get one
• 15:36on one teaching consultations.
• 15:38You can ask the the
• 15:39faculty there to come sit
• 15:41in on your lectures or
• 15:42small groups to give you
• 15:43feedback. They'll help you with
• 15:44slides
• 15:45if you're asked to teach
• 15:46in a course.
• 15:47They have an assessment hub
• 15:49that helps to evaluate programs
• 15:51and also helps to develop
• 15:53ways of assessing your students,
• 15:54your residents,
• 15:56lots of resources,
• 15:57and then some really exciting
• 15:59programming that is also often
• 16:01accessible
• 16:02online by Zoom, our medical
• 16:04education series,
• 16:06medical education discussion groups, and
• 16:08then medical education day each
• 16:10year where
• 16:11the faculty submit abstracts and
• 16:13get to show what they've
• 16:15done. And, you know, you're
• 16:16probably wondering, so what is
• 16:17all this emphasis on this?
• 16:19So for those of you
• 16:20who are on the clinician
• 16:21educator scholar track or in
• 16:24the academic clinician track, many
• 16:26of your publications
• 16:27may end up being in
• 16:29the educational domain. So this
• 16:31center
• 16:32provides the training
• 16:33that you need and the
• 16:34support to publish that work,
• 16:37and it's very important here
• 16:39in the promotions process
• 16:41to be able to,
• 16:43show and display and disseminate
• 16:45the work you're doing,
• 16:46and and this is a
• 16:47center that can help. And
• 16:48there's two degree programs that
• 16:50actually support faculty who really
• 16:52wanna hone in on this.
• 16:53We have a master of
• 16:54health science for faculty,
• 16:56and we also have a
• 16:57fellowship and education scholarship for
• 16:59faculty. And so in collaboration
• 17:01with your chair, they give
• 17:02protected time to you to
• 17:04engage in these if this
• 17:05if you feel like this
• 17:06is where you want your
• 17:07career to go.
• 17:10We have a robust,
• 17:12continuing medical education team
• 17:14as well as multiple teaching
• 17:16awards that are awarded each
• 17:17year, and that's also run
• 17:18out of the Center for
• 17:19Medical Education.
• 17:20So I'm mentioning the importance
• 17:22of scholarship
• 17:23in,
• 17:25in promotion.
• 17:27And when you're I'm sure
• 17:28you're gonna hear more about
• 17:29our CV and our promotion
• 17:31process as you're as you're
• 17:33working here, but we have
• 17:35a CV part one and
• 17:36part two, and both of
• 17:37them have areas where you
• 17:39can document your educational contributions.
• 17:42When you go out for
• 17:43promotion,
• 17:44we look at the leadership
• 17:45roles that you've taken on,
• 17:46if you've become a course
• 17:47director or an associate clerkship
• 17:50director.
• 17:51But it all starts with
• 17:52teaching, right, in those courses.
• 17:54And then if you're interested
• 17:55in doing more,
• 17:57you can apply for those
• 17:58types of roles.
• 17:59They also look at your
• 18:01teaching evaluations
• 18:03and, letters from from those
• 18:06individuals who have worked with
• 18:07you in the educational domain.
• 18:09So it's it's a signal
• 18:10and of of how the
• 18:11institution values the educational
• 18:14contributions
• 18:15of our faculty.
• 18:19Those were other forums that
• 18:21I just showed, where we
• 18:22do recognize teaching.
• 18:25We have a monthly or
• 18:27quarterly medical education newsletter, which
• 18:29I hope you'll take time
• 18:30to look at,
• 18:32sporadically because you'll see that
• 18:33we're highlighting the educators here
• 18:35at the Yale School of
• 18:36Medicine who are making contributions
• 18:38of value. And then every
• 18:40year at graduation, we give
• 18:42out teaching awards and,
• 18:44they are also highly valued
• 18:45in the promotions process.
• 18:49So these are the individuals
• 18:51that I wanted to show
• 18:52you today. There's other associate
• 18:54deans as well, but Mike
• 18:55Schwartz is our associate dean
• 18:57for the curriculum.
• 18:58Janet Hafler is the associate
• 19:00dean for teaching and learning
• 19:01who runs that center for
• 19:02medical education.
• 19:04So if you have any
• 19:04questions about the things that
• 19:06I've presented today, if you'd
• 19:08like to get engaged,
• 19:09you know, please reach out
• 19:10to us and explore the
• 19:12website as well. Like, the
• 19:14website that we've worked on
• 19:15really displays all the different
• 19:17things we're doing
• 19:18and highlights the opportunities for
• 19:20you to engage in education.
• 19:22And,
• 19:24I think, you know, I'm
• 19:25so pleased that I was
• 19:27asked to speak today to
• 19:28all of you because I
• 19:30hope you're
• 19:31going to experience that the
• 19:33educational mission
• 19:34is really,
• 19:35valued and at the forefront
• 19:37of what we do here
• 19:38at the Yale School of
• 19:38Medicine.
• 19:39Thanks so much.