Jan 07, 2020
The FAU Schmidt College of Medicine seeks an innovative and dynamic clinical faculty member at the rank of Assistant or Associate Professor to serve as the Director of the Communication, Compassion, and Collaborative Care Curricular Thread and to teach in the undergraduate medical education curriculum, as well as other potential roles within the College. This is a unique opportunity for an organized, collaborative, and humanistic medical educator to serve as a clinical teacher and administrator in an exceptional, student-centered environment.
Our curriculum is integrated with both basic sciences and clinical skills being taught throughout the first 2 years, followed by longitudinal integrated clerkships in the third year. The first and second year courses are designed to prepare students by engaging them with active, participatory learning and a small group problem based approach, integrating medical knowledge, clinical skills, habits of self-directed learning and initiative, and diagnostic reasoning skills to assure their success in an integrated 3rd year curriculum and in community-based longitudinal integrated clerkships. Student activities in the courses in Years 1 and 2 include small group case-based discussions, workshops, lectures, laboratory work, exercises with standardized patients, an inter-professional education program with nursing, pharmacy and social work students, a half-day community preceptorship, experiences in clinics for the underserved, simulation activities in the COM’s Simulation Center, and a wide range of assessments including OSCEs. Other essential learning objectives and subject matter are integrated throughout the curriculum including professionalism, communication, team-based patient centered care, complex chronic disease management, health promotion and disease prevention, reflective practice and self-improvement, and evidence-driven decision making and lifelong learning. Faculty engage in direct teaching, developing instructional materials, student advising, curriculum design, all aspects of assessment of student performance, faculty development, and the recruitment of volunteer faculty.
This 0.5 full-time equivalent position will report to the Director of the Foundations of Medicine Courses, the Assistant Dean for Medical Education/Curriculum, and ultimately the Senior Associate Dean for Medical Education. As the Communication, Compassion, and Collaborative Care Thread Director, this faculty member will direct the Science of Clinical Practice (SCP) component of the Foundations of Medicine (FOM) Course. This course covers topics ranging from communication, ethics, cultural competency, social determinants of health, vulnerable populations, inter-professional education, and other related topics. As course director, this faculty member will organize the curriculum, create and review content for each session, provide faculty development, and develop assessment tools for students.
In this role, the faculty member will also:
• Serve as a facilitator for some SCP sessions as well as deliver content.
• Organize and deliver journal club activities in both the second and third years.
• Collaborate with course and clerkship directors in all four years of the curriculum to integrate communication components throughout the medical curriculum.
This position will also include the expectation of some scholarly work focused on medical education research, or scholarship in some other area in which the candidate can collaborate with faculty and trainees.
Doctoral degree (M.D. or D.O.) from an accredited institution required at time of application.
Must be board certified in your specialty.
Florida medical license or eligibility for FL licensure required.
Credentials that merit appointment at the rank of assistant professor or higher required.
Significant teaching experience with medical students, and demonstrated teaching excellence documented by peer and learner evaluations and teaching awards required.
Must have extensive experience teaching clinical medicine to medical students in lectures/seminars; small groups; and clinical settings; and expertise in assessment of learner performance.