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There are continuous calls for quality improvement in content, process, and outcomes of medical education across the continuum, from undergraduate training, residency training to Continuing Medical Education (CME). With the goal of continuous improvement of medical education, it is important to have faculty members prepared to take on educational leadership roles to lead these efforts. These faculty members might be called upon to assist their departments in identifying essential learning objectives, designing effective educational experiences, improving assessment of performance, or evaluating the quality and impact of existing programs. Although faculty members have historically taken on this type of leadership without formal preparation, the Medical Education Fellowship is intended to develop needed competencies within medical education.
The application process for 2021-2022 has closed. Applications for 2022-2023 programs will open in Spring 2022. Contact firstname.lastname@example.org for details.
Current and alumni Medical Education Fellows are engaged in a variety of scholarly pursuits, including medical education research. The following publications display the depth and breadth of fellows' contributions to the research base in medical education. Contact email@example.com if you have a publication in medical education resarch not listed below, or to notify the program of your in-press publication(s)!
Gelberg L, Edwards ST, Hooker ER, Niederhausen M, Shaner A, Cowan B, Warde C. Integrating Interprofessional Trainees into a Complex Care Program for Homeless Veterans: Effects on Health Services Utilization. (Accepted JGIM 2021)
Moore, E.M., Soh, M., Stuber, M., Warde, C. (2019). Wellbeing for Trainees Caring for Homeless Veterans. The Clinical Teacher 2019; 16: 367–372
Warde, C., Giannitrapani, K.F., Pearson, M.L. (2019). Teaching primary care teamwork: a conceptual model of primary care team performance. The Clinical Teacher, 16:1-7
Soh, M., Shaner, A., Gelberg, L., Kopelson, K., Stuber, M., Warde, C. (2018). Using the Humanism Pocket Tool for Patients with Challenging Behaviors. Annals of Family Medicine, 16(5).
Jordan J, Jalali A, Clarke S, Dyne P, Spector TS, Coates WC. Asynchronous vs. Didactic Education: It’s too early to throw in the towel on tradition. BMC Medical Education. 2013, 13(1): 105. https://doi.org/10.1186/1472-6920-13-105
Linzer MI, Levine R, Meltzer D, Poplau S, Warde CM, West CP. (2013) Ten Bold Steps to Prevent Burnout in General Internal Medicine. J Gen Intern Med. 29(1):18-20.
Martin I, Devos E, Jordan J, Malya R, Tupesis J, Bentley S, Flemister A, Kapur B. Global Health and Emergency Care: An Undergraduate Medical Education Consensus-Based Research Agenda. Academic Emergency Medicine. 2013, 20(12): 1224-32 https://doi.org/10.1111/acem.12263