COM Annual Faculty Education Retreat
Dr. Glenda Lindsey
Dr. Jonathan Wisco
Dr. Ronald Edelstein
On January 23, 2021, the College of Medicine held its annual faculty education retreat via Zoom to review the planned curriculum for the CDU Medical Degree program that was developed by the Educational Policy and Curriculum Committee led by Dr. Glenda Lindsey. Over the three-hour duration, eighty-six participants logged in and seventy remained until the retreat’ s conclusion.
The agenda commenced with an opening welcome by COM Dean Deborah Prothrow-Stith, MD, a greeting and stage setting by CDU President David Carlisle, MD, PhD, and an update on plans for the CDU Medical Degree Program by COM Senior Associate Dean and Faculty Academic Liaison to the LCME Ron Edelstein, EdD. Provost Steve Michael, PhD closed the event on an inspirational note of affirmation.
In her opening, Dr. Prothrow-Stith touched on the high points of the curriculum work thus far, noting that the day was another opportunity to prepare for the submission of the Data Collection Instrument( DCI) and self-study.
Dr. Carlisle noted the recent change in the federal administration that he deemed very important to the growth trajectory of the University. He also noted that the COVID-19 vaccination program may also have a significant impact. He discussed the range of recent accomplishments achieved at CDU, including the new internal medicine program currently in development.
He stated that the CDU Medical Degree Program fulfilled a longtime dream expressed throughout the South Los Angeles community. He stressed the importance of physicians being in a position to work where they are trained. The planning team in place, he stated, is well on the way to fulfilling that dream. He mentioned other campus-wide successes including the elevation in national ranking by the School of Nursing and the University’ s continuing achievement as a top-tier institution in student and faculty diversity.
Dr. Edelstein offered an update on the planning process, describing a three-track timeline. Track One is related to organizing and structuring plans, partnerships, and identifying
key people with responsibilities for developing the variety of academic activities associated with the accreditation process. With its focus on curriculum, Dr. Edelstein noted that 12 elements and 96 separate standards must be completed. The teams have consolidated the responses into a 30- page document, with the assistance of the Tripp Umbach consultant team, that answers the variety of questions related to program development as prescribed by the LCME.
Track Two pertains to activities associated with the development of the Health Professions and Education Building( HPEB), the site that will house the CDU Medical Degree Program. That effort includes planning, schematic design, the permitting process, compliance with state environmental laws, and contractor / subcontractor hiring and management. With respect to the HPEB, Dean Prothrow-Stith noted that the planning process is still a work in progress. Ultimately, the expectation is the erection of a five-story, 98,000 square foot facility.
Track Three, fundraising, calls for a broad approach featuring a variety of steps focused on a plan emphasizing the ability to sustain, grow, and scale up. The broad variety of fundraising activities range from donor research and identification, to project marketing and securing financial commitments. The Dean cited the two-million dollar planning grant received from the California Endowment as a starting point.
Keynote speaker Dr. Jonathan Wisco, Associate Professor at Boston University, offered the group, Tool Time: Choosing the Right Pedagogy for the Job. As Director of the BU Laboratory for Translational Anatomy of Degenerative Disease and Developmental Disorders, his participation in the day’ s work was a timely opportunity.
His focus was themed“ How we teach; Why we teach”. His central thesis was an allusion to the tools that we choose. He posited a number of myths for the audience to ponder. Number one, content experts know how to teach; number two, learning objectives aren’ t important; and finally, practice makes perfect.
CDU College of Medicine | PG. 15