The Center for Medical and Health Sciences

Faculty Development

The LUCOM Office of Medical Education offers faculty programs and web-based guides and tools that will inform and support you as a new faculty member. As you explore our resources, you will find useful information that will aid in your transition to LUCOM. 

We look forward to seeing you at new faculty events. If you have questions, please email the Office of Medical Education at:

Faculty Development Schedule Fall 2017

See session descriptions below

Date Time Session Location
August 11 1:30 - 2:30 p.m.

Osteopathic Principles and Practices

CMHS 1014
September 7 Noon-1 p.m.

IAMSE Webinar

CMHS 3033
September 14 Noon-1 p.m.

IAMSE Webinar

CMHS 3033
September 21 Noon-1 p.m.

IAMSE Webinar

CMHS 3033
September 28 Noon-1 p.m.

IAMSE Webinar

CMHS 3033
October 5 Noon-1 p.m.

IAMSE Webinar

CMHS 3033
October 16 9 a.m. - 4:30 p.m.

Improving the Future of Medicine through Teaching and Learning Excellence

CMHS 1047

About the Sessions

  • Osteopathic Principles and Practices: Presenter: Dr. Michael Lockwood
    • August 11 - This is an annual, required training session for all LUCOM faculty and staff.
  • IAMSE Webinar – Fall Series: Improving the Future of Medicine through Teaching and Learning Excellence
    • September 7 – “The Rising Tide of Competency-based Medical Education: A Global View.” Presented by Dr. Jason Frank, MD, Royal College of Physicians and Surgeons of Canada.
      • What is wrong with health professions education? Does it really need a “fix”? Why are so many schools and professions turning to competency-based medical education (CBME)? This session will provide a state-of-the-art overview of the CBME movement and its implications for all medical and health professions educators. We will provide a tour of the current landscape of competency-based changes around the world using a framework from the International CBME Collaborators. Finally, we will dive deeper into the fundamental redesign of Canadian medical education to illustrate just how different a competency-based world can be.
    • September 14 – “The Future of Family Medicine: In China.” Presented by William Burke, DO; Dean of Ohio University Heritage College of Osteopathic Medicine, Dublin.
      • This web seminar will focus on the work of the International Primary Care Education Alliance (IPCEA) over the past 10 years in China. From the development of family medicine residencies to the retraining of former subspecialists who are now providing primary care services in Chinese community health centers, the IPCEA has been working with local and provincial health and family planning commissions, medical universities and others to meet the goals of the of the triple aim: enhancing patient experience (access, enhanced quality of care), improving population health, and reducing the cost of the care delivered.
    • September 21 – “Global Healthcare Overview of European Model.” Presented by Jen Cleland, Chair of Medical Education Research, University of Aberdeen, Scotland; and Meabh Bhuinneain, Dean and National Specialty Director, Obstetrics and Gynaecology, Mayo University Hospital, Ireland.
      • “Recruitment and retention in junior doctors: global issues, local solutions?”-  Medical education and training systems in most countries allow doctors in training considerable individual choice about which specialty they select and where they wish to train. This flexibility is desirable to the individual, but not necessarily for the country’s health service: many countries cannot recruit doctors into certain specialties and/or to particular geographical areas. Ways in which we can best select and support the healthcare workforce in order to start addressing workforce shortages will be discussed.

        “A European Case Study of Rural Health System Strengthening through Rural Medical Academy Development” - Facilitated exchange on the role of medical educators in global health system strengthening with reference to rural health systems.
    • September 28 – “Challenges and Opportunities for Medical Education in Sub-Saharan Africa.” Presented by Quentin Eichbaum, MD; director, Vanderbilt Pathology Program in Global Health, Vanderbilt University School of Medicine.
      • Over 100 new medical schools are projected to open in Africa over the next decade. These new schools face daunting challenges but are also presented with unique opportunities. This talk will focus on these challenges, and opportunities include: the development of context-specific curricula; development of equitable admissions policies; establishment of postgraduate training programs with contextualized accreditation standards; development of sustainable research programs; development of inter- and transprofessional programs; and establishment of viable faculty and health worker recruitment and retention policies.
    • October 5 – “Lesson from the Design and Implementation of a Pediatric Critical Care and Emergency Medicine Training Program.” Presented by Dr. Michelle Grunauer, Dean of School of Medicine; Universidad San Francisco de Quito, Ecuador.
      • For more than 60 years, the world has recognized the need for pediatric critical care (PCC). Today, most low- and middle-income countries still lack access to pediatric intensive care units (PICUs) and specialists, resulting in high rates of morbidity and mortality. These disparities result from several infrastructure and socioeconomic factors, chief among them is the lack of trained PCC and emergency medicine (PCCEM) frontline providers. In this seminar, we describe a continuing medical education model to increase frontline PCC capacity in Ecuador, a program that is aimed at providers with no formal training in PCC who care for critically ill children. Hospitals that implemented this change saw a decrease in PICU mortality rates.
  • Improving the Future of Medicine through Teaching and Learning Excellence
    • October 16, presented by Todd Zakrajsek, Ph.D., Associate Professor of Family Medicine, University of North Carolina.
      • Is the lecture an outmoded teaching method that inhibits active learning or is it a potentially powerful tool that is an essential part of every teacher’s repertoire? During this seminar, Dr. Zakrajsek will present up-to-date research on the different types of lecture, on what constitutes effective lecturing, and on the impact of lecturing when done appropriately and well. He will fill the void in professional development resources on how to lecture, validating the practice when it’s aligned with the educational mission of creating engaged learning environments.

        Dr. Zakrajsek will show that, rather than lecture and active learning being mutually exclusive or either-or propositions, the effectiveness of the former can be greatly enhanced when combined with active learning techniques through what he defines as dynamic lecturing; and will provide context about the need to balance these approaches to meet the needs of students as they progress from novice to advanced learners. 

        He will present a range of strategies that enhance student learning during lecture, revealing the evidence behind each lecturing strategy he describes, and will conclude with practical suggestions for quick application in the classroom. Participants will receive lecture planning and evaluation tools for reworking their lectures in ways that provide high-level engagement and achievement for students.

        Dr. Zakrajsek will discuss the benefits of lecturing and describe the different modalities of lecture, with an assessment of the advantages and disadvantages of each. He will share educational strategies to enhance the lecture, including, among others, activating prior knowledge, emphasizing important points, effectively using multi-media, making concepts meaningful via examples, and the importance of retrieval practice, and give advice on how to align the engagement techniques with instructional goals. This session will benefit all faculty interested in revitalizing their teaching. The strategies are succinct, easy to incorporate into lectures and, done well, will have immediate impact and increase student mastery of course content.