The Office of Health Sciences Education, Educator Development Core, The Office for Continuous Professional Development and the Academy for Excellence in Education



Mary Ann Nichols 
Vanderbilt University


Monday, October 30, 2017 from 12:00 PM to 1:00 PM CDT

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202 Light Hall


Gerald S. Gotterer Health Professions Education Research Day

Health Sciences Education Grand Rounds

Monday, October 30, 2017
10:00 am - 1:00 pm

Poster Session:
10:00 am - 11:45 am
3rd Floor Light Hall Breezeway
Entrance to VA Hospital

Keynote Address:
12:00 - 1:00 pm
202 Light Hall


"Recovering from PTSD (Post TCA Cycle Stress Disorder): Use of a Metabolic Map for Learning and Assessment"

Tracy Fulton, PhD
Chair for Excellence in Foundational Teaching,
UCSF Academy for Medical Educators

                        A boxed lunch will be provided for all registrants.

Please register below by Friday, October 27, 2017 

About Dr. Fulton:

Dr. Tracy Fulton, who joined the UCSF faulty in 2000 and holds the UCSF Academy of Medical Educators Chair for Excellence in Foundational Teaching, has been regularly cited as a stellar educator of pharmacy students. She was honored with the 2016 Dean's Innovation in Education Award. She also received the student-voted UCSF School of Pharmacy Long Foundation Award for Excellence in Teaching eight times and the UCSF School of Pharmacy Dean’s recognition for excellence (honoring instructors with student evaluations of 4.5 or above on a scale of 5) every year for the past decade.

One of Dr. Fulton’s signature contributions was her introduction of cellular metabolic maps to the course. These schematic diagrams depict all the sequential biochemical reactions (pathways) that carry out the functions of life inside our cells, as well as their interrelationships. First developed at Stanford, the map purposely lacks molecular structures and pathway regulatory information to encourage student annotation and insights.

Dr. Fulton was also an early adopter of team-based learning in the biochemistry course. In this teaching strategy, students prepare outside of class by studying, for example, the bases for a metabolic disorder, such as the dysregulated buildup of waste from the breakdown of red blood cells (hyperbilirubinemia, which yields the tissue-yellowing called jaundice). After being quizzed on this acquired knowledge, students then observe and participate in dramatized patient interviews, working in small groups to answer questions and reach consensus about clinical correlation—what is causing a condition and thus how to pharmacologically treat itthereby collaboratively applying biochemistry directly to patient care.

Over several years, Dr. Fulton has increased team-based learning to nearly a third of class time and has brought in co-instructors with specific clinical specialties, resulting in wider faculty experience with the approach.This shift to more collaborative problem solving based on preparatory homework—a so-called “flipped classroom” model—was appreciated by students, who have consistently rated it highly for engagement relative to traditional lectures.

CME Credit:
Sponsored by Vanderbilt University School of Medicine; Office for Health Sciences Education, Educator Development Core, The Office for Continuous Development and the Academy for Excellence in Education.

Vanderbilt University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.Vanderbilt School of Medicine designates this live activity for a maximum of 1.0 AMA PRA Category 1 Credit(s).  Physicians should claim only the credit commensurate with the extent of their participation in the activity. It is the policy of the ACCME and Vanderbilt University School of Medicine to require disclosure of financial relationships from individuals in a position to control the content of a CME activity; to identify and resolve conflicts of interest related to those relationships; and to make disclosure information available to the audience prior to the CME activity.  Presenters are required to disclose discussions of unlabeled/unapproved uses of drugs or devices during their presentations.