Gerald S. Gotterer Health Professions Education Research Day
(HPERD)  

Health Sciences Education Grand Rounds

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

Poster Session:
10:00 am - 11:45 am
LOCATION CHANGE!
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

Please register below by Friday, October 27, 2017 

Register Now

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 it—thereby 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.