Director of Self-Directed Learning

The Director for the Self-Directed Learning (SDL) curriculum in the School of Medicine is a clinician responsible for the creation of a longitudinal, developmental self-directed learning curriculum, incorporating the skills of evidence-based medicine, to be delivered in the Patient Care component of the pre-clerkship years. The Director will work collaboratively with faculty, administration, and students to promote curriculum development to ensure that all students in the M.D. program can successfully demonstrate the competencies of self-directed and life-long learning and evidenced-based practice of medicine as required by the LCME.

Create and deliver a longitudinal, developmental self-directed learning/ evidence-based practice curriculum for the Phase 1 curriculum, including objectives, milestones, and assessments that is compliant with LCME accreditation element 6.3

Manage the self-directed learning program including:

• Catalogue topics addressed in SDL cases;
• Delivery of small group SDL exercises in the M1 curriculum;
• Plan and execute faculty development sessions as it relates to self-directed learning skills and SDL small group exercises;
• Participate in faculty recruitment for SDL exercises;
• Collaborate with Phase 1 faculty to enhance/ develop comprehensive cases which integrate foundational science and clinical content as well as SOM curriculum themes;
• Collaborate with director of biostatistics/epidemiology thread director to ensure students have the necessary knowledge and skills to practice evidence-based medicine;
• Work with the Director of the Preceptor Program to assess the development of SDL skills for students in the M2 Preceptor Program;
• Develop and oversee longitudinal assessments of students, both formative and summative (e.g., triple jump exercise);
• Oversee the longitudinal program assessment as part of institutional continuous quality improvement;
• Prepare reports for the curriculum committee and accreditation bodies as requested;
• Participate in relevant curriculum subcommittees as assigned.
• Teaching responsibilities
• Serve as core teaching faculty for M1 and M2 Patient Care curriculum, including serving as a small group facilitator and debriefer from standardized patient activities
• Other teaching as related to area of expertise
• Additional responsibilities as assigned by the Dean of Undergraduate Medical Education

Education requirement: MD/DO

Technical/computer skills

• Proficiency in Microsoft Office, including Excel and Adobe
• Proficiency with learning management systems

Prior experience: Candidates for the position of Director, SDL will be selected from a diverse pool and will be evaluated according to the following criteria:

• Demonstrated experience and leadership ability in curriculum development and implementation, assessment, and direct instruction;
• Demonstrated ability to lead an interdisciplinary team and manage complex projects;
• Demonstrated ability to work effectively in a complex environment;
• Experience in teaching self-directed learning or evidence-based medicine preferred.

Other Skills and Attributes:

• Outstanding interpersonal, verbal and written communication skills
• Demonstrated ability to develop strong relationships internally and externally with colleagues, stakeholders, faculty and staff
• Excellent leadership skills, planning and organization skills requiring time management in a deadline-driven and goal-oriented environment
• Ability to efficiently manage multiple projects concurrently from inception to completion
• Ability to routinely and independently exercise sound judgment in making decisions
• Understand organizational and change management and its processes with track record of working collaboratively to plan and organize successful initiatives
• Ability to engage and motivate a group of diverse team members
• Excellent analytical and problem-solving skills
• Ability to role model and work cooperatively with colleagues, supervisors and support staff
• Ability to oversee and maintain an effective team of task-oriented employees who are able to work both autonomously on projects and as a team
• Ability to help maintain a positive work environment built on trust and camaraderie among team members
• Courage and maturity to make difficult decisions when required
• Ability to give, accept, and act on constructive feedback
• Demonstrate the highest standard of professionalism, cultural sensitivity, and ethical behavior in all aspects of personal and professional actions and performance, including discretion and confidentiality that upholds the Family and Educational Rights and Privacy Act (FERPA)