The Course Director is responsible for coordinating all facets of the course, including, but not limited to, oversight of lectures and hands-on labs; clinical preceptorship experiences, D2L site content; exam preparation; student remediation as needed; and communication and collaboration with other course faculty, other course directors, simulation center, and appropriate curriculum committees.
ECR 2 is a required course for all second year Chicago Medical School and Scholl College of Podiatric Medicine students. ECR 2 builds upon ECR 1, a required course in which students learn history taking and physical examination. In ECR 2, students learn clinical reasoning skills, the pathophysiology of common disease, the general approach to patients with common symptoms, and interpretation of basic diagnostic studies. Students also participate in a series of hands-on clinical experiences with real patients and in simulated environments. The course covers fall, winter and spring terms. The primary methods of teaching are lecture, small group discussion, skills building workshops, and clinical encounters.
Essential Duties & Responsibilities:
A summary of the roles and responsibilities of Course Director of Essentials of Clinical Reasoning (ECR) 2 consists of the following:
Serve as Course Director for the second year medical and podiatric students in the interprofessional course of Essentials of Clinical Reasoning 2. Coordinating all facets of the courses, including, but not limited to:
Responsible for the design and development of all lectures
Oversight of all D2L site content
Oversight of all examinations and student remediation as needed
Communication and collaboration with other course faculty and course directors
Work with Assistant Course Director of ECR 1 & 2 in reviewing format and skills with preceptors to ensure consistency in approach during lab and workshop sessions
Attend meetings and participate in planning and coordinating goals/objectives with ECR1/2, and M1/M2 course directors
Prepare yearly course report
Communicate with the Curriculum Committee on course modifications as appropriate per policies and procedures
Establish goals and objectives of the courses
Establish grading policies
Determine reading assignments to reflect course goals and objectives
Maintain syllabi for both courses and present to students at the start of each academic year
Review all course surveys
Prepare and present learning content not provided by other speakers
Coordinate lecturing clinicians and ensure lectures are appropriate to the level of training
Monitor lectures and ensure consistency with course objectives
Incorporate small-group / problem-based learning within the course
Utilize technology to reinforce learning through various media
Oversee Patient Day(s) and assignment(s) design
Exams and Grades:
Write/modify and review exam questions to accurately reflect course content and objectives and academically appropriate topics while introducing students to clinical reasoning skills through USMLE boards-style questions
Assign student grades based on student assessment information provided by faculty input and student performance data
Communicate with the CMS Office of Student Affairs and Education regarding issues such as students in academic, professional or clinical difficulties and accommodate students with disabilities and their scheduling. Manage any unprofessional behavior according to RFUMS policies
M2 Clinical Skills Course Director:
Review and finalize the clinical skills curriculum website (D2L) so that it contains the necessary communication and information for all learners.
Develop and/or review all questions for examinations and evaluations for all clinical skills course prior to utilization
Monitor evaluations and student performance to assure high quality experiences and learning outcomes.
Review student evaluations of faculty and assist in the formulation of remediation and faculty enhancement as necessary.
Monitor performance data to ensure comparable student experiences and compliance with the learning objectives.
ECR 2 Off-Site Preceptorship
Provide the educational direction for the placement of each student at the clinical site.
Provide consultation regarding student placements, supervision, and periodic review of student progress towards meeting educational objectives.
Coordinate clinical preceptorship experiences
Other duties as assigned by the Vice Chair, Clinical Sciences.
Required Education and Experience:
Doctor of Medicine MD, or Doctor of Osteopathic Medicine DO
Five years of teaching experience at the graduate level in a health professional school or hospital.
An official transcript for the highest degree earned and also the highest clinical degree earned, if different and relevant to the position.
Must receive satisfactory results from a background check.
Required Knowledge, Skills and Abilities:
Excellent oral and written communication skills
Strong organizational skills and problem-solving ability
Ability to work collaboratively with clinical and basic science faculty
Understanding of interprofessional medical education implementation methods
Communicating in a timely fashion via email, phone or in-person
Experience teaching through facilitation of interactive student-centered case discussion
Experience in medical education curriculum development
Experience with other educational or healthcare-related accrediting bodies
Typical Physical Demands & Working Conditions
Selected candidate must have the mental and physical capabilities to perform the essential functions of the position with or without reasonable accommodations.
EOE, Disability / Vets
Internal Number: 1352
About Rosalind Franklin University of Medicine & Science
Formed in 1912 as the Chicago Hospital-College of Medicine, today Rosalind Franklin University brings together five colleges and over 30 graduate health profession and science programs. Our private, non-profit university teaches a range of disciplines on a single campus, allowing for team-based, interdisciplinary learning and practice opportunities—an approach that has made RFU a national leader in interprofessional medical and healthcare education and research.
Our students are further prepared for their careers through our state-of-the-art network of simulation and skills labs and a wide variety of clinical opportunities. Located 36 miles north of Chicago, RFU students have access to a greater number and wider range of clinical and service learning experiences.
Finally, RFU’s 2,000+ students enjoy an engaged, supportive sense of community with peers who share their academic interests and goals, and faculty who know them by name and are committed to their individual success.