UCSF Te4Q Team Projects
My Te4Q Educational Project Plan
Project Name: Clinical Microsystems Clerkship (CMC) Workplace Learning Faculty
Development Program
Team members: Lee Atkinson, Anna Chang, Anna Chodos, Leah Karliner*, Brent
Kobashi, Cindy Lai, Meg McNamara, Bridget O’Brien*, Rajni Rao, Stephanie Rennke
*co-leaders
Date: 4/27/2015
Email: bridget.obrien@ucsf.edu
1. GOAL/AIM: What is the gap or problem you want to address through your educational
program? What are the Quality Improvement/Patient Safety competencies you want your learners
to exemplify at the completion of your educational program?
UCSF’s School of Medicine will roll out a new curriculum that includes longitudinal workplacebased experiences for all first and second year students in a Clinical Microsystems Clerkship
(CMC), where they have authentic roles as contributing members to the clinical setting’s process
or quality/systems improvement projects. Student learning in this new type of clerkship will be
enhanced by physicians and other clinical team members who interact with students in the
microsystem and who have a basic understanding of systems thinking, continuous process
improvement (CPI), quality/systems improvement (QI/SI) and patient safety (PS) concepts. Our
project will both help inform as well as coordinate efforts with curriculum development and
assessment committees to ensure alignment of content and methods to help students learn from
active participation in systems roles in the clinical setting. Because this is a new set of roles for
students, there will likely be gaps in CMC site leader and other team members’ ability to
effectively guide these types of educational experiences. The goal of this project is to prepare
lead faculty at the CMC sites who oversee students’ CMC experiences for their role as facilitators
of students’ learning about and participation in systems / quality / process improvement. The
specific aims of our project are to:
a) Identify information, education/training, and resource needs of CMC / Selectives faculty
leads utilizing existing data sources and information from pilot sites. (needs assessment)
b) Prepare and/or identify existing resources, materials and strategies to address faculty
development needs of CMC faculty leads overseeing systems-oriented workplace learning
and integrated clinical experiences (if relevant) for first and second year medical students.
c) Pilot faculty development with appropriate Selective (pre-CMC) sites during the 2015-2016
academic year
d) Make recommendations for the expansion and sustainability of faculty development to
accommodate all CMC sites in 2016-2017 and beyond.
2. OBJECTIVES: What are the learning objectives? Use the term ‘performance expectation’ to
guide you here. What do you want learners to do after the activity?
Think SMART: specific, measurable, actionable, relevant and time bound
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UCSF Te4Q Team Projects
**We will refine these as we complete our needs assessment and design our faculty development
strategies and materials
Through participation in CMC faculty development, CMC Faculty Leads will be able to:
a) Access resources and materials necessary to design, implement, supervise/mentor
students in, evaluate, improve, and sustain CMC learning experiences.
b) Design effective systems-oriented workplace learning experiences for first and second
year medical students. This includes:
-writing site-specific learning objectives and expectations,
-selecting appropriate activities and pedagogical techniques for early learners (MS1 & 2)
-implementing feedback mechanisms for students and staff.
c) Support and collaborate with other CMC faculty and staff to address challenges or
problems that arise, share instructional resources and best practices, etc.
3. EDUCATIONAL DESIGN: What learning methods/formats will you use? Develop 2-3 bullet
points to outline your educational idea, project or innovation and what QI/PS content you want to
include.
We will develop
 guidelines for CMC lead faculty that outlines multiple different strategies to integrate
students into local CPI/QI/PS efforts.
 a toolkit for flexible use by CMC faculty leaders with varying degrees of prior experience
with CPI/QI/PS and/or students, which includes references to existing CPI/QI/PS curricula
and assessment tools.
 plans for a CMC faculty peer mentoring program
4. LEARNER ASSESSMENT: How will you assess your learners? What methods will you use to
assess what your learners have accomplished?
Our learners are faculty site leaders. We will assess their learning and accomplishments in the
following areas and ways:
1) Satisfaction with resources, materials and support: end of year survey and informal check ins
periodically throughout the academic year
2) Knowledge of strategies and core concepts associated with design, implementation, integration
of students into CPI/systems activities at site, mentoring & supervision of systems learning and
project engagement
3) Performance of effective mentoring / supervision of students as evident in the products that
students generate by the end of their CMC experience
5. PROGRAM EVALUATION: How will you evaluate your initiative? How will you know its impact
and how it might be improved?
Process outcomes:
 CMC faculty participation in activities
 CMC faculty use of materials & resources (and feedback on them)
 Learner feedback on CMC experiences
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Overall program outcomes
 Faculty sign up to be CMC faculty in subsequent years
 Faculty recruit and mentor new CMC faculty
 Projects / initiatives that students participate in are adopted and sustained within the
clinical microsystem
6. IMPLEMENTATION: How will you implement? Who will be your partners? What resources will
you need? From whom will you need ‘buy-in”?
We are working closely with Bridges Curriculum Leadership to develop both the overall model for
CMC faculty development as well as the content, delivery mechanisms, and other components of
this project. We have buy-in from SOM leadership. We plan to have 2-4 students work with us this
summer, which will help us produce high-quality materials that incorporate student perspectives
and increase the likelihood of buy-in from students.
How many learners will participate? We will make our materials and hands-on mentorship
available to all pilot CMC leaders. In 2015 we anticipate anywhere from 10-20 CMC leaders.
Implementation Date: Fall 2015
Confidence Level: How confident are you that you will be able to complete your project?
VERY
X
Moderately
Unlikely
What barriers to you anticipate?
-Making faculty development offerings engaging, modular, and easily accessible will be essential
for the success of the overall program.
-Coordinating our efforts with other curricular and faculty development efforts related to Bridges to
avoid duplication of efforts, inconsistent information, etc.
Dissemination Plan: How will you report your project to a larger audience? eg. Poster,
presentation, publication.
Local Dissemination:
FAQ document will be shared with CMC leadership team prior to dissemination, then made
available to all prospective CMC pilot leaders
Survey results will be shared with CMC leadership and incorporated into planning for 2015-2016
CMC pilots
We will use a centralized site for Bridges faculty development to publicize and provide access to
resources, materials, and faculty development offerings related to CMC and Bridges more
generally.
Regional/National Dissemination:
Submit abstracts for presentations or small group discussions and/or workshop proposals to
regional and national meetings (e.g., WGEA, AAMC)
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