Dean of the College of Osteopathic Medicine
California Health Sciences University invites applications and nominations for the position of Founding Dean and Chief Academic Officer to develop a College of Osteopathic Medicine.
Responsibilities: Working with the President and Provost, the Founding Dean will lead the establishment of a new osteopathic medical college. Duties include, but are not limited to: leadership and management of the accreditation process through the Commission on Osteopathic College Accreditation; recruitment of Assistant/Associate Deans and faculty; supervision of curriculum development; managing the program and curriculum processes required by the State of California and the Western Association of Schools and Colleges (WASC); building local, state and federal relationships with concerned stakeholders; securing clinical relationships for clerkship and GME development in local and regional medical communities; overall project planning of facility construction; and the development of a faculty practice enterprise. Applications and nominations will be accepted and reviewed until the position is filled.
Teaching and Learning – Team-Based Learning
CHSU is committed to the use of team-based learning as its primary mode of instruction. Other modes include laboratories, projects, guided discovery, and assessments. The focus is on TEAMS, ACTIVE LEARNING, COMPETENCY, PERFORMANCE, and GROWTH.
Team-Based Learning is an evidence-based, collaborative learning teaching strategy designed around units of instruction, known as “modules,” that are taught in a three-step cycle: preparation, in-class readiness assurance testing, and application-focused exercise. A class typically includes one module.
Preparation before class
Students must complete preparatory materials before a class or the start of the module. Materials may be text, visual or other, and set at a level that is appropriate to the students and the course.
In-class Readiness Assurance Testing
Readiness Assurance Test (RAT): Students complete an individual readiness assurance test (IRAT), consisting of 5 to 20 multiple choice questions. After submitting their individual answers, and they take the same test, the team RAT (TRAT), with their team. As a team they use scratch cards (IF-AT cards), hoping to find a star that indicates a correct answer. All members of each team share the same TRAT score, and both IRAT and TRAT scores count toward the students’ grades.
Appeals: Teams have the opportunity to do a written appeal of a MCQ they felt was poorly written, the answer was mistakenly coded, or their answer choice is better.
Instructor Feedback: The instructor may review material from the RAT that students still feel are problematic.
This test approach that counts for assessment is important, as it gives students a real incentive to learn materials beforehand, attend classes, and contribute to team discussions. The readiness assurance process holds students accountable for coming to class prepared and working together as a team.
In-class application focused exercise
The remainder of the session or module is taken up with exercises that help students learn how to apply and extend the knowledge that they have pre-learned and tested. Teams are given an appropriate problem or challenge, and must arrive at a consensus to choose a “best” solution out of options provided. Teams then display their answer choice, and the educator facilitates a classroom discussion between teams to explore the topic and the possible answers to the problem.
|Send nominations or letters of interest with curriculum vitae to President Florence Dunn at email@example.com. Please include DEAN OF OSTEOPATHIC MEDICINE in the subject field of the email.|
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