I-EXPLORE Faculty Roles
The UC Davis School of Medicine’s Committee on Educational Policy (CEP) oversees the medical education curriculum and appoints the medical education faculty educators. The I-EXPLORE curriculum includes faculty educator positions of: Course Directors, Discipline Leaders, Areas of Scholarly Concentration Mentors, Thread Leaders, Problem Based Learning Facilitators, and Clerkship Directors (Clerkship Phase and Post-Clerkship Phase).
Course Directors collaborate on course administration, including scheduling, content organization and integration, assessment, and communication. Teaching within the course one is managing is strongly encouraged but not required.
These Pre-Clerkship Phase courses include a Course Director from each I-EXPLORE pillar (Biomedical Sciences, Clinical Sciences, and Health Systems Science).
- Human Architecture and Function
- Molecular and Cellular Medicine
- Pathogens and Host Defense
- Cardiovascular, Hematology, Renal Systems, and Pulmonology
- Endocrinology, Reproduction, and Gastrointestinal Systems
- Skin and Musculoskeletal Systems
- Brain and Behavior
These Pre-Clerkship Phase courses focus on professional identity formation, student success, and exploration of interests, rather than the traditional curriculum. The Course Directors oversee the temporal activities of the course and do not include pillar representation.
- Transition to Medical School
- Identity-Formation through, Observation, Social Analysis, Team-Orientation, Enrichment and Reflection (I-FOSTER Intersession Course)
Discipline Leaders organize their discipline content across the entirety of the curriculum. They collaborate with course/clerkship directors, thread leaders, and one another to ensure the discipline content is appropriately integrated and spans each educational phase. Discipline Leaders are the primary instructors for their discipline content. In most circumstances there is 1 discipline leader for each discipline.
| Disciplines | |||
|---|---|---|---|
| Anatomy | Genetics | Neuroscience | Procedural Skills |
| Biochemistry and Molecular Medicine | Health Systems Science | Nutrition | Psychiatry |
| Bioethics | Histology | Ophthalmology | Pulmonology |
| Cardiology | Hematology | Otolaryngology | Radiology |
| Clinical Skills in the Pre-Clerkship Phase | Immunology | Pathology | Reproduction |
| Clinical Skills in the Clerkship Phase | Longitudinal Clinical Experience | Pediatrics | Rheumatology |
| Dermatology | Microbiology | Pharmacology | Reproduction |
| Endocrinology | Nephrology | Physiology | Urology |
| Gastroenterology | Neuroanatomy | POCUS |
Thread Leaders organize thread content across the entirety of the curriculum. They collaborate with course/clerkship directors, discipline leaders, and one another to ensure the thread content is appropriately integrated and incorporated over each educational phase. Thread Leaders participate in the instruction of the thread content with assistance from other faculty. The threads are:
- Behavior Health
- Diagnostic Medicine
- Health Equity
- Pain Medicine
- Preventive Medicine
- Stages of Life
Individual problem-based learning (PBL) facilitators lead a group of 6-8 students in the Team INQUIRE program during the Pre-Clerkship Phase. In PBL, students study a case, select learning objectives, identify and assess appropriate resources for relevant information, and teach one another the learned content. This active learning approach strengthens student communication and professionalism skills. PBL facilitators help guide group sessions with the use of cases, and provide student feedback on their teamwork, communication, critical thinking skills, and resource selection. Approximately 20 faculty participate in PBL annually.
Areas of Scholarly Concentration (ASC) are optional longitudinal elective experiences that include academic modules, workshops and events, and projects for interested students. Mentors for the ASC create student learning communities that span the duration of medical education. The mentors collaborate with other School of Medicine educational leaders and committees to develop topical content and guide students on special projects. The scholarly concentrations are:
- Global Health
- Health Care Policy and Advocacy
- Medical Education
- Quality Improvement
- Research
Each clerkship has one or more Clerkship Director who is responsible for course design, administration, implementation, communication, didactic instruction oversight, required clinical experiences, and assessments. Clerkship Directors administer the clinical course seven (7) times each academic year, often working with regional clinical affiliates for diversified student experiences. The Clerkships are:
- Family and Community Medicine
- Internal Medicine
- Obstetrics and Gynecology
- Pediatrics
- Psychiatry
- Surgery
The Clerkship Phase also includes the Clerkship Intersession Course led by 3 Course Directors.
Each clerkship has one or more Clerkship Director who is responsible for course design, administration, implementation, communication, didactic instruction oversight, required clinical experiences, and assessments. Clerkship Directors administrate the clinical course multiple times each academic year. Required Post-Clerkship course include education in these areas:
- Emergency Medicine
- Intensive Care Unit
- Neurology
The Post-Clerkship Phase also includes the Transition to Residency course led by 2 Course Directors.