MHPE Faculty and Staff

Dr. Bashook's career in medical education began 35 years ago when he joined the faculty of the University of Illinois College of Medicine in the Center for Educational Development. DME was called CED then. His primary interests are in program evaluation and assessment of clinical competence. During his early career years he worked on designing and evaluating programs for patient education, continuing medical education, quality assurance, and problem oriented medical records (POMR). The POMR experience has found recent application in teaching medical students the principles of differential diagnosis and clinical decision-making. He collaborated with Christine McGuire and Lawrence Solomon on a book and many national workshops about constructing patient management problems (PMPs). PMPs are the basis for current case-based branching simulations. This work in the 1970s plus developing cases and OSCE stations using PLATO computers stimulated his interest in clinical simulations and how to evaluate physicians’ ability to make patient care decisions. He continued his career focus on innovative curriculum design, program evaluation, and assessment of clinical competence when He moved to Michael Reese Hospital and Medical Center to co-establish an office of research in medical education and apply his interests in competence assessment and program evaluation in an active graduate and post-graduate medical education environment.. He became Adjunct faculty in DME at this time. The office received a number of grants and contracts to develop innovative curricula for physicians, nurses, and patients. While at Reese he studied how to influence physicians to learn and change using computer simulations, the influence of hospital quality assurance committees and physician behavior, and how communication networks among urban physicians influence the diffusion of innovations. In 1987 he became the director of education for the American Psychiatric Association in Washington, DC with responsibility for the full spectrum of the Association’s national educational efforts with students, residents, and practitioners. In 1991 he moved back to Chicago to the American Board of Medical Specialties (ABMS) as the director of evaluation and education. In this position he was the internal consultant on assessment methods to the 24 medical and surgical specialty-certifying boards in the USA. These experiences lead to preparing guidelines for how to produce reliable and valid structured case-based oral examinations. Another product from this time was produced with a colleague, the "ACGME/ABMS Toolbox of Assessment Methods" (see www.ACGME.org). The Toolbox is widely used by residency training directors throughout the USA. He was part of the joint team from ACGME and ABMS that launched the General Competences as a requirement for GME accreditation and specialty certification in the USA.

In September 2001 he returned to the Department of Medical Education shifting from adjunct to full-time faculty status. He teaches elective courses in the MHPE program on certification, accreditation, and licensure, survey research methods, and translating research into practice. He leads a tutorial group for first year medical students in the Essentials of Clinical Medicine course, and teaches in the Essentials of Clinical Practice and Professionalism course for second year students. He currently provides consultation to residency training directors about ways to improve the residency curricula and evaluation methods. He is director of evaluation for the Midwest AIDS Education and Training Center (MATEC), and often is the program evaluator for grant-supported curriculum development programs.

His expertise and research interests are in program evaluation for residency training and continuing medical education, and methodology to assess clinical competence especially with simulations and structured case-based oral examinations. He has authored 32 papers, 19 books and 18 chapters as well as given 70+ lectures and organized over a hundred workshops. He is active as a teacher and consultant in a number of countries with certification and licensure boards in medicine and dentistry, medical schools, hospitals, specialty societies, and pharmaceutical companies. He has had prominent leadership roles with the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Graduate Medical Education (ACGME), the Association of American Medical Colleges, the American Educational Research Association (he lead formation of Division I – Education in the Professions), the Council of Medical Specialty Societies, the National Board of Medical Examiners, the Medical Council of Canada, and the World Federation for Medical Education.

Georges Bordage, MD, PhD
Professor
Department of Medical Education, College of Medicine, University of Illinois at Chicago

Dr. Bordage is French Canadian (Acadian), born in Saint-Louis-de-Kent, New Brunswick, Canada (1947).

Education:
- BA 1969 Collège de Bathurst, Bathurst, NB, Canada
- MD 1973 Université Laval, Québec City, Canada
- MSc 1976 (Medical Informatics and Biometry) Case Western
Reserve University, Cleveland
- PhD 1982 (Educational Psychology) Michigan State University, East Lansing, Mich.
- MD (hon.) 1999 Université de Sherbrooke, Sherbrooke, Canada
- DSc (hon.) 2002 Université de Moncton, Moncton, Canada
- MD (hon.) 2004 Université Catholique de Louvain, Bruxelles, Belgium

Appointments: From 1978 to 1992, Dr. Bordage was a professor in the Office of Health Sciences Education (Bureau de Pédagogie des Sciences de la Santé) at the Université Laval in Québec City and since 1992, a professor in the Department of Medical Education at University of Illinois at Chicago. He was the founding director of a Master's degree program in Health Sciences Education at Laval and was the director of the Master's degree program in Health Professions Education at UIC from 1992 to 2003. He is a visiting professor at the University of Bern in Swirzerland and was a visiting professor at the University of Tokyo (Japan) in 2004.

Research. Knowledge organization in memory and use in clinical reasoning, nature of learning difficulties among medical students and residents, and the written assessment of clinical competence (the key features approach). Grants: 29.

Teaching: Issues in Health Professions Education, Scholarship in Health Professions Education, Research Design and Grant Writing for Medical Education Projects, and Writing for Scientific Publication. Also teaches research design in the master's program in Medical Education (MME) at the University of Bern in Switzerland.

Publications: 70 refereed papers; 19 monographs and chapters; 58 abstracts;

Selected publications:
CHARLIN, B., BORDAGE, G. & van der VLUTEN, C. L’évaluation du raisonnement clinique. Pédagogie Médicale, 2003;4:42-52.
BORDAGE, G. & DAWSON, B. Experimental Study Design and Grant Writing in Eight Steps and 28 Questions. Medical Education, 2003;37:376-385.
PRYSTOWSKY, J., BORDAGE, G. & FEINGLASS, J. Patient Outcomes for Segmental Colon Resection According to Surgeon’s Certification and Training. Surgery, 2002, 132:663-672.
NENDAZ, M. & BORDAGE, G. Promoting Diagnostic Problem Representation. Medical Education, 2002;36:761-767.
BORDAGE, G. & CAELLEIGH, A. A Tool for Reviewers: "Review Criteria for Research Manuscripts." Academic Medicine, 2001, 76:904-908.
BORDAGE, G. Reasons Reviewers Reject and Accept Manuscripts: The Strengths and Weaknesses in Medical Education Reports. Academic Medicine, 2001, 76:889-896.
PRYSTOWSKY, J. & BORDAGE, G. An Outcomes Research Perspective on Medical Education: The Predominance of Trainee Assessment and Satisfaction. Medical Education 2001;35:331-336.
ROGERS, D., ELSTEIN, A., & BORDAGE, G. Improving Continuing Medical Education for Surgical Techniques: Applying the Lessons Learned in the First Decade of Minimal Access Surgery. Annals of Surgery 2001, 233: 159-166.
BORDAGE, G., FOLEY, R., & GOLDYN, S. Skills and attributes of directors of educational programs. Medical Education, 2000, 34:206-210.
BORDAGE, G. Why Did I Miss the Diagnosis? Academic Medicine, 1999, 74: S138-S143.
CONNELL, K., BORDAGE, G., CHANG, R., HOWARD, B. & SINACORE, J. Measuring the Promotion of Thinking during Precepting Encounters in Outpatient Settings. Academic Medicine, 1999, 74: S10-S12.
NENDAZ, M., JUNOD, A., VU, N., & BORDAGE, G. Eliciting and Displaying Reasoning during Educational Rounds in Internal Med.: Who Learns from Whom? Academic Medicine, 1998, 73: S54-S56.
FRIEDMAN, M., CONNELL, K., OLTHOFF, A., SINACORE, & BORDAGE, G., Medical Student Errors in Making a Diagnosis. Academic Medicine, 1998, 73: S19-S21.
CHANG, R., BORDAGE, G., & CONNELL, K. The Importance of Early Problem Representation During Case Presentation. Academic Medicine, 1998, 73: S109-S111.
BORDAGE, G., BURACK, J., IRBY, D. & STRITTER, F. Education in Ambulatory Settings: Developing Valid Measures of Educational Outcomes, and other Research Priorities. Academic Medicine, 1998, 73: 743-750
DESMARCHAIS, J. & BORDAGE, G. Sustaining Curricular Changes at Sherbrooke through External, Formative Program Evaluations. Academic Medicine, 1998, 73: 494-503.
BORDAGE, G., CONNELL, K., CHANG, R., GECHT, M., & SINACORE, J. Assessing the Semantic Content of Clinical Case Presentations: Studies of Reliability and Concurrent Validity. Academic Medicine, October 1997, 72: S37-S39.
MILLER, F., JACQUES, A., BRAILOVSKY, C., SINDON, A. BORDAGE, G. When to Recommend Compulsory versus Optional CME Programs? A Study to Establish Criteria. Academic Medicine, 1997, 72: 760-764.
BORDAGE, G., CARRETIER, H., BERTRAND, R. & PAGE, G. Comparing Times and Performances of French- and English-speaking Candidates Taking a National Examination of Clinical Decision-making Skills. Ac. Med., 1995, 70: 359-365.
BORDAGE, G., BRAILOVSKY, C., CARRETIER, H. & PAGE, G. Content Validation of Key Features on a National Examination of Clinical Decision-making Skills. Ac. Med., 1995, 70: 276-281.
PAGE, G. & BORDAGE, G. The Medical Council of Canada's Key Feature Project: A More Valid Written Examination of Clinical Decision-making Skills. Ac. Med., 1995, 70: 104-110.
JACQUES, A., SINDON, A., BOURQUE, A., BORDAGE, G. & FERLAND, J.J., Structured Oral Interview. A Way to Identify Family Physicians' Educational Needs. Can. Fam. Phys., 1995, 41: 1346-1352.
BORDAGE, G., Where are the history and physical? Can. Med. Assoc. J., 1995, 152: 1595-1598.
BORDAGE, G. Elaborated Knowledge: A Key to Successful Diagnostic Thinking. Ac. Med., 1994, 69(11): 883-885.
BEAULIEU, M.-D., LECLERE, H. & BORDAGE, G., Taxonomy of Difficulties in General Practice. Canadian Family Physician, 1993, 39: 1369-1375.
LEMIEUX, M. & BORDAGE, G., Propositional vs. Structural Semantic Analyses of Medical Diagnostic Thinking. Cogn. Sci., 1992, 16: 185-204
BORDAGE, G., GRANT, J. & MARSDEN, P., Quantitative Assessment of Diagnostic Ability. Medical Education, 1990, 24: 413-425.
BORDAGE, G., The Curriculum: Overloaded and too General? Medical Education, 1987, 21: 183-188.
LEMIEUX, M. & BORDAGE, G., Structuralisme et pédagogie médicale: étude comparative des stratégies cognitives d'apprentis-cliniciens. Recherches Sémiotiques / Semiotic Inquiry, 1986, 6(2): 143-179.
BORDAGE, G., & ZACKS, R., The Structure of Medical Knowledge in the Memories of Medical Students and General Practitioners: Categories and Prototypes. Medical Education, 1984, 18(6):15-25.
MARQUIS, Y., CHAOULLI, J., BORDAGE, G., CHABOT, J.M. & LECLERE, H., Patient-Management Problems as a Learning Tool for the Continuing Medical Education of General Practitioners. Medical Education, 1984, 18 (2): 117-124.
BORDAGE, G. & ALLEN, T., The Etiology of Diagnostic Errors: Process or Content? Proceedings of the twenty-first annual conference on research in medical education of the American Association of Medical Colleges, Washington, D.C., 1982, 171-176.
ELSTEIN, A., SPRAFKA, S. & BORDAGE, G., Problem Solving: Applications of Research to Undergraduate Instruction and Evaluation. Journal of Programmed Learning and Educational Technology, 1979, 16: 296-302.

Editorship: Medical Education, Chair of the Editorial Board (2001-); Pédagogie Médicale, Founding member (2000-)

Presentations and workshops: 363 presentations and 136 education workshops worldwide.

Honors: See honorary doctoral degrees in Education above. Received the 2005 Abraham Flexner Award from the Association of American Medical Colleges, the association highest honor, and the 2002 American Education Research Association Lifetime Career Award. He was the 1999 recipient of the Merrel Flair Award for his sustained contributions to the development of the Group on Educational Affairs (GEA) of the Association of American Medical Colleges (AAMC) and the 1998 Jack L. Maatsch Visiting Scholar in Medical Education at Michigan State University. In 1994 he was the recipient of the John P. Hubbard from the National Board of Medical Examiners in recognition of significant contributions to the pursuit of excellence in the field of evaluation in medicine.

Associations: He is a founding member of the Société Internationale Française d’Education Médicale (SIFEM). He was chair of the Research in Medical Education (RIME) conference (1989-90) and chair of the Group on Educational Affairs (GEA) of the Association of American Medical Colleges (1995-96) as well as the Executive Secretary of the Club de Pédagogie Médicale du Québec (1990-92). He gave the 1998 RIME invited address on diagnostic errors. He was a member of the Board of the National Board of Medical Examiners (1994-2002) and a member of the Board's Research Review Panel (1995-97).

Hobbies: Cooking: First prize (Georges & Joanne) - Thrilling Grilling Recipe Contest. Lemonade Chicken and Vegetables. City Meat Market, Naperville, Il. May, 1995.

Steven M. Downing, Ph.D., Educational Psychology (MSU) Associate Professor of Medical Education

Professional Background:

Dr. Downing received a Ph.D. from Michigan State University (MSU) in Educational Psychology, specializing in educational measurement, and began his medical education career at MSU's Office of Medical Education Research and Development (OMERAD). He has more than twenty-five years experience in working with high-stakes testing programs in medicine and the professions.

In 2001, Dr. Downing joined the faculty of the University of Illinois at Chicago, Department of Medical Education. He teaches courses in all areas of testing and assessment for the Masters of Health Professions Education (MHPE) program at DME and advises masters students with interests in educational measurement in the health professions. Formerly, he was Director of Health Programs at the American College Testing Program (ACT), Director of Client Programs and Deputy Vice President at the National Board of Medical Examiners (NBME), Senior Psychometrician at the American Board of Internal Medicine (ABIM), and Director of Psychometrics and Senior Program Manager for the Institute for Clinical Evaluation (ICE) at the American Board of Internal Medicine. Dr. Downing consults with national and international testing programs in all areas of test development and psychometrics, with particular interests in selected-response formats, test validity issues, testing program evaluation, computer-based testing, and computer simulations.

Dr. Downing's research interests in educational measurement and assessment in medical education have resulted in more than 100 research papers, book chapters, and presentations at national and international professional conferences. Dr. Downing is the senior editor for a comprehensive book on test development, Handbook of Test Development , published by Lawrence Erlbaum in January 2006. He is also the senior editor for a forthcoming book, Assessment in Health Professions Education , to be published by Lawrence Erlbaum in 2007.

Research interests:

• Selected-response item formats for achievement and ability testing
• Validity issues in assessment
• Research on passing standards, especially for performance examinations
• Issues in test development, especially cognitive achievement assessment
• Performance examinations: Standardized Patients/OSCEs – Psychometric issues
• Generalizability Theory and its applications, especially for performance exams
• High-stakes licensure and certification testing
• Simulations in medical education – scoring and validity issues

Marcia Edison, Ph.D (University of Illinois at Chicago)

Marcia Edison joined DME as a postdoctoral fellow in 1997, shortly after receiving her PhD in Higher Education Policy from UIC. She came late to the field of medical education, having served as a university administrator from 1979 until 1994 at Illinois Institute of Technology. Marcia earned her MBA degree from the University of Chicago Graduate School of Business in 1976, where she specialized in the management of not-for-profit enterprises. During her first 2 years at DME, she co-authored grant proposals that resulted in awards to the department of over $1.3 million.

Currently, Dr. Edison works primarily with the Department of Surgery, the Minimally Invasive Surgery Center, and the Virtual Reality in Medicine Laboratory in the development of resident education programs. In her free time, Marcia sings with the Apollo Chorus of Chicago and the Oak Park Concert Chorale.

Mark H. Gelula, Ph.D. (State University of New York at Buffalo)
Research Assistant Professor, Director of Faculty Development, COM, and Assistant Dean for Faculty Development for the College of Medicine in Chicago

Mark Gelula is Research Assistant Professor of Medical Education in the Department of Medical Education. He is also Assistant Dean for Faculty Development at the College of Medicine, University of Illinois at Chicago. In the latter role he is Director of the College of Medicine’s Academy for Excellence in Teaching and the Scholars for Teaching Excellence Faculty Development Fellowship. He also teaches a variety of faculty development courses which emphasize the improvement of teaching, curriculum development, and strategies for instructional change and management. He has had extensive experience with and continues work in continuing professional development of physicians and other health professionals. In DME he is one of the instructors for Instruction and Assessment , a core course in the Master in Health Professions Education program offered and teaches other instruction courses.

Mark has been a medical educator since 1979 when he became a “Family Medicine Educator”, working with the University of Alabama School of Primary Health Care. He subsequently worked at East Tennessee State University College of Medicine and Texas Tech University, where he was Assistant Dean for Student Affairs and Educational Specialist.

Over the past 25 years he has developed interests in the interplay of learning and instruction as it is related to health professions education. His primary research interest and academic activities include the use of standardized health professions students, real students who portray prototypic students, as an effective means of improving faculty teaching. He also is interested in identifying effective means to improve clinical teaching and teaching in other settings; defining the characteristics of effective clinical teachers, and optimizing ways of identifying student learning systems. Most of this research is organized as time series studies with an emphasis on effectiveness outcomes, and measuring the outcomes and effectiveness of faculty development and continuing medical education courses and programs. He has published numerous research papers and articles and has presented his research through papers, abstracts and posters, and conducted numerous faculty development programs at local, regional, national and international meetings and forums and at medical colleges world-wide.

He has taught and consulted internationally in Brazil, Canada, India, Japan, Thailand, and Turkey and is an active member of several professional societies.

He is married to a Family Physician-Geriatrician-Palliative Care physician and is the father of three adult children. He and his wife love to travel, doing Scuba and hiking and meeting and making friends with people all over the world. They are both avid readers and sports fanatics!

Jorge A. Girotti, PhD
Assistant Professor

Dr. Girotti holds a doctorate in education with an emphasis in policy and administration. He joined the UIC College of Medicine in 1982 and for many years his work centered on the development of students from underrepresented minority backgrounds to prepare them for entry into the medical profession. In 1991 Dr. Girotti was awarded funds through the Centers of Excellence initiative (US Dept. of Health and Human Services, Health Resources and Services Administration) to establish a Hispanic Center of Excellence, which he still directs.

More recently, Dr. Girotti received a grant from the National Heart, Lung and Blood Institute of the NIH to design, implement and evaluate a curriculum to focus on cultural competence for medical students, residents and practicing physicians. He is part of a collaborative that currently includes 14 medical schools across the nation whose purpose is develop best practices that can be disseminated to all colleges of medicine.

On a professional level, Dr. Girotti is very committed to service. Currently, he is a member of the Illinois State Board of Health, the Board of Governors of the Institute of Medicine of Chicago, and the executive committee of the Hispanic Serving Health Professions Schools. He officially advises UIC student organizations ranging from the Health Oriented Latino Association (premedical group), La Raza Medical Student Association, and the Health Disparities Task Force.

Research interests include: cultural competence education (e.g., instructional strategies to best tackle didactic and experiential content, outcome evaluation, faculty development, and longitudinal, competency-based approaches); development of professionalism/humanism for baccalaureate/MD students; and evaluation of programs to produce physicians for underserved communities.

Julie H. Goldberg, Ph.D. (University of California, Berkeley)
Assistant Professor, Clinical Decision Making

Dr. Goldberg came to DME in 1999 as a post-doctoral fellow from the University of California, Berkeley, where she had received both a National Institutes of Health Fellowship and a Phi Beta Kappa Scholarship. In 2000, Dr. Goldberg was awarded 1st prize in the Lee B. Lusted Award by the Society for Medical Decision Making for outstanding original student research. She is a member of the Society for Medical Decision Making, Society for Judgment and Decision Making, American Psychological Association, and American Public Health Association. Dr. Goldberg's current research interests include applying the economic theory of mental accounting to patients' preferences for experiencing health states, translating health profile data into utility measures for cost-effectiveness analysis, measuring patients' evaluations of health states for decision-analytic models, and developing patient-level and community-level interventions to promote informed decision making.

Ilene Harris, Ph.D., Professor and Director of Graduate Studies

Ilene Harris joined the Department of Medical Education as Professor and Director of Graduate Studies in the Fall of 2003. She also has an appointment as Professor in the Department of Pathology, where she will provide consultation on education matters.

Ilene completed her bachelor, master and doctoral degrees at the University of Chicago. However, most of her career, spanning over 30 years, has been at the University of Minnesota Medical School, most recently as Professor and Director of the Office of Educational Development and Research . This mission of this Office has been to improve the quality of medical education, across the continuum from undergraduate to resident to continuing medical education, through collaboration with faculty in educational development, faculty development, evaluation of students and programs, and educational research and development. In connection with this role, Ilene has directed the Medical School's faculty development programs, quality improvement programs, standardized patient program, and performance assessment programs, and served as mentor to hundreds of basic science and clinical faculty members. At Minnesota, she has also been Professor in the College of Education, where she has taught in the Curriculum and Instruction program and served on the dissertation committees of over 50 students; and she has been a member of the graduate faculty in the Medical School's Health Informatics Program. In recognition of her contributions at Minnesota, Ilene just received the University of Minnesota's All-University Award for Outstanding Contributions to Post-baccalaureate, Graduate and Professional Education, a career achievement award, granted to only eight faculty members each year, across the University, following an all-University competition.

Ilene is well-known for her national and regional leadership activities. She recently completed a four-year term as member of the Association of American Medical Colleges (AAMC) annual meeting Research in Medical Education (RIME) Conference Steering Committee, and served as Chair in 1999. She was the first Convenor of the AAMC Central Region RIME Section, and in that role served as Program Chair for several years for the RIME portion of the Central Region Group on Education Affairs (CGEA). Currently, she is Chair of the CGEA. Ilene has also had major leadership roles in the American Educational Research Association (AERA), Division of Educcation in the Professions (Division I), which as become a major venue for presentation of research on medical education. She was President of the Division, and prior to that Division Secretary and Program Chair.

Ilene has been a productive scholar over a long career in medical education, with research interests in clinical performance assessment, teaching in ambulatory settings, curriculum deliberation, and qualitative research methods. Her research has been reported in over 75 papers in leading peer reviewed journals in medical education and curriculum studies and over 190 presentations at national and regional meetings. Ilene has also serve as a consultant to many organizations. For example, she has served for over 20 years as Evaluator of the Bush Foundation (St. Paul, Minnesota), Mid-career Physicians Clinical Fellows program, a mid-career sabbatical program for physicians, designed to improve health care in communities through the professional and personal development of established physicians. Her evalution-studyh of this program, titled "Continuing Medical Education Reconceived", received the award for Best Paper by an Established Investigator at the 1997 annual RIME conference.

Robert G. Mrtek, Ph.D. (University of Illinois), Professor

Robert Mrtek (Ph.D. Pharmaceutics, UI) is Professor of Medical Education at the UIC College of Medicine in Chicago. He teaches Evidence Based Medicine (EBM) in the undergraduate medical curriculum as well as running EBM conferences and Journal Clubs in General Internal Medicine for Residents. He runs a series of design and analysis conferences in core Fellowship curricula with the health information specialists in the Library of Health Sciences, the Clinical Research Center, Haematology/Oncology, Infectious Diseases, Pulmonary and Critical Care. He also works closely with volunteer clinician faculty learning about EBM at hospitals used for M3/M4 required core clerkships. For Graduate College level programs in health professions education, Dr. Mrtek offers graduate level elective courses in research design for both the quantitative research paradigm as well as a separate course in qualitative experimental design emphasizing the use of Q Methodology as a research strategy for the study of human subjectivity.

Dr. Mrtek's design experience and skills in teaching methods put him in high demand with graduate students and Research Fellows, as is evidenced by joint appointments he holds in the Department of Internal Medicine, and on the faculties of the School of Biomedical and Health Information Sciences in the College of Applied Health Sciences as well as in the College of Pharmacy. He is the elected Chair of the UIC Faculty-Student Senate Committee on Educational Policy and is a member of the Campus Committee on Conflicts Review as well as a UIC faculty representative on the "UI-Integrate" five-year implementation team of the enterprise resource planning installation for the University.

Dr. Mrtek is Editor of Operant Subjectivity (ISSN 0193-2713), the peer-reviewed scholarly journal devoted to Q Methodologic studies and research. The Journal is sponsored by the International Society for the Scientific Study of Subjectivity.

Contact: Department of Medical Education, University of Illinois at Chicago, 808 S. Wood Street, Chicago, IL 60612; Telephone: (312) 996-7898; Fax: (312) 413-2048; E-mail: mrtek@uic.edu

Timothy F Murphy, Ph.D. (Boston College), Professor of Philosophy in Biomedical Science

Dr. Murphy is a bioethicist who works primarily in the areas of genetics, assisted reproductive technologies, sexuality and medicine, and research ethics. He has taught and lectured widely in these areas, for example, serving on the faculty in of the 2001 Illinois Advanced Judicial Academy. He has published widely in such journals as the Cambridge Quarterly of Healthcare Ethics, Bioethics, and the Hastings Center Report. He is the author or editor of eight books, including Gay Science: The Ethics of Sexual Orientation Research (Columbia University Press) and Ethics in an Epidemic: AIDS, Morality, and Culture (University of California Press) His most recent book is Case Studies in Biomedical Research Ethics which is forthcoming from MIT Press. At the present time, he is initiating an ambitious project to produce the first textbook of ethics and law useful to practicing physicians and medical students: Ethics and Law in Medicine. He will serve as editor-in-chief of that project. Most recently, he served as a co-author of the 2001 Institute of Medicine report, Speaking of Health. He is a member of the American Society for Bioethics and Humanities and has served as an expert witness in various legal trials and applications to the Food and Drug Administration. He has also received grants from the U.S. Department of Energy and the National Institutes of Health in the areas of genetics and research ethics.

Suzanne Poirier, Ph.D. (University of Nebraska-Lincoln)
Professor, Literature and Medical Education

Dr. Poirier holds a doctorate in literature with a concentration in women's studies, both of which have found a broad range of expression at UIC. She has taught campus-wide electives on such topics as History and Literature of Women's Health, Literature and Aging, and AIDS and Literature. In the College of Medicine she participates in courses in ethics and social issues as well as teaches a clinical elective, Literature and Medicine. She is the past editor of Literature of Medicine, the major journal in her field. Her research, often done in collaboration with other humanists and health professionals, has dealt with images of health professionals in a variety of media, the language of such medical genres as the chart and the case report, and the experiences of women as both patients and health practitioners. Her latest book, co-authored with nurse Lioness Ayres, is Stories of Family Caregiving: A Reconsideration of Theory, Literature, and Life.

L. J. Sandlow, MD
Senior Associate Dean, Educational Affairs
Professor & Head, Department of Medical Education

Dr. Sandlow is Head of the Department of Medical Education ( formerly the Center for Educational Development), at the University of Illinois at Chicago College of Medicine. Dr. Sandlow had been an adjunct member for many years and in 1993 was appointed interim head of the Department.. In 1996, following a search, he became permanent Head. During his twelve years at the College of Medicine, he has served as Associate Dean for Graduate Medical Education and Continuing Medical Education; and during the last 8 years as the Senior Associate Dean for Medical Education encompassing the continuum of education throughout the four program sites of the College. In addition to his academic appointment as Professor of Medical Education, he is Professor of Medicine in the Department of Medicine.

Prior to coming to UIC, in 1989 he was the Senior Vice President for Academic & Medical Affairs at Michael Reese Hospital & Medical Center and in his years at MRH he held numerous medical administrative positions as well as establishing the Educational Unit (EDU) which flourished until the hospital was sold to a for profit chain.

Medical Background: Internal Medicine and a Fellow of the American College of Gastroenterology and the American College of Physician Executives. He has had numerous visiting professorships both in the U.S. and abroad.

He is a current surveyor for Liaison Committee on Medical Education (LCME) & the Accreditation Council for Continuing Medical Education (ACCME).

His research interests include outcomes research and evidence-based medicine, program evaluation, curricular design and innovation, and use of new teaching modalities and media in education. Clinical teaching and innovation in GME teaching and assessment.

Alan Schwartz, Ph.D. (University of California, Berkeley)
Associate Professor
University of Illinois at Chicago
Department of Medical Education

Dr. Schwartz joined DME in 1997. His research interests include the psychology of decision making in both patients and physicians, and describing the way physicians evaluate and integrate research evidence in clinical practice. He has received the Ray E. Helfer Award for Innovation in Pediatric Education, the Outstanding Paper by a Young Investigator award from the Society for Medical Decision Making, and the Junior Faculty Research Award from the Midwest Society for General Internal Medicine, and the UIC Teaching Recognition Program award.

He serves on the Editorial Board of the journal Medical Decision Making, and writes a regular feature in that journal describing recent findings in the psychology of judgment and decision making and suggesting medical applications. He is the course director for Leadership and Organizational Behavior in Health Professions Education, Clinical Decision Making, and Introductory Quantitative Data Analysis. He holds an adjunct appointment in the Department of Pediatrics, where he teaches and studies evidence-based medicine.

F. Michael Seefeldt, Ph.D,(University of Nebraska) Associate Professor

Before joining UIC in 1979, Dr. Seefeldt served as Community Action Agency evaluator at the University of Wisconsin-Madison, as an educational products evaluator for National Public Radio, and as course and curriculum evaluator in the College of Education at the University of Nebraska. He has also helped administer Head Start programs, and taught in and chaired art-education departments at both secondary and higher education levels. Dr. Seefeldt's primary area of expertise is program evaluation, theory, design, and methodology. Teaching and conducting research in that capacity, he has been a Visiting Professor at Beijing Medical University and the Evaluation Center, Western Michigan University. He has also taught or consulted in Brazil, Egypt, India, Iran, Malawi, Sudan, Thailand, and Zimbabwe. With a long background in both international consultation and domestic evaluation of community-based health and service programs, Dr. Seefeldt currently focuses on teacher and course evaluation in the UIC College of Medicine and serves as Senior Coordinator with the College of Medicine M1/2/3/4 Curriculum Committees.

Janet Settle, Coordinator of Graduate Medical Education and International Programs

Ms. Settle, whose MA is in English, joined the DME in 1996 as the coordinator of Educational and International Programs. Her background includes medical writing and editing, having worked for Mosby-Year Book, the major medical publisher in Chicago. She also worked at The National Center for Advanced Medical Education as the Director of Course Production, coordinating continuing medical education courses for national audiences of physicians, nurses, and allied health professionals.

Gerald R. Stapleton, MS (Purdue University) Faculty Associate and Coordinator for Online Courses

As Project Coordinator for Online Courses, Mr. Stapleton has responsibility for the operations of the Online Development and Support Center, which supports faculty in the development and implementation of web-based courses and programs and supports the medical professionals who participate in those programs. These programs include courses of study such as the Master of Health Professions Education degree program, the GME Core Curriculum for residents and fellows, and the Specialty Needs for Primary Care Physicians CME program as well as programs in Sleep Education, Orthopaedics, and the Illinois Rural Health Network, an online initiative targeting rural health professionals.

Prior to joining the Department of Medical Education, Mr. Stapleton was Midwest Regional Manager for Computer Training with Best Buy Company, Inc. of Eden Prairie, Minnesota where he was responsible for the management of eight professional training centers in Illinois and Michigan. Previously he held a similar position with CompUSA of Dallas, Texas.

Mr. Stapleton has experience as a public school principal and teacher as well as business management experience in the private sector. Mr. Stapleton's research interests include curriculum development and assessment in the online environment.

Presentations, posters, and workshops include:
Stapleton, G.R., Sandlow, L.J., York, J.W., Student Support Systems for Online Learning: The GME Core Curriculum Experience at UIC. The Seventh Sloan-C International Conference on Online Learning, Orlando, November 18, 2001.
Stapleton, G.R., Jackson, T., Workshop on Using Computers in Medical Practice Communication. American Geriatrics Society 2001 Annual Scientific Meeting, Chicago, May 11, 2001.
Sandlow, L.J., York, J.W., Stapleton, G.R., Use of Computers in Teaching the Core Curriculum. Central Group on Educational Affairs Spring Conference 2001, University of Minnesota, March 16, 2001.
Sandlow, L.J., York, J.W., Stapleton, G.R., The GME Core Curriculum at University of Illinois at Chicago - Development and Delivery. American Association of Medical Colleges 2000 Annual Conference, Chicago, November 1, 2000.
Tekian, A., York, J.W., Stapleton, G.R., Challenges and Creativity in Developing Online Courses. MHPE Summer Conference, Chicago, July 27, 2000.
York, J.W., Canfield-Jepson, C., Stapleton, J.R., & Sandlow, L.J., (Poster) Using the Internet to Present the GME Core Curriculum. Group on Residency Affairs Professional Development Meeting, AAMC, Miami Beach, Florida, April 4, 2000

Dr. Sandra Sufian, Assistant Professor of Medical History and Humanities

Sandy Sufian is an Assistant Professor of Medical Humanities and History at the University of Illinois-Chicago College of Medicine. She has joint appointments in the History Department and the Disability and Human Development Department. She teaches courses at UIC on various topics in American and international histories of medicine as well as the history of disability. Dr. Sufian is also the faculty adviser to the History of Medicine Student Interest Group.

Sandy Sufian received her PhD from New York University in Middle Eastern Studies, where she wrote her dissertation on malaria in Mandatory Palestine 1920-1947. She is now working on the book manuscript under a National Endowment for the Humanities University Professors Fellowship. From NYU, she went to the Oregon Health Sciences University on an AHRQ (Agency for Health Care Research and Quality) postdoctoral fellowship. There she also received a master's degree in public health in epidemiology and biostatistics. Her MPH thesis was a historical study of the social mission of Kaiser Permanante in the Northwest.

While at OHSU, Sandy designed and taught courses in history of medicine for the faculty and students in medicine and taught physicians the history of medicine CME course of the Foundation for Medical Excellence. She also taught a summer course at Portland State University on social conflicts in Palestine/Israel.

Sandy received a National Endowment for the Humanities summer fellowship to attend a conference on disability studies, and she is the founder of the listserv H- Disability, a scholarly listserv for historians of disability. She spent 2001-2002 at Rutgers as a postdoctoral fellow at the Center for Historical Analysis, during which time she designed and ran a program on Middle East Health issues at the University of Pennsylvania Middle East Center. She has continued this program at UIC, founding a global network of researchers on HIV/AIDS in the Middle East and North Africa Region.

Ara Tekian, Ph.D., MHPE
Associate Professor of Medical Education, and
Director, International Affairs
Ph.D. Neuroscience, American University of Beirut
MHPE. Health Professions Education, University of Illinois at Chicago

Professional Background:
After earning his MHPE at the University of Illinois at Chicago (UIC) in 1983, Dr. Tekian returned to Middle East to become the Director of the Medical Education Department at King Saud University, College of Medicine in Riyadh, Saudi Arabia. He has served for the past two decades as a short-term consultant to the World Health Organization Eastern Mediterranean Regional Office (EMRO) for projects in the Division of Human Resources for Health as well as to the Ministries of Health and Education in most of the Eastern Mediterranean countries. He has established a number of medical education departments/units in the Eastern Mediterranean countries.

Dr. Tekian joined DME in 1992 and at present, he is Associate Professor of medical education and Director of International Affairs. He participates in teaching in the MHPE program and his areas of expertise include curriculum development and assessment methods. Besides co-teaching in the core courses, Dr. Tekian has developed and offered an elective in medical simulations.

Dr. Tekian consults both nationally and internationally. He has organized and conducted over 100 international workshops in the following countries: Canada, Switzerland, Austria, Lithuania, Poland, The Netherlands, Turkey, Lebanon, Syria, Jordan, Saudi Arabia, Bahrain, United Arab Emirates, Oman, Yemen, Sudan, Egypt, Israel, Tunis, Libya, Morocco, Pakistan, India, Armenia, Uzbekistan, Iran, Thailand, Korea, Chile, Mexico, Argentina and Brazil. He regularly teaches the Training of Trainers course in the MPH program at the American University of Armenia, and the Curriculum Development course in the Masters in Medical Education (MME) program at the University of Bern, Switzerland.

Dr. Tekian was the winner of the 1997 Teaching Recognition Program Award selected by the UIC Council for Excellence in Teaching and Learning. He was also awarded an honorary doctorate degree from Tashmi II Medical Institute in Tashkent, Uzbekistan in 1996.

As member of the American Educational Research Association (AERA), Dr. Tekian has held several positions in the Division I. Most recently, he is the Program Chair for the conference in 2006. He is also a member of both the Association of the American Medical Colleges (AAMC) and Association of Medical Education in Europe (AMEE).

Dr. Tekian is the senior author of the book "Innovative Simulations for Assessing Professional Competence: From Paper-and-Pencil to Virtual Reality" published in 1999. Dr. Tekian's current research interests include curriculum planning and evaluation for medical schools, student assessment and innovative testing methodologies, instructional technology, selection and retention of underrepresented minorities in medical schools, and international health professions education.

Rachel Yudkowsky, M.D., MHPE, Associate Director of Faculty Development and Director, Clincal Performance
Ctr.

Rachel Yudkowsky received her MD from Northwestern University Medical School in 1979 and attended Northwestern's Evanston Hospital campus for residency training in Psychiatry. She served as medical student psychiatry clerkship director, psychiatry residency program director, and director of education for the Evanston Hospital Department of Psychiatry, and as associate director of graduate medical education for the Department of Psychiatry and Behavioral Sciences of Northwestern University Medical School.

In 1999 Rachel moved to the Department of Medical Education at UIC, where she earned her Masters in Health Professions Education in 2000. She serves as director of DME's Clinical Performance Center where she is particularly interested in extending the use of standardized patients and simulators in graduate medical education to enhance the training and assessment of interns and residents. She is also active in Faculty Development with a special interest in improving resident teaching skills and in using standardized medical students to help faculty in the health professions acquire clinical teaching skills.

Other areas of interest include: Competency assessment; Teaching and assessing procedural skills with task-trainer models; Standard setting for performance exams; Residency program evaluation; Ambulatory Care Education