About the Track
The clinician educator track, founded in 2003, is a specialized residency training path with a curriculum designed to educate residents about academic medicine and psychiatry, enhance knowledge about career opportunities in academic medicine and improve graduating residents’ readiness for success as clinical educators.
- Improve Teaching Proficiency
- Develop Research Knowledge and Skills
- Cultivate Leadership Abilities
- Explore Career Interests
- Two Year Curriculum
- Networking and Collaboration with Colleagues and Faculty
- Supervision of a Scholarly Project
- Monthly Lunch Meetings- 2nd Friday of Month at Noon
- Monthly Dinner Meetings-Last Thursday of Month at 6 p.m.
- Quarterly CET Chair Rotation
- PGY2-PGY4 residents and fellows pursuing careers in academic psychiatry
- Faculty: psychiatry and psychology faculty are eligible to be mentors or part of the steering committee
- Selection is based on applicant’s commitment to teaching, experience in service, and motivation to create scholarly projects
CET track members are responsible for development of lecture and workshop ideas, as well as the logistics of implementing these activities, including coordinating speakers, identifying workshop hosts and securing lecture locations and materials.
Participants in the track will be expected to develop and present a project that highlights an educational objective, and should result in a scholarly publication or presentation. Examples of this project might be a review paper, a collection of case reports, a Grand Rounds presentation, or a work of educational research. This project should be developed and proposed to the Committee for approval within three months of beginning track participation. A participant may have more than one scholarly work in progress; however, one must designate a primary target goal for completion during CET tenure.
Project examples include:
- Creating an internet-based durable product to train therapists to administer CBT
- Developing medical student crash course prep for clerkship boards and oral examinations
- Survey research on how the attitudes of IM attendings affects IM residents' treatment of depressed patients
- Implementing an educational tool for clergy to recognize child abuse and available resources
- Creating Psychotherapy 101 Lecture Series for LACE MH pathway medical students
- Dark Knight - Media and Mental Health AAP Workshop, APA poster and BCM Grand Rounds
A formal one-on-one mentoring relationship will be established between the CET participants and clinician-educator faculty members, ideally occurring within two months of selection. Every effort will be made to match the trainees with a faculty member with similar interests and strong regard will be given to the trainee's choice of mentors. This mentoring relationship may not replace one of the individual supervisor assignments as made by the RTD per ACGME expectations. It is hoped that there will be individual meetings between mentor and trainee no less than monthly.
While collaboration between the CET mentor and mentee is encouraged for formal CET projects, selection of project mentors may range outside of the CET Committee with willing BCM faculty who may provide opportunities specific to the member's interests. The role of a CET mentor is as follows:
- Assist with developing academic projects
- Assist with project execution
- Plan presentations
- Cultivate academic interests
- Foster continued growth as a clinician educator
CET Committee Members
- John Coverdale, M.D.
- Mauro Garcia-Altieri, M.D.
- Abdualla Ben Ammer, MBBCh
- Shankar Nandakumar, M.D.
- Vinh-Son Nguyen, M.D.
- Grace Pham, D.O., Ph.D.
- Shelley Rote, M.D.
- Matt Stephens, D.O.
- Datonye Charles, M.D.
- Dania Albaba, M.D.
- Thomas Ittoop, M.D.
- Laura Kenyon, M.D.
- Vivian Wang, M.D.
- Jennifer McDonald, M.D.
- Funso Adeolu, M.D.