Clinical Educator Track

The goal of the Clinical Educator Track is to prepare residents to take on academic and educational leadership roles. We aim to give residents access to both the theoretical knowledge and the practical training necessary to be leaders in the field of academic medicine. The track is specifically designed for residents who intend to pursue clinician educator and/or academic administrative careers after graduation.

Residents apply for the Clinical Educator Track at the beginning of the PGY2 year. Selected residents work with a faculty mentor to develop an educational project designed for medical students or residents. Projects are scholarly - that is, they are set up to generate or test hypotheses regarding effective educational interventions. Each resident graduating from the track will have completed a project and will have presented a poster or participated in a workshop at a national conference or will have submitted a paper for publication. Residents in the track may set aside elective time in the PGY4 year for their educational projects, and are eligible to receive travel funds for presentations at academic meetings.

Members of the Clinical Educator Track

  • Laurel Bessey, PGY4 is interested in developing educational tools to help clinicians assess and manage the behavioral and psychological symptoms of dementia.
  • Rebecca Radue, PGY4 is developing a case-based module to teach primary care doctors about late-life depression.
  • Shuchi Kapoor, CAP1 wants to improve our skills in caring for the mental health needs of people of South Asian descent.
  • Maurizio Pugliese, CAP1 wants to help interpreters learn about mental health issues and to help us learn how to work more effectively with interpreters, in particular Spanish language interpreters.
  • Tony Dobner, CAP1 has adapted with Reach Out & Read protocol to improve child literacy to a mental health setting.
  • Jenna Bowen, PGY3 has been involved in the development of a "readiness for residency" curriculum for fourth-year medical sutdents.
  • Erin Cheers, PGY3 is interested in improving the education of family members of people with severe mental illness.
  • Katrina Hickle-Koclanes, PGY3 is interested in imiproving the public health training of residents.
  • Nick Mahoney, PGY3 has helped develop internet-based depression prevention programs for adolescents.
  • Sabrina Reed, PGY3 has been involved in the development of a "readiness for residency" curriculum for fourth-year medical students.
  • Melanie Scharrer, PGY3 has multiple interests in developing curricula related to geriatric mental health.