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Newsletter of the Office of Medical Education
Trends in
Medical Contents
Education Lead Story: SGEA Conference
Education Day
Interdisciplinary Seminar Series
1
2
7
Teaching Scholar Award 2, 4,6
Teaching and Learning
Just in Time Teaching 5
Peer Instruction 4, 5
From the SGEA Conference PostitMD.com 7
Jeanne C. Samuel, M.Ed.
From the Desk of
conference in Nashville, TN. With over 40 membership schools, the “SGEA fosters
Our staff recently attended the 2008 Southern Group on Educational Affairs (SGEA) Annie Daniel, Ph.D., Director 6, 8
Jenny Gibson, Ph.D., Assessment 3
excellence along the continuum of medical education ‐ by providing a forum for Jeanne Samuel, M.Ed., Ed Tech 8
discussing the concerns of the medical education profession, serving as a resource, and
acting in an advisory capacity to the GEA and AAMC” Contact Information
(http://www.aamc.org/members/gea/regions/sgea/start.htm). The conference theme Main Number, (504) 988‐6600
was Medical Education: Balancing Learning Strategies and Technologies. Next year, in
Dr. Annie Daniel, (504) 988‐6600
2009, Tulane will host the conference.
adaniel@tulane.edu
Dr. Byron Crawford, (504) 988‐5437
bcrawfo@tulane.edu
Kornelija Juskaite, (504) 988‐3896
kjuskait@tulane.edu
Trenise Thomas, (504) 988‐6600
tthomas1@tulane.edu
Dr. Jennifer Gibson, (504) 988‐6699
jwgibson@tulane.edu
Jeanne Samuel, M.Ed. (504) 988‐6602
jeanne@tulane.edu
Brenda G. Marks, (504) 988‐6650
This meeting provided an excellent opportunity to learn how other medical schools are bmarks@tulanel.edu
addressing the important issues and challenges of medical education while networking Fax, (504) 988‐6601
with colleagues. Sessions included topics such as Jumpstarting Educational Research,
OME Email, ome@tulane.edu
Evaluating Faculty Development, and Professionalism. Many of the schools seek
Exam email, ome_exam@tulane.edu
answers and solutions to similar problems. In particular, emphasis is being placed on
Web email, omeweb@tulane.edu
educational scholarship and research, inter‐professional education, integrated
Digital Calendar, sombb@tulane.edu
teaching, and using technology to create adaptive learning environments that promote
critical thinking and problem resolution. Continue on page 3.
2
Education Day
April 11, 2008
Craig Clarkson has won eight Owl Club teaching awards in the past ten years. He has
I. To promote the scholarship of
teaching at Tulane University served on thirteen different education‐related committees, and twenty eight doctoral
Health Sciences Center. thesis committees, including two as thesis chair. He has also served on dozens of
II. To provide faculty, fellows,
residents, and students in the master’s degree committees over the past ten years. Over the past ten years he has
School of Medicine and the School logged over 700 teaching hours. He has played a central role in the major curricular
of Public Health and Tropical
Medicine with the opportunity to
revisions that have taken place in the 2nd year medical curriculum over the past decade.
present new and innovative work
in health sciences education. Dr. Clarkson is noted for his dedication as a teacher, course director, and key contributor
III. To honor those faculty nominated to the development of our current second year curriculum. He is also known as an
for and selected as recipients of
the Senior Vice President's
innovator in applying technology to the advancement of medical education.
Teaching Scholars Award for 2008
Dr. Clarkson joined the Tulane faculty in the School of Medicine in July of 1985 and is
All School of Medicine and School of Public
currently a tenured Professor of Pharmacology. He has been the course director for the
Health and Tropical Medicine faculty, staff, 2nd year course in Medical Pharmacology since 1997. He is course director for the
residents, and students are encouraged to graduate courses Advanced Topics in Cardiology and Systems Biology. Recently, Dr.
participate in our Education Day. Watch for
the fall 2008 Call for Papers! For more Clarkson assumed the position of Director Graduate Studies in Pharmacology in
information, please call the SOM Office of December 2005.
Medical Education at 988‐6600 or send an
email to kjuskait@tulane.edu See http://tulane.edu/news/newwave/041808_clarkson.cfm.
“Clarkson is trying to make classes more interactive, more engaging for students, rather than just
passively giving them information, having them memorize it and give it back.” – Annie Daniel
Continue from page 1.
3
One interesting presentation used a Computer‐simulated Standardized Patient Case
Management System to Assess Clinical Decision Making Skills. The simulation
resembled MySpace and is named MyCaseSpace. More information is available at:
(http://www.educause.edu/ir/library/powerpoint/ELI08211.pps). From the desk of Jenny
Another presentation demonstrated how video clips in PowerPoint lecture
Gibson
presentations improve attitudes about learning. It showed how an embedded 30‐ The Basics of Research: SGEA Workshop Review
video clip may explain a concept more effectively than a 10 to 15 minute Jennifer W. Gibson, Ph.D.
second
lecture. The presenter’s early course evaluations had negative comments. For Research is critical to any field as it increases knowledge
example, one student perceived the field of psychiatry as “bogus, not a real field, not and provides answers to unsolved problems. Research
important”. Using media (video clip use) he gains and maintains student attention. generally falls into two categories: qualitative and
quantitative. Qualitative research involves using
Now his course is so popular that he does not have attendance issues and some
observational methods and narrative descriptions to
students decide to change career choice based on their course experience. describe specified phenomena. While its basis can be
rooted in a broad, research question, true qualitative
When asked about how he finds clips from movies and television shows. He research does not have a hypothesis. It is only after
explained that he watches a lot of TV. Also, he now explains to his students that he study completion that a hypothesis is generated and
does not have enough time to watch everything and asked them to submit relevant, formally tested in a quantitative study. Qualitative
topical, clips to him for course use. The use of popular cultural artifacts (PCA’s) in research is often difficult to get published due to its lack
of generalizability. Quantitative research, on the other
education facilitates understanding and scaffolding information since the artifact is hand, uses descriptive and inferential statistics to test
familiar to the student and is culturally relevant. Additionally, the PCA association hypotheses. It follows a process that includes
brings an immediate credibility to the presenter. identifying the problem to be solved, formulating a
research hypothesis, and designing the research model.
One school, Texas Tech University is using podcasts to reinforce skills. They designed A good research hypothesis is clearly stated and is
a series of 6 podcasts to address note writing skill deficiency in 1st year medical written in such a matter that the reader can identify the
variables under study, the characteristics of the sample,
students during their OSCE block:
and the appropriate method of evaluation. It is related
(http://www.ttuhsc.edu/SOM/FamMed/TTMedCast/ttmedcast_SOAPnote.html). to a research question and the anticipated relationship
or directionality of the outcome variables is outlined.
Another workshop presented an introduction to research. Read the complete Once the hypothesis is generated, data collection and
summary in the From the desk of Jenny Gibson column on this page. analysis ensue, followed by the drawing of conclusions
and interpretation/explanation.
For many faculty and staff at medical institutions, publishing scholarly material is vital to
Goals for Faculty their careers. Thus, it would seem critical to have an awareness of common mistakes
that increase the likelihood of manuscript rejection. A study by Bordage (2001) explored
Development the strengths and weaknesses of medical education papers by reviewing the notes made
by external reviewers. When recommending rejection, the top four deficiencies noted
The purpose of faculty development in the were: inappropriate, incomplete, or insufficient statistics (11.2%), overinterpretation of
SOM is to assist faculty to directly focus results (8.7%), inappropriate, suboptimal, insufficiently described instrument (7.3%), and
their teaching and assessment on the sample too small or biased (5.6%). When recommending acceptance, the top four
specific competency‐based learning goals, reasons were: important, timely, and relevant problem (20.2%), well‐written manuscript
objectives, and outcomes for students, (18.3%), well‐designed study (10.3%), and thoughtful and current review of the literature
which are developed per course by the (6.7%).
faculty and institutionally by the SOM
Faculty will demonstrate improved Overall, there are several key points to keep in mind when conducting research,
competency by the end of each academic particularly quantitative research. Begin with a good hypothesis and a sound, research
year in pedagogical skills and in medical model. If necessary, consult with a statistician to ensure appropriate statistical analysis
education scholarship. and interpretation. Finally, keep in mind the findings of Bordage (2001) to reduce
Annual: shortcomings and improve the likelihood of manuscript acceptance and publication.
Teaching Awards Day/Research
Semester: References:
Teaching Excellence Series and Conferences Bordage, G. Reasons reviewers reject and accept manuscripts: The strengths and
Monthly/Weekly: weaknesses in medical education reports. Academic Medicine, 2001; 76(9): 889‐896.
Brown Bag Luncheons, Society of Teaching
Scholars, and Faculty Professional
Development Series
Ongoing:
Web‐based resources
4
2008 Teaching Scholar Award Finalist
Eric E. Simon, a finalist for the 2008 Senior Vice President’s Teaching Scholar Award,
received his M.D. from the University of Chicago Pritzer School of Medicine. He
completed his Internal Medicine training at the University of Kentucky, Lexington and
his Nephrology Fellowship at Washington University in St. Louis. He remained there
until he joined the faculty at Tulane University where he has been actively involved in
teaching and performing clinical research. Dr. Simon is currently Interim Section Chief
Dr. Eric Simon receives finalist award from of the Section of Nephrology and Hypertension. Dr. Simon has been involved in basic
Dr. Kevin Krane. science research in the areas of ammonia transport and cell adhesion molecules.
He has published over forty original articles, review articles and book chapters. Dr. Simon feels that the field of nephrology lends itself
perfectly to a systematic pathophysiologic approach to clinical teaching. The challenge, however, is to engage the learner by
emphasizing the clinical importance of the information (the “hook”) so that the learner is encouraged to tackle sometimes difficult
pathophysiology.
Peer Instruction “Somebody once told me that the
Students Teaching Students in the Classroom
lecture is a process whereby the
Those Who Teach, Learn
lecture notes of the instructor get
Craig W. Clarkson, Ph.D.
transferred to the notebook of the
student without passing through the
Traditional lectures have a number of strengths, including the ability to present large brains of either. That’s what used to be
amounts of information to a large audience. However, they fail to provide instructors happening in my class room.”
5
with feedback about the extent of student learning. In lectures, it is difficult to Eric Mazur, Harvard
intellectually engage students (as hard as we may try). Hence students have little
choice but to learn passively, and therefore retain less than if they were actively
engaged.1
In the early 1990’s Eric Mazur, a professor at Harvard became frustrated with the After the votes were tallied, he would display a
outcomes from his traditional introductory physics course. He found that students histogram of their answers and provide a brief
were passing exams without having understood the fundamental concepts he was explanation. If the class did poorly after the 2nd try, he
trying to teach. As a result he switched to a Just‐in‐Time‐Teaching strategy, and then would ask an additional follow‐up question on the same
developed a complementary method of classroom instruction that actively engaged topic and repeat the process. What he learned was that
his students in their own learning, a method he called “Peer Instruction”. 2‐5 After the percent of students choosing the correct answer
collecting and reading his student’s electronic submissions following their reading would almost always increase significantly after the
assignment the morning before his lecture, Dr. Mazur focused his classroom period of student‐student “peer instruction” (e.g. by
discussion on those 3 or 4 topics that students identified as being areas of difficulty. >30%). Using a combination of standardized pre‐course
After spending 10‐15 minutes explaining a topic, he would assess their level of and post‐course exams, Mazur found that adopting this
understanding by projecting a challenging multiple choice quiz question. He would new teaching strategy resulted in a gain in
give students one minute to select their best answer, and then they would be asked understanding by the end of a course that was over
to respond by raising a flash card, a show of hands, or (after a few years) using hand‐ twice that achieved from traditionally taught courses in
2
held “clickers” and an Audience Response System. If less than 70% of the class got the physics. Since then, similar outcomes have been
question correct, he would then ask students to spend 3‐4 minutes to convince their documented in undergraduate courses in anatomy &
neighbors that they had the right answer. (Insert sounds of a noisy classroom, where physiology, microbiology, and a variety of biology
everyone is actively engaged, vs. passively learning, or sleeping). After this period of courses. It has also been found to be a successful
“peer instruction” Professor Mazur would ask students to vote a 2nd time. method for teaching medical school courses in
respiratory physiology and microbiology.6
Continued on page 5.
5
Just‐In‐Time Teaching
Don’t throw away the classroom lecture, fix it!
How to Create a Culture of Student‐Centered Learning
Craig W. Clarkson, Ph.D.
Just‐in‐Time‐Teaching (JiTT) is a teaching & learning
strategy that consists of three elements:
• A reading assignment to motivate students to cover
material ahead of class. This allows students to
develop a basic knowledge of material to be covered,
and to identify areas of difficulty.
• Web‐based feedback from students to the
instructor. This typically consists of an on‐line quiz
with 3‐4 questions to motivate students to keep up,
as well as to get their reactions to the material. An
essential element of this is an open‐ended question
on “what did you find most confusing or difficult
about the material?” Sometimes a student isn’t
aware of what they do not understand until they are
challenged to articulate it. In addition, it is often
difficult for a lecturer to accurately anticipate what Reference:
points students will have the most trouble with ‐ Novak GM, Patterson ET, Gavrin AD, Christian W. Just‐in‐Time
without student feedback. One approach to consider Teaching: Blending Active Learning with Web Technology. New Jersey:
is to grade these Web‐based quizzes based upon the Prentice Hall; 1999.
degree of effort put into the answer, as compared to
their correctness, in order to reward students for
participation vs. their ability to grasp an
understanding of the material from a single reading
of the material. Continued from page 4.
• A classroom session focused on those areas of
identified student difficulty. Because students are Positive outcomes of using Peer Instruction cited from a number of
required to complete a Web based quiz the day published studies include: 6
before the classroom session (if they want credit), • making class time more enjoyable
their submitted responses can be reviewed by the • increased attendance
instructor prior to the class session (see insert). This • reduced failure rates
enables the instructor to adjust and organize the • increased exam scores
classroom session to focus on those areas of • increased student feedback on their level
identified difficulty, in response to student of understanding while in class (good for both the student &
submissions. This process of adjusting the material to instructor)
be taught in class occurs “Just‐in‐Time”. When the
instructor comes to class, he/she encounters The hypothesis that remains to be tested is: Can the method of peer
students who have come to class prepared, instruction achieve similar gains in student learning in a medical
understand the terminology to be used in the class curriculum at Tulane?
room discussion, and are motivated to have their
References:
areas of misunderstanding clarified. Since the
students have read the material, there is little benefit
1. Novak GM, Patterson ET, Gavrin AD, Christian W. Just‐in‐Time
in spending valuable class time reading a series of
Teaching: Blending Active Learning with Web Technology. New
slides containing information on those topics that
Jersey: Prentice Hall; 1999, pp 9‐10.
students have had no difficulty in understanding.
2. Crouch CH, Mazur E. Peer Instruction: Ten years of experience and
In summary, JiTT is a teaching & learning strategy that
results. Am J Physics.69 (9): 970‐977, 2001.
succeeds through a fusion of high‐tech and low‐tech
3. Mazur E. From Questions to Concepts: Interactive Teaching in
elements – the use of the Web to manage electronic
Physics. (A Harvard University BokCenter Video posted on You
communication between students & faculty, and fostering
Tube): http://tinyurl.com/499hqf .
a classroom environment that emphasizes a rapid
4. Mazur E. Peer Instruction. A User’s Manual. New Jersey: Prentice
response to student’s problems using teacher‐student
Hall; 1997.
interactions (Novak et al., 1999). Facilitated student‐
5. Mazur’s Interactive Teaching website:
student interactions in the classroom is another
http://www.teachingdvd.com/ .
complementary approach that can be used along with JiTT
6. Dr. Clarkson’s Blog on Educational Technology:
to significantly enhance learning (see associated article on
http://cclarks.wordpress.com/.
Peer Instruction).
Dean Sachs presents Teaching Scholar 6
Award
Dr. Benjamin P. Sachs, Senior Vice President of Tulane University, Dean of the School
of Medicine presided over the 2008 Teaching Scholar Award. The Tulane University
Health Science Center Teaching Scholar Award was established as the Chancellor’s
Teaching Award in 1977 and renamed in 1999 and continues with the support of the
office of the Senior Vice President. The distinguished award exists to recognize and
reward full‐time faculty members of meritorious contributions to teaching and
learning and to encourage the pursuit of scholarship in teaching. This is an annual
award bestowed on one faculty member in the School of medicine identified
through a multistage process and with the involvement of a broadly representative The view from the top of the 15‐story Murphy
Exploration Building (lower left) donated by the
selection committee comprising faculty members and students. A society of Murphy Oil Corp. overlooks the downtown
Teaching Scholars was also established in 1977 in the School of Medicine and in the
School of Public Health and Tropical Medicine. Recipients of the Tulane Health
medical district. (Photo by Paula Burch‐
Celentano) More:
Sciences Center Teaching Scholar Award become members of the society.
http://tulane.edu/news/newwave/121707_mur
phy.cfm
Call for Submissions
The Office of Medical Education
Faculty Newsletter will be published
three‐four times a year as an Adobe
Acrobat file that will be delivered by
email and posted on the OME
Website:
http://www.som.tulane.edu/ome/
To help make this publication a
success, the editor is requesting that
individuals submit:
• Announcements
• Short medical education
articles (up to
•
•
500 words)
Teaching Strategies and
From the desk of Annie Daniel
descriptions of research in
progress
OME’s Initiative to Provide Quality Professional Development
• Reviews of research
Annie J. Daniel, Ph.D. • Book reviews
The mini‐grants awards will promote collaboration and synergy among faculty of
• Letters to the editor or
faculty
Tulane University School of Medicine and strongly encourage educational research • Events of interest
relationships between departments within this institution: • Research ideas for
collaborating
Under the guidance of the Society for Medical Education Research the Mini‐Grant • Publication notices and
Program will support: requests
• Expanding the base of nationally competitive medical education research activity Materials (preferably electronically in
leading to increased extramural support of medical education research at Tulane Microsoft Word) and submitted to:
University Jeanne Samuel, OME Newsletter,
• Elevating the visibility and reputation of Tulane University School of Editor.
Medicine Faculty for excellence and scholarly accomplishment
• Strengthening the educational offerings by providing medical students and junior Email: (ome@tulane.edu) or
faculty with opportunities to participate in educational research, scholarship, and Fax: (504) 988‐6601
creative activity.
• The above goals also contribute to stimulating scholarly endeavor, which elevates
the intellectual environment at Tulane University.
Full‐time faculty may apply for Medical Education Research Mini‐Grants for up to The Office of Medical Education website is
$2500 to support innovations in teaching and learning activities that will be developed evolving. Please check
into medical education research. Grants can be used in a variety of ways, including http://www.som.tulane.edu/ome/ later this
support for teaching‐related supplies, materials, services, and travel. All materials, summer to find more information about the
supplies, services, travel arrangements, etc. must be submitted to and processed mini‐grant awards and other faculty
through the Office of Medical Education (OME). Final reports for funded projects are development resources.
due to the OME by May 1, 2009. Continued on page 8.
7
PostitMD.com
A web‐based tool for resident education
Interdisciplinary Seminar Ramesh Ayyala, MD, FRCS, FRCOphth
Series
Brenda G. Marks
PostitMD.com was born out of the worst natural disaster to occur in the history of main
land USA. Following Hurricane Katrina, 70% of the New Orleans metro area was
Beginning with the 2008‐2009 academic submerged under water for four weeks. As a consequence, two major medical schools
year, the Curriculum Committee has were shut down for months following the disaster. As the Program Director of one of the
medical schools, it was my responsibility to continue the education of our residents in the
changed the third and fourth year clinical
experiences to allow required and Department of Ophthalmology1. During the first three months following Katrina, we did
elective rotations to be scheduled during not have access to teaching material, and searching the net for free material proved to be
both years. Simultaneously, the futile. I did not find any one site that could provide the necessary material (clinical
Curriculum Committee established the pictures, surgical videos on various topics that could be used as teaching material, and
more importantly, multiple choice questionnaires for our residents to prepare for the
Interdisciplinary Seminar Series (IDS).
The goal of the seminar series is to bring examinations). The tools necessary to delivery resident education and to satisfy the
students and faculty together to discuss ACGME mandate were not freely available. PostitMD.com is an attempt to create a free
that span the clinical years and
topics web based service that can provide teaching material to residents and to provide some of
may be utilized during multiple clinical the tools necessary to run the residency program in accordance with the RRC/ACGME
rotations. Topics have been identified mandate2.
throughout the curriculum that will be
augmented to provide well rounded The purpose was to design and create a website that can achieve the following goals.
educational opportunities. These topics 1. Ability to upload pictures, surgical videos and power point presentations
will be presented in an interactive 2. Ability to upload multiple‐choice questionnaires
learning session with the exact format 3. The ability to store the audio along with the PowerPoint presentation so that
determined by the seminar leaders. interested residents can retrieve these lectures at a later date.
4. Ability to retrieve the uploaded material easily by anybody with Internet access
Examples of sessions include case based
learning, problem based learning, anywhere in the world.
standardized patients and small group
discussions. Students are required to
complete a minimum of 5 topics by the
midpoint of their fourth year and must
schedule a minimum of 1 seminar per 4
month scheduling block. There will be
both a minimum and maximum number
of students who can attend each seminar
as determined by the seminar leader.
minimum number of students
The
PostitMD.Com:
identified must be reached by the week A Web Based Tool For Resident Education(excerpt)
before the seminar for the program to
occur.
The web site “PostitMD.com” has been undergoing beta testing since January 2008. Our
Janet E. Johnson, MD. associate
Dr. residents and faculty at Tulane Ophthalmology department started using the site for the
Professor of Psychiatry and Brenda G. following purposes
Marks of Office of Medical Education will 1. Grand round presentations: Our residents were able to upload their power
handling the overall schedule of
be point presentations to the website from remote locations.
seminars and sign‐up. Brenda Marks can 2. Lectures: Some of our faculty started posting their lectures online using the
be reached at site and delivered their lectures via conference call.
bmarks@tulane.edu. 3. Surgical skill assessment: Residents were requested to upload their surgical
cases from various hospital systems on the web site as part of grand rounds.
Faculty used it to critique the resident progress in their surgical skills by
watching the up loaded videos. (ACGME/RRC mandate‐ how do you grade
surgical skill progress)
4. Multiple choice questionnaire (MCQ) bank: Residents and faculty prepared
MCQs that they then posted on “PostitMD.com”.
References:
1. Ayyala RS. Lessons from Katrina: A program director’s perspective.
Ophthalmology2007; 114(8):1425‐6.
2. ACGME requirements for program accreditation @ www.acgme.org.
The entire article is available online:
http://www.som.tulane.edu/ome/educationday/postit.pdf.
8
From the desk of Annie Daniel
OME’s Initiative to Provide Quality Professional Development
Continued from page 6.
Office of Medical
The purpose of Faculty Professional Development (PD) is to provide a systematic Education
method to improve the teaching skills of faculty, residents, preceptors, and others
with direct responsibilities for teaching medical students. Professional development
is provided in the areas of: 1430 Tulane Avenue, Suite 1730
(504) 988‐6600
(504) 988‐6601
* Pedagogical Practices
ome@tulane.edu
* Instructional Leadership
* Assessment and Competency‐based Evaluation We Heal Communities
* Curriculum Development
* Development and Implementation of Educational Objectives Find us on the Web:
* Understanding the Learning Process http://som.www.tulane.edu/ome
* Educational Technology
* Medical Education Scholarship
Throughout the academic year, the OME plans to offer a variety of opportunities for
faculty to improve their pedagogical skills and engage in medical education research.
This process has begun with the Teaching Excellence Series, the Faculty Professional
Development Series, Faculty Newsletter (with articles that target specific issues that
will improve teaching skills), and an online Website devoted to professional
development.
In addition to face‐to‐face PD, the Office of Medical Education plans to provide
interactive online resources that can be utilized to enhance the teaching and
evaluation skills of those individuals who educate medical students at Tulane Society of Teaching
University School of Medicine. These resources will assist educators in improving
their pedagogical skills, leading to enhanced medical students' knowledge, skills,
Scholars
behaviors, and attitudes. Please see 1‐page insert in this newsletter for more
information. 1998 Paul Rodenhauser, MD
Future plans by the OME include a series of lectures, workshops, seminars, and 1999 Norman Kriesman, PhD
individual and group skills development activities. Some activities are the Medical
Education Research Group, Brown Bag Luncheons, and Conferences. Individual and 2000 N. Kevin Krane, MD
group consultations may be offered at the recommendation of the Course Director
or Department Chair.
2001 Marc J. Kahn, MD
Our first implemented initiative is Team‐Based Learning (TBL). We have held formal
workshops, meetings, and have an online meeting and information area. The faculty 2002 Cathy J. Lazarus, MD
professional development website is housed in Blackboard,
http://mytulane.blackboard.com. Once you are enrolled in the SOM Professional 2003 Leon A. Weisberg, MD
Development organization, you will have access to many resources including TBL. If
you are not currently a member of the SOM Faculty Development organization, 2004 Byron E. Crawford, II, MD
please contact Trenise Thomas, via email at tthomas1@tulane.edu or by telephone,
(504) 988‐6600. 2005 Jeffery G. Wiese, MD
2008 Craig W. Clarkson, PhD
From the desk of Jeanne Samuel
I am very excited to be working at the School of Medicine. I started in Tulane’s Uptown Campus Computer Store in 1994. I worked in Tulane
Computing Services (TCS) before leaving to concentrate on earning Microsoft and CompTIA certifications. I became a consultant trainer,
concentrating on teaching systems and hardware certification, Microsoft Office, and web design. My interest lies in distance education and
collaboration. I earned my Masters in Education (Distance & Adult Education). I returned to Tulane in the School of Business, and then
moved to Academic Technology Support Services. LSU’s doctoral program in Education Technology lured me back to school. Dr. Annie Daniel
offered me this great opportunity to use my years of technical and teaching experience to join the growing department of Medical
Education.
After my first 6 months in the SOM and OME as an instructional technologist, I have a better understanding for the scope of responsibilities.
Major projects in the coming academic year include more online lectures, moving/redesigning the OME and Student Courses websites to the
new content server, and providing more technology training and support for faculty. Please explore our website and provide feedback as it
changes http://www.som.tulane.edu/ome. Sincerely, Jeanne