Faculty Career Opportunities

Scholarly Pursuit and Thesis Mentor

The Scholarly Pursuit and Thesis (SPT) course is a longitudinal course that is integrated through Phases 1-3.  The SPT course is designed to develop physicians who are life-long learners capable of critical inquiry and medical information literacy. SPT mentors will work closely with the medical student in mentoring students on a research project.  Research projects can come from any field as long as the students can propose a project that has been researched effectively, includes an intervention or examination, has a good plan for analysis, and discussion of the results with potential application and questions for the future.  Time with the medical student will vary from project to project. The mentor should plan to commit to working with the student over the four years. By the end of the SPT course, students will each write a capstone thesis and present their projects to the community at a research symposium.

Contact Mike Bernas, Director for the SPT course, to be considered for an SPT Mentor role

Current Faculty Positions here

Longitudinal Integrated Clerkship Clinical Faculty Job Description
Primary Care, Phases 1 – 3

Highlights

The TCU School of Medicine aims to transform medical education and prepare students to provide the health care of tomorrow. We are creating a curriculum that consistently and intentionally engages students in significant learning experiences through continuity with both patients and clinical teachers. Our longitudinal integrated clerkship (LIC) model is both patient-centric and learner-centric; it is a progressive curriculum that enables students to maintain continuity with patients and expand their ability to understand and manage the contemporary complexities of patient care. Clinical teachers are essential members of the educational team and key role models for students. We will seek clinical faculty with an excellent reputation; the highest skill and regard for quality, patient-centered care; and a contagious spirit of learning.

As a faculty member for the longitudinal integrated clerkship (LIC), you are instrumental in shaping the student’s clinical experience from their first encounters (shortly after arriving at medical school) to the more intensive clinical phases of the curriculum. Through ongoing, longitudinal engagement with your student(s), you make key contributions to the growth of their skills as a clinician as well as their professional identity. For the student, being an integral part of your practice and caring for patients over time will foster meaningful continuity, connection, and contribution to patient care as well as to your practice.

Responsibilities

The LIC faculty member:

Integrates a student into their practice, as follows:

• Phase 1: One half-day every other week from late July through June, or about 20 half-day sessions (beginning in July 2019)
• Phase 2: One half-day per week from late October through August, or about 40 half-day sessions (beginning in October 2020)
• Phase 3: One full day (or two half days) per week from October through March, or about 20 full-day sessions (beginning in October 2021)
  Ideally, a student begins in Year 1 (e.g. July 2019) and continues with your practice through Year 3 (e.g. March 2022).

Duties:

• Participates actively with the School of Medicine in the site review for clinical training approval.
• Upholds all School of Medicine policies related to the Learning Environment expectations for medical students.
• Collaborates with the Clerkship Director and The LIC Director to identify patients to assign to students that maximize their opportunity for clinical learning and address the learning objectives for each session.
• Assigns patients to become a part of the student’s patient panel. The size of the student’s patient panel will initially be 1-2 patients (during Phase 1), expand to 4-6 (during Phase 2), and then taper back to 1-2 (in Phase 3).
• Facilitates the student’s participation in the care of their assigned panel of patients whenever possible, in the office, and when care extends to other settings (e.g. a specialty appointment, procedure, hospitalization, etc.)
• Hosts and/or facilitates the student experience when a student is following a patient into the clinical teaching faculty member’s setting (e.g. during hospitalization, procedure, or consultation)
• Observes provides feedback to, and assesses students in a timely manner in accordance with School of Medicine policy.
• Reviews and responds to communications from the LIC director, clerkship directors, and LIC coordinator(s) to facilitate meaningful student learning experiences.
• Communicates with the student’s physician development coach at the SOM at prescribed intervals (e.g. quarterly) and as needed regarding student progress.
• Responds promptly to requests for information about student performance, including periodic written evaluations.
• Proactively contacts School of Medicine staff and faculty (e.g., LIC coordinator, clerkship director) as needed to promote student safety and progress.

Minimum Qualifications

• Unrestricted licensure to practice medicine in the State of Texas without adverse licensure board events
• Board eligibility or certification in appropriate discipline
• Active and continuing clinical practice site(s)
• Excellent interpersonal, communication, and clinical skills
• Qualify for faculty appointment at the rank of Assistant Professor or higher with the TCU and UNTHSC School of Medicine
• Preferred Qualifications:
• Experience teaching medical students in a clinical setting
• Experience and leadership in team-based delivery of healthcare

Other requirements:

• Endorse and adhere to the Burnett School of Medicine Teacher-Learner Compact
• Endorse and adhere to the Burnett School of Medicine Learning Environment Policy
• Abide by all Burnett School of Medicine and university policies and rules of conduct
• Apply for and achieve appointment to the faculty of the Burnett School of Medicine
• Engage in faculty development

Longitudinal Integrated Clerkship Preceptor

Our Longitudinal Integrated Clerkship (LIC) model is both patient-centric and learner centric; it is a progressive curriculum that enables students to maintain continuity with patients and expand their ability to understand and manage the contemporary complexities of patient care. Clinical teachers are essential members of the educational team and key role models for students. We will seek clinical faculty with an excellent reputation; the highest skill and regard for quality, patient-centered care; and a contagious spirit of learning.

Clinical teachers are essential members of the educational team and key role models for students. We will seek clinical faculty with an excellent reputation; the highest skill and regard for quality, patient-centered care; and a contagious spirit of learning. As a faculty member for the longitudinal integrated clerkship (LIC) immersion, you are instrumental in shaping the student’s clinical experience. For the student, being an integral part of your inpatient team will foster meaningful learning about excellent patient care and the health care system.

As a faculty member for the longitudinal integrated clerkship (LIC), you are instrumental in shaping the student’s clinical experience from their first encounters (shortly after arriving to medical school) to the more intensive clinical phases of the curriculum. Through ongoing, longitudinal engagement with your student(s), you make key contributions to the growth of their skills as a clinician as well as their professional identity. For the student, being an integral part of your practice and caring for patients over time will foster meaningful continuity, connection, and contribution to patient care as well as to your practice.

The School of Medicine is seeking LIC Preceptors for the longitudinal outpatient experiences as well as preceptors willing to precept students during scheduled inpatient immersion experiences.

Clerkship Specialties: Emergency Medicine, Family Medicine, Internal Medicine, Neurology, Obstetrics and Gynecology, Pediatrics, Psychiatry, and Surgery

In Family Medicine, Internal Medicine, Pediatrics, and Surgery, integrates a student into their practice one half day per week for about 40 half-day sessions.

In Obstetrics and Gynecology, Neurology, and Psychiatry, integrates a student into their practice one half day every other week for about 20 half-day sessions.

In Emergency Medicine, integrates a student into biweekly evening or monthly weekend shifts for about 20 half-day or 10 full-day sessions

These sessions will begin in about November and continue through the following August, beginning in November 2020. 

Longitudinal Integrated Clerkship Responsibilities Inpatient Immersion:

• In Internal Medicine, integrates a student into their inpatient practice full time for three consecutive weeks.
• In Obstetrics and Gynecology, integrates a student into their inpatient practice – primarily labor and delivery – full time for two consecutive weeks. Students will be assigned 2-3 women to follow throughout their prenatal course (e.g. during the remainder of the LIC), and this initial immersion will facilitate student preparation for the full spectrum of prenatal, perinatal, and postnatal care.
• In Pediatrics, integrates a student into their inpatient practice full time for one week from late July to early October.
• In Surgery, integrates a student into their inpatient practice – in preoperative, intraoperative, and postoperative care – full time for three consecutive weeks.

These immersions will likely begin in about August 2020 over a 9-week period. Students may rotate through these experiences in cohorts; e.g. for IM, one third of the class, or 20 students, might be engaged across multiple sites and teams in a given 3-week time period.

LIC Preceptor Responsibilities:

• Participates actively with the School of Medicine in the site review for clinical training approval.
• Upholds all School of Medicine policies related to the Learning Environment expectations for medical students.
• Collaborates with the Clerkship Director to identify patients to assign to students that maximize their opportunity for clinical learning and address the learning objectives for each session.
• Assigns patients to become a part of the student’s patient panel. The size of the student’s patient panel will be 4-6 patients during Phase 2 and then will continue but taper in Phase 3 (October 2021 – March 2022).
• Facilitates the student’s participation in the care of their assigned panel of patients whenever possible, in the office and when care extends to other settings (e.g. a specialty appointment, procedure, hospitalization, etc.)
• Hosts and/or facilitates the student experience when student is following a patient into the clinical teaching faculty member’s setting (e.g. during hospitalization, procedure, or consultation)
• Observes, provides feedback to, and assesses students in a timely manner in accordance with School of Medicine policy.
• Reviews and responds to communications from the LIC director, clerkship directors, and LIC coordinator(s) to facilitate meaningful student learning experiences.
• Communicates with the student’s physician development coach at the SOM at prescribed intervals (e.g. quarterly) and as needed regarding student progress.
• Responds promptly to requests for information about student performance, including periodic written evaluations.
• Proactively contacts School of Medicine staff and faculty (e.g., LIC coordinator, clerkship director) as needed to promote student safety and progress.

Minimum Qualifications

• Unrestricted licensure to practice medicine in the State of Texas without adverse licensure board events
• Board eligibility or certification in appropriate discipline
• Active and continuing clinical practice site(s)
• Excellent interpersonal, communication, and clinical skills
• Qualify for faculty appointment at the rank of Assistant Professor or higher with the TCU School of Medicine

Preferred Qualifications:

• Experience teaching medical students in a clinical setting
• Experience and leadership in team-based delivery of health care

Other requirements:

• Endorse and adhere to the School of Medicine Teacher-Learner Compact [Link]
• Endorse and adhere to the School of Medicine Learning Environment Policy [Link]
• Abide by all School of Medicine and university policies and rules of conduct [Link]
• Apply for and achieve appointment to the faculty of the TCU School of Medicine [Link]
• Engage in faculty development

Sign up to be considered for an LIC Faculty role

Electives Faculty

Electives faculty are responsible for the development and delivery of four-week electives rotation for Phase 3 medical students. During the elective rotation, medical students will. All electives require advance approval from the assistant dean for curriculum, the electives director, and the School of Medicine Curriculum Committee.

Sign up to be considered for a Phase 1 or Phase 3 electives teaching role with the School of Medicine https://fwfacultyaffairs.wufoo.com/forms/z1jcex2w14orqx1/

Primary Care LIC Faculty (Phase 1-3):

• Integrates a student into their practice, as follows:
  • Phase 1: One half day every other week from late July through June, or about 20 half-day sessions (beginning in July 2019)
  • Phase 2: One half day per week from late October through August, or about 40 half-day sessions (beginning in October 2020)
  • Phase 3: One full day (or two half days) per week from October through March, or about 20 full-day sessions (beginning in October 2021)

Ideally, a student begins in Year 1 (e.g. July 2019) and continues with your practice through Year 3 (e.g. March 2022).