NcXHF

GILBERT ET AL
greater understanding of the study results, but how these results
can be applied in their daily practice. Training programs
can incorporate podcasts into their curriculum in a similar
fashion. Twitter allows subscribers to send brief updates on topics
they believe are important to their followers. An example of a
recent tweet is “What are the treatment paradigms for prostate
cancer?” that serves as a notice for an upcoming tumor board on
ASCO University. ASCO members can tweet on interesting
fındings that are published or presented at meetings. Networking
communities such as LinkedIn or Doximity allow health
care professionals to connect with one another and industry
partners, view new job postings or promotions, or connect with
communities of liked-minded individuals online.
CONCLUSION
With all these changes, this is an exciting time in medical education.
With new teaching and assessment strategies and all
the technology available to the educator, we can now only ask
“How could Tinsley Harrison do it differently?” We are
teaching a new generation of students who have the Internet
at their fıngertips and an application for every indication. In
our changing health care environment, with limited duty
hours, busy clinics, and overflowing hospitals, adaptation of
new assessment strategies and novel teaching strategies will
allow for a generation of physicians who may not think like
Harrison, but will continue to deliver outstanding patient
care.
Disclosures of Potential Conflicts of Interest
Relationships are considered self-held and compensated unless otherwise noted. Relationships marked “L” indicate leadership positions. Relationships marked “I” are those held by an immediate
family member; those marked “B” are held by the author and an immediate family member. Institutional relationships are marked “Inst.” Relationships marked “U” are uncompensated.
Employment: None. Leadership Position: None. Stock or Other Ownership Interests: None. Honoraria: None. Consulting or Advisory Role: Leora Horn,
Xcovery, Bayer, Merck, PUMA, Clovis, Helix Bio, Bristol-Myers Squibb. Speakers’ Bureau: None. Research Funding: Leora Horn, Astellas. Patents, Royalties,
or Other Intellectual Property: None. Expert Testimony: None. Travel, Accommodations, Expenses: Leora Horn, Boehringer Ingelheim. Other
Relationships: None.
References
1. Pittman JA. Tinsley Harrison, M.D.: Teacher of Medicine. Montgomery,
AL: New South Books; 2015.
2. Ludmerer KM. Time to Heal: American Medical Education from the
Turn of the Century to the Turn Era of Managed Care. New York: Oxford
University Press; 1999.
3. Anderson KT. Tinsley Randolph Harrison, MD: a legacy of medical education.
Pharos Alpha Omega Alpha Honor Med Soc. 2010;73:4-10.
4. Nasca TJ, Heard JK, Philibert I, Brigham, et al. Commentary: the
ACGME: public advocacy before resident advocacy. Acad Med. 2009;84:
293-295.
5. McLean M, Cilliers F, Van Wyk JM. Faculty development: yesterday,
today and tomorrow. Med Teach. 2008;30:555-584.
6. Steinert Y, Mann K, Centeno A, et al. A systematic review of faculty
development initiatives designed to improve teaching effectiveness in
medical education: BEME Guide No. 8. Med Teach. 2006;28:497-526.
7. Wilkerson L, Irby DM. Strategies for improving teaching practices: a
comprehensive approach to faculty development. Acad Med. 1998;73:
387-396.
8. Searle NS, Hatem CJ, Perkowski L, et al. Why invest in an educational
fellowship program? Acad Med. 2006;81:936-940.
9. Cooke M, Irby DM, Debas HT. The UCSF Academy of Medical Educators.
Acad Med. 2003;78:666-672.
10. Frohna AZ, Hamstra SJ, Mullan PB, et al. Teaching medical education
principles and methods to faculty using an active learning approach: the
University of Michigan Medical Education Scholars Program. Acad
Med. 2006;81:975-978.
11. Gruppen LD, Simpson D, Searle NS, et al. Educational fellowship programs:
common themes and overarching issues. Acad Med. 2006;81:
990-994.
12. Hitchcock MA, Stritter FT, Bland CJ. Faculty development in health
professions: conclusions and recommendations. Medical Teacher. 1992;
14:295-309.
13. Muller JH, Irby DM. Developing educational leaders: the teaching
scholars program at the University of California, San Francisco, School
of Medicine. Acad Med. 2006;81:959-964.
14. Robins L, Ambrozy D, Pinsky LE. Promoting academic excellence
through leadership development at the University of Washington: the
Teaching Scholars Program. Acad Med. 2006;81:979-983.
15. Rosenbaum ME, Lenoch S, Ferguson KJ. Increasing departmental and
college-wide faculty development opportunities through a teaching
scholars program. Acad Med. 2006;81:965-968.
16. Simpson D, Marcdante K, Morzinski J, et al. Fifteen years of aligning
faculty development with primary care clinician-educator roles and academic
advancement at the Medical College of Wisconsin. Acad Med.
2006;81:945-953.
17. Steinert Y, Nasmith L, McLeod PJ, et al. A teaching scholars program to
develop leaders in medical education. Acad Med. 2003;78:142-149.
18. Thibault GE, Neill JM, Lowenstein DH. The Academy at Harvard Medical
School: nurturing teaching and stimulating innovation. Acad Med.
2003;78:673-681.
19. Wilkerson L, Uijtdehaage S, Relan A. Increasing the pool of educational
leaders for UCLA. Acad Med. 2006;81:954-958.
20. Nasca TJ, Philibert I, Brigham T, et al. The next GME accreditation
system-rationale and benefıts. N Engl J Med. 2012;366:1051-1056.
21. O’Connell MT, Pascoe JM. Undergraduate medical education for the
21st century: leadership and teamwork. Fam Med. 2004;36:S51-S56.
22. Association of American Medical Colleges (AAMC). Leadership Education
and Development Program (LEAD). https://www.aamc.org/
members/gea/lead/. Accessed on February 22, 2015.
23. Buckley, M. R. F. Panel. Health Care Reform Starts in Medical Schools:
38 2015 ASCO EDUCATIONAL BOOK | asco.org/edbook