Medical School

Docere Fellowship Program

Advancing Educators as Learned Teachers

Program Requirements FELLOWS FAQs What is docere? A docere, in ancient times, was a learned teacher. In Latin, it means "to teach". Today's learned teachers, like Aristotle and Plato in ancient times, must define what is to be learned, teach it, assess whether "it" has been learned, and evaluate the effectiveness of the teaching and learning process. And like our predecessors, today's learned teachers are expected to base their educational decisions on and contribute to scholarship in education.  (Note: The English pronunciation of docere = doe-sēr'-rah) What's different today for our learned teachers? Examples of the questions educators now must ask (and answer) Should I write a competency, a goal, and/or an objective? Should students learn through I-Pods, PDA, on-line courses, PBL, TBL, lectures, or virtual simulations with an avatar?  Is an OSCE best for assessment? What are the best resources for educators to draw from and contribute to that meet the criteria of scholarship? Building on Success: The Docere Fellowship Program in Education The Docere Fellowship Program is an Advancing a Healthier Wisconsin (AHW) -Education funded initiative to build MCW's educational capacity through faculty development for educators. Our goal is prepare faculty to systematically design, deliver, assess learners and evaluate educational programs based on best-evidence in education. How will we accomplish this goal? Adapting and expanding our nationally recognized primary care fellowship curriculum, the Docere Fellowship Program will present a two year longitudinal curriculum divided into five learning modules: teaching, curriculum development, learner assessment, educational evaluation and educational leadership and scholarship. Each module is presented over a 4-5 month period on the third Tuesday of the month from 1:30 – 5:30 pm beginning October 16, 2007. Complimenting formal instruction, an array of instructional delivery strategies will be utilized including e-learning, simulations, readings, and coaching from members of MCW's Society of Teaching Scholars. Participants will complete a capstone project for each module linked to their department's educational priorities which is of sufficient caliber as to be suitable for submission to a peer reviewed forums. As evidence that participants will emerge with expertise of value to other educators, each participant will present a faculty development session within his/her department to advance the competencies of other educators.  Docere Fellows    Fellow  Department Fellow  Department  Diane Braza PM & R Louis Novoa-Takara  Pathology David Brousseau Ped Emer Medicine Irene O'Shaughnessy Medicine Endocrine Kellie Brown Vascular Surgery Jay Sandlow Urology  Eds Callahan Emergency Medicine Susan Staudt Anesthesiology Peds Libby Elinas Anesthesia OB Tatyana Strong Anesthesiology Peds  Anne Joseph Peds Neuro Sally Twining  Biochemistry Jennifer Lorek Anatomic Path  Denise Uyar  OB/GYN Michael Lund OB/GYN Brahm Vasudev  Nephology LuAnn Moraski Int Med Peds Anne Warwick  Oncology Paul Nicholas Psych / Behav Medicine Daniel Worman Emergency Medicine   Program Requirements for Docere Fellows include: Attend 1/2 day monthly faculty development session on the 3rd Tuesday of each month. Attend and participate in medical education related visiting education professors sessions Complete the MCW Human Research Protection Certification Program (if not already completed) Meet regularly with Docere program advisors/coaches Complete all session and project requirements on time Present an education-related faculty development session to department/division colleagues Submit an AHW-Education proposal by the end of the fellowship curriculum.  For information on the Docere Fellowship program, feel free to call or email questions Julie Fenzel, MS MC MBA jfenzel@mcw.edu, Medical Education Specialist Office of Educational Services Tele 414-456-8604; Fax 414-456-6506 Program Sponsors and Staff This program is sponsored by the MCW Society of Teaching Scholars and the Office of Educational Services with funding provided by an AHW-Education Program Development Award.