Thirty-five physicians known dedicated to teaching and kown for patient-centered care selected from the University of Wisconsin School of Medicine and Public Health faculty serve as Longitudinal Teacher/Coaches(LTCs). They lead case-based learning groups and teach clinical skills to their cohort of students, and serve as competency coaches to individual students throughout their medical school careers.
- Strong facilitation, observation, listening and communication skills
- Effective interpersonal skills with ability to relate to diverse students from a multitude of backgrounds
- Commitment to contribute to the diversity and excellence of the academic community
- Ability to provide honestand effective feedback on students' skills
Entering Phase 1, all students are assigned to an LTC who will teach and continue to follow and nurture their professional development through their educational journey within the School of Medicine and Public Health. This provides each medical student with a dedicated educator monitoring for maximized competency-based skill development across all phases of our curriculum.
LTCs are primarily responsible for the teaching of case-based learning and clinical skills curriculum across Phase 1. Through all three phases (years 1-4), they coach teamwork skills and behaviors of professionalism across multiple rotations and in both inpatient and outpatient settings. Their coaching is specific, giving directed feedback to strengthen a variety of skills, and is based on personal observation and feedback from other faculty and the student’s peers. LTCs foster critical self-reflection as part of lifelong learning and ultimately the delivery of patient care.
LTC teaching and coaching is accomplished through:
- Twice weekly Patient Centered Education (PaCE) learning sessions facilitating case-based learning, encouraging identification of knowledge gaps, self-directed learning and teamwork
- Clinical skills learning sessions stressing performance of physical exam, medical history taking and patient/doctor communication
- Scheduled personal coaching sessions assisting students in enhancing self-assessment toward achieving their individual academic goals
- Identifying students requiring academic or professionalism remediation and need for additional assistance
- Modeling and coaching professional standards of behavior
- Demonstrating delivery and receipt of feedback