Thirty-eight physicians known for their dedication to teaching and patient-centered care were selected from the University of Wisconsin School of Medicine and Public Health faculty. They lead case-based learning groups, teach clinical skills and serve as academic coaches.

Qualifications include:

  • Strong facilitation, observation, listening and communication skills effectively contributing in a small group learning environment
  • 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

Entering Phase 1, all students are assigned to an LTC who will teach and continue to follow them and their academic development through their education journey within the School of Medicine and Public Health. This is to provide each medical student with a dedicated educator monitoring for maximized competency-based skill development across all phases of the 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 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
  • Weekly 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