This leader will have an informed vision of the skills, expertise and knowledge needed by the osteopathic physician of the future as well as the curriculum needed to provide these. The Associate Dean for Clinical Affairs will have excellent interpersonal skills to successfully work with a variety of professionals in this process. While the responsibilities are for the entire clinical education curriculum, he or she will have senior administrative collaborators, such as the Associate Dean for Academic Affairs in order to achieve the COM’s goals.
CHSU COM is in Applicant Status and is seeking accreditation from COCA
•Identify opportunities and develop additional clinical training sites in alignment with the COM’s mission •Assist affiliated hospitals to develop additional regional GME programs in alignment with the COM’s mission •Lead curricular design, analysis and improvement for clinical education/clerkships and GME •Oversee the quality and improvement of the clinical educational programs to assure their effectiveness •Oversee and report the progress and outcomes for national high stakes examinations •Collaborate to develop and monitor faculty development for preceptors •Communicate with clinical sites on a variety of issues, including curriculum development issues, course delivery, exam policies, faculty development, match processes, rotational schedules •Follow, accomplish and report on Strategic Planning goals •Other duties to be assigned as necessary and may change to meet the COM’s needs
Supervises the Assistant Deans and support staff.
Possess an osteopathic medical degree (DO) and board certification in a medical specialty. Preference will be given to DOs with clinical experience and significant involvement with Clinical Education and or GME.
CORE COMPETENCIES: •Leadership abilities •Strong interpersonal skills and enthusiasm to contribute to faculty growth and development •Strong knowledge base in medical education curriculum development •Familiarity with AOA COCA requirements •Strong oral and written communication skills •Experience with medical school accreditation and reporting •Budget management experience
California Health Sciences University was founded in 2012 and is the first university of its kind in the Central Valley. Envisioned by the Assemi family, CHSU offers a local option for health care professionals seeking doctoral and post-baccalaureate education programs and to help remedy the shortage of health care services offered in the Valley. Students can enjoy the unique combination of high q...uality of life, affordable cost of living and plentiful career opportunities the Valley provides. The College of Pharmacy was the first program offered because of the demand for pharmacists in the region. CHSU plans to open up to 10 post-graduate colleges to train health care professionals in the coming years. The timing and specific discipline for each new school will be determined based on the need and opportunity for job placement within the region.
Located in Clovis, California, CHSU benefits from proximity to community health care providers and complementary programs at California State University, Fresno, Fresno Pacific University and UCSF-Fresno, creating venues for inter-institutional collaboration. Plans are underway for the 60 acre permanent campus in Clovis, California. At full build out, the campus can support the approximately 2,000 future health care professionals and will also support economic development in the region, with over 300 employees, mostly faculty, and up to 500 graduating health care professionals per year, who will be encouraged to remain and practice in the Valley.
CHSU is committed to active learning and embraces the approach called “team-based learning” (TBL) as the foundational strategy for didactic classes. TBL actively involves students in their learning (through pre-class study and preparation), problem-solving (solving problems presented as case scenarios), critical thinking and decision-making (developing alternative explanations and proposals, then choosing the best one). TBL encourages individual accountability (preparation for class and contribution to team assignments), team collaboration, and the elevation of knowledge by applying fundamental concepts to disciplinary problems that are solved in the classroom. Other active-learning approaches are used if a different format is indicated for the type of learning being pursued. These include guided inquiry, workshops, laboratories, projects, presentations, and experiences.
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