Overview

The Assistant Dean, Clinical Sciences ("ADCS") for the New York Medical College (NYMC) School of Medicine (SOM) is responsible for the coordinated oversight and management of affiliated clinical sites in compliance with college policies and accreditation standards. In addition, the ADCS acts as the primary point of contact for appointed directors of phases 2 and 3 of the M.D. program, as well as other SOM Offices for administrative matters related to phases 2 and 3 of the M.D. Program.

In collaboration with the Assistant Dean for Basic Sciences, Associate Dean of Curriculum Integration and Senior Associate Dean for Medical Education, the ADCS assists with the central oversight of and continuous quality improvement of the M.D. curriculum. In addition, the ADCS partners with other members of the UME Office to provide consultation, support, and training for clinical faculty to enhance the teaching and learning experience within the M.D. Program.

Responsibilities

1. In collaboration with Senior Associate Dean for Medical Education, responsible for the coordinated oversight and management of affiliated clinical sites in compliance with college policies and accreditation standards, including:

• Onboarding of educational leadership and administrative staff to educational policies and procedures of M.D. Program clerkships and electives
  • Oversee annual updates to training manuals for clerkship and site directors
• Interface with affiliated site deans and relevant clerkship directors at least monthly to facilitate information sharing and address specific concerns with clinical education programs
• Manage annual/biannual data collection of key site metrics (inpatient census; student volumes) using tools developed by the Assistant Dean of CQI
• Facilitate functional integration of teaching faculty to SOM, including the faculty appointments of clinical educators in collaboration with the office of faculty affairs
• Annually review and outline student min/max assignments for affiliated clinical sites utilized during phases 2 and 3 of the MD Program
  • Serve as primary point of contact with the office of student affairs related to the implementation of student assignment lottery for Phases 2 and 3 of MD Program
• Assess requests from Student Affairs for student assignment changes during Phases 2 and 3 of MD Program that:
  • are within six weeks of start of a rotation or
  • change would violate capacity parameters

2. Oversight of continuous quality improvement of focused areas of phases 2 and 3 of the M.D. Program, including: clinical learning environment, resources at instructional sites (e.g., study space, storage, call rooms, computer access, EMR training and access) teaching and supervision of students, duty hours, student feedback and evaluation, on-time grade submission

• Review data from internal and external sources, including but not limited to student end-of-course evaluations data, student liaison committee data, and graduation questionnaire and formulate narratives in relevant areas for strategic planning and accreditation. This includes the preparation of reports to address identified gaps in the curriculum and/or issues identified through CQI processes and provide short- and long-term action plans for program improvement

3. Annual review of policies and procedures relevant to Phases 2 and 3 of the M.D. Program

• Review committee infrastructure and policies related to student academic advancement and recommend changes to enhance processes to identify student performance gaps and inform student remediation.

4. Annually, and in collaboration with Phase 2 director, establish NBME benchmarks for academic year and communicate to relevant stakeholders

5. In collaboration with Associate Dean for Curriculum Integration review annual curriculum mapping, for Phases 2 and 3 of MD Program, including intersessions, transition programs, and paracurricular events

6. Provide direct support to Phase Directors and Phase Administrators related to the troubleshooting of administrative issues related to the clinical components of the M.D. Program.

7. Assist Educational Technology with issues related to learning management system and exam administration, when necessary

8. Oversee the directors of student transition courses in Phases 2 and 3 of the M.D. Program and participate in the planning and delivery of those courses

• Provide teaching support in appropriate areas

9. In collaboration with Phase Directors and Associate Dean for Curriculum Integration, onboard new course/elective directors

10. Oversee academic calendar for phase 2 and 3, including the scheduling of clinical skills events, NBME examinations, and transition courses.

• Ensure schedules are consistent with SOM policies
• Present relevant information to related curriculum committee(s) and SOM administrative offices.
• Develop NBME exam (EdTech collaboration) and simulation exercise schedule (CSSC leadership) for Phases 2 and 3
• Assist with scheduling student remediations in collaboration with designee from the Office of Student Affairs, based on established policies and procedures

11. Support the Senior Director of Competency Based Education and Phase Directors with:

• Mapping of clinical competency activities and assessments (formative and summative) throughout the curriculum
• Identification of gaps/ opportunities to enhance CBEA for student skills education and assessment throughout the curriculum
• Creating new CBEA programs that align with curriculum redesign and address identified gaps
• Assist the Senior Director of CBA and Phase Director in developing remediation plans for students with clinical deficiencies, including identifying clinical preceptors

12. Support the implementation and compliance with annual onboarding and faculty development programming relevant to Phases 2 and 3 of the M.D. Program including:

• Presentation of program objectives, course objectives, student evaluations, and educational policies to teaching faculty and housestaff
• Delivery of educational workshops and seminars to support core teaching skills identified by CQI process (e.g., clinical teaching strategies, providing feedback to students, completing student evaluation documentation, mistreatment/learning environment, etc.)

13. Advise the UME Office about resource needs related to the delivery of the clinical curriculum

14. Appointment to relevant School of Medicine committees

• This role requires active participation in SOM institutional curriculum committees, including service as chair of the relevant planning/oversight task force related to the redesign of the clinical curriculum in the MD Program
• Co-Chair, Student Liaison Committee
• Dean's Affiliate Committee; Dean's Council

15. Other duties as assigned

Qualifications

(A) Education requirement

• • Terminal degree (M.D., Ph.D., M.D./Ph.D.) in a biomedical sciences discipline

(B) Licenses or certifications

• Minimum of 3 years' experience working with faculty in education (e.g. work in a medical school or other higher education setting is preferred)

(C) Technical computer skills

• Computer literacy in PC and Mac-based software applications, including Microsoft Office Suite (Word, Excel, Power Point )
• Experience with synchronous and asynchronous educational modalities, creation of multimedia educational presentations, faculty development, and active learning is preferred

(D) Prior experience

• Prior administrative and leadership experience in health sciences, medical, and/or health professions education
• Prior experience as a course director for biomedical science course(s)
• Track record of designing and conducting sessions on learner-centered instructional methods
• Evidence of excellence in teaching

(E) Other skills/requirements

• Outstanding interpersonal, verbal and written communication skills
• Excellent planning and organization skills requiring time management in a deadline-driven and goal-oriented environment
• Ability to efficiently manage multiple projects concurrently from inception to completion
• Ability to help maintain a positive work environment built on trust and camaraderie among team members
• Flexibility and ability to work collaboratively in a complex interdisciplinary setting
• Ability to routinely and independently exercise sound judgment in making decisions
• Ability to give, accept, and act on constructive feedback
• Demonstrate the highest standard of professionalism and ethical behavior in all aspects of personal and professional actions and performance

Physical

General office environment

Environmental

None

Minimum Salary

Maximum Salary