Denise Connor, MD
|School||UCSF School of Medicine|
|Address||4150 Clement St|
San Francisco CA 94121
|University of Pennsylvania||MD||2007||School of Medicine|
|University of California, San Francisco||2010||Internal Medicine Residency|
|University of California, San Francisco||2010||Health Equities: Academics & Advocacy Training Program|
|University of California, San Francisco ||Inpatient Chief Resident||2011||San Francisco VA Medical Center|
|University of California, San Francisco||Teaching Scholars Program||2016||Academy of Medical Educators|
|UCSF, Academy of Medical Educators||2012||Excellence in Teaching Award|
|UCSF, PRIME Program||2014||Calvin Chou Award for Education|
|UCSF, Academy of Medical Educators||2016||Accepted into Haile T. Debas Academy of Medical Educators|
|Society of General Internal Medicine||2016||David E. Rogers Junior Faculty Education Award for workshop “Teaching Clinical Reasoning"|
As a founding member of the San Francisco VA Medical Center’s Faculty Hospital Medicine Group, I attend on a range of inpatient services including the medicine ward service, a traditional teaching service, the Faculty Hospitalist Service, an attending-only service, the Co-Management Service, a consultative service for peri-operative patients, and our Swing Service, where I serve as Transfer Attending, Medicine Consult attending, Procedure attending (teaching bedside procedures), while admitting new patients and supporting the on-call team. As a safety net hospital, much of our clinical care at the SFVA is focused on underserved patients.
Medical education is at the heart of my career. In 2013, I joined the faculty of PRIME, a VA-based Area of Distinction for second and third year internal medicine residents interested in a robust training in understanding the medical literature, designing clinical research, and expanding clinical skills. As Associate Director of the clinical curriculum, my focus is on developing PRIME’s weekly didactic sessions. I have expanded this curriculum by developing a longitudinal clinical reasoning series, a case-based series focused on reinforcing and developing medical knowledge, and a career series dedicated to building tools for successful academic careers and learning about the many paths available to academic physicians.
My interest in formal undergraduate medical education began in my year as a chief resident, and was reinforced through my experiences as a small group facilitator for the Foundations in Patient Care course and through facilitation of clinical skills sessions at the Kanbar Simulation Center. Inspired by these experiences, I joined the Clinical Guidance Program, coaching students as they work to improve patient care skills. And, by designing and launching an elective titled “Hospital-Based Medicine: A Clinical Skills Tutorial” for pre-clerkship medical students, I have had the opportunity to plan a hands-on clinical curriculum for early clinical learners.
I have recently taken on new roles within the School of Medicine as the theme leader for Clinical Reasoning within the Clinical Microsystem Clerkship (CMC), and Director for a capstone course in the Bridges Curriculum, titled the Diagnostic Reasoning (DR.) Block,” to be launched for second year medical students in 2017. This work has given me the opportunity to develop a novel curriculum focused on building skills in clinical reasoning.
My research interests are intertwined with my focus on medical education, specifically with curricular development and clinical reasoning. I am particularly interested in the intersection between communication and clinical reasoning. Highlights of my current projects are described below:
• I am in the midst of a multi-year project aimed at learning how our elective, “Hospital-Based Medicine: A Clinical Skills Tutorial,” influences students’ clerkship preparedness, and whether the competencies stressed by our clinical faculty mirror the milestones expected of second-year students.
• As I expand PRIME’s clinical reasoning curriculum, my goal is harness residents’ own, authentic cases to hone skill in metacognition. I am in the midst of analyzing a series of focus groups with graduating Internal Medicine residents to understand how they approach concepts related to diagnostic reasoning. My goal is to use the results of this thematic analysis to shape our future curriculum.
• As Director for the Diagnostic Reasoning (DR.) Block in the Bridges Curriculum, I hope to enhance our understanding of successful strategies for teaching and assessing clinical reasoning in early learners.
• I am working with a team of colleagues to develop a web-based platform aimed at helping faculty teach concepts in clinical reasoning to their learners, as an extension of the Journal of General Internal Medicine’s Exercises in Clinical Reasoning series. Ultimately, we hope to study the site’s impact on disseminating clinical reasoning concepts.
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