Curriculum Renewal

Speaker Series

Up coming Speaker Series

Throughout the Curriculum Renewal process, ZSOM will be inviting speakers to engage in discussion, stimulate creative thought, and deliver content that will help set a foundation for analysis, reflection, and inspiration as we journey to a renewed curriculum.

Please join us for the following Curriculum Renewal Speaker Series events:

March 27th, 2023: “Oh, the challenges you will solve! Becoming the workforce our nation needs” given by Catherine Lucey, MD, MACP Alpha Omega Alpha (AOA) Honor Society's 2023 Visiting Professor

Time: 4:00 pm-5 pm

Zoom link:


Catherine R. Lucey, MD, MACP, a practicing physician and leading national voice on medical school education, was appointed Executive Vice Chancellor and Provost (EVCP) in November 2022.

As EVCP, Dr. Lucey will lead both UCSF’s robust research enterprise as well as its highly ranked academic programs, comprising four professional schools and the Graduate Division. She will work in close collaboration with the Chancellor and the leadership team to develop and implement campus priorities and vision, maintain the University’s status as an international leader in health sciences education and research, and oversee external partnerships representing UCSF’s best interests across the University of California system, at the UC Office of the President, and beyond.

Renowned for her leadership, Dr. Lucey was Vice Dean for Education and Executive Vice Dean for the School of Medicine, reporting to Dean Talmadge E. King, Jr. In these roles, she directed the undergraduate, graduate, and continuing medical education programs of the School of Medicine and the Office of Medical Education. A champion of diversity, equity, and inclusion, Dr. Lucey also was on the executive management team for the School of Medicine’s Differences Matters Initiative and oversaw other strategic projects across the campus.

Her national portfolio of work has included membership on the National Academy of Medicine, the Board of Directors of the Association of American Medical Colleges, and the American Board of Medical Specialties. Additionally, she served as Chair of the American Board of Internal Medicine. In these roles, she has worked to influence the direction of academic medicine and the continuum of medical education in ways aligned with UCSF’s approach to education, culture, and community.

Dr. Lucey joined UCSF in 2011 from The Ohio State University, where she was Vice Dean for Education for the College of Medicine and Associate Vice President for Health Sciences Education for the Office of Health Sciences. She completed her residency in internal medicine at UCSF, including service as Chief Resident at the UCSF-affiliated San Francisco General Hospital (now named Zuckerberg San Francisco General Hospital and Trauma Center).

She earned her medical degree from Northwestern University School of Medicine.

Learning Objectives:

  • Describe how you can use your power and privilege to improve the health of our communities.
  • Outline strategies you can use to catalyze others to improve the culture of medicine.
  • Commit to strategies that ensure your health and wellbeing as well as the health and wellbeing of your teams and your learners.



Past Speaker Series

Throughout the Curriculum Renewal process, ZSOM invited speakers to engage in discussion, stimulate creative thought, and deliver content that helps set a foundation for analysis, reflection, and inspiration as we journeyed to a renewed curriculum.

Here are our past Curriculum Renewal Speaker Series events:

March 1st, 2023: “The Next Paradigm Shift in Medical Education: Preparing Clinicians to use Artificial Intelligence in their Clinical Decision Making” given by Cornelius James, MD

Learning Objectives:

After participating in this session participants should be able to:

  1. Summarize two to three current examples of artificial intelligence (AI) and machine learning (ML) used in healthcare.
  2. Describe potential strengths and limitations of using AI/ML in clinical practice.
  3. Recognize barriers to integrating AI/ML content into medical education curricula. Identify methods to integrate AI/ML into existing curricula.


Dr. James is a Clinical Assistant Professor in the Departments of Internal Medicine, Pediatrics and Learning Health Sciences at the University of Michigan (U-M). He obtained his medical degree from Wayne State University School of Medicine, and subsequently completed a combined Internal Medicine and Pediatrics residency at Beaumont Health, where he served as a chief resident during his final year of training. He is a primary care physician, practicing as a general internist and a general pediatrician.

Dr. James has led successful revamps of evidence-based medicine curricula for the U-M medical school, and for the U-M internal medicine residency program. He is currently serving as the inaugural Diversity, Equity, Inclusion and Anti-Racism Associate Program Director for the U-M internal medicine residency program and has developed innovative curricula designed to embrace differences in opinion, beliefs, and backgrounds,

Dr. James was also one of ten inaugural 2021 National Academy of Medicine (NAM) Scholars in Diagnostic Excellence, and he began working on the Data Augmented, Technology Assisted Medical Decision Making (DATA-MD) curriculum. designed to teach healthcare professionals to use AI and ML in their diagnostic decision making. Dr. James is also leading the DATA-MD team as they develop an AI/ML curriculum for the AMA.

Watch Here: “The Next Paradigm Shift in Medical Education: Preparing Clinicians to use Artificial Intelligence in their Clinical Decision Making”

February 6th, 2023: “Connecting Continuous Physician Assessment with Quality Patient Care” given by Furman S. McDonald, MD, MPH, FACP, and Rebecca S. Lipner, PhD

Summary and Learning Objectives:

Research synthesizing the results of hundreds of papers has helped to define a theoretical framework for continuing assessment of a physician’s clinical knowledge.  Evidence from multiple disciplines including cognitive science showed four central themes that underpin the need for continuing assessment, specifically: 1) cognitive skills need to be kept current, 2) self-assessment is not enough, 3) testing enhances learning and retention, and 4) goals and consequences motivate

Likewise, many studies validate continuous assessment in terms of associations with clinical outcomes and processes of patient care.  These include associations with fewer serious diagnostic errors linked to hospitalization and death, reductions in prescriptions that are potentially dangerous yet often prescribed to older age population, lower in-hospital mortality for patients with acute myocardial infarction (AMI) or congestive heart failure (CHF), as well reductions in opioid prescriptions that are at high risk for addiction.

At the end of this session, attendees will be able to:

  • Identify optimal conditions for how testing can potentiate learning and retention.
  • Describe how goals and consequences motivate learning.
  • Better understand the evidence behind why continuous assessment is important for patient care.

Speaker Bio:

Furman S. McDonald, MD, MPH, FACP, a board-certified internist and Senior Vice President for Academic and Medical Affairs at the American Board of Internal Medicine (ABIM), provides physician leadership for the effective functioning of the ABIM Council and Specialty Boards, graduate medical education (GME)–related leadership, and oversight for the consistent quality/integrity of ABIM’s certification programs. In these roles, he supports the development and implementation of integrated policy and standards for the Certification programs of the specialty and subspecialties of Internal Medicine and discipline-specific aspects of Maintenance of Certification (MOC). 

Dr. McDonald’s career long scholarly passion has been to study the links between graduate medical education and patient relevant outcomes using sound evidence-based methods.  He has published more than 100 peer-reviewed publications and has won numerous awards for medical education research and teaching, including he holds the rank of Adjunct Professor of Medicine at both the Mayo Clinic College of Medicine and Science, Rochester, Minn and the Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania. Dr. McDonald remains clinically active as a supervising physician for resident continuity clinic in the J. Edwin Wood Clinic of the Pennsylvania Hospital, Philadelphia PA.

Rebecca S. Lipner, PhD, is a Senior Vice President of Assessment and Research at the American Board of Internal Medicine where she oversees a team of measurement and research design and analysis experts who employ measurement principles to ensure the high quality of assessment programs across the ABIM enterprise. She employs both qualitative and quantitative methods and publicly disseminates evidence-based research findings. In this role, she ensures that ABIM assessment products remain relevant to the practice of internal medicine and identifies new possibilities and innovations in assessment and technology that guide new initiatives.

Dr. Lipner has expertise in the research, development, and implementation of credentialing assessments in medicine including evaluating their scientific acceptability pertaining to reliability, validity, standard setting, usability, and sampling strategies. She has focused on innovative methods in medical assessment including computer case-based and high-fidelity simulations, open-book assessments, as well as outcomes research. Dr. Lipner is a frequent speaker on these subjects and is widely published in professional journals, including the Journal of the American Medical Association, Annals of Internal Medicine, Academic Medicine, Applied Measurement in Education, and the Journal of Educational Measurement. Prior to joining ABIM, Dr. Lipner held a variety of teaching and faculty positions at Drexel University, St. Joseph’s University, and the University of Pittsburgh.

Watch Here: “Connecting Continuous Physician Assessment with Quality Patient Care”

January 30th, 2023: “Cognitive Integration: Understanding the learning benefits of integration of basic and clinical science” given by Nicole N. Woods PhD

Learning Objectives:

By the end of the lecture participants will:

  1. Be able to articulate the value of basic science for clinical reasoning from the perspective of basic science and clinical teachers
  2. Be able to explain relevant research findings from medical education and cognitive psychology
  3. Understand the concept of cognitive integration and the implications for medical education

Speaker Bio:

Nicole (Nikki) Woods, PhD is Director of The Institute for Education Research (TIER) at University Health Network and Education Scientist at The Wilson Centre, University of Toronto. Dr. Woods leads an internationally recognized research program that uses methods and principles from cognitive psychology to advance medical education theory and practice. Her research has significant implications for education across the developmental continuum and various health disciplines. A Fellow of the Karolinska Institute Prize for Medical Education Research since 2019, Dr. Woods is currently an Associate Professor in the Department of Family and Community Medicine at the University of Toronto. In 2021, Dr. Woods was recognized as one of Canada’s Top 100 Most Powerful Women by WXN. 

Watch Here: “Cognitive Integration: Understanding the learning benefits of integration of basic and clinical science”

January 23rd, 2023: “Can We Educate Physicians to be Trustworthy? It Depends” given by Adina Kalet, MD, MPH

Summary: In this talk, Dr. Kalet will share work her colleagues and her have done to measure what medical educators mean when they say that novice physicians can be entrusted to care for patients. She will assert that trustworthiness doesn’t reside wholly in the individual learner nor is it entirely in “eyes of the beholder”. Trust is a social construction. Trustworthiness is what we, collectively, say it is. Therefore, it is a negotiation which takes place in the relationships among learner, teacher, and patient, among others. Clinical competence “trust judgements” are idiosyncratic and highly context dependent. Physicians often don’t agree with each other or with patients about who is trustworthy. Luckily, trust judgements made by individuals with accumulated experience and wisdom, even when there is disagreement with others, can still be highly valuable to learners and learning when combined with performance metrics and coaching. Yes, of course physicians can learn to be trustworthy, depending by what we mean by trust.  

Bio: Adina Kalet, MD, MPH is the Steven and Shelagh Roell Endowed Chair, Director of the Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education at the Medical College of Wisconsin. A general internist and medical education researcher, she has written extensively on communication skills, assessment, remediation, mentoring, professional identity formation and character development in medical education. She invites you to follow her work by reading the Kern Institute’s weekly Transformational Times  newsletters,  see her blog, follow her on Twitter @AKaletMD and consider reading the book she edited entitled Remediation in Medical Education at or the most recent publication from the Kern Institute entitled Character and Caring: A Pandemic Year in Medical Education.

Watch Here: “Can We Educate Physicians to be Trustworthy? It Depends”

December 15th, 2022: “Promoting an Anti-bias and Inclusive Curriculum: Concrete Tools Toward Excellence In Education and Clinical Care” by Hetty Cunningham, MD


Learning Objectives: 

  1. Describe how inclusive curricula can bolster learning and clinical care
  2. Identify concrete ways to avoid transmission of bias in clinical practice and bedside teaching
  3. Know diagnostic and teaching tools for skin of color

Bio: Dr. Hetty Cunningham is a Director of Equity and Justice in Curricular Affairs, Co-Director of the Anti-Racism Coalition, Director of the Narrative Medicine Portfolio curriculum at Columbia University Vagelos College of Physicians and Surgeons. Dr. Cunningham is Associate Professor and Vice Chair for Education and the Learning Environment in Pediatrics at Columbia University Irving Medical Center. Dr. Cunningham partners with faculty, staff, and students across the learning spectrum to promote equity, justice, and anti-racism.

Since joining the Department of Pediatrics faculty in 1998, Cunningham has worked to improve health equity at all levels, with a particular focus on curriculum and faculty development in health disparities, implicit bias, social determinants of health, race in medicine, cultural competency, communication skills, and narrative medicine for medical students, residents, and faculty. Dr. Cunningham is a second-generation Harlem resident, where she lives, sees patients, and teaches pediatric residents at a New York-Presbyterian Hospital-affiliated community-based practice. She graduated from the University of Pennsylvania School of Medicine and completed her pediatric residency at the Children’s Hospital of Philadelphia in 1996. 

Watch Here: “Promoting an Anti-bias and Inclusive Curriculum: Concrete Tools Toward Excellence In Education and Clinical Care”

November 21, 2022:  “Curriculum Renewal – What is it? Why is it?” by Dr. Louis Pangaro, Professor of Medicine at the Hebert School of Medicine of the Uniformed Services University of the Health Sciences

Slides RIME Framework RIME Bibliography

Summary: An exploration of: The reasons to revise curricula; the options for revision; the obstacles. What would alignment of curricular resources with societal needs look like?

Bio: Louis N. Pangaro is a Professor of Medicine at the Hebert School of Medicine of the Uniformed Services University of the Health Sciences (USU). Dr. Pangar's scholarly work is for clinicians who evaluate the competence of trainees and has been disseminated through articles, chapters, books, presentations, and visits to many medical schools. From 2009 to 2014 Dr. was the faculty leader of curricular redesign for the USU School of Medicine. He has personally evaluated and given individual feedback to several thousand medical students, nearly all of them are still part of the military medical community. As a facilitator in the Stanford Faculty Development Program, he has worked with more than one thousand military faculty on their teaching skills. He co-directs the annual Harvard Macy International Program for a Systems Approach to Assessment in the Health Sciences Education. 


Watch here: “Curriculum Renewal – What is it? Why is it?

November 7, 2022: “Designing a Portfolio-Based Assessment System: Lessons from the Trenches” by Beth Bierer, PhD, Professor of medicine and director of assessment and evaluation at the Cleveland Clinic Lerner College of Medicine (CCLCM) of Case Western Reserve

Slides  Lessons Learned About CCLCM  Publications About or Involving CCLCM 

Summary: This session summarizes key principles, processes, and practices the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University used to design and implement its portfolio-based assessment system, with emphasis on lessons learned and outcomes after 18 years of experience.

Bio: Dr. Beth Bierer is professor of medicine and director of assessment and evaluation at the Cleveland Clinic Lerner College of Medicine (CCLCM) of Case Western Reserve University. In this role, she oversees CCLCM’s portfolio-based assessment system and program evaluation activities. She also teaches graduate-level courses in research methods and facilitates professional development seminars and workshops. Dr. Bierer served as national and regional chair of the AAMC’s Medical Education Scholarship, Research, and Evaluation (MESRE) section and received the medical education Laureate Award from the AAMC’s Central Group on Educational Affairs. Her research interests focus on competency-based education, programmatic assessment, outcomes evaluation, and educator development. 

Watch here: “Designing a Portfolio-Based Assessment System: Lessons from the Trenches” 

October 19, 2022: “The Case Against Grades” by Alfie Kohn 

Summary: Research has found three consistent effects of traditional grades: They lead students (of all ages and in all subjects) to think less deeply, to become less interested in what they’re learning, and to try to avoid challenging tasks. Rather than merely tweaking grading practices, educators should therefore be looking to replace letter or number grades with less destructive alternatives. While assessment of any kind can be overdone — there is a genuine risk in leading students to become preoccupied with how well they're doing -- it is possible for assessment to be more authentic and informative once we have eliminated grades. Alfie Kohn will discuss the relevance of psychological research about motivation, the difference between feedback and evaluation, the role of grades as gatekeepers for admission to the next stage of education, and how "ungrading" is connected to a more thoughtful approach to teaching and learning.

Bio: Alfie Kohn has been described by Time magazine as “perhaps the country's most outspoken critic of education's fixation on grades and test scores.” He is an independent scholar who has written 14 books, and scores of articles, about education and human behavior. Among those books: Punished by Rewards, The Schools Our Children Deserve, and, most recently, Schooling Beyond Measure. Kohn’s essays, meanwhile, have appeared in publications ranging from the Review of Educational Research to the Chronicle of Higher Education, and from The Nation to the Harvard Business Review. Kohn speaks widely to teachers, administrators, researchers, and parents -- throughout North America and beyond. He lives (actually) in the Boston area, and (virtually) at

Watch Here:  “The Case Against Grades” 

August 10, 2022: "The Sciences of Learning: State of the Art" by Dr. David Hirsh, Associate Dean, Undergraduate Medical Education, Harvard Medical School/Cambridge Health Alliance. 

Summary: In more than a century since the Flexner report, the fields that comprise “the sciences of learning” (education, neurobiology of learning, social and cognitive psychology, among others) have advanced greatly. Despite this progress, medical education has been slow to translate these empirically-derived sciences to our educational models, structures, and practices. In this session, we will actively engage five empirically-derived sciences of learning using these very sciences of learning.

The hope is that education leaders, classroom teachers, clinical educators, and learners will value and benefit from these approaches and be better able to serve our future learners, patients, and communities thereby.

Bio: David A. Hirsh, MD, FACP, graduated summa cum laude in History from Dartmouth College, earned his MD from the University of Virginia, and completed residency at the University of Michigan. Dr. Hirsh directs the Harvard Medical School Academy Medical Education Fellowship and is co-founder and Director of Harvard’s Cambridge Integrated Clerkship--the first academic longitudinal integrated clerkship or “LIC.” He was the inaugural George E. Thibault Academy Associate Professor as Director of the HMS Academy of Educators. Since 2021, he serves as HMS’s Associate Dean of Undergraduate Medical Education, in Cambridge.

Dr. Hirsh was the longest-serving Medical Director of Cambridge Healthcare for the Homeless, and he co-founded a community health center. He practices primary care within Cambridge Hospital’s ObGyn Center, mentors student, and faculty research, and teaches students in all years of the HMS curriculum.

His greatest joy is his family--his wife and three children.

Watch here:  “The Sciences of Learning: State of the Art”

For Questions

For questions about Curriculum Renewal: Courage to Change, please contact

Contact Us