Master Clinical Teachers
Becoming a Master Clinical Teacher is very selective and a great honor, with at least one representing each of the core clinical rotations. Our MCTs must be chosen and approved by both their primary department and the Vanderbilt University School of Medicine. They are chosen based on their strong clinical skills, interest in medical student education, and their recognized bedside teaching expertise.
The prime directive of an MCT is the direct observation of students’ clinical performance at the patient’s bedside and provision of immediate and meaningful feedback.
- MCTs provide coaching by competency domain to support longitudinal improvement in student performance across the Foundations of Clinical Care (FCC) phase of Vanderbilt’s medical curriculum (second year for traditional path students).
- MCT observations are critical to the “educational handover” in which each student progress is monitored and the student given feedback multiple times per academic year about their performance (similar to tracking a patient’s progress).
- This competency-based approach shifts role of MCT from judging student performance based upon level of training to documenting observed levels of competence in real-life situations.
- MCTs evaluate multiple facets of clinical performance for an overall view of a student’s clinical competence. This informs the student’s Personalized Learning Plan.
- MCTs also serve as observers in centralized assessment events (first year “capstone” and end-clerkship VC3) in which students evaluate standardized patients, formulate differential diagnoses, and organize therapeutic plans.
Assistant Professor, Clinical Pediatrics
Associate Professor, Clinical Obstetrics & Gynecology
Associate Professor, Medicine/Diabetes, Endocrinology, and Metabolism
Co-Director, Shade Tree Clinic
Director, Clinical Skills Development in Undergraduate Medical Education
Professor, Psychiatry and Behavioral Sciences
Assistant Dean, Educational Informatics and Technology