Clinical Teaching Faculty

The faculty member is a non-tenured position responsible for education in predoctoral didactic and/or clinical educational programs. This position participates with the department Chair and colleagues in the planning, directing and implementation of college programs, policies and procedures, and assists in the development and teaching of curricula which integrates the different specialty areas in a team-based, large and small group learning environments.

• Teaching medical students, directing pre-clinical and clinical courses, performing scholarly activities, service to the college and profession including committee work, and student advising, as well as recruitment, retention and placement efforts.
• Faculty positions are varied and include clinical faculty positions. Specialty Medicine faculty areas include but are not limited to Emergency Medicine, Radiology and Medical Imaging, Clinical Pathology, General Surgery and Surgical subspecialties (including Anesthesiology, Urology, Orthopedic surgery, etc.), Internal Medicine subspecialties (Hematology/Oncology, Nephrology, Infectious Disease, etc.), Physical Medicine and Rehabilitation, Neurology, Psychiatry.
• Teaching responsibilities include time spent in the classroom, clinical sites, laboratory, or remote/telecommunications courses; maintaining and improving competence; preparing teaching materials; conferring with students on course materials; directing individual and group studies and practice; reviewing examinations and papers; supervising or teaching clinical internships or programs; collaborating with the Simulation Department to develop and implement clinical simulations and small-group activities; developing innovative and interactive presentations of the curriculum;
  
  and participating in courses/lectures/workshops to meet curricular needs. Faculty will also act as Course Director, Medical Course Director, or Co-Course Director as assigned.
• Research and scholarly activity responsibilities include creating and contributing to knowledge in a field, planning and development of research programs, allocation of resources to support such research, and supervision and encouragement of student participation in research endeavors.
• Service to the college and local/national organizations, including serving on institutional governing bodies and committees, using academic and professional expertise to serve the profession and community, participating in faculty development, conducting peer reviews, interviewing prospective students and potential new hires, and advising students on academic, curricular and career matters; mentoring students in examinations and preparing for licensing boards as well as coaching unmatched students and advising student clubs and organizations.
• Represent ICOM in a positive and productive manner in areas assigned by the Department Chair and/or the Dean.
• Become familiar with and adhere to ICOM's bylaws, rules, regulations, administrative and academic practices, policies and procedures as set forth in documents such as the Employee Handbook, Academic Handbook and ICOM's Code of Ethical Conduct and AOA's Code of Ethics.
• Demonstrate commitment to diversity and inclusivity of the departmental faculty and staff. Participate in and complete all ICOM required training including discrimination/harassment, safety, and code of conduct.
• Performs other related duties, as assigned.

• Student workers

• DO (from a COCA-accredited medical school) or MD.
• Board certification eligibility by the appropriate AOA or ACGME specialty board, as required.
• A substantial record of success as an educator with experience in teaching foundational concepts relevant to medical education. Preferred candidates shall have teaching experience in an academic setting and/or health delivery with both being preferred.
• Experience with curricular and instructional design and training or experience in educational theory and/or evaluation preferred.
• Experience using innovative teaching methods which might include team-based learning, “flipped classroom”, problem-based learning, distance learning, interactive large group presentation, audience response systems, curriculum delivery systems (e.g. Blackboard), and proficiency in exam item writing (USMLE and/or COMLEX-style) preferred.
• A history of exceptional scholarly, professional and/or individual achievement.

• A team player who values collaboration, mutual support and team cohesion with colleagues
• Knowledge of instructional technologies is desirable.
• Strong organization, interpersonal, and planning skills
• Strong verbal and written communication skills and excellent presentation skills
• Ability to work in a team and flexibility to work with others in a variety of circumstances
• Ability to problem solve by analyzing issues and creating action plans
• Ability to manage projects and people and prioritize individual work flow
• Ability to work with different computer programs and…