Panel 2: Quality and Balance in Education
(Garcia) How do we balance the goal of training leaders and future physician-scientists/scholars and bioscience students with balancing the diversity of interests and individuals we admit to Stanford? What is the right balance of students planning for careers in academia, industry, clinical practice and others?
(Prober) How do we measure the quality of our education programs for MD students?
(Pringle) How do we maximize and measure the quality of our educational programs for Ph.D. students? How can we provide incentives for faculty to invest effort in teaching? What kind(s) of monitoring and feedback will ensure that our courses cover the proper material, do it effectively, and serve both their core constituencies and students from other programs who need knowledge in that area? How do we assure that our curriculum and offerings are as valuable as we can make them?
(Clandinin) How do we achieve breadth of training and interdisciplinary skills without sacrificing depth and mastery of one or more disciplines and without requiring an excessive duration of training? Can we do anything else to allow young scientists to achieve independence at an earlier age? Do we need new kinds of educational models or academic positions to achieve these ends?
(Curet) How do we find the right balance in the quality of residents and other trainees coming to Stanford training programs to secure both outstanding clinical work - but also a stronger focus on professional development? How can these be balanced given the time limits now in place?
(Jackler) How can we transform our continuing professional education programs so that they achieve the breadth and quality typical of other SoM educational programs?
