Leadership in Medical Education Pathway


Length of training: 3 years

Setting: University Hospitals Cleveland Medical Center, Louis Stokes Cleveland VA Medical Center

Description and defining characteristics: While all categorical residents will have abundant opportunities for teaching, the Leadership in Medical Education (LME) pathway is intended for residents who wish to further develop the skills necessary for becoming an effective educator and leader in the medical education community. The primary goal of the pathway is to establish a solid foundation in the essential theories of adult learning and apply that knowledge in real life practice.

With protected additional elective time and funding for national conferences, residents will have built-in opportunities to work with Case Western Reserve University School of Medicine, as well as serve as educators within the residency program. Using a combination of small group, formal didactic, and “chalk-talk” teaching methods, residents will have exposure to various teaching environments.

In addition to developing teaching skills, residents in this pathway will build their leadership skills by attending courses at the Weatherhead School of Management, as well as direct exposure to various leadership roles within the residency program, Case Western Reserve University School of Medicine, and the University Hospitals health care system.

Schedule: The breakdown of the schedule for residents in the Leadership in Medical Education pathway is the same as that of our categorical residents (available in Question 11 in FAQ section). It is expected that some of the elective time will be used for activities pertinent to the pathway. The overall progression of training can be viewed below:


  • Identify a clinician-educator mentor
  • Establish a solid foundation of adult learning theory and curriculum development
  • Begin working with and mentoring medical students
  • Monthly Leadership in Medical Education conference
  • Begin to build an educational portfolio to take with you after graduation
  • Identify an educationalal scholarly project


  • Continue to build an educational portfolio with continued involvement with the medical school in various teaching roles
  • Act as an Intern Boot Camp leader for the residency program
  • Develop an educational scholarly project
  • Attend a national conference on medical education and teaching skills
  • Monthly Leadership in Medical Education Noon conference


  • Teach and run more advanced medical school courses
  • Become more involved with education within the residency program (run clinic conferences, develop noon teaching conferences)
  • Present or publish educational scholarly project
  • Sit on medical school oversight committees
  • Upon completion of four full-day executive leadership coureses, receive the Leadership in Medical Education certificate from the Weatherhead School of Management

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Leadership in Medical Education pathway experience by Susan Budnick, MD

Budnick_Susan_fc How did you originally become interested in the pathway?
Around the time the pathway was just starting to coalesce, I was looking for opportunities to be more involved in teaching and contacted a faculty member to look for opportunities. I knew that participating in the program would give me plenty of opportunities to work on my teaching skills and get more experience working with medical students.

Why did you think you would be a good fit for it?
I knew the program would be a good fit because working in academic medicine has always been a career goal of mine. Patient education was one of the reasons I pursued medicine initially, and now medical education has become an interest of mine. I really enjoy being part of the team with learners on all levels from medical students to attendings. Since information is constantly evolving in medicine, there are always opportunities for everyone at all levels to continually learn and grow.

What is the single most gratifying thing about training in the Leadership in Medical Education pathway?
My most gratifying experience has been my involvement in the curriculum development for a fourthyear medical student elective called “Transitions to Residency.” In this course, medical students are given practice developing the tools they need to be successful interns. I was given the task of creating standardized patient/simulation cases structured around particular teaching points. My favorite part was developing a sign out exercise - including simulated night float paging practice - to illustrate the important elements of a good sign out. The students seemed to really enjoy that exercise, which made my hard work worth it.

How has your experience been up until now?
My involvement in the pathway has provided a wide range of opportunities to experiences. I’ve gotten opportunities to create medical student curriculum for an elective, taught at our annual intern bootcamp, developed a research project with the goal of increasing education on the wards, attended an evening course through the medical school focused on creating medical education studies and gotten opportunities to attend national conferences focused on education. Looking back on the past year, I’ve received many opportunities that I wouldn’t have otherwise been offered outside of the pathway. The pathway faculty are flexible and open to our input, giving us the freedom to focus on whichever part of medical education that interests us – patient education, student education or residency education. As the pathway grows and expands, it continually provides opportunities that only help me further build my skills.

Can you give an example of the most inspiring thing you witnessed while in the pathway?
My most gratifying experience this year was delivering a lecture during intern boot camp. I was given the opportunity to pick the subject matter, create the lecture myself and deliver it at both of our teaching hospitals. Not only was I proud to be allowed to give a lecture, it really made me see how much my skills had developed during my intern year. I am really looking forward to participating next year.

Why would you recommend joining the pathway? What sets it apart?
Most students, residents and physicians chose this career with the understanding that a career in medicine requires us to be lifelong learners. If you enjoy any aspect of teaching, this track can help you sharpen your teaching skills and give you opportunities to develop this aspect of your career. I would more specifically recommend this track for people interested in a career in academics. By joining the track, you identify yourself as someone ‘interested in teaching’ which creates many opportunities. Looking back on my intern year, I’ve been able to participate in the type of curriculum development, resident education and education research that I hope to continue throughout my whole career.


Leadership in Medical Education pathway experience by Megan Chan, MD


How did you originally become interested in the pathway?
I spent a lot of time teaching throughout undergrad and medical school. I have always been interested in medical education and the Leadership in Medical Education pathway was the next logical step in making a contribution. My personal goal was to improve longitudinal education from classroom to wards as well as increasing teaching within our residency program.

Why did you think you would be a good fit for it?
My professional goals and the goals of the pathway overlap. I am interested in academic medicine and have a passion for teaching. When I was a medical student, I remember particular residents I looked up to and hoped to become one day. I felt that contributing my ideas to the pathway would help shape me into the role model I am striving to be and contribute to the teaching culture of the residency program.

What is the single most gratifying thing about training in the pathway?
Most gratifying has been the opportunity to spread interest in academic medicine and create outlets for others to benefit from. For example, we recently created a medical education elective for other residents to take part in. I have also enjoyed working with the medical students in various settings (not just on the wards) and at their various levels of training. This gives me an opportunity to teach at different levels and really see their growth into a physician each year.

How has your experience been up until now?
My experience has been really fulfilling. I particularly enjoyed creating and teaching the simulated cases for the Transition to Medicine Residency course, which is a course for fourth-year medical students following their residency match who will be going into internal medicine. In addition to working closely with the third year medical students on inpatient services, I also have the opportunity to preceptor first and second year medical students during clinical case discussions and practice sessions for H&Ps. Furthermore, I recently served as a panel presenter at the inaugural NRMP national meeting and am looking forward to attending the Harvard Principles of Medical Education this Spring. I am also working on a scholarly project aimed to enhance the educational resources for residents with the goal of increasing the amount of teaching on busy ward services. As a senior resident, we also have the opportunity to teach incoming interns during Intern Boot Camp.

Can you give an example of the most inspiring thing you witnessed while in the pathway?
My most memorable and inspirational experience thus far was giving my first Intern Boot Camp lecture to the new interns, acting interns, and third year medical students in July/August.  I created an interactive presentation on abnormal liver function tests and really enjoyed engaging with the learners. Starting residency or clinical clerkships is a big transition for most people. Seeing them piece together the new information so that it makes sense and then seeing them apply it in the clinical setting has been most gratifying.

Why would you recommend joining the pathway? What sets it apart?
The Leadership in Medical Education pathway gives residents the opportunity to teach medical students and interns in a variety of settings. I have found that teaching and mentoring has become an integral part of my residency training, which has allowed me to improve my teaching and feedback skills.  The pathway also allows residents to contribute to the residency program with a scholarly project of your choice. I think this speaks to the pathway providing structure yet flexibility to the impact you want to make during your time here..