Award Winners

Lifetime Achievement Award in Medical Education:

• Eugenia Quackenbush, MD, FACEP, Emergency Medicine
• Marianna Henry, MD, MPH, Pediatrics

Foundation Phase Teaching Excellence Award:

• Arshiya Ahuja, MD, Pediatrics – Hospital Medicine
• Tamara Godfrey, MD, Medicine-Internal Medicine

Application/Individualization Phase Clinical Preceptor Excellence in Teaching Award:

• Regional Campus – Central: Kyle Melvin, MD, Family Medicine
• ������ Hospitals – Central: Christian Lawrence, MD, MP, Pediatrics

Application/Individualization Phase Clinical Preceptor (Regional Campus Faculty):

• Wilmington: Robert Young, DO, Emergency Medicine
• Charlotte: Nicholas Latchana, MD, MSc, Surgery

Educational Research Mentor Award: Bianca Allison, MD, MPH, Pediatrics

Educational Mentor/ Advisor Award:

• Lisa Cannada, MD, Orthopedic Surgery
• Priyanka Rao, MD, Pediatrics

Innovation in Teaching Award: William Mills, MD, MPH, Pediatrics – Emergency Medicine

Faculty Teaching Resident/Fellow Award:

• Nicole Chandler, MD, Pediatrics
• Anne Lachiewicz, MD, MPH, DTM&H, FIDSA, Medicine

Resident Educator Award:

• Safiyya Adam, MD, Pediatrics
• Ellen Green, MD, PhD, Medicine

High-Value Care Award Faculty: Laura Murphy, MD, MBA, Emergency Medicine

High-Value Care Award Resident: Andres Lopez, MD, Emergency Medicine

Scholarship Award: Collyn Murray, MD, MACM, Emergency Medicine

Junior Faculty Award: Dana Doctor, MD, Psychiatry

Senior Faculty Award:

• Joey Grover, MD, FACEP, FAEMS, Emergency Medicine
• Jacquelyn Baskin-Miller, MD, MS, Pediatrics

Medical Alumni Distinguished Professorship:

• Jessica Fuller, MD, Medicine
• Daniel Migliaccio, MD, FPD, Emergency Medicine

Craver Medical Student Teaching Award: Hannah Coletti, MD, MPH, Medicine

Kathleen Rao Grant Winners

• Impact of Work-Life Integration on Teaching Amongst Junior Physicians with Children: Koyal Jain, MD, Tara McKinley, MD, and Fei Chen, PhD
• Validating Productivity Metrics to Increase Education Research Trainee Outcomes Evaluation Efficiency: Rebekah L. Layton, PhD, CMC, PCC, Patrick D. Brandt, PhD, Pat Brennwald, PhD, and Michelle Itano, PhD
• Designing and Evaluating a Hands-On Evidence-Based Workshop on Menstrual Health and Menstrual Advocacy for Medical Students: Catalin Mateas, Reilly Bealer, MD, Shilpa Darivemula, MD, MS, Alexandria Kraus, MD Marcella Willis-Gray, MD, and Grace Trompeter, MD, MSPH

Poster Winners

• Designing and Evaluating a Hands-On Evidence-Based Workshop on Menstrual Health and Menstrual Advocacy for Medical Students: Catalin Mateas, Reilly Bealer, MD, Shilpa Darivemula, MD, MS, Alexandria Kraus, MD Marcella Willis-Gray, MD, and Grace Trompeter, MD, MSPH
• Turning Medical��Community Interest into Evidence Based Practice: Assessment of the National Curriculum in Reproductive Psychiatry 3-day Educational Intensive for a Multidisciplinary Audience.: Julia N. Riddle, MD, Assistant Professor, Psychiatry and other collaborators

This year’s Evening of Scholarship not only recognized individual excellence but also highlighted the collaborative spirit and innovative thinking that define ������’s medical education community. Congratulations to all the honorees for their inspiring work and continued impact!

To learn more about AOE and how to become a member, please visit the Academy of Educators website or reach out to Anna Carpenter at carpac@email.unc.edu.

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��The ideal candidate for this position is a clinically active intensivist who primarily practices in an Intensive Care Unit, is enthusiastic about identifying, recruiting, and supporting new clinical preceptors and sites for the Critical Care course, and can advocate persuasively for critical care education across departments and institutions. The ideal candidate enjoys developing and implementing learning objectives and evaluation tools and is interested in participating in the overall vision and management of the Individualization Phase curriculum. ��

Specific responsibilities include:��

1. Review and grade student assignments.����
2. In partnership with the Curricular Affairs leadership team, identify and pursue capacity expansion goals to meet the requirements of the expanded class size.��
3. Create new assignments or modify current assignments to meet competencies set by ������ SOM and improve student learning and course satisfaction.��
4. Review and integrate course feedback from students, Individualization Phase team, and Curricular Affairs team.��
5. Attend monthly Individualization Phase Committee meetings (currently 1st Tuesday of each month 3:30-4:30), annual meetings with Individualization Phase team and Curricular Affairs team, and annual meetings with students.��
6. Meet other expectations for other Individualization Phase Course Directors and Curricular Affairs team.��
7. Interact with students in the course to promote learning, increase engagement, address concerns, and ensure a positive learning experience.��
8. Engage in annual course review processes (i.e., data review, course review meeting, presentation of review to Individualization Phase committee).��

Preference will be given to candidates who are clinically active in adult and/or pediatric ICU Care and who have undergraduate medical education teaching experience.�� The course director will receive 10% salary support up to the ������ educational salary cap on an annual basis.�� Ideal candidates will be interviewed with a final selection being made by late August.��

Nominations and applications (including a CV and letter of interest) will be accepted by Dr. Catherine Coe (Catherine_Coe@med.unc.edu), Assistant Dean of the Clinical Curriculum, until 5 pm on July 11th, 2025.

By applying for this position, candidates agree to a review of all relevant teaching evaluations.�� Statements of support from the appropriate division chief/chair will be solicited from select candidates after an initial review.�� This is an at will position and performance will be reviewed yearly by the OMSE.������

Please direct all questions about this position to Catherine Coe.��

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The Office of Faculty Affairs and Leadership Development proudly celebrates the completion of the LTAM program by the following faculty members:

• Meena Bhatia, MD (Anesthesiology)
• Mara Buchbinder, PhD (Social Medicine)
• Brian Conlon, PhD (Microbiology & Immunology)
• Moe Lim, MD (Orthopedics)
• Millie Long, MD (Medicine)
• Nancie MacIver, MD, PhD (Pediatrics)
• Lukasz Mazur, PhD (Radiation Oncology)
• Casey Olm-Shipman, MD (Neurology)

These outstanding faculty members have completed a year of intensive leadership training and development, positioning them to lead transformative change in academic medicine.

LTAM will take a brief hiatus and will reopen for applications in Spring 2026. If you are interested in participating in the next cohort, please contact Carrie Jackman-Hoyle at carrie_hoyle@med.unc.edu with any questions.

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Homeostasis is the fourth medical science course in the Foundation Phase and includes nephrology and pulmonology content.���� This course is a 7-week course, the first 3 of which cover pulmonary content, that occurs yearly during the beginning of January.�� The Homeostasis course directors work with the Foundation Phase Medical Science directors, basic science coil directors, and administrative team to oversee the curricular content, organization, assessments, and evaluations for the course.�� The course director is expected to teach most of the content during the large group interactive sessions throughout the course. However, they are encouraged to collaborate with the medical science team to strategically identify and invite guest presenters to provide specialized expertise where necessary.���� The course director must be committed to curriculum evaluation with the aim of continual quality improvement.�� They report directly to the Medical Science directors and will engage in an annual review with the Assistant Dean of Preclinical Curriculum.

In Spring Semester 2026, the Homeostasis course occurs from Monday January 5 – Friday February 20^th.�� The pulmonology content will be taught from Monday January 5 – Friday January 23^rd.

The course director will partner with the existing Foundation Phase team with respect to the design, management, evaluation, and enhancement of the course.�� Responsibilities will include, but are not limited to the following:

• Outcomes: Develop, design, and implement course level objectives linked to the school’s educational objectives and competencies and align course content with SOM objectives.

• Content and Assessment: Develop curricular content, methods of pedagogy and medical student assessment that are appropriate for the achievement of the course and school’s educational objectives using USMLE Scholar Rx as the primary content source. This includes working with the medical science directors to create the NBME exams.�� Additionally, the course director will work closely with the Case Based Learning (CBL) leaders to refine the CBL cases and the Clinical Reasoning Exam (CRE) as needed.
• Integration and Coordination: Sequence course content with an eye towards integration with other Foundation Phase Courses.
• Review and Improvement: Participate in regular review and revision of the course using multiple measures including national norms of accomplishment and student feedback under the auspices of the Foundation Phase Committee and Education Committee.�� Work closely with the Foundation Phase team to continually improve and innovate the course.
• Supervision and Teaching: The course director is expected to teach most of the course specific clinical content themselves and work closely with the foundational science coil directors to ensure inclusion in teaching of the foundational science material.�� The course director is encouraged to work with the medical science team to identify guest presenters to help cover content that the course director feels would be better taught by a different educator; however, the course director is ultimately responsible for all content.�� All large group teaching must be done using the Peer Accelerated Learning model or other interactive methods agreed upon by the medical science team.
• Administration: Ensure that SOM educational policies are being followed within the course e.g., formative feedback, narrative assessment, grade timeliness, etc.
  • Work with Medical Science directors to create remediation and make up academic plans for students needing to make up or repeat the course during the summer.
  • Update teaching materials yearly and ensure content taught by others is updated regularly.
  • Review all Scholar Rx Bricks assigned for the course and work with the Foundation Phase team to modify Bricks as necessary.
  • Serve on the Foundation Phase Committee as a voting member.
  • Attend all Foundation Phase meetings (currently scheduled for the first Thursday of the month from 3:30-5pm).
  • Communicate and implement decisions made at Foundation Phase meetings with relevant instructors in the course.
  • Ensure the Foundation Phase team is well-informed of policies and plans and provide support as necessary.
  • Hold regular office hours and communicate with students who need additional assistance regularly.
  • Attend at least 3 PALS in the fall 2025 and attend at least 2 CBL sessions in the fall of 2025 in preparation for teaching in the spring of 2026.

Preference will be given to candidates who are clinically active in adult and/or pediatric pulmonary medicine and who have undergraduate teaching experience. ��The co-course director will receive 15% salary support up to an educational salary cap on an annual basis. ��Ideal candidates will be interviewed with a final selection being made by late August. ��Nominations and applications (including a CV and letter of interest) will be accepted by Kathleen (Kathy) Barnhouse, Assistant Dean for Preclinical Curriculum (Kathleen_barnhouse@med.unc.edu) until 5 pm on July 11th, 2025. By applying for this position, candidates agree to a review of all relevant teaching evaluations.�� Statements of support from the appropriate division chief/chair will be solicited from select candidates after an initial review. ��This is an at will position and performance will be reviewed yearly by the OMSE.

Please direct all questions about this position to Kathy Barnhouse.

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In this new role, Dr. Maguire​��will be responsible for documenting continuous quality improvement initiatives,��developing processes for monitoring compliance with accreditation standards, and overseeing the preparation and timely submission of requirements of the Liaison Committee on Medical Education (LCME).

Dr. Maguire has served in the foundation phase of the medical doctorate program as the director of the respiratory course since 2016. She is also a clinical associate professor in the department of medicine, division of pulmonary diseases and critical care medicine where she also serves as the vice chief for inpatient services for the division.

Dr. Maguire attended a combined undergraduate/medical school at the University of Missouri – Kansas City and matched in an internal medicine residency at mayo graduate school of medical education before becoming a Tarheel as a pulmonary/critical care medicine fellow in 2010. She joined the faculty in 2013.

We would like to congratulate Dr. Maguire on this opportunity.

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As was communicated to you previously via email, the School of Medicine Constitution and Bylaws underwent a review. The proposed revisions were announced to the faculty prior to an electronic vote. To enact these revisions to our constitution and bylaws, a majority of the faculty votes received must be affirmative.��We are pleased to announce that over 93% of votes were affirmative, and the proposed changes to the constitution and bylaws were approved. Thank you to all the faculty who participated in the vote. The changes (e.g. committee membership) will be operationalized during the 2025-26 academic year.

Summary of Approved Changes

There were no changes to the constitution.

The following changes to the bylaws were approved:

1. Article I: Meetings of the Faculty of the School of Medicine
   1. Removes the requirement that a special meeting of the faculty be called by the Senior Associate Dean of Faculty Affairs. Per the bylaws “Special Meetings may be called by the Dean or on the written request of ten percent of the members of the School’s Faculty.”
2. Article III: Standing Committees of the School of Medicine

1. 1. Nominating Committee – Removes the vice dean for diversity, equity, and inclusion as a voting member (this position no longer exists); Clarifies the role of the committee: 1. Review the nominees for election to the Standing Committees of the School of Medicine and recommend a slate of eligible candidates for election.�� In the current bylaws the responsibility is to “develop” the slate of candidates.
   2. Admissions Committee – Increases the number of committee members appointed by the dean from fourteen to sixteen and increases the number of committee members elected by the faculty of the medical school from six to eight; clarifies that the five student members of the committee come from the M4 class; adds the assistant dean for admissions as a voting member and allows the assistant dean for admissions to serve as chair of the committee in the absence of the associate dean for admissions; removes the four ex-officio non-voting members of the committee: vice dean for diversity, equity, and inclusion, director of the office of scholastic excellence and equity, and the associate dean for medical alumni affairs (these positions no longer or will no longer exist) and the associate dean for student affairs (does not routinely attend committee meetings).
   3. Education Committee – increases the number of committee members elected by the faculty of the medical school from two to four and the number of committee members appointed by the dean from four to six; clarifies that each regional campus has one appointed member or designee; clarifies that student membership on the committee is the two student body copresidents or designees; clarifies that the faculty co-chairs of the three phase committees are members of the committee; removes the vice dean for academic affairs, the senior director of curricular affairs, and the senior associate dean for graduate medical education/designated institutional official as voting members of the committee; adds the Associate Dean for Curricular Affairs or designee as a voting member; adds “or designee” for the associate dean for student affairs who serves as a voting member of the committee; adds the associate dean for admissions, or designee as an ex-office nonvoting member of the committee; and clarifies that the additional members who may be appointed by the dean serve as non-voting ex-office members.
   4. Student Progress Committee – increases the number of elected basic science and clinical faculty members on the committee from one to two; removes the requirement that the elected members “come from a pool of experienced educators (prior service as a medical school course or clerkship director and/or a member of the Academy of Educators.”; removes the associate dean for faculty access and success and the director of scholastic enrichment and equity as ex-office non-voting members (positions no longer exist); adds “or designee” for the associate dean for student affairs who serves as an ex-officio nonvoting member of the committee; removes the assistant dean for student affairs as an ex-office non-voting member (this position may serve as the designee for the associate dean for student affairs).
   5. Committee to Review Appointments and Promotions to Associate Professor (Tenure Track), Committee to Review Appointments and Promotions to Full Professor (Tenured), and the Committee to Review Promotions of Fixed Term Faculty – Adds “or designee” for the Senior Associate Dean for Faculty Affairs who serves as an ex-officio non-voting member of these committees; clarifies that each of the committee has co-chairs who are appointed by the dean.
   6. Post-Tenure Review Committee – Adds “or designee” for the Senior Associate Dean for Faculty Affairs who serves as an ex-officio non-voting member and chair of the committee.

Please contact Dr. Cam Enarson (cenarson@med.unc.edu) with any questions.

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• Review the university’s����and begin to think through how you plan to review your materials.
• Take the����training through Carolina Talent.
• Attend one of our����for us to help you review and advise on how to remediate any accessibility issues with your learning materials.
  • Wednesday, June 11, 2025, 1:00 PM – 3:00 PM at MacNider Hall 21
  • Wednesday, July 16, 2025, 1:00 PM – 3:00 PM at Bondurant Hall 2035

• Medical Education: Jerry McNeill ( jerry_mcneill@med.unc.edu )
• Health Sciences: Derek Olinger ( derek_olinger@med.unc.edu )
• Graduate Education / BBSP: Nick Thompson ( nick_thompson@med.unc.edu )

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• William DeBrock, Plastic and Reconstructive Surgery��

• Sharon Guarino, Emergency Medicine��

• Amalia Lee, Neonatal-Perinatal Medicine��

• Hersh Trivedi, Urology��

• Lily Segal, Pediatrics

The award is named in honor of Dr. Robert C. Cefalo, M.D., Ph.D., FACOG, who served 25 years as director of the residency and fellowship programs at ������ Hospitals and as a model for the Accreditation Council for Graduate Medical Education (ACGME) in defining the role of Designated Institutional Official.��

The Cefalo award honors five house staff annually with a stipend to offset expenses associated with professional development and/or attendance of scientific conferences or meetings that will enhance the recipient’s knowledge and abilities in the health care setting.��

Congratulations to the winners.

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Please submit the following items to Alice Chuang by Jun 20, 2025, 5PM:

1) Cover letter describing prior experience with career goal advising and addressed to the Career Goal Advisor Selection Committee

2) CV

3) Signed letter from the department chair indicating, “I support this faculty member in their pursuit of a Head Career Goal Advisor position with ������ SOM. I understand this is supported by SOM with a stipend and will provide this faculty member administrative time to fulfill the duties associated with this position.” Additional supporting comments from the chair are optional.

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