Clinician Educator Pathway

The University of Washington Internal Medicine Residency Program provides ideal training for a career as a clinician educator, preparing residents with a strong foundation of teaching in the inpatient setting. The goals of the pathway are to improve residents' skills as educators and prepare them for a career in medical education. We do this by providing opportunities to teach in varied settings, build a toolbox of teaching skills, and to work closely with experienced educators. We also facilitate relationships with faculty mentors, opportunities for scholarship, and development of a teaching portfolio. The Clinician Educator Pathway aims to graduate residents well trained to fill any Clinician Educator position, whether inpatient or outpatient, subspecialty or primary care. In addition to the existing curriculum, we suggest adding both focused and longitudinal experiences in teaching, educational research and QI to prepare pathway participants for a career as an academic Clinician Teacher.

Residents will apply for the pathway in the winter of their R1 year and will participate in the pathway during their R2/R3 years.


All Clinician Teacher Pathway residents will be assigned a mentor from within the UW Medicine system as part of RAMP (residency advising mentorship program). Quarterly meetings are recommended. Attempts will be made to thoughtfully pair residents and mentors based on mutual interest or practice setting.

Teaching Experience

Teaching experiences will be longitudinal, occur in blocks, and be one-time experiences, and include: staffing the various student-run clinics; teaching within the medical school (Introduction to Clinical Medicine, Pathophysiology, Problem Based Learning, etc); presentations at well-attended conferences such as Chief of Medicine rounds and Primary Care conference; co-attending on the wards as an R3. If possible, each participant's mentor will directly observe some of these teaching experiences throughout the R2 and R3 years to provide immediate feedback.

Resident Scholarly Requirement

Scholarly projects will include case reports, review articles or educational research; formal quality improvement projects; presentations at regional or national meetings; and development of curriculum modules for the immersion blocks in the residency program. In the course of these activities, participants should acquire basic skills such as literature review, poster construction, survey design, IRB interaction, database management and statistics. 1-2 blocks during the R2-R3 year will be dedicated to scholarly projects.

Mandatory Longitudinal Experiences

  • Development of a teaching portfolio (see below)
  • Mentorship and scholarly project as noted above
  • Quarterly journal club
  • "Dinner with the docs" – a quarterly meeting with participants and mentors (and other area clinician educators who might be interested) to share ideas and projects, brainstorm and network.

Mandatory Clinical/Block Experiences

R2 Clinician Teacher Immersion Block (see below) R2 or R3 Clinical Educator Block (see below) 1-2 blocks of dedicated research/QI project in R2 or R3 year 1 block of ward co-attending as an R3

Mandatory Other Experiences

Presentation at COM rounds at least 2 times a year Presentation at Primary Care Conference (already in place)

Teaching Portfolio

The Clinician Educator pathway will facilitate the development of a portfolio over the R2 and R3 years to improve marketability as a Clinician Educator after graduation. This portfolio will show evidence of quantity and quality of teaching effort, evidence of impact, and evidence of scholarship. Ideally to include the following sections:

  1. Philosophy of Education
  2. Curriculum development and instructional design
  3. Teaching skills
  4. Assessment of learner performance
  5. Role as an adviser
  6. Educational administration
  7. Regional/national scholarship
  8. Continuing education
  9. Honors and awards
  10. Long-term goals

Clinician Teacher Immersion Block

To include an introduction to academic medicine, including expectations for production of scholarly work and the promotion process; tools for making the transition to the job market (CV preparation, interview skills, development of a sample lecture); formal training in teaching modalities and settings; exposure to teaching in a variety of settings (didactics, small groups, clinical precepting, Masters' rounds).

Residents will meet with the Clinician-Educator Pathway Director, Dr. Renata Thronson at least twice a year, for career mentoring and to discuss their goals, interests, and progress. Please address questions regarding the pathway to Dr. Thronson at

To apply, complete the Clinician-Educator Pathway application form, which you can download from the Resources sidebar on this page.

Clinician-Educator Pathway Residents, 2015-16


Sheida Aalami
Serena Johnson
Patrick McAdams
Megan Roosen-Runge
Michael Spiker
Greta Tubbesing


Peter Barish
Jessamyn Blau
Terry Chen
Shannon McConnaughey
Sarah McGuffin
Tom Newman

Recent Trainees and Positions


Lauren Brown, MD Chief Resident, UWMC
Stefanie Deeds, MD Chief Resident, UW Roosevelt Clinic
Eric LaMotte, MD Hospitalist, UWMC
Michelle Rappaport, MD
Emily Rumora, MD
Trevor Steinbach, MD Chief Resident, VA Medical Center


Laura Bovee, MD Primary Care Physician, PolyClinic
Jehan Budak, MD Chief Resident, UW Roosevelt Clinic
Leah Gordon, MD Chief Resident, Harborview Medical Center
Julie Cella, MD Academic Hospitalist, Northwest Hospital
Parker Gregg, MD Renal Fellow, Baylor
Selma Durakovic, MD Cardiology Fellow, UW Medical Center


Maralyssa Bann, MD Academic Hospitalist, Harborview Medical Center
Tiffany Chen, MD Academic Hospitalist, UW Medical Center
David Levitt, MD Academic Hospitalist, Harborview Medical Center
Tyra Fainstad, MD Academic GIM Physician, UW Medical Center


Tom DeCato, MD Pulmonary Fellow, University of Utah
Lynnea Mills, MD Academic Hospitalist, UCSF
Sirisha Narayana, MD Academic Hospitalist, UCSF
Nina Saxena, MD GI Fellow, UW Medical Center