Academy for Teaching & Learning (Assistant Professor/Instructor)

About Ross University School of Medicine

Ross University School of Medicine (RUSM), an Adtalem Global Education institution, expands access and opportunity to students on the path to becoming skilled physicians who are determined to make an impact in global communities. RUSM has graduated more than 15,000 alumni who practice in the U.S. and Canada. Located in Barbados, RUSM promotes equitable educational access through the Access and Inclusion in Medicine (AIM) Scholars Program to advance equity in healthcare through diversity and inclusion and to directly impact underserved communities by decreasing health disparities in the U.S. RUSM is accredited by the Caribbean Accreditation Authority for Education in Medicine and Other Health Professions.

Visit medical.rossu.edu for more information, and follow on Twitter, Instagram, Facebook, and LinkedIn.

Opportunity at a Glance

Working directly with medical students through the Academy for Teaching and Learning, the suitable candidate will become an active member of a faculty team participating in the following activities:

• Facilitation of semester long academic support through a one-on-one process of academic coaching to help student examine academic concerns and perceived barriers to success; help students to assess their strengths and needs; and devise a personal plan of action.
• Design and facilitation of individual student and small group sessions designed to enhance critical thinking and clinical reasoning in the medical sciences
• Use of inquiry-based learning, questioning dialogues and exploratory talk to improve critical reasoning skills.
• Small group and individual interventions for the enhancement of students’ academic literacy and their facility with clinical reasoning and integration of basic science concepts
• Selection, refinement and implementation of study and test-taking skills training for individual students, specifically targeting medical education and preparation multiple choice exams.
• Design of formative assessments to enhance cognitive skill development • Collaborative development of teaching and learning material resources.
• Collaboration with student affairs and counseling departments to support all aspects of student development.
• Support students in conducting medical research initiatives and proposals that lead to publications as part of their academic development.
• Participate in medical education research on effectiveness of various interventions on student academic outcomes.
• Performs other duties as assigned
• Complies with all policies and standards

Education, Experience, Knowledge and Skills:

• Previous experience working with adult learners in STEM required; experience in medical education preferred.
• Terminal degree in Medicine, or Education fields. MD or DO preferred. Alternatively, an EdD or PHD or Masters in Education with experience in medical student academic support.
• Teaching experience, in both large and small group formats with evidence of effectiveness.
• Mentoring or academic coaching experience of individual students with evidence of success.
• Well-grounded in logic and critical analysis, preferably with training in medicine and/or basic sciences.
• Understanding of educational theory and psychology of learning.
• Excellent communication skills in English
• Flexibility and ability to work well on a team.
• Knowledge of principles, methods, techniques, materials and equipment used in postsecondary teaching/medical education
• Desire for self-improvement and continuing education in the field of medical education.
• Strong interpersonal and communication skills (both oral and written) essential. Good knowledge of computer software programs (MS Word, Excel, PowerPoint) required
• Must possess strong customer service, critical thinking, and collaborative skills along with ability to effectively communicate and establish rapport with a diverse group of students, faculty, and constituents across University.

Desirable Qualifications

• Prior teaching experience at a North American or Caribbean Medical School • Experience developing online learning products or courses or training
• Experience with USMLE Step 1 exam preparation preferred.
• Knowledge of psychology and counseling
• Knowledge of the educational needs of students with disabilities
• Demonstrated experience of incorporating emotional intelligence, brain-based science and cognitive intelligence principles into student development programming
• Experience working with English as a Second Language Learners
• Student Affairs Experience or experience developing interventions to enhance the academic learning environment from pre-matriculation to graduation
• Ability to demonstrate ongoing faculty development in medical education desirable.
• Educational technology skills, including use of e-learning management systems, audience response systems, online examinations, videoconferencing

Equal Opportunity – Minority / Female / Disability / V / Gender Identity / Sexual Orientation