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Teaching Vitae

 

Craig William Clarkson, Ph.D.

Professor of Pharmacology
Department of Pharmacology, Tulane University School of Medicine, 1430 Tulane Avenue, New Orleans, LA 70112-2699  Tele: (504) 988-2641  Fax: (504) 988-6761, Email: cclarks@tulane.edu

URL: http://tulane.edu/som/departments/pharmacology/clarkson.cfm

PERSONAL BACKGROUND:  

  • Born on September 22, 1955, Waupaca Wisconsin.
  • Children: William (5/1985) & James (5/1988).

 

PROFESSIONAL AND ACADEMIC HISTORY:

  • B.S. in Biology and Chemistry                                             1977
    Univ. of Puget Sound, Tacoma WA
  • Ph.D. in Pharmacology                                                        1982
    Northwestern Univ., Chicago, IL
  • Postdoctoral Research Pharmacologist                               1982-1985
    Dept. of Pharmacology, UCSF
  • Assistant Professor                                                              1985-1990
    Dept. of Pharmacology, Tulane Univ.,
    School of Medicine, New Orleans LA
  • Associate Professor                                                             1990-1995
    Dept. of Pharmacology, Tulane Univ.,
    School of Medicine, New Orleans LA
  • Professor                                                                              1995-present
    Dept. of Pharmacology Tulane Univ.,
    School of Medicine, New Orleans LA
  • Director of Graduate Studies in Pharmacology                    2005-present
    Dept. of Pharmacology, MS & PhD programs
    Tulane Univ., School of Medicine, New Orleans LA



EDUCATION-RELATED HONORS & AWARDS:

  • Owl Club Teaching Honor Roll*                                                              1996-1997
  • Owl Club Teaching Award - Outstanding 2nd Year Teaching Award      1997-1998
  • Owl Club Second Year – Outstanding Professor, 2nd Semester            2000-2001
  • Owl Club Second Year – Student Advocate                                            2001-2002
  • Owl Club Second Year – Professor of the Year, Honorable Mention      2003-2004
  • Owl Club Second Year – Professor of the Year Teaching Award            2005-2006
  • Owl Club Second Year – Category 5 Teaching Award**                         2005-2006
  • Owl Club Second Year – Professor of the Year Teaching Award            2006-2007
  • Owl Club Second Year – Professor of the Year Teaching Award            2007-2008
  • Senior Vice President’s Teaching Scholar Award  (Tulane SOM)           2007-2008
  • President’s Award for Excellence in Teaching (Tulane Univ)                  2007-2008
  • Owl Club Second Year – Professor of the Year, Honorable Mention      2008-2009
  • Owl Club Second Year – Clifford Newman Student Advocacy Award
    (for Members of the TmedWeb Team).                                                   2008-2009
  • Alpha Omega Alpha Medical Honor Society Teaching Award
    Tulane University School of Medicine                                                     2009
  • Owl Club Second Year – Professor of the Year Teaching Award            2010-2011
  • Gloria P Walsh Award for Teaching Excellence (Owl Club)                    2011

* Tulane Univ School of Medicine (Student Honor Society)

** “For the five exceptional individuals keeping medical education afloat come hell and high water.”
     Awarded the year after Hurricane Katrina.



EDUCATIONAL GRANT FUNDING:

  • Tulane Office of Educational Research & Services. Teaching &
    Learning Innovations in Medical Education Incentive Mini-Grant (TIME).
    Craig W. Clarkson, P.I. “Digital Video Recording of Cardiovascular Drug
    Responses For Replacement of Live Animal Labs” 1999-2000. $3,000.

 

EDUCATIONAL PROFESSIONAL MEMBERSHIPS:

  • International Association of Medical Science Educators (IAMSE)           2003-present
  • National Directors of Graduate Studies in Pharmacology                        2007-present
  • Tulane University Society of Teaching Scholars, School of Medicine      2008-present



VISITING PROFESSORSHIPS / DEPT REVIEWS:

  • American University of Antigua College of Medicine, Dept. of Pharmacology,
    Antigua, Carribean. April 2005 & February 2006. Nine hours of lectures to medical students.
  • St. George's University, School of Medicine. External Review/Site Visit of the
    Dept. of Pharmacology & Medical Pharmacology course, St. George's, Grenada, April 5-8, 2009

 

COURSE DIRECTOR POSITIONS:

  • Medical Pharmacology (2nd year medical course)                             1997-present
  • Advanced Topics in Cardiovascular Pharmacology (Graduate)          2000-present
  • Systems Biology (BMS Doctoral Program)                                         2007-present
  • Concepts in Pharmacology (Masters program)                                   2008
    (1 yr pilot project involving active learning in grad education)
  • Principles of Pharmacology (Graduate)                                               2010-present
  • Pharmacology Research (Graduate)                                                   2010-present

 

GRADUATE TEACHING:

  • Principles of Pharmacology: Cardiac Physiology (2hrs)
  • Advanced Topics in Cardiovascular Pharmacology (2 hrs/week, Spring Semester)
    This course is a structured journal club, taken by MS & PhD students; a T2 elective
  • Pharmacological Research: Whole Animal Electrocardiography (2hrs)
  • Principles of Pharmacology – LSU Med Center: Ion Channels (1 hr)
  • Advanced Cell Biology (BMS PhD program):Membrane transporters & mitochondrial function (1.5 hrs)
  • Systems Biology (BMS PhD program):Drug Receptor Theory (1 hr) & Cardiac Physiology (2 hrs)
  • Concepts in Pharmacology (MS program) - a one semester pilot project Fall 2008. We gave JiTT sessions with PI on

o    Principles of Pharmacology
o    Antimicrobial Drugs *
o    Rx of HIV *
o    Cancer Chemotherapy *
o    Autonomic Pharmacology
o    Treatment of Asthma
o    Rx of Hypertension
         * team taught with Dr. Mondal or Agrawal

 MEDICAL TEACHING:

Medical Physiology (T1) - Lectures


  • Introduction to Just-in-Time-Teaching (JiTT) & Interactive Learning
  • Introduction to the electrocardiogram

Medical Physiology (T1) - JiTT Sessions

  • Principles of Cardiac Excitation & Contraction (2hrs)
  • Cardiac Arrhythmias, Cellular Basis & ECG Interpretation (2 hrs)

Medical Pharmacology (T2) – Lectures        

  • Course Introduction
  • Pharmacokinetics (2 hrs)
  • Cholinolytic Drugs
  • Hepatic Drug Clearance
  • Antianginal Drugs
  • Drugs used in Rx of Asthma
  • General & Local Anesthetics
  • Adjunct drugs used in Anesthesiology
  • Sedative / Hypnotic / Anxiolytics
  • Antipsychotics
  • Psychostimulants, Drugs of Abuse
  • Drug Responses in Children, Women & the Elderly
  • Herbal Drugs
  • Drug Interactions

Medical Pharmacology (T2) – JiTT Sessions  

  • Basic Principles of Medical Pharmacology JiTT
  • Antiarrhythmic Drugs (2 hrs) JiTT
  • Digitalis Glycosides JiTT
  • Vasodilators in the treatment of CHF JiTT
  • Antidepressants, MAO inhibitors & Li  JiTT

Helped develop & deliver additional JiTT sessions on:

  • Glucocorticoids (w/ Dr. Beckman) JiTT
  • Penicillin Antibiotics (w/ Dr. Agrawal) JiTT

Medical Pharmacology (T2)– Block Reviews    

  •     Basic Principles & Rx of Inflammation (1 hr)
  •     ANS & CV Pharmacology (1.5 hrs)
  •     Renal Block (1 hr)
  •     CNS Drugs (1.5 hrs)
  •     Human Behavior block (1.5 hrs)
  •     Endocrine & Toxicology Block (1.5 hrs)

  Medical Pharmacology (T2)- Team Based Learning

  • Rx of Venous & Pulmonary Thrombosis -  w/ Drs. Kahn & Crawford
  • Autonomic Unknowns
  • Diabetes (with Drs. Beckman & John-Kalarickal)

Medical Pharmacology (T2) - Problem Based Teaching

  • Drug Metabolism & Drug Interactions
  • Adrenergic/Cholinergic In Vivo Demonstration
  • Antibiotics - Clinical Problem Solving
  • Chemical Warfare in Iraq
  • Hypertension
  • Antiarrhythmic Drugs - Clinical Problem Solving
  • Treatment of Diabetes Mellitus – Clinical Problem Solving
  • Oral Contraceptives – Clinical Problem Solving
  • Treatment of Depression – Clinical Problem Solving

Human Patient Simulation (T2) - METI HPS (Adult & Pediatric)

  • Diagnosis & Treatment of Unstable Angina & Cardiac Arrhythmias
    (a collaborative project with Dr. Elma LeDoux MD)
  • Diagnosis & Treatment of Severe Asthmatic Bronchoconstriction (Pediatric)
    (a collaborative project with Dr. Scott Davis, MD)
    

EDUCATION RELATED COMMITTEES:

University or Medical Center

  • Academic Computing                                                     1988-1993
  • Surgery Required Clerkship Review Committee            1991-1993
  • Admissions Committee                                                   1994-1999, 2005-present
  • Senate Committee on Honors                                        1997-1999
  • Graduate Council                                                           1997-2000
  • University Senate Commitee on Computing                  1998-2001
  • Curriculum Committee                                                   1999-2007, 2009-present
  • 2nd Year Clinical Curriculum Advisory Committee         1997-present
  • Evaluation Committee    (under Dr. Markert in OME)     2004-2005
  • MECCA Committee (Medical Education)                        2000-2001
  • Student Affairs Committee (chair since 200                   2004-present
  • Scope Advisory Committee                                            2004-2005
  • Educational Technology Committee (chair)                    2007- present
  • Evaluation & Assessment Committee – SOM                2008-present
  • Simulation Center Curriculum Committee                      2008-present
  • Educational Policy Committee (Univ committee)            2009-present
  • Pharmacology Dept Med Pharm Committee (chair)       2009-present
  • Pharmacology Dept Graduate Curr Committee (chair)   2009-present
  • Simulation Center Research Committee                         2010-present



CURRICULAR DEVELOPMENT:

Director of Medical Pharmacology Course (1997 to present)
For the past decade I have been the course director for this team-taught course that currently consists of 79 hours of lectures, 11 hours of small group sessions (PBLs), 15 hours of self-studies, 10 hrs of review sessions & 10.5 hours of exams (135.5 hours total). I am personally responsible for teaching 20 hrs (~25%) of lectures & I am involved with other faculty in teaching all lab sessions, and serve as the organizer & a facilitator for all PBL sessions. In addition, I spend many hours per week on scheduling, curricular development, syllabus preparation, organization of small group &/or lab sessions, exam development, exam grading & evaluation, organizing review sessions & working with other faculty involved in our 2nd year medical curriculum who have courses that “dove-tail” with our content in our integrated medical curriculum. Teaching this course involves a total of 16 different faculty from pharmacology, psychiatry, pediatrics, medicine (heme-oncology) & outside institutions (Anesthesiology at Oschner, LSU Genetics).

The Katrina experiment
In the Fall of 2005, following hurricane Katrina, the senior leadership in the School of Medicine (Drs. Kahn, Krane & Dean Taylor) managed to “restart” our medical school using the physical facilities & support staff provided by the Baylor College of Medicine in Houston. I relocated there in mid-September, and worked with a group of close colleagues (Drs. Beckman, Crawford, Daroca, Johnson, Kahn, Krane, Markert, Rajan) to put together a 2nd year medical curriculum utilizing a mixture of faculty from Baylor, MD Anderson & Tulane. We all learned to give lectures on topics outside of our normal comfort zone, but we nevertheless managed to provide essentially the same quality of curriculum that we provided for our students in New Orleans. It was an interesting educational experiment, but not one I would care to repeat anytime soon.

Med Pharm was awarded the Owl Club “Course of the Year” Award in April/May 1998, 2000, 2008 & 2009.

Facilitating Student Learning Thru Lecture Recording
The average student can only transcribe 10% of the words spoken during a typical lecture. It is widely believed that having a resource for reviewing lecture content “after the fact” can aid student learning. During the summer of 2006, after returning from Houston, I worked with Niels Olson (current T4) to develop a system for recording lectures to be given during the upcoming 2nd year medical curriculum. We settled upon using an Olympus digital audio recorder connected to an audio feed from the podium. Niels did the lion’s share of recording, and I created & managed a website for uploading & storing the recordings. By the end of the year this evolved into the development of a “one stop shopping” web site where lecture slides and audio files for all T2 lectures could be easily found & downloaded with little navagation involved. The following year, I began a collaboration with Bobby Garner-Coffie in the SPH/TM that allowed us to perform a pilot study using the Tegrity Classroom system for lecture capture of Med Pharm lectures. The following 2007-08 year the use of Tegrity was expanded to include recording of all T2 courses, and to a limited extent, for recording 1st year lectures. The use of the system has since expanded further, and the Dean’s office is planning to financially support its use in the future, at an estimated cost of ~$12,000/year.

Introduction of Active Learning & Learner-Centered Teaching Strategies (2008-2009) into the Medical Curriculum
Traditional classroom lectures are “teacher-centered” and promote passive learning. There is a growing body of evidence that indicates that active learning strategies can produce superior learning outcomes compared to traditional lectures. As a first step in implementing learner-centered / active learning strategies we converted seven traditional Med Pharm lectures to Just-in-Time-Teaching sessions. JiTT sessions require that students complete a reading assignment & a post-reading quiz on Blackboard by midnight before an associated class session. One of the questions on Bb is a short answer essay question asking “What did you find most difficult or confusing about the reading?”. These responses are scanned the morning before class & determine the areas to be focused on during class. Selection or authoring of interactive Audience Response System (ARS) questions before class that are related to identified areas of difficulty transforms a traditional lecture into a class session focused on areas of difficulty (vs. a review of material the class already understands from their reading). Students come to class prepared with a background knowledge of the material. Most class sessions included at least one question using the “Peer Instruction” method where the class is asked to select the best answer to a challenging question. After responses are collected (but not displayed), students are asked to debate the answer to the question with their neighbors (“peer instruction”) for 3-4 minutes, and then vote again. This active learning strategy significantly increased class performance on questions from 63.3% to 89.4% (n=20, p<0.0001). Further expansion of JiTT & PI is planned for the next upcoming academic year. The Dean’s office is planning to finance the ARS for our incoming class of first year students next year & I am planning to offer faculty workshops on how to write questions & use the system.

Director of Graduate Studies in Pharmacology (2005 to present)
Resurrection of Our Graduate Curriculum After Katrina:
In December 2005, while I was living in Houston following Katrina, my chairman placed me in charge of our department’s doctoral and masters graduate programs. At the time of the storm we had 40 masters students and ~12 doctoral students in the pharmacology graduate program. When classes resumed at the New Orleans downtown campus in mid-January of 2006, we had 25 masters students return, along with ~ 6 doctoral students. During several trips back from my duties at Baylor, I found rooms (with acceptable air quality) that we could use for teaching in portions of the 1430 Tulane Ave building, although we tried to use the Gene Therapy conference room in the JBJ building whenever it was available. With limited access to classrooms & a reduced number of available faculty, I heavily revised our graduate curriculum, so that we could complete all previously scheduled graduate classes for the 2005-06 academic year during the Spring semester of 2006 & an extra Summer lagniappe semester in June-July of 2006. One component of this challenge was to find a way to simultaneously teach our complete Medical Pharmacology course at both the New Orleans campus (to our doctoral & masters students) & Baylor campus (to our medical students). Lectures on the two campuses had to be scheduled out of sync with each other, since our remaining teaching faculty could not be in two places at once. This was not a fun year.


Development of a New Thematic & Objective-Based Graduate Curriculum (2006-07):
During the summer of 2006, in response to student criticisms about our graduate curriculum, I made a series of major changes to our department’s graduate curriculum. These changes were based upon a “proven” design – that of our 2nd year medical curriculum which I had been involved with designing over the previous decade:

  • I rearranged our traditional graduate curriculum to replace it with a thematic “organ-system” based design in which (as much as possible) all lectures in all graduate courses covered the same theme being covered in Medical Pharmacology. This included topics covered in our seminars & weekly journal club. This change was designed to re-inforce student learning.
  • With the help of our faculty, a list of specific learning objectives was developed for each graduate lecture given in our two primary graduate courses: Principles of Pharmacology & Pharmacology Research. Exams were designed to cover the material outlined in the learning objectives.
  • Graduate exams were placed at the end of each Med Pharm “thematic block”.
  • Lecture handouts, containing learning objectives, were collated prior to each thematic block & distributed ahead-of-time to students. This allowed students to prepare for lectures ahead of time.
  • Audio recordings of graduate lectures were initiated in the Fall of 2006 and a Graduate Resources website was developed that included the new thematic lecture schedule, and a media website was designed to provide links to down-loadable versions of all lecture audio recordings & lecture slides (html & pdf versions). One of my new duties became the development, maintainance & archieving of this website. During the 2008-09 academic year, we switched to use of the Tegrity Classroom recording system for graduate lectures.

Graduate Resources Website url: http://tulane.edu/som/departments/pharmacology/gradresources/index.cfm


Systems Biology Course Directorship (2008-present):
The Systems Biology Course was a newly constructed course, first offered in Spring 2007 for the 1st year doctoral students in our newly created umbrella “Biomedical Sciences” (BMS) doctoral program. Although this course looked great “on paper”, it received some “negative” reviews in its end-of-course survey. The major criticisms of the course included: a) some lectures were excessive in length (90+ slides), b) there was excessive redundancy & duplication of material covered in different lectures, c) there was no communication between lecturers, d) no class notes were available before lecture, e) there were too many details to be remembered for exams, and f) there were not enough exams (e.g. 2 exams was not enough).
In the Summer of 2007, I was asked by my chairman to take over as course director. After reviewing the survey results, I implemented a number of changes to address the concerns raised. These included:

 

  • Development of a course website where all lecture slides are posted in html & pdf formats (url below). This allowed myself, other faculty & students easy access to the course content. This facilitated the discovery & elimination of excessive redundancy & lecture length, prior to when classes begun in Spring of 2008.
  • Development of learning objectives for all lectures. These were posted on the course web site & are printed on the front cover of every lecture handout.
  • Redesign of the course schedule to include a 3rd exam. Each of the progress exams covers 7, 7 & 9 lectures, respectively. Exam questions are based upon the stated lecture learning objectives, so as to level the playing field of what students “need to know”.
  • Creation of a course syllabus (collection of handouts & lecture schedule), collated, printed & distributed prior to each block of lectures.
  • With the assistance of Jeanne Samuel in our Office of Medical Education, we developed an online survey – feedback form (linked to from the course website) where students can provide anonymous feedback on individual lectures and exams.


For the 2009 academic year I made some additional adjustments to the course including:

  • streamlined the course content to focus in more depth on cardiovascular physiology & pharmacology
  • converted lectures to a 1 hr format (vs. “killer” 1.5 hr lectures), 3 lectures per week
  • increased the numbe of exams to 5 total.
  • introduced the use of the Audience Response System for my 3 hrs of lecture. The use of the system was offered to other faculty.
  • began using Blackboard (MyTulane) as the Course Management System for lecture media, email communication & posting of grades

Concepts in Pharmacology Course Directorship (2008 pilot project):
To facilitate the development of active learning strategies in our graduate curriculum, I developed a 1 credit hour “pilot” course for our Masters in Pharmacology students. The course consisted of seven JiTT sessions that had a pre-class reading assignment, a pre-class Bb quiz, and a class session focused on interactive ARS questions, including 3 questions at the end of each class session using the Peer Instruction method. The course grade was based upon performance on Bb quiz questions, and Peer Instruction questions. An end of course survey indicated a high level of student satisfaction, with a 4.6 out of 5 rating for “This course enhanced my learning” (1-5 scale).

Human Patient Simulation (2009):
Two METI Human Patient Simulations were developed and implemented for our 2nd year medical class. 

The first simulation was on the diagnosis & treatment of unstable angina & cardiac arrhythmias using the adult METI Human Patient Simulator. The outline for the simulation (case history & story line) was developed by Drs Krane, LeDoux and I. Based upon the case outline, I developed a METI HPS scenario to emulate the patient's presenting heart rate & blood pressure, and a METI scenario for simulating the onset of unstable angina with ST segment depression & associated changes in heart rate & blood pressure. The simulation included responses to drug administration (nitroglycerin, morphine, oxygen, metoprolol), simulation of various arrhythmias (bradycardia, AV block, VTach, VFib) and treatments (Cardioversion/Defibrillation, amiodarone, lidocaine & atropine). Dr. LeDoux played the role of the ER physician, and I coordinated the simulation via a laptop computer from a control room behind a one-way mirror & played the voice of the patient "Mr. Boudreaux".

The second simulation was on the diagnosis & treatment of severe bronchoconstriction in a pediatric patient (using the 6 yo METI Human Patient Simulator). The objectives of this simulation were focused on students being able to work as a team to get the patient's history from a parent (played by a simulation staff member with a Theatre background), assess the patients status (BP, HR,RR, O2 Sat, Lung Sounds), make a diagnosis & apply treatment in the right order (O2, beta-2 agonist, steroid), followed by reassessment & ultimately "handing off" the patient to an attending physician (Scott Davis, MD - pediatrician). The simulation exercise was followed by a 30-45 min debriefing by Dr. Scott Davis. I coordinated the simulation via a laptop computer  & played the voice of the patient "Wheezing Willy".


Masters Thesis Committees – (2006-2007 example)

  • Bradley Blasair (Leraphanol & NMDA receptor effects on chronic pain)*
  • Aaron Boonjindasup (MSC’s in the repopulation of cardiomyocytes)
  • Dorothy Contiguglia (Gingko Biloba in Alzheimers)*
  • Dustin Hill (Somatostatin Receptor expression in activated Lymphocytes)
  • Donald Iocco (Synergistic Drug Effects of Nicotine & Stimulants)
  • Chanakaya Jandhyala (Disruption of P-selectin after IRI tissue injury)
  • Patrick Lang (Inhaled insulin for diabetes)*
  • Edward Mannina (Antibodies for treatment of Cancer)*
  • Gregor Manukian (Hyperbaric Oxygen after Ischemic / Reperfusion injury)
  • Ehsan Mozayan-Isfanahi (NPY & its pro - & anti-nociceptive effects)
  • Megan Stock (NMDA receptor antagonists & Neuropathic Pain)
  • Brian Talleur (CV dysfunction with Diabetes)
  • Carolyn Tejirian (NO synthetase inhibitors for Migraines)
  • Lisa To (DES & estrogenic disruption)
  • Megha Upadhyaya (Environmental Factors Underlying the Pharm of Autism)*
  • Julie Williams (Drugs of abuse testing methodologies)

    * Thesis advisor for these 5 students


Doctoral Thesis Committees

  • William Crumb Jr. (Pharmacology)             1988-1991 (Ph.D. thesis advisor)
  • Nick Ferencz (Pharmacology)                    1988-1991
  • Jeff McGee (Physiology)                            1989-1992
  • Chu Chen (Physiology)                              1991-1993
  • Owen Wilson (Physiology)                         1992-1994
  • Conrad Mallia (Pharmacology)                   1991-1995
  • Etoi Garrison (Pharmacology)                    1994-1995
  • Victor Ruiz (Physiology)                             1992-1995
  • Jose Santiago (Pharmacology)                  1992-1995
  • Ingrid Ehrlich (Physiology)                         1994-1996
  • Alan Kaye (Pharmacology)                        1991-1997
  • David Lambert (Pharmacology)                 1996-1998
  • Neviana Nenova (Pharmacology)              1994-1998 (Ph.D. thesis advisor)
  • Walter Robertson (Physiology)                  1994-2000
  • Christopher Holt (Pharmacology)              1996-2000
  • Hunter Champion (Pharmacology)            1996-1999
  • Adam Hendricson (Pharmacology)            1999-2001
  • Hoya Lang (Physiology)                             1999-2001
  • Christopher Williams (Pharmacology)        1999-2004
  • Juan Guo (Physiology)                               2000-2001
  • Leena Pradhan (Pharmacology)                2001-2004
  • Steve White (LSU Biochemistry)                2001-2005
  • Trinity Bivalacqua (Pharmacology)             2002-2004
  • James T. Taylor (Pharmacology)                2002-2005
  • Brian Keyser (Pharmacology)                     2002-2005
  • John Liles (Pharmacology)                         2002-2005
  • Allison Intondi (Pharmacology)                   2005-2007
  • Anthony (Joel) Greco     (MCB)                  2004-2008
  • David Casey (Pharmacolgy) MD/PhD        2006-2011
  • Jim Antoon (Pharmacology) MD/PhD        2007-2010
  • Daniel Petroni (Pharmacology) MD/PhD   2007-2011
  • Jonathan Pottle (Physiology)                     2009-present



EDUCATION-RELATED SYMPOSIA LECTURES & WORKSHOPS:

  • The Doctoral Program in Pharmacology at Tulane University – Post Katrina.
    Meeting of the National Directors of Graduate Studies in Pharmacology
    (Salt Lake City, Utah, July 25-28th, 2007 )
  • Integrating Web 2.0 Technologies into the Curriculum
    Clarkson CW, Samuel J, Daniel A. Medical Education Workshop presented April 5, 2008
    Southern Group on Education Affairs (SGEA), Vanderbilt University.
  • A Team Approach to Implementing Team-based Learning: Lessons Learned
    Daniel A, Crawford B, Krane K, Kahn M, Clarkson C, Dise T, Klingsberg R.
    Small group discussion. April 3, 2009. Abstract #228 Southern Group on Education Affairs (SGEA), New Orleans 
  • Active Learning & Learner-Centered Instruction. Changing the Emphasis from Teaching to Learning.
    Meeting of the National Directors of Graduate Studies in Pharmacology
    (New Orleans, LA, April 23rd, 2009)
  • Small group workshop on Active Learning - National Directors of Graduate Studies in Pharmacology
    (New Orleans, LA, April 23rd, 2009)
  • Active Learning - Robert Glaser Teaching Award (Post-dinner talk)
    Alpha Omega Alpha Medical Honor Society
    (New Orleans, LA, April 22nd, 2009)
  • Just-in-Time-Teaching & Classroom Response Systems. Changing the Emphasis from Teaching to Learning. Annual Meeting of the Group for Research in Pathology Education (GRIPE),  Jan 15, 2010. New Orleans, LA.
  • Using Human Patient Simulators to Enhance Basic Science Education Throughout the Undergraduate Medical Curriculum. IAMSE Faculty Development Course, July 10, 2010. Susan Pasquale, John L Szarek, Elma LeDoux, Craig W Clarkson. Tulane University.
  • It's About the Science: The Art and Science of Using Human Patient Simulators to Enhance Basic Science Education. S Chauvin, C W Clarkson, J Szarek, R Ten Eyck. Podium Presentation #608. Society for Simulation in Healthcare (Annual Meeting, New Orleans) 1/25/11.

EDUCATION-RELATED PUBLICATIONS:

  • Britt M, Clarkson CW, VIgh S, Robichaux W, Bowdish BE, Chauvin S:  Utilizing Adobe Acrobat to deliver diverse educational materials (abstract/poster presentation). Southern Group on Educational Affairs. 1998 Annual Meeting, New Orleans, LA. Poster #2.
  • Franklin DS, Gibson JW, Samuel JC, Teeter WA, Clarkson CW: Use and benefits of lecture recordings in medical education. Southern Group on Educational Affairs. 2009 Annual Meeting, New Orleans, LA. Poster/Abstract #233.
  • Clarkson CW, Agrawal KC, Mondal D: Peer instruction enhances student performance on pharmacology quizzes. Southern Group on Educational Affairs. 2009 Annual Meeting, New Orleans, LA. Abstract/Poster #249.
  • Kahn M, Clarkson C, Crawford B: Coagulation Team Based Learning Exercise. MedEdPORTAL. AAMC #4054 6/30/2009.
  • Ficarra M, Crawford B, Clarkson C, Barrett D, Gibson J: Assessment of Learning in TBL Educational Sessions. IAMSE Annual Meeting, Poster presentation, July 10, 2010.
  • Franklin DS, Gibson JW, Samuel JC, Teeter WA, Clarkson CW: Use of lecture recordings in medical education. Med Sci Educator 21(1): 21-28, 2011.

 

EDUCATIONAL COURSEWARE:

    Instructional DVDs Developed during the 2003-05 Academic Years:

  • Adrenergic & Cholinergic Pharmacology
  • ANS Unknown Drug A (Atropine)
  • ANS Unknown Drug B (Phentolamine)
  • ANS Unknown Drug C (Cocaine)
  • ANS Unknown Drug D (Hexamethonium)

   Problem Based Learning Modules Co-authored:

  • Clarkson CW, LeDoux EI, Moudgil GC, Hyman A: Mr. Dicky Heart, A PBL Exercise on Cardiac Pathophysiology & Antiarrhythmic Pharmacology.
  • Clarkson CW, Guth PS, Taylor B: Chemical Warefare (in Iraq) PBL
  • Lottinger RG, Beckman BS, Clarkson CW: Hormonal Contraception PBL.
  • Kadowitz PJ, LeDoux EI, Clarkson CW: Hypertension PBL

Pharmwiki (2009 - present)

With student collaboration, I am in the process of developing an interactive pharmwiki for our Medical Pharmacology course that will (hopefully) ultimately serve as a "one stop shopping" information & learning resource for our medical & graduate students. It is being developed immediately before each systems block is covered during the 2009-2010 academic year, and contains: a) essential drug information with cited references (online links whenever possible), b) summary tables, c) interactive formative assessment quizzes, d) background pathophysiology & sample clinical cases as "context" (mental scaffolding) to promote long-term retention & understanding of pharmacology.

Drug Profiles (2003-2005)

At the request of the Owl Club (Student Honor Society), in late December 2003 I started creating Drug Profiles to summarize the essential facts about each drug covered in the Medical Pharmacology course. Each profile typically includes information on: generic & proprietary drug names, drug category, mechanism of action, indications, contraindications, pharmacokinetics, drug interactions, side effects & references. Each drug profile is made available to students in a hard copy form & also in an on-line searchable database with hyperlinks to additional resources. I completed over 600 drug profiles in January 2005. 

Link: http://tulane.edu/som/departments/pharmacology/medpharm/drug-profiles.cfm


Video Podcasts Authored for Med Pharm Student Self-Study
(Full Screen & iPod formats created using SnapZPro X, QuickTime Pro & Garageband)

  • Dosage forms & prescription writing (developed 2006)
  • Cardiac arrhythmias review (2006)
  • Drug laws (2007, revised 2008)
  • Epileptic Seizures (2008)
  • Pathophysiology of Epileptic Seizures (2008)
  • Antiseizure drugs (2007, revised 2008)
  • Heavy metal intoxication (in progress)


Interactive Online Quizzes in Medical Pharmacology (T2) & Human Physiology (T1)

Research has shown that there are significant learning & performance benefits that can be derived from Quiz-Based Learning, potentially improving learning by 150% or more (Will Thalheimer, www.work-learning.com). In the Fall of 2007 I initiated the development of an extensive number of online interactive quiz questions covering all of the learning objectives covered in each lecture in the Medical Pharmacology course. I have also developed quizzes covering all objectives for my 4 hours of cardiac lectures to the first year medical students. These quizzes are written in Adobe Flash or HTML & posted online. I have completed 39 subject-based quizzes containing over 500 questions.


URL: http://tulane.edu/som/departments/pharmacology/medpharm/quizzes.cfm

                                                                                                   The End

 

Citation information:

Page accessed: Wednesday, July 30, 2014
Page URL: http://tulane.edu/som/ome/teaching-scholars/clarkson-eportfolio2.cfm

Tulane University, New Orleans, LA 70118 504-865-5000 website@tulane.edu