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Education & Faculty Development Fellowship

The UC Irvine Health, Department of Emergency Medicine (EM) is accepting applications for its two-year Education & Faculty Development Fellowship. This fellowship has been created for EM residency graduates to prepare them for a career in academic medicine. This fellowship is open to both US and International graduates.

Training tracks include:

  • Education Fellowship– Curriculum design and implementation in Residency or Medical School
  • Research Fellowship – Research design and implementation in injury prevention, public health and policy or screening and brief intervention.

Duration of the fellowship: Two-years with a concurrent Master’s degree.

Qualifications for applicants:

  • Graduate from LCME accredited medical institution
  • Board Certified or Board Eligible in EM
  • Residency training in a 3-or 4-year program
  • Strong interest in an academic career
  • Interest in teaching, educational research and methodology

Fellowship Timeline for Applicants:

  1. Fellowship start time is typically July of each year.
  2. Application period is rolling basis or until position is filled. Early contact is encouraged.

Application Procedure:

  1. Send CV and Statement of Interest to Fellowship co-Directors (Dr. Shahram Lotfipour at and Dr. Bharath Chakravarthy at
  2. Please include the following in the Statement of Interest:
    1. Summary of qualifications
    2. Goals
    3. Statement of educational objectives
    4. Applicant’s timeline (when applicant would like to start, etc.)
  3. Once CV and statement of interest are received, a phone interview will be arranged.
  4. After receiving preliminary interview, qualified applicants will be invited for an in person interview at the Department.
  5. Fellowship acceptance is typically provided in October/November of the year prior to beginning of the fellowship

Components of the training at UC Irvine's School of Medicine include:

The clinical component: Fellow will receive appointment as clinical instructor in Emergency Medicine. The fellow will see patients between 64-80 hours per month. The fellow will also supervise residents in Emergency Medicine and medical students.

The didactic component: Once accepted into the fellowship program, fellows will be expected to complete one of the following Master’s degrees or equivalent:

There is significant flexibility in identifying the curriculum that will best match the fellow’s needs. 

The administrative component: The fellow will work directly with the EM research director and associate dean for clinical science education-vice chair of DEM. The fellow will be actively involved in residency education or medical student curriculum design, development, teaching and research.


Dr. Shahram Lotfipour at
Dr. Bharath Chakravarthy at

Department of Emergency Medicine
333 City Boulevard West, Suite 640
Orange, CA 92868
Phone: Phone: (714)-456-5239
Fax: (714)-456-5390


To develop an exceptional emergency medicine faculty member.


The fellow will become an expert in education, curriculum development and research. The education mission will be accomplished by using the latest multimedia technologies and educational assessment tools. The curriculum development mission will be accomplished through working together with residency and medical school leadership. The research mission will be accomplished through a master program in clinical research and working together with key members of the division research.

Curriculum Goals

  1. Create an innovative educator with effective communication skills.
  2. Enhance the existing curriculum by utilizing modern educational techniques.
  3. Create a knowledgeable and practical clinical researcher with the ability to compete for national grant funding.

Curriculum Objectives

Upon completion of Faculty Development Fellowship, the fellow will be able to:

  1. Integrate appropriate teaching modalities and evaluation tools in various environments
  2. Deliver effective lecture presentations
  3. Develop educational research plan and publications
  4. Analyze data set and apply to clinical setting and teaching
  5. Achieve the correct balance between effective bedside teaching and patient care
  6. Design and implement residency and/or medical school curriculum

 Faculty Development and Education Curriculum


Instructional Objective

Potential strategies

Evaluation tools

Desired outcomes (Metrics)



Know a variety of teaching modalities, evaluations, feedback techniques

Develop teaching curriculum


ACEP teaching fellowship

CORD navigating academic water

Teaching curriculums using different teaching modalities and evaluations

ACEP teaching fellowship completion


Enhance statistical knowledge and its application

Basic statistics course in Masters program




Complete master degree during fellowship


Course completion and ability to do own statistics on publications



Obtain EM Board


Available resources eg.  Board-oriented lectures and courses

Both written and oral board exam


EM Board certification



Advance knowledge in interested fields

- Ultrasound skills


- Wellness in Academic medicine


Department support by scheduling, personnel and finance

Guidance by Director of Ultrasound


Certify in RDMS

Pass ATLS and ACLS instructor course

Complete wellness instructor course

RDMS certification

ATLS/ACLS instructor

Wellness instructor



Augment teaching skills in specific field (find a niche)











Produce lectures and/or workshops in related field and tailor to specific audiences

- eg. Ophthalmology lectures and slit lamp workshop


Develop teaching curriculum in specific field



Advance knowledge and/or skills in the field

Teaching evaluation by residents and faculties







Curriculum evaluation through participant satisfaction

Series of lectures and workshops in the specific niche






Participant feels lectures and workshops fit together and meet the objectives



Perform effective bedside teaching



Learn different bedside teaching techniques

 -One-minute teaching

 -Aunt-Minnie model from courses, other faculty

Intensive bedside teaching for residents

Evaluation by resident and medical student

Shift card

Bedside teaching curriculum survey

Bedside teaching handbook


Residents and students recognize the fellow as an outstanding bedside teacher

Structured bedside teaching curriculum


Deliver dynamic educational content



Promoting lecture opportunities

Constructive feedback from co-directors and other faculty


Lecture evaluation

Individual and overall evaluation score at least 4/5 in every category



Understand research methodology, study design and outcome measurement


Clinical research classes

Research projects

Completion of classes and research projects

Master of clinical research or other equivalent degree


Analyze data using common statistic programs and tools

Working with statistician to analyze assigned or interested data set


Direct feedback from statistician


Analyzed data




Interpret and assess academic articles

Attend monthly journal club


Reviewer for Western Journal of Emergency medicine

Attendance sheet



Biannual evaluation with Chief editor of WestJem


Successful participation


Prepare abstracts for regional and/or national conferences


Submissions to Western Regional SAEM, CAL/ACEP, CORD, ACEP

Accepted and presented at the conferences

Poster and/or oral presentation at the conference


Prepare for publication and grant application


Involve in Center of Trauma and Injury Prevention Research Center

TOJ with prior grantee


Submission for publication

Grant application


Accepted grants



Document financially and legally sounded charts in timely manner

Direct feedback from billing service and department leadership


Biannual meeting with department administrator

100% charts complete in 3 days


Organize and/or create undergraduate research organization to help the department advance research

eg. EM Research Associate Program (EMRAP)


Help supervise EMRAP meeting

Discuss issues with EMRAP coordinators

Learn structure organization and challenges



Biannual meeting with Director of EMRAP



Ability to establish an EMRAP program at another institution




Design and implement residency training curriculum


Participate in PIFF preparation

Attend RRC visit

Participate in resident selection process

Observe mid-year resident evaluation with program director


PIFF preparation

Review residency application and interview


Residency curriculum revision (Thailand)



Design and implement medical student curriculum



Attend medical school leadership meetings

Medical student mentorship

Participate in curriculum development

Participate in EM interest group (EMIG)

Learn about medical student bedside ultrasound curriculum

Learn about iPad electronic curriculum

Meeting attendance


Medical student evaluation

Medical student curriculum revision




University Resources:

Bharath Chakravarthy, MD, MPH, FAAEM, FACEP
Assistant Professor of Clinical Emergency Medicine and Public Health
Director, Residency Program
Director, MD-MPH Program
Co-Director, Faculty Development Fellowship
Associate Director, Center for Trauma and Injury Prevention Research
Dr. Lotfipour

Shahram Lotfipour, MD, MPH, FAAEM, FACEP
Professor of Clinical Emergency Medicine and Public Health
Vice Chair, Department of Emergency Medicine
Associate Dean, Clinical Science Education
Co-Director, Faculty Development and Education Fellowship
Director, Center for Trauma and Injury Prevention Research