Faculty ProfilesCalvin Chou, MD
When people ask me what I do for a living, and I reply "I'm a general internist, and I teach bedside manner," the response nearly always is a variation on how much it is needed, followed by a story of ineffective communication from a physician to themselves or a family member. Patient-physician communication is an area of fundamental clinical competence that has become increasingly recognized as a critical component of medical education. Unfortunately, interviewing skills of medical students and residents decline throughout their training. The paucity of effective curricula to address this basic educational need has been cited as a cause for these disturbing national trends. My goal as a leader in medical education is to develop and refine teaching of patient-physician communication, to expand its importance by training other educators across the country, and to begin to link communication skills teaching with patient outcomes.
To further develop my own interviewing and teaching skills, in 2003 I completed a rigorous four-year training program with the American Academy on Communication in Healthcare (AACH), an organization of nationally prominent educators and researchers in patient-physician communication. Now as a faculty member of the AACH, every year I teach participants from all health professions in the AACH ENRICH national faculty development course. I have also facilitated workshops on communication skills at prominent medical centers across the country, including the Mayo Clinic, Cleveland Clinic Foundation, Stanford University, and New York University, where I consistently garner top ratings from learners as an effective teacher and facilitator.
In developing the VALOR (VA Longitudinal Rotations) Program for UCSF third-year medical students, I have incorporated weekly sessions for third-year students on basic clinical skill-building, self-reflection on personal and professional development, and observations on hidden curricular issues. I am optimistic that these changes will enhance patient care and humanize the occasionally oppressive culture of medicine.
Finally, as Academy Chair for the Scholarship of Teaching and Learning at UCSF, my charge is to demonstrate how education can lead to patient outcomes. It is my conviction that by training physicians and students in effective communication skills, they can not only motivate patients to take charge of their health issues, but also create effective interdisciplinary teams to reduce medical errors.
Education and Training
|Location||Degree or Training||Specialty||Date|
|University of California, San Francisco||Residency||School of Medicine - Internal Medicine|
Awards and Honors
Academy Chair in the Scholarship of Teaching and Learning, UCSF, 2011
Fellow, American Academy on Communication in Healthcare, 2010
Class of 2010 Award for Outstanding Teaching, UCSF, 2010
Inducted to Alpha Omega Alpha, UCSF, 2010
Kaiser Award for Excellence in Teaching in the Inpatient Setting, UCSF, 2008
Inducted to Academy of Medical Educators, UCSF, 2002
Related Web Sites
Recent Articles (42)
Myers K, Chou CL. Collaborative and Bidirectional Feedback Between Students and Clinical Preceptors: Promoting Effective Communication Skills on Health Care Teams. J Midwifery Womens Health. 2016 Nov; 61(S1):22-27.
Clinite KL, DeZee KJ, Durning SJ, Kogan JR, Blevins T, Chou CL, Diemer G, Dunne DW, Fagan MJ, Hartung PJ, Kazantsev SM, Mechaber HF, Paauw DS, Wong JG, Reddy ST. Lifestyle factors and primary care specialty selection: comparing 2012-2013 graduating and matriculating medical students' thoughts on specialty lifestyle. Acad Med. 2014 Nov; 89(11):1483-9.
Chou CL, Hirschmann K, Fortin AH, Lichstein PR. The impact of a faculty learning community on professional and personal development: the facilitator training program of the American Academy on Communication in Healthcare. Acad Med. 2014 Jul; 89(7):1051-6.
Branch WT, Chou CL, Farber NJ, Hatem D, Keenan C, Makoul G, Quinn M, Salazar W, Sillman J, Stuber M, Wilkerson L, Mathew G, Fost M. Faculty development to enhance humanistic teaching and role modeling: a collaborative study at eight institutions. J Gen Intern Med. 2014 Sep; 29(9):1250-5.
Saba GW, Chou CL, Satterfield J, Teherani A, Hauer K, Poncelet A, Chen HC. Teaching patient-centered communication skills: a telephone follow-up curriculum for medical students. Med Educ Online. 2014; 19:22522.
Kalet A, Chou CL (eds). Remediation in Medical Education: A Mid-Course Correction. 2014.
Clinite KL, Reddy ST, Kazantsev SM, Kogan JR, Durning SJ, Blevins T, Chou CL, Diemer G, Dunne DW, Fagan MJ, Hartung PJ, Mechaber HF, Paauw DS, Wong JG, DeZee KJ. Primary care, the ROAD less traveled: what first-year medical students want in a specialty. Acad Med. 2013 Oct; 88(10):1522-8.
Chou CL, Johnston CB, Singh B, Garber JD, Kaplan E, Lee K, Teherani A. A "safe space" for learning and reflection: one school's design for continuity with a peer group across clinical clerkships. Acad Med. 2011 Dec; 86(12):1560-5.
Lee CA, Chang A, Chou CL, Boscardin C, Hauer KE. Standardized patient-narrated web-based learning modules improve students' communication skills on a high-stakes clinical skills examination. J Gen Intern Med. 2011 Nov; 26(11):1374-7.
Hauer KE, Chou CL, Souza KH, Henry D, Loeser H, Burke C, Mayfield C, O'Sullivan PS. Impact of an in-person versus web-based practice standardized patient examination on student performance on a subsequent high-stakes standardized patient examination. Teach Learn Med. 2009 Oct; 21(4):284-90.
Chang A, Boscardin C, Chou CL, Loeser H, Hauer KE. Predicting failing performance on a standardized patient clinical performance examination: the importance of communication and professionalism skills deficits. Acad Med. 2009 Oct; 84(10 Suppl):S101-4.
Kruidering-Hall M, O'Sullivan PS, Chou CL. Teaching feedback to first-year medical students: long-term skill retention and accuracy of student self-assessment. J Gen Intern Med. 2009 Jun; 24(6):721-6.
Kelley L, Chou CL, Dibble SL, Robertson PA. A critical intervention in lesbian, gay, bisexual, and transgender health: knowledge and attitude outcomes among second-year medical students. Teach Learn Med. 2008 Jul-Sep; 20(3):248-53.
Lown BA, Chou CL, Clark WD, Haidet P, White MK, Krupat E, Pelletier S, Weissmann P, Anderson MB. Caring attitudes in medical education: perceptions of deans and curriculum leaders. J Gen Intern Med. 2007 Nov; 22(11):1514-22.
Haidet P, Kelly PA, Bentley S, Blatt B, Chou CL, Fortin AH, Gordon G, Gracey C, Harrell H, Hatem DS, Helmer D, Paterniti DA, Wagner D, Inui TS. Not the same everywhere. Patient-centered learning environments at nine medical schools. J Gen Intern Med. 2006 May; 21(5):405-9.