Lichtenstein, Michael J.School of Medicine |
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Dr. Michael Lichtenstein is a primary care Geriatrician, Professor of Medicine, and became the Chief for the Division of Geriatrics, Gerontology, and Palliative Medicine in 2008. Since becoming the Division Chief, he made it a priority to work with our faculty to become successful academicians. He is a current member of the NIA-C Clinical Aging Review Committee. In 2011-2012 Dr. Lichtenstein served as the Association for Clinical Research Training President. These roles all document Dr. Lichtensteins long-term commitment to improve the quality of research education and faculty development. Our Division faculty and staff all focus on our trainees developing skills and expertise that can sustain their continued growth and improvement across their clinical, educational, and investigative careers.
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| 9/2009 - Present | F. Carter Pannill Professor in Internal Medicine | University of Texas Health Science Center at San Antonio, Medicine, San Antonio, TX |
| 1/2009 - Present | Adjunct Professor of Public Health | UTHSCSA, San Antonio, TX |
| 4/2008 - Present | Professor of Internal Medicine and Chief, Division of Geriatrics, Gerontology and Palliative Medicine | University of Texas Health Science Center at San Antonio, Medicine, San Antonio, TX |
| 9/1998 - Present | Chief for University Clinical Programs | University of Texas Health Science Center at San Antonio, Medicine, San Antonio, TX |
| 8/1990 - Present | Primary Care Geriatrics Practice | UT Medicine, Medicine, San Antonio, TX |
| 9/1989 - Present | Attending Physician | University Health System, San Antonio, TX |
| Year | Degree | Discipline | Institution |
| 1985 | Postdoctoral Fellowship | Epidemiology | Medical Research Council Epidemiology Unit Cardiff , Wales |
| 1984 | MS | Epidemiology | London School of Hygiene and Tropical Medicine London , England |
| 1981 | Residency | Internal Medicine | Vanderbilt University Medical Center Nashville , TN |
| 1979 | Internship | Internal Medicine | Vanderbilt University Medical Center Nashville , TN |
| 1978 | MD | Medicine (Cum Laude) | Baylor College of Medicine Houston , TX |
| 1974 | BS | Biochemistry | University of Wisconsin Madison , WI |
Geriatrics- Evaluation and medical management of elders |
Research Education- I coordinate the Masters of Science in Clinical Investigation (MSCI) Degree Program at the UTHSCSA. Persons interested in the MSCI program should view msci.uthscsa.edu |
Science Education- Working with School Teachers, our group creates, evaluates, and disseminates teaching materials designed to improve math, science and health education at the middle school level. The program description and teaching materials are available at ''teachhealthk-12.uthscsa.edu.'' |
| Date | Description | Institution | # Students |
| 9/2009 - Present | Individual Instruction | UTHSCSA | |
| 9/2008 - Present | Post Graduate Rotation Supervision | UTHSCSA, UTSA, UT Austin, UT School of Public Health | |
| 8/2008 - Present | Membership on Supervising Committee | University of Texas Health Science Center at San Antonio | |
| 1/2002 - Present | MEDI 6060 Patient Oriented Clinical Research Methods 2 | 20 students | |
| Course Director - This 2-hour seminar is a required course for the Masters of Science in Clinical Investigation Degree Program. The course meets weekly every spring semester. It is designed to teach research methodology for graduate students and health care professionals interested in patient oriented research. Covered topics include conduct of cohort studies, clinical trials, and incorporating research results into practice and policy. Dr. Lichtenstein is the course director and teaches a number of the seminars. | |||
| 9/2001 - Present | Post Graduate Rotation Supervision | University of Texas Health Science Center at San Antonio | |
| 8/2001 - Present | MEDI 5071 Patient Oriented Clinical Research Methods 1 | 20 students | |
| Course Director - This 2-hour seminar is a required course for the Masters of Science in Clinical Investigation Degree Program. The course meets weekly every fall semester. It is designed to teach research methodology for graduate students and health care professionals interested in patient oriented research. Covered topics include formulating a research question, cross sectional studies, recruitment methods, and case-control studies. Dr. Lichtenstein is the course director and teaches a number of the seminars. | |||
| 8/2001 - Present | MEDI 5070 Responsible Conduct of Patient Oriented Clinical Research | 20 students | |
| Course Director - This weekly 2-hour seminar is a required course in the Masters of Science in Clinical Investigation Degree Program. It is offered every fall semester to teach the elements of responsible conduct of patient oriented research. Covered topics include the history of the development of research regulations, informed consent, and scientific misconduct (including issues related to data fabrication, conflicts of interest, and authorship). The course is open to any health professional or graduate student engaged in research activities. Dr. Lichtenstein is the course director and teaches a number of the seminars. | |||
| 9/1996 - Present | Post Graduate Rotation Supervision | University of Texas Health Science Center at San Antonio | |
| 10/1993 - Present | High School/Junior High School Student Supervision | ||
Other |
| Pienta KJ, Gelato MC, Lichtenstein MJ. Forging the Association for Clinical and Translational Science (ACTS) Clinical and Translational Science 2012 Jan;:1-2. |
| Lichtenstein MJ. ACP Journal Club: Testosterone increased rsk for adverse events in older men with mobility limitations Ann Intern Med 2010 Jan;253(12). |
Federal |
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| Funding Agency | NCATS |
| Title | Clinical Research Schools and Educators Training |
| Status | Active |
| Period | 1/2012 - 12/2014 |
| Role | Principal Investigator |
| Grant Detail | ABSTRACT: To continually improve the quality of clinical and translational science education and career development, this renewal application (R13 RR025929) seeks three years of funding (2012-2014) to support the national annual conference for trainees and educators engaged in clinical and translational science. This meeting is held in Washington, DC in April of each year. The Association for Clinical Research Training (ACRT) plans the meeting in collaboration with the Clinical and Translational Science Award (CTSA) consortium, Society for Clinical and Translational Science (SCTS), American Federation for Medical Research (AFMR), and Association for Patient Oriented Research (APOR). The ACRT contributes to meeting planning as a strong advocate for research education, training, and career development. The five integrated conference objectives (Aims) are to: 1. Provide a national forum to support advancement of clinical and translational research training. 2. Promote training in effective team building and performance to conduct clinical and translational science. We plan to utilize resources from the CTSA consortium, National Institutes of Health, Academic Health Centers and industry to integrate team science into the planned meeting sessions. 3. Identify and disseminate best practices for clinical and translational science training through the entire CTSA Consortium and the larger community of research educators. 4. For Trainees and Scholars: Provide an annual forum for a diverse array of trainees, including the CTSA KL2, K30, Postdoctoral T32, and other NIH K12, and Minority Scholar Programs. Trainees present their research findings to peers, obtain feedback from scientists, and participate in networking sessions to obtain guidance on public policy, career development programs and support mechanisms. 5. For Research Educators: Provide an annual forum for directors, staff, and trainees to network and share research findings focused on educational practices that cont |
| Funding Agency | NIH/NCRR |
| Title | Science Education Partnership Award Positively Aging: Maximizing the Healthspan |
| Status | Active |
| Period | 9/2009 - 8/2014 |
| Role | Principal Investigator |
| Grant Detail | ABSTRACT: Everyone desires to live a healthy life, free of disease and disability, for as long as possible. The period of optimal functioning is termed the healthspan, and is a subset of each humans lifespan. Attaining and maintaining a healthy life starts in childhood and students must learn the scientific evidence for habits and choices that increase their chances of sustaining physical and mental independence throughout their lives. This Phase I and II SEPA application will create, evaluate, and disseminate novel teaching materials centered on the biology of aging and the scientific processes of homeostasis and allostasis to teach students about Maximizing the Healthspan. Through controlled studies, rigorous psychometric re-evaluations of science attitude instruments, and teacher observations, our team developed new evidence and is poised to test an intensive innovative Teacher Professional Development program with Maximizing the Healthspan as the gerontology focus. The core content of this proposal utilizes information from NIH-funded gerontologic basic, translational, and patient-oriented clinical research to create novel inquiry-based health promotion lessons that effectively teach science, math, and health principles at the middle school level. The proposal will utilize these materials in a controlled trial of teacher professional development and evaluate the impact the teachers have on student attitudes toward science. Our continually innovating interdisciplinary partnership matches Barshop Institute for Longevity and Aging Studies scientists at the University of Texas Health Science Center at San Antonio (UTHSCSA) with middle school educators from multiple school districts in San Antonio, TX. These districts serve predominantly economically disadvantaged Mexican-American populations. This partnership will produce freely available classroom-ready instructional materials that meet SEPA goals to (a) improve math and science education quality in public schools |
| Funding Agency | NCRR |
| Title | KL2 Scholars Career Development Award Program (Project Number Changed to TR000118) |
| Status | Active |
| Period | 5/2008 - 4/2013 |
| Role | Co-Investigator |
| Grant Detail | ABSTRACT: The KL2 Mentored Career Development Program is aligned with the Clinical and Translational Science Award supporting the Institute for Integration of Medicine and Science. Since 2006, the KL2 Program has been a core element of our Research Education and Mentoring Programs; having a broad impact on UTHSCSA and our partners by directly supporting the training and career development of our most promising early career clinical and translational scientists. In a short time span, the KL2 Program established a rigorous research career development program for junior faculty that effectively promotes scientific productivity, grant writing success, and positive career trajectories. The KL2 Programs four objectives are to: 1) Recruit a diverse group of outstanding early career investigators (KL2 Scholars), 2) Provide mentored research experiences that start KL2 Scholars on the path to becoming independently funded leading clinical and translational investigators, 3)Build KL2 Scholar capacity to work with other professions through appreciation for the theories, methods and analytic strategies employed by diverse disciplines contributing to multidisciplinary clinical and translational science teams, 4) Through active evaluation, provide regular formative and summative feedback to scholars on their career development and scientific productivity and to both scholars and mentors on their mentoring and its impact. Our KL2 Program developed a strong track record for producing scientists who have become successful research leaders and contributors to the regional and national research workforce. The programs success is largely due to the high quality of our candidate pool, the strong commitment to principles (including the primacy of vigorous proactive research mentorship), the stability and leadership of the KL2 Directors, the strong institutional environment, impactful training that builds a lasting foundation in team-based methods, mentorship, and clear professional and e |
| Funding Agency | NIH/NCRR |
| Title | Institute for Integration of Medicine & Science (IIMS): A Partnership to Improve Health (Project Number Changed to TR000149) |
| Status | Active |
| Period | 5/2008 - 4/2013 |
| Role | Co-Principal Investigator |
| Grant Detail | ABSTRACT: The University of Texas Health Science Center at San Antonio (UTHSCSA) has established the Institute for Integration of Medicine and Science (IIMS) as the home for our Clinical and Translational Science Award [CTSA). Our mission is to achieve optimal integration of clinical and translational research, education, training, and career development across all UTHSCSA schools and among our partner organizations in the South Texas region. IIMS will focus existing and newly developing resources and intellectual capital on advancing the discipline of clinical and translational research for the improvement of human health. Meaningful bidirectional community participation has promoted buy-in from all stakeholders and will remain a key principle as IIMS continues to evolve. IIMS partners have brought together major talent and a broad array of resources to create synergies that add value to all participating organizations, residents of our region and the CTSA network. Key function working groups have developed many innovative approaches to providing optimal support for IIMS investigators and programs. Distinctive features of IIMS include: 1) thriving partnerships with key public and private organizations (academic, health care, public health, military), 2) major investments in research resources and infrastructure, 3) the largest cadre of military health care and biomedical research operations in the US, 4) one of the worlds largest primate research colonies, 5) a 46,000 square mile service area populated by predominantly Hispanic residents comprising some of the countrys poorest people, plagued by high rates of health disparities, providing an opportunity, challenge and obligation for us to make a significant impact on human health. Within the context of our collective resources, community focus, and unique regional demographics, we have identified four Specific Aims as the core elements of our CTSA application: Aim 1- To support transformative clinical and translat |
| Funding Agency | NIDA |
| Title | Critical Appraisal to Improve Neuroscience Education (CAINE) |
| Status | Active |
| Period | 4/2009 - 3/2013 |
| Role | Principal Investigator |
| Grant Detail | ABSTRACT: This Science Education Drug Abuse Partnership Award (SEDAPA) application seeks to create, evaluate, and disseminate new teaching materials centered on neuroscience and the biology of drug abuse and addiction. Entitled Critical Appraisal to Improve Neuroscience Education (CAINE), this project will take place in the context of teacher professional development. Teacher and scientist teams will adapt principles of critical appraisal, a method for evaluating published scientific reports, to create plain language versions and make neuroscience more accessible to their students. The core content of this proposal utilizes information from neuroscience translational and patient-oriented clinical research as examples to create lessons to effectively teach science, math, technology, and health principles at the middle school level. The Teacher Enrichment Initiatives (TEI) Program is a growing interdisciplinary partnership between the scientists of the University of Texas Health Science Center at San Antonio (UTHSCSA) and educators from San Antonio, TX. The TEI Program has produced a set of freely available classroom-ready instructional materials that meet the NIDA SEDAPA overall goal `to provide public education and outreach related to NIH- funded research to a variety of audiences, including K-12 students. Through our scientist-educator partnerships, we propose to develop and evaluate the innovative CAINE Program to enhance neuroscience and biology of drug abuse and addiction knowledge among middle school teachers and students. Novice science teachers (1-5 years of classroom experience) from majority minority school districts will be recruited to participate. Expected improvements in science literacy will emphasize understanding the processes of biomedical research and the ability to evaluate the quality of research studies reported in the media. To meet the NIDA goal, the CAINE Project set three specific aims. Aim A develops new educational materials that adapt co |
Private |
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| Funding Agency | John A. Hartford Foundation |
| Title | John A. Hartford Geriatric Center of Excellence (Phase IV) |
| Status | Active |
| Period | 1/2008 - 6/2016 |
| Role | Co-Investigator |
| Grant Detail | Educational grant to increase the number of academic geriatricians at UTHSCSA 2010-2011: Total Costs: $ 94,486 (3 Hartford Scholars Supported) 2011-2012: Total Costs: $120,000 (4 Hartford Scholars Supported) 2012-2013: Total Costs: $ 60,000 (6 Hartford Scholars Supported) 2013-2014: Total Costs: $100,000 |
| Funding Agency | Max and Minnie Tumerlin Voelcker Fund |
| Title | Voelcker Bioscience Teacher Academy |
| Status | Active |
| Period | 1/2010 - 1/2016 |
| Role | Principal Investigator |
| Grant Detail | This project establishes the Voelcker Bioscience Teacher Academy to improve the quality of teacher professional development and science education in San Antonio schools. 2010-2013: Total Costs: $445,500. This grant sought support from the Max and Minnie Tomerlin Voelcker Fund to catalyze creation of the Voelcker Biosciences Teacher Academy, a network of empowered public school teachers who support each other to disseminate effective instructional practices that continually improve the quality of math, science, and health education in San Antonio Schools. The Academy will train teachers to better prepare students to succeed in college and future research careers. 2013-2016: Total Costs: $445,500. Texas K-12 students are being held to changing higher levels of testing and performance that dictate how school days and curriculum are planned. To date, top-down approaches and teaching to the test have not resulted in improved educational outcomes for our students. Now, imagine a network of empowered teachers who can effectively meet the demands of higher standards, innovate in the classroom, problem solve together, support each other, and excite children to become independent active life-long learners. To create this network, with Max and Minnie Tomerlin Voelcker Fund support, the UT Health Science Center established the Voelcker Biosciences Teacher Academy (VBTA) in 2010 to continually improve the quality of math, science, and health education in San Antonio and South Texas Schools. We made substantive progress in the past 2 years, yet engagement within the teacher community and facilitating a culture change requires time and investment to forge sustainable programs. This request seeks three years of support to continue VBTA development and achieve sustainability. |
State |
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| Funding Agency | UT System Graduate Education Initiative |
| Title | Translational Science Training Across Disciplines |
| Status | Active |
| Period | 1/2009 - 12/2014 |
| Role | Co-Principal Investigator |
| Grant Detail | This project provides translational science training for graduate students and lead to development of a certificate program in Translational Science (2012). The Translational Science Training (TST) Across Disciplines Program develops scientists with skills in translational research through individualized combinations of innovative coursework, novel training, and successful mentoring. Through these activities, the TST Program enhances graduate research training at the University of Texas (UT) Health Science Center at San Antonio and adds value to the research environment of all its PhD programs. Since receipt of UT System funding in January 2009, the TST Program has been fully implemented within the Institute for Integration of Medicine and Science (IIMS) and the Graduate School of Biomedical Sciences (GSBS) at the UT Health Science Center at San Antonio. To date, three cohorts of TST Scholars have completed the program - five (5) TST Scholars completed the program in August 2010, six (6) Scholars completed the program in August 2011, and six (6) Scholars completed the program in August 2012. Six (6) new TST Scholars were selected in June 2012. As a result of TST Program success, in 2012 a 12 semester-credit-hour Graduate Certificate in Translational Science was approved to provide graduate students and others with a formal introduction to the essential components of translational science. |