Lichtenstein, Michael J.School of Medicine |
|
|
Dr. Michael Lichtenstein is a primary care Geriatrician and Professor of Medicine. Beginning in 2016, he refocused his career on service to his patients and working within the UT Medicine Primary Care Center.
|
|
| 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 | UT School of Public Health-San Antonio Regional Campus, 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 | ||
Journal Article |
| Garcia C, Espinoza SE, Lichtenstein M, Hazuda H. Health Literacy Associations between Hispanic Elderly Patients and their Caregivers Journal of Health Communication 2013 Oct;18:256-272. |
| Pruski LA, Blanco SL, Riggs RA, Grimes KK, Fordtran CW, Barbola GM, Cornell JE, Lichtenstein MJ. Construct Validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers - Revised (SETAKIST-R): Lessons Learned Journal of Science Teacher Education 2013 Jan;24(7):1133-1156. |
Abstract |
| Delgado PL, Lichtenstein MJ, McManus LM, Stappenbeck SK. Mentoring behaviors that most influence protege outcomes: lessons from the general workplace literature; 2013 Apr. (Proceedings of Translational Science 2013, Washington, DC). |
| Lichtenstein MJ, Stappenbeck SK, Tumlinson L, Mayorga R, Delgado PL, McManus LM. Tracking Research Education Outcomes: San Antonio 11-year Experience with Master of Science in Clinical Investigation (MSCI) Program; 2013 Jan. (Clinical Translational Science; vol. 6, no. 2). |
Editorial |
| Lichtenstein MJ. In Memoriam: Andrew K. Diehl, MD, MSc, MACP American Journal of Medical Sciences 2015 Jan;. |
| Lichtenstein MJ. Dismantling and Rebuilding Bureaucracies: Reinventing Wheels on Rebranded Hubs Clinical and Translational Science 2014 Jan;7(5):358-359. |
| Lichtenstein MJ. Imagine: A Coordinated Federated Approach that Supports Translational Science and Improves Health Clinical and Translational Science 2014 Jan;7(4):295-296. |
| Lichtenstein MJ, Shekhar A. ACTS: A Gathering Place for Scientists Across the Full Translational Science Spectrums Clinical and Translational Science 2014 Jan;7(3). |
Other |
| Lichtenstein MJ. Imagine: A Coordinated Federated Approach that Supports Translational Science and Improves Health Clinical Translational Science 2014 Jan;7(4):295-296. |
| Lichtenstein MJ, Shekhar A. ACTS: A Gathering Place for Scientist Across the Full Translational Science Spectrums Clinical Translational Science 2014 Jan;7(3). |
| Pienta KJ, Gelato MC, Lichtenstein MJ. Forging the Association for Clinical and Translational Science (ACTS) Clinical and Translational Science 2012 Jan;:1-2. |
Federal |
|
| Funding Agency | NIH |
| Title | Science Education Partnership Award Empowering K-12 STEM Teachers Through a Bioscience Academy(OD-R25OD020202-A101) |
| Status | Active |
| Period | 7/2016 - 3/2021 |
| Role | Principal Investigator |
| Grant Detail | ABSTRACT: United States science education is in crisis. In spite of efforts to make school districts accountable through the No Child Left Behind legislation, the top-down approaches employed failed to yield improved secondary educational outcomes. In 2013, to address the challenges of improving Science, Technology, Engineering, and Mathematics (STEM) education, a national committees (CoSTEM) first strategic priority to improve STEM Instruction emphatically proposes to prepare 100,000 excellent new K-12 STEM teachers by 2020, and support the existing STEM teacher workforce. This proposal directly addresses this priority, specifically supporting the existing STEM teacher workforce. To improve in-service teacher STEM instruction, we used community engagement processes to establish the Voelcker Biosciences Teacher Academy (VBTA) in 2010 with the vision to create a learning community of empowered public school teachers. By engaging the in-service teacher community, the VBTA is growing into an effective network that works across schools and school districts. The VBTA disseminates best practices, offers teacher professional development, establishes peer-mentoring networks, and creates a culture that fosters independent, active life-long learning. To accomplish these missions, the VBTA teachers prioritized needs across their school districts, self-organized, and established three teacher-led committees that form the constructs for this SEPA proposals Specific Aims: Extending In-depth Teacher Professional Development (Peer Mentoring and Grant Writing) and Community Engagement. Our specific aims to accelerate VBTA development and support the existing STEM workforce are: 1. Extend In-depth Bioscience Teacher Professional Development through: A. Peer Mentoring: The VBTA will promote peer mentoring through the process of STEM curriculum development aligned with Next Generation Science Standards (NGSS) and Texas Essential Knowledge and Skills (TEKS), teacher |
| Funding Agency | NIH/NIA |
| Title | San Antonio Claude D. Pepper Older Americans Independence Center (PI - Nicolas Musi) |
| Status | Active |
| Period | 6/2015 - 4/2020 |
| Role | Co-Investigator |
| Grant Detail | This center grant funds a range of projects, training, and infrastructure focusing on interventions that will advance discoveries previously found in rodents into the pre-clinical arena using a non-human primate, the common marmoset, and then on into humans through clinical studies. I serve as Director of the Research Education and Career Development Core. The central premise of the proposed San Antonio Claude D. Pepper Older Americans Independence Center (OAIC) is that basic aging research has advanced to the point where scientifically validated, aging-modulating approaches are ready to be tested and translated into human therapies. We propose an Intervention Program that will advance discoveries obtained in rodents into the pre-clinical arena using a non-human primate model, the common marmoset, and from the pre-clinical arena into humans through clinical studies. Our Center will provide investigators with the scientific infrastructure and services that are requisite to translate innovative interventions that target the aging process and age-related diseases into humans. Initially, our major focus will be on pharmacological interventions, however, regenerative and gene transfer interventions also will be tested as they become available. The Specific Objectives of the OAIC are: 1. To provide, through Resource Core (RC-1), functional assessment (health span) services, and determine the effect of interventions on lifespan. This Core also will support pharmacokinetic, pharmacodynamics, safety, and tolerability assessment of aging-modulating interventions. 2. To provide human clinical research and pharmacology services to studies of interventions aimed at preventing physiological decline and age-related diseases through Resource Core (RC-2). Services provided by this core will include study design, subject recruitment, subject retention, and procedures to assess physical performance, cognition, glucose metabolism, vascular function, atherosclerosis, exercise toleran |
| Funding Agency | NCATS |
| Title | Clinical and Translational Science Award: Institute for Integration of Medicine and Science: a Partnership to Improve Health |
| Status | Active |
| Period | 7/2013 - 6/2018 |
| Role | Co-Principal Investigator |
| Grant Detail | Within the Institute for Integration of Medicine and Science, MJ Lichtenstein served as the Co-Principal Investigator for Research Education, Training, and Career Development. NCATS - KL2 TR001118 - KL2 Scholars Career Development Award Program Total Costs KL2: $3,274,065 NCATS - TL1 TR001119 - TL1 Pre-doctoral Training Program Total Costs TL1: $620, 395 Dr. Lichtenstein stepped down from his IIMS responsibilities on 12.31.2015 Total Costs for UL1 + KL2 + TL1: $22,707,724 ABSTRACT: San Antonio, the gateway to South Texas, is the 7*^ largest city in the US and the largest metropolitan area with a majority Hispanic population (63%). South Texas is about the size of Ohio, and comprises an impoverished and largely Hispanic population with disproportionate rates of diabetes and obesity, exacerbated by a lack of health insurance and poor access to health care. This region also contains numerous US military installations, and active-duty service members and veterans often have special health issues, including risk for post-traumatic stress disorder and traumatic injuries. Unfortunately, neither better access to care nor improved care delivery can eliminate health disparities and meet these complex needs, in addition, research across the full T1 to T4 translational spectrum is required to eliminate knowledge gaps and establish real-world effectiveness that improves health care for our populations. In 2006, UTHSCSA established the Institute for Integration of Medicine and Science (IIMS) to improve health and reduce disparities by accelerating scientific discoveries and applications across the full translational research spectrum. For example, IIMS expanded the number of clinical research units that extend to the Texas-Mexico border from 1 to 7, and dramatically increasing participant access to clinical and translational science. We increased, from 2 to 6, the Practice-Based Research Networks that focus on diverse ambulatory populations. Efforts to address tr |
| 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 |
Private |
|
| 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 |
|
| 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. |