Andre, Christine A.School of Medicine |
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| 1/2017 - Present | Director, Veritas student advising system and Director | UT Health San Antonio, San Antonio, TX |
| 5/2012 - Present | Associate Professor | UT Health San Antonio (formerly UTHSCSA), Medicine, San Antonio, TX |
| Year | Degree | Discipline | Institution |
| 2000 | MD | Medicine | University of Texas Health Science Center at San Antonio San Antonio , TX |
| 1994 | BA | Biology, minor Chemistry | University of Texas at Austin Austin , TX |
| Residency | Internal Medicine | University of Texas Health Science Center at San Antonio San Antonio , TX |
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| Internship | Internal Medicine | University of Texas Health Science Center San Antonio San Antonio , TX |
| Date | Description | Institution | # Students |
| 4/2018 - Present | Healer?s Art Course and Finding Meaning in Medicine courses | The University of Texas Health Science Center San Antonio | |
| Curriculum to assist healthcare providers rediscover the meaning of healing and reaffirm their dedication to service and avoid professional "burnout" utilizing several different learning techniques including small group experiential exercises, group instruction, and reflection. | |||
| 4/2018 - Present | MS4 Noon Patient Report | The University of Texas Health Science Center San Antonio | |
| Faculty facilitator for discussions of cases that fourth year medical students present in a conference setting. Each session lasts about an hour. Cases are from current patients on the inpatient wards. The case discussion are formatted from initial presentation, through diagnostic reasoning, and into therapeutic choices. | |||
| 9/2016 - Present | Individual Instruction | The University of Texas Health Science Center San Antonio | |
| 9/2015 - Present | Faculty Mentoring | UT Health San Antonio | 10 students |
| I have facilitated discussions with mid to senior faculty about mentoring junior faculty. We meet quarterly to discuss issues and concerns the faculty mentors encounter with their mentees. | |||
| 1/2015 - Present | Veritas Mentor to Medical Longitudinal Elective | ||
| Course Director - Student Contact Hrs: 90 ; I provide career and professionalism advising and mentorship to medical students across their four years of medical school. 12-15 students per class year, 45-50 students total. (1) I meet with them individually at least twice a year focusing on career advising. (2) In addition, I lead scheduled discussions with selected second- and fourth-year students (Veritas Peer Advisors, Mentors in Medicine) preclinical students can ask questions of more senior students on what to expect at various stages of medical school. (3) I assist students to find clinical or research mentors within their areas of interest. (4) I conduct mock interviews and critique personal statements for fourth-year students applying to residency programs. (5) I counsel students with academic or personal difficulties and guide them to additional resources as appropriate. (6) I collaborate with another Faculty Mentor to host a party for our medical students once annually. In May 2014, I spent 2 hours contributing to the screening of Veritas faculty applicants and selection of 1 new and 2 alternate Veritas mentors. In a 2013 Fall survey of Veritas students, 35.7% were extremely satisfied, 42.9% were very satisfied, and 21.4% were satisfied; none were dissatisfied with my Veritas mentor service. The students strongly agreed that I was accessible (93.3%), approachable (86.7%), knowledgeable (93.3%), and interested in their well being (86.7%). | |||
| 7/2012 - Present | Clinical Skills | The University of Texas Health Science Center | 2 students |
| Using standardized and real patients, students learn medical history taking and physical examination techniques. In addition, through didactic sessions, simulations, small group sessions and labs, students master the knowledge, communication skills, professional, and interpersonal skills necessary for fostering positive doctor-patient relationships. 2 hours is spent with each student, 5 times per year. | |||
| 7/2010 - Present | Individual Instruction | UTHSCSA | |
| 7/2010 - Present | Crash Course on History Taking and Physical Exam Skills for Pre-operative Assessement | UTHSCSA | 5 students |
| I was requested by the Chair of Oral-Maxillofacial Surgery to create a curriculum and teach a course on history taking and physical diagnosis for noncategorical OMS interns who have trained as dentists and want a year of OMS experience. Each year, I conduct 4 half day workshops at the beginning of residency so they will be able to function as interns. I teach them 1. how to take a full history and complete a physical exam appropriate for pre-op assessment. 2. how to organize and communicate the information obtained into a succinct oral presentation and written documentation. 3. how to conduct basic pre-op risk assessment on patients prior to surgery. 4. familiarize them with our electronic medical record system and how to search for information. 5. interpretation of laboratory data. and 6. how to handle basic cross cover issues. I am teaching the course again the summer of 2011. | |||
| 7/2009 - Present | Individual Instruction | UTHSCSA | |
| 5/2009 - Present | Individual Instruction | UTHSCSA | |
| 5/2009 - Present | Veritas Career Advising and Mentoring Program | UTHSCSA | 420 students |
| Preparation Hrs:350, Student Contact Hrs: 50. Since I became Director of the Veritas career advising and mentoring program, I have worked directly with the Assistant Dean of Student Affairs to aggressively restructure and expand Veritas into a much more comprehensive program. 1. I have created a formal curriculum of topics that are covered in small group sessions between mentors and medical students in their first two years of medical school. 2. We have created a very successful longitudinal advising program in which more experienced students mentor more junior students. There are approximately 50 student mentors. They are taught in online training modules as well as in live lecture format. My goal is to formalize this instruction as an official medical school elective course. 3. I conducted a half day workshop faculty development session for the 20 faculty mentors. I am responsible for the organization of the workshop as well as course content. I plan to continue these faculty development sessions twice a year. 4. We have designed a novel approach to mentoring through on-line communication. Via the Blackboard website, Veritas groups can have confidential chat sessions as well as a central way to share information. I am hopeful that we can better expand our reach to the 3rd and 4th year students who are widely distributed on multiple campuses. 6. We are collaborating with colleagues from the Medical University of South Carolina to showcase our advising system at the American Association of Medical Colleges Professional Development Conference for Student Affairs and Career Advising the summer of 2011. 7. I have created semi-annual surveys of the students to collect data on how our changes have made a positive impact on the medical students in terms of successful matching into residency positions and overall satisfaction with guidance through medical school. | |||
| 7/2008 - Present | Adv Clin Eval Skills | The University of Texas Health Science Center | 210 students |
| Co-Course Director - Course co-director for Advanced Clinical Evaluation Skills course that spans entire second year of medical school. My primary duties are to: (1) run the labs which teach history and physical examination skills. I collaborate with faculty from multiple departments including urology, medicine(cardiology, gastroenterology, rheumatology, pulmonary, neurology) orthopedics, and gynecology to teach the labs. Labs focus on teaching abnormalities found during the patient encounter. (2) Teach Module Case Labs. These are small group discussions that teach clinical reasoning. For each Case Lab, I teach 12 groups of approximately 20 students at a time. I teach 2-5 case labs a year. Students perform histories and physical examinations on patients with complaints and findings in the organ system of the module they are studying. The students practice their oral presentation skills and we discuss the findings from the history and physical. I teach them how to use this information to compile a differential diagnosis. We then discuss the plausability of each diagnosis by reviewing which history and physical exam findings support or refute their selections. (3) I also assist the course director with the following: fine-tuning the pre-existing curriculum, co-authoring the latest course syllabus, and designing case histories for the Module Case Labs. | |||
| 7/2008 - Present | Individual Instruction | UTHSCSA | |
| 7/2008 - Present | Special Topic | The University of Texas Health Science Center | 4 students |
| Medicine Consult Attending - 1-2 months per year. Teach two 3rd year residents in Internal Medicine how to perform medical consultations and provide perioperative care of surgical patients. I teach multiple topics that include Coding and Documentation as well as anticoagulation in the perioperative patient, DVT prophylaxis and work-up of vitamin B12 deficiency. | |||
| 7/2007 - Present | On Becoming a Doctor ? Foundations | The University of Texas Health Science Center | |
| Preceptor for a group of 11-14 first year medical students. I teach them how to take a complete history from a patient and how to perform a thorough head-to-toe physical examination. The course focuses on healthy patients and normal exam findings. | |||
| 7/2007 - Present | Individual Instruction | UTHSCSA | |
| 8/2004 - Present | General Medicine Ward/Subinternship UH/VA | The University of Texas Health Science Center | 5 students |
| Ward attending for 4th year students acting as subinterns. Approximately 5 months per year, one student per month. Location is University Hospital general inpatient medicine wards. I directly supervise their care of patients, observe them take a history and physical and review their orders and written notes. I teach them history taking, physical exam skills, oral presentation and note writing skills, developing a differential diagnosis, and how to formulate assessments and plans. I also give daily 5 minute mini-lectures on topics that correlate to patients on our service. Examples include managing electrolyte abnormalities, interpreting data from pleural or ascitic fluid and working-up patients with various presentations such as lung mass, fever of unknown origin and altered mental status. | |||
| 8/2004 - Present | Internal Medicine Residency | ||
| Ward attending supervising and teaching internal medicine residents and interns as well as interns from other departments. Approximately 5 months per year, one student per month. Location is University Hospital general inpatient medicine wards. I directly supervise their care of patients, observe them take a history and physical and review their orders and written notes. I teach them to develop their history taking and physical exam skills as well as their oral presentations and note writing skills. With the residents, I focus on expanding their differential diagnosis and medical decision-making capabilities. I also give daily 5 minute mini-lectures on topics that correlate to patients on our service. Examples include managing electrolyte abnormalities, interpreting data from pleural or ascitic fluid and working-up patients with various presentations such as lung mass, fever of unknown origin and altered mental status. | |||
| 7/2004 - Present | Medicine Clerkship | The University of Texas Health Science Center | |
| Approximately 5 months per year, I teach groups of 3 third year medical students on their ward rotation as their ward attending. Approximately 15 students per year. Location is University Hospital general inpatient medicine wards. I directly supervise their care of patients, observe them take histories and physicals and review their orders and written notes. I teach them history taking, physical exam skills, oral presentation and note writing skills, developing a differential diagnosis, and how to formulate assessments and plans. I also begin to teach them how to write orders and call consults. I also give daily 5 minute mini-lectures on topics that correlate to patients on our service. Examples include managing electrolyte abnormalities, interpreting data from pleural or ascitic fluid and working-up patients with various presentations such as lung mass, fever of unknown origin and altered mental status. | |||
| 7/2004 - Present | Morning Report | UTHSCSA | |
| As a chief resident I redesigned morning report to improve its format. We changed the venue so that we could include power point slides and have access to patient studies such as x-rays and CT scans to review. We added a board review question at the beginning of each session to teach test taking strategies as well as medical knowledge. We also modified the format in which residents participate to encourage better clinical assessments. I continue to attend morning report approximately once a week to provide additional faculty input on the cases presented. | |||
| 7/2001 - Present | Adv Clin Eval Skills | The University of Texas Health Science Center | |
| Initially a preceptor for 2 to 3 second year medical students per year but since July 2008, increased my precepting responsibility to 12 students per year. Four times per year, I find appropriate patients to interview and observe the students perform an extensive history and physical exam. I also listen to the presentations and read the write-ups about the patients they examine. I then give specific verbal and written feedback to the students regarding strengths and weaknesses and areas for improvement. | |||
Journal Article |
| Andre CA, Deerin J, Leykum LK. Students Helping Students: Vertical Peer Mentoring to Enhance the Medical School Experience BMC Research Notes 2017 May;10(176). |