Suephy C Chen

                 i.          Teaching and supporting Learners

1. a.     Medical Students

• Second year medical student curriculum (2000-2008)
  • “Eczema and Dermatitis”, 1 contact hour
  • Dermatology Interest Group (2007)
    • “Skin Cancer Overview”, 1 contact hour
  • Problem Based Learning Small Group Session for SMBJ Section (2008-2012)
    • “Red Scaly Rash”, 3 contact hours
  • Lecture M1 SMBJ section (2008-2019), 1 contact hour each
    • “Burden of Skin Diseases: Quality of Life” (2008-2009),
    • “Vitamin D Controversy: a model for dermatoepidemiology” (2010-2011)
    • “Melanoma: The Dermatologists’ Perspective” (2013-2019)

B. Graduate Programs

                                                    i.     Masters of Science in Clinical Research Students:

• Clinical Research Colloquium (2007), “Outcome Measures in Health Services Research", 1 contact hour

                                                  ii.     Emory Residents: (Lectures given annually, 1 contact hour each)

• Pigmented lesion: a practicum (2000-2002)
• Dermatoepidemiology Primer I (2000-2010)*
• Dermatoepidemiology Primer II (2000-2010)**
• Benign Melanocytic Processes (2003-2020)
• Melanoma, an overview (2005-2017)
• Clinical Research Issues (2006-2015)
• Dermoscopy Primer (2009, 2011, 2014-2020)
• How to criticially appraise the literature (2010)
• Advanced Melanoma**** (2010-2012)
• Advanced Dermoscopy*** (2011-2014)
•  “Basic Epidemiology and Statistics”(2012-2015)
• Introduction to Coding⁺ (2014, 2016-2020)
• Advanced Coding (2019-2020)
• Introduction to TeleDermatology (2020)

                                                iii.     Lectures given to dermatology residents as a visiting lecturer:

• “Dermatoepidemiology Primer I” , Stanford University, May 21, 2001            
• “Dermatoepidemiology Primer II “, University of Louisville, June 2, 2003
• “ Advanced Dermoscopy”,  Penn State Hershey, November 2013
• “Advanced Melanoma“, University of California, Davis, June 18, 2014
• ^“Introduction to Coding”, Boston University, November 2, 2016
• Management of Nevi”, University of Mississippi, Feb 22, 2021

                                                iv.     Emory Resident Small Group Sessions:

• “Coding rounds” – biweekly review of audits of VA resident team notes and billing encounters, 30 minute contact each session, 2013-present

1. Nurses:

• Health Outcomes Research symposium, Nell Hodgson Woodruff School of Nursing, “Valuing health states: Health utility and quality adjusted life years” (2001), 1 contact hour
• Emory Nursing Curriculum, “Melanoma for Nurses” (2012-2015), 1 contact hour
  • Faculty (CME):
  • Emory Faculty Development Lecture Series: “Best Practices in Teaching TeleDermatology” (Oct 2020), 1 contact hour

               ii.          Development of courses/educational programs

1. Novartis Center of Excellence Teaching Program (1 contact hour each)

-        Superficial fungal infections: February 2004

-        Biology of fungal disease: February 2004

-        Diagnosis of onychomycosis: February 2004

-        What is a dermatologist: July and October 2004, March 2005

-        Skin function and anatomy: July and October 2004, March 2005

-        Atopic Dermatitis overview: July and October 2004, March 2005

-        Atopic Dermatitis Case Studies: February, July and October 2004, March 2005

-        Atopic Dermatitis differential diagnosis: February, July and October 2004, March 2005

1. VA Dermatology Mini-residency program: Curriculum to teach primary care providers basics of dermatology.  Didactic courses were recorded and are available on TMS (Talent Management System).  We also developed a mini-internship in which shave and punch biopsies as well as cryotherapy are taught on faux skin and then on live, willing patients. (Launched 2012)
2. Emory Cultural Humility Program for Dermatology Providers: A curriculum based upon role-playing exercises with culturally sensitive case vignettes, we teach dermatology providers to implement a toolkit to approach patients whose cultural background may be different from ones own. 
3. VA TeleDermatology Image Quality Program: a curriculum to teach imagers to take clinically relevant photographs for store-and-forward teledermatology.  After training by VA Master Preceptors to use the camera, this program teaches the imagers several clinical nuances of the photos to better assist the readers.  (Launched 2020)
4. 5.     Emory TeleDermatology Student Elective: At the outset of the COVID pandemic, when medical students were not allowed live patient contact, we developed this elective as means for students to receive elective credit.  The elective consisted of didactic modules, interactive role playing, interactive clinical care using Zoom breakout rooms, and a scholarly project (case reports, surveys, chart reviews)
5. 6.     Teaching Hairdressers to screen for suspicious skin lesions: Based on the assumption that many people are loyal to their hairdresser, we developed a curriculum for medical students to teach hairdressers how to look for suspicious skin lesions on the scalp and face as well as developing a vocabulary to convey the worry to their clients.  The curriculum is based on videos and role-playing exercise. (Launch 2020)

             iii.          Development of assessment tools and methods

• TeleDermatology Image Quality assessments: For the TeleDermatology Image Quality Program, two assessment tools were derived: (1) Grading (pre and post-test) four cases that the imagers need to photograph and (2) Standards for assessing photos taken as part of the clinical service (fully satisfactory, satisfactory with suggestions, unsatisfactory)
• TeleDermatology Reader Best Practices: The goal of this assessment is to standardize best practices as a teledermatology reader.  Peers perform chart reviews on a quarterly basis for 7 metrics that were agreed upon by consensus.  “Report cards” are given to each provider, benchmarked against peers.

             iv.          Education management/ Leadership