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Calvin Chou, MD

415-221-4810 ext. 2740

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.

Awards and Honors

2011   Academy Chair in the Scholarship of Teaching and Learning, UCSF, 2011
2010   Fellow, Academy of Communication in Healthcare, 2010
2010   Class of 2010 Award for Outstanding Teaching, UCSF, 2010
2010   Inducted to Alpha Omega Alpha, UCSF, 2010
2008   Kaiser Award for Excellence in Teaching in the Inpatient Setting, UCSF, 2008
2002   Inducted to Academy of Medical Educators, UCSF, 2002

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Recent Articles (49)

  1. Ellaway RH, Chou CL, Kalet AL. Situating Remediation: Accommodating Success and Failure in Medical Education Systems. Acad Med. 2018 Mar; 93(3):391-398.

  2. Kalet A, Chou CL, Ellaway RH. To fail is human: remediating remediation in medical education. Perspect Med Educ. 2017 Dec; 6(6):418-424.

  3. Chou CL, Teherani A. A Foundation for Vital Academic and Social Support in Clerkships: Learning Through Peer Continuity. Acad Med. 2017 Jul; 92(7):951-955.

  4. Connor DM, Conlon PJ, O'Brien BC, Chou CL. Improving clerkship preparedness: a hospital medicine elective for pre-clerkship students. Med Educ Online. 2017; 22(1):1307082.

  5. 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.

  6. Kalet A, Guerrasio J, Chou CL. Twelve tips for developing and maintaining a remediation program in medical education. Med Teach. 2016 Aug; 38(8):787-92.

  7. Chou CL, Teherani A, Masters DE, Vener M, Wamsley M, Poncelet A. Workplace learning through peer groups in medical school clerkships. Med Educ Online. 2014; 19:25809.

  8. 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.

  9. Mookherjee S, Hunt S, Chou CL. Twelve tips for teaching evidence-based physical examination. Med Teach. 2015; 37(6):543-50.

  10. 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.

  11. 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.

  12. 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.

  13. Shunk R, Dulay M, Chou CL, Janson S, O'Brien BC. Huddle-coaching: a dynamic intervention for trainees and staff to support team-based care. Acad Med. 2014 Feb; 89(2):244-50.

  14. Kalet A, Chou CL (eds). Remediation in Medical Education: A Mid-Course Correction. 2014.

  15. 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 Jan; 19(1):22522.

  16. Chou CL, Teherani A, Masters DE, Vener M, Wamsley M, Poncelet A. Workplace learning through peer groups in medical school clerkships. Med Educ Online. 2014 Jan; 19(1):25809.

  17. Chou CL, Masters DE, Chang A, Kruidering M, Hauer KE. Effects of longitudinal small-group learning on delivery and receipt of communication skills feedback. Med Educ. 2013 Nov; 47(11):1073-9.

  18. 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.

  19. Masters DE, O'Brien BC, Chou CL. The third-year medical student "grapevine": managing transitions between third-year clerkships using peer-to-peer handoffs. Acad Med. 2013 Oct; 88(10):1534-8.

  20. Mookherjee S, Pheatt L, Ranji SR, Chou CL. Physical examination education in graduate medical education--a systematic review of the literature. J Gen Intern Med. 2013 Aug; 28(8):1090-9.

  21. Chou CL, Promes SB, Souza KH, Topp KS, O'Sullivan PS. Twelve tips for facilitating successful teleconferences. Med Teach. 2012; 34(6):445-9.

  22. 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.

  23. Chou C. Nice work if you can get it: comment on "Too little? Too much? Primary care physicians' views on US health care". Arch Intern Med. 2011 Sep 26; 171(17):1585-6.

  24. Chang A, Chou CL, Teherani A, Hauer KE. Clinical skills-related learning goals of senior medical students after performance feedback. Med Educ. 2011 Sep; 45(9):878-85.

  25. 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.

  26. Swanson S, Ku T, Chou C. Assessment of direct ophthalmoscopy teaching using plastic canisters. Med Educ. 2011 May; 45(5):520-1.

  27. Mookherjee S, Chou CL. Bedside teaching of clinical reasoning and evidence-based physical examination. Med Educ. 2011 May; 45(5):519.

  28. Chou CL, Topp KS, Kruidering-Hall M. Integrating surface anatomy learning with clinical skills training. Med Educ. 2010 Nov; 44(11):1127-8.

  29. Kim JE, Schickedanz AD, Chou CL. Near-peer workshops for pre-clerkship physical examination skills. Med Educ. 2010 May; 44(5):499-500.

  30. 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.

  31. 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.

  32. Modica RF, Thundiyil JG, Chou C, Diab M, Von Scheven E. Teaching musculoskeletal physical diagnosis using a web-based tutorial and pathophysiology-focused cases. Med Educ Online. 2009 Sep 28; 14:13.

  33. Schickedanz AD, Kim JE, Chou CL. Near-peer videos for physical examination instruction. Med Educ. 2009 Nov; 43(11):1095-6.

  34. 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.

  35. Chang A, Chou CL, Hauer KE. Clinical skills remedial training for medical students. Med Educ. 2008 Nov; 42(11):1118-9.

  36. 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.

  37. Chou CL, Chang A, Hauer KE. Remediation workshop for medical students in patient-doctor interaction skills. Med Educ. 2008 May; 42(5):537.

  38. 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.

  39. Dhaliwal G, Chou CL. A brief educational intervention in personal finance for medical residents. J Gen Intern Med. 2007 Mar; 22(3):374-7.

  40. Colaco SM, Chou CL, Hauer KE. Near-peer teaching in a formative clinical skills examination. Med Educ. 2006 Nov; 40(11):1129-30.

  41. Chou CL, Topp KS, O'Sullivan P. Multidisciplinary teaching of the musculoskeletal physical examination. Med Educ. 2006 May; 40(5):481-2.

  42. 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.

  43. Chou CL. Physical examination teaching curriculum for senior medical students. Med Educ. 2005 Nov; 39(11):1151.

  44. Haidet P, Kelly PA, Chou C. Characterizing the patient-centeredness of hidden curricula in medical schools: development and validation of a new measure. Acad Med. 2005 Jan; 80(1):44-50.

  45. Rizvon MK, Chou CL. Surgery in the patient with liver disease. Med Clin North Am. 2003 Jan; 87(1):211-27.

  46. Kohlwes RJ, Chou CL. A curriculum in medical economics for residents. Acad Med. 2002 May; 77(5):465-6.

  47. Chou CL, Morrison SL. Intron sequences determine the expression of kappa light chain genes. Mol Immunol. 1994 Feb; 31(2):99-107.

  48. Chou CL, Morrison SL. A common sequence motif near nonhomologous recombination breakpoints involving Ig sequences. J Immunol. 1993 Jun 15; 150(12):5350-60.

  49. Chou CL, Morrison SL. An insertion-deletion event in murine immunoglobulin kappa gene resembles mutations at heavy-chain disease loci. Somat Cell Mol Genet. 1993 Mar; 19(2):131-9.

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