Jason S Fromm, M.D.

Courses Taught

Teaching Philosophy

Throughout my career in academic medicine, I have sought a path that gave me increasing access to physician assistant students, medical students, and internal medicine residents at all levels of training. The venues where I instruct include the classroom, the assessment and simulation center, and the hospital ward. I aim to foster competency in students, first through demonstration of sound fundamentals and then through refinement. The fine-tuning results from directed feedback and mentored self-assessment on safety, quality, and patient-centeredness. Within my role at the School of PA Studies, I have developed assessment skills that inform me about success in competency-based teaching. I use assessment mapping software to track students in building entrustability. I have been a peer-reviewed, invited speaker on Entrustable Professional Activities (EPAs) on a regular basis. Additionally, I published a paper demonstrating that a pass/fail curriculum is non-inferior to scaled grades when measuring competency on a national board certification exam. As a lecturer and course director, I utilize moments of creativity to solidify the process of combining knowledge with clinical skills and delivering medical care with high professional standards. Some examples include a team-based learning event where students create a storyboard as the application exercise. Utilizing depictions of doctors in Hollywood film clips as an example, students critique and then demonstrate how to improve doctor-patient interactions. Additionally, I collaborate with a museum director to work on observation and descriptive skills that translate from the world of art to the practice of medicine. These are formative events within courses, but they have evolved based on feedback and stood the test of time as unique and meaningful events within the PA program. I assess events such as these by reflective papers and peer-led discussions that add a layer to the more traditional exam-based grading. As national accreditation standards have evolved to add more humanistic and attitudinal qualities, I have found these newer assessments invaluable in monitoring and mentoring competency. The hospital ward is where the trainees I mentor demonstrate mastery. I was the lead attending on a general-medical, inpatient service. In this venue, the level of learning was higher. Senior medical residents were a consistent presence on this care team. I aim to mentor residents in the practice of restraint by emphasizing high-value care while maintaining safety. The hospitalist team, of which I am a member, is a leader in providing education on value, equity, and cost-effectiveness at our institution. Evidence of effectiveness comes from the Resident In-Training Exam; there have been ascending scores for those I have mentored in high-value, hospital-based care.

• Hospital Medicine

  ABIM
• Internal Medicine

  American Board of Internal Medicine

Areas of Interest

• Diabetes

Academic Articles