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J. Charles Eldridge, PhD

J. Charles Eldridge, PhD - Education

Click here to view list of publications, presentations at education conferences, invited seminars and consultations in education, and copyrighted materials used for case-based, small-group tutorials at Wake Forest University  

Medical School Education:  

Since my arrival in 1978, I have been highly involved in the medical school curriculum, beginning as a principal lecturer in endocrine and GI pharmacology (2nd year curriculum) and occasionally in 1st year endocrine physiology.  I also served co-director of the medical neuroscience course (Traditional Curriculum, 1st year) from 1993-96.  

In the late 1980’s the school began a Parallel Curriculum, a case-centered, small-group tutorial-only program for 24 medical students during the preclinical years.  I participated in numerous aspects of this program, eventually becoming director of the 1st year from 1996-98.  In 1998 a new program, “A Prescription for Excellence”, began as a merger of the former traditional and parallel curricula.  I was invited to serve as an architect of this new design and then to oversee the new 01 year curriculum.  I was also course director for the case-centered, small-group tutorial activity brought over from the Parallel Curriculum.  In this role I served as a principal case author and manager of facilitator training and student small-group evaluations.  

At present I have stepped back from active management to focus on improving pharmacology learning and to assist education administration with special tasks.  I’ve been very fortunate to serve in a number of leadership and advisory roles at the school and elsewhere.  My activities also have included a number of meeting presentations, publications, consultation at other schools, and involvement with national and international education organizations.   

Click here for more information about my activities in medical education.  

Graduate School Education:  

The biomedical campus of Wake Forest has a very active and growing graduate school program.  Until recently our department had a Ph.D. major in Physiology & Pharmacology, and I was one of the principal instructors, for basic endocrine physiology and pharmacology, in the required fundamentals curriculum (Phys-Phar 701-704).  I also organized an advanced level course in Neuroendocrinology, and provided instruction to other courses in neuroscience and toxicology majors.  

The Bowman Gray campus now offers a diverse program at the doctoral and masters level.  I am a faculty member of the emphasis tracks in Integrative Physiology & Pharmacology and Neuroscience, and provide instruction in areas of endocrine physiology and pharmacology to students in both tracks.  Many of the instructional sessions also include students enrolled in MS degree programs of Biomedical Engineering and Biomedical Sciences, the latter including a highly successful Premedical Post-baccalaureate MS degree program.  

In 2007 I became the founding director of a campus-wide graduate course sequence called Scientific Professionalism & Integrity (Grad 713) and Bioethics and Social Responsibility (Grad 714), taken by all 1st year graduate students.  This case-centered program utilizes faculty-facilitated small groups to examine and learn from scenarios that illustrate ethical challenges in the culture of professional research.  My duties included authorship and editing of the cases, recruitment and training of facilitators, securing plenary speakers, and logistics of scheduling group sessions.  Through 9 years we have involved over 50 different faculty and more than 100 post-doctoral fellows in providing this program to some 500 graduate students.  

My lab has had 2 PhD graduate students who completed a dissertation in endocrine research.  

Click here for more information about my activities in graduate education.  

Physician Assistant Program:  

Over many years I have served the Wake Forest Physician Assistant program in a variety of ways, including delivery of basic science lectures, small-group facilitation in case-centered learning, helping to write and edit cases, and conducting student practical evaluations. 

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Last Updated: 08-01-2016
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