Winners of 2008 Teaching Awards:

These awards are presented annually during Psychiatry Grand Rounds. Their purpose is to honor excellence in teaching, supervision, mentoring or related instructional activities in a number of categories. Nominees for each award are selected for their ingenuity, clinical skill, innovation, availability, supportiveness, dedication, humanism, respect for diversity, improvement in the teaching process, and introduction of new important subjects.

		Outstanding Medical Student Teaching - John Luo, MD Eligible candidates are full-time faculty in the department who lecture, supervise or tutor in any of the courses for first or second year medical students or in any of the psychiatry clerkship or medical student electives (include those offered at our V.A. or affiliated medical programs). Dr. Luo was nominated for this year's Outstanding Medical Student Teaching by a third year medical student. This student, as well as others, commented about Dr. Luo's sincere desire to teach medical students to become better clinicians. Dr. Luo continually shared knowledge related to patient care, psychiatry, and general medical practice. He taught the students about biomedical informatics, how to take advantage of PDAs and the latest advances in technology to improve patient care, and the emergence of patient-driven efforts that is affecting how medicine is viewed and practiced today. Dr. Luo encouraged these medical students to take advantage of the unlimited resources available to them, such as workshops, scholarships, research fellowships, conferences, and took the time to mentor students individually.
		Outstanding Undergraduate Student Teaching - Christopher S. Colwell, Ph.D. Eligible candidates are full-time faculty in the department, who are teaching or supervising in courses listed in the departmental catalogue which is not for medical students or house staff. In most years Dr. Colwell has taught an upper division undergraduate course on Biological Clocks through the Physiological Science Department. Enrolment in the popular elective has ranged from 20 to 60 students and received exceptionally high student evaluations. Through his use of examples, Dr. Colwell introduces the human elements to research and makes research seem more personable for the undergraduates he teaches. Professor Colwell also usually has from 2 to 4 undergraduate students in his laboratory as research students. One student mentioned his diligent mentorship and encouragement, and skills in teaching electrophysiology. Such opportunity for Undergraduates to participate in ongoing faculty research programs has become a major strength of the UCLA educational experience.
		Outstanding Graduate Student Teaching - Linda Ercoli, Ph.D Eligible candidates are full-time faculty in the department, who are teaching or supervising in courses listed in the departmental catalogue which is not for medical students or house staff. Dr. Ercoli has been actively involved in mentoring trainees at multiple levels, particularly psychologists, but also undergraduate, medical students, residents in psychiatry, and clinical and research fellows in geriatric psychiatry. She is effective is conveying her large knowledge base to others, regardless of the level of experience and expertise. Whether she is working with individual students or large classrooms, Dr. Ercoli has superb teaching skills and her teaching record is exemplary. Dr. Ercoli has mentored numerous post-doctoral students and taken a leadership role in developing a training program that provides pre-doctoral level graduate students with an opportunity to learn neuropsychological assessment. Her students commented on her depth of mentorship, her passion for the field, and her genuine concern about their professional growth.
		Outstanding Housestaff Teaching - Michael Gitlin, M.D Eligible candidates are full-time psychiatry or psychology faculty in the department who are teaching or supervising psychiatric residents or fellows and/or psychology interns assigned to our clinical services (includes psychiatric services at our V.A. or affiliated hospitals). Dr. Gitlin is described by residents as being one of the most influential teachers they trained under at UCLA. Through firsthand exposure to a vast array of difficult patients with variations of Bipolar as well as other Mood and Personality Disorders, the residents learned to appreciate the fine distinctions that make the field of psychiatry so complex. He is a constant fixture during clinic time and is always active in directly supervising, especially with the most difficult patients. Regarding his in-classroom teaching, Dr. Gitlin blends an unparalleled command of his subject matter with a clear joy for teaching. His lectures convey the most relevant biological and clinical information in a clear, concise manner that is readily accessible to residents. He is also describes as teaching invaluable skills that cannot be learned in a classroom or via reading.
		Outstanding Research Mentor - John C. Piacentini, Ph.D. Eligible candidates are faculty in the department who are directly supervising research projects of house staff, graduate, or post-doctoral trainees and/or who are providing mentoring to such trainees or to junior faculty (below the rank of associate professor) on research, promotion, or career advancement. Dr. Piacentini has a very strong track record of supervising and mentoring clinical psychology interns and researchers who are completing their graduate school studies. He is engaged in multiple productive lines of research in the area of behavioral treatment for child psychiatric disorders and has achieved international recognition for his work. He has provided his interns opportunities for research engagement and advancement through his own research program and has provided consistent and supportive mentoring. Dr. Piacentini has distinguished himself as a faculty member genuinely eager to share his exceptional research skills with students. In the words of one of his nominators, the most valuable aspect of working with Dr. Piacentini has been his generosity, both with his data and his time.
		Outstanding Clinical Faculty Teaching - Geri-Ann Galanti, Ph.D. Eligible candidates are volunteer faculty in the clinical instructor or clinical professor series whose primary work or responsibilities are outside the university, who have not received this award in the past three years, and teach in courses offered to medical students, undergraduate or graduate students, or house staff; provide individual supervision to psychology interns or psychiatry residents or fellows; or participate in other clinical teaching activities in the Semel Institute or Resnick Hospital. Dr. Galanti, an anthropologist with a specialty in medical anthropology, began as a small group tutor for the Doctoring 2 course over ten years ago. Since that time, with only one year off, she has volunteered in Doctoring 1, 2, or 3, and has always been rated extremely highly by all of her students. Her unique perspective and obvious enthusiasm for teaching make her an excellent teacher of interpersonal skills, empathy and compassion as medical students learn to interact with patients. Dr. Galanti's students describe her teaching methods as supportive, innovative, culturally sensitive, and patient-centered. Not only is her expertise deeply appreciated by her medical students, they also look to her as a role model.
		Outstanding Teaching Resident or Trainee - Erika L. Nurmi, M.D., Ph.D. Eligible candidates are resident of general psychiatric training or child, forensic, geriatric, or other fellows in their final year of clinical training who have primary teaching or supervisory responsibilities on their service or clinic for medical students, beginning residents, psychology interns, or other junior house staff or trainees. Dr. Nurmi is well recognized among the residents and fellows as an outstanding teacher. She spends considerable time each day reviewing diagnosis and treatment plans with her medical students, and provides a diverse set of learning experiences for each of them. Dr. Nurmi also has a unique ability to tailor each student's experience to the student's demonstrated level of interest in the material. Her students found her to be an excellent role model; they appreciated her dedication and passion, her pleasant and casual approach with patients, other residents, Attendings, and students, and her contributions to the team and team dynamic.