Virtual Mentor

An Interview With...

Tom Pazdernik, PhD, Professor
Pharmacology, Toxicology and Therapeutics

Recipient of the:
2005 & 2006 Student Voice Award – 2nd Year Outstanding Small Group Leaders
2004, 2005 & 2006 Student Voice Award – Outstanding First Year Course/Teaching
2002 KEMPER AWARD

WHAT IS YOUR HOMETOWN?
Waubun, Minnesota

WHEN DID YOU JOIN THE KUSOM FACULTY?
1973

HOW/WHEN DID YOU BECOME INTERESTED IN SCIENCE AND MEDICINE?
High School and at the University of Minnesota

IS THERE A TEACHER OR MENTOR WHO HELPED SHAPE YOUR CAREER?
Dr. Phil Portoghese and Dr. Ed Smissman; both were researchers and teachers.

HOW OR WHY DID YOU CHOOSE THE KU SCHOOL OF MEDICINE?
KUMC, under Dr. Ed Uyeki’s mentorship, gave me the opportunity to learn immunology and carry out proposed research on my NIH Postdoctoral Fellowship.

WHAT KINDS OF PROFESSIONAL OPPORTUNITIES OR ADVANTAGES DOES BEING A FACULTY MEMBER AT KUSOM PROVIDE? WHAT ABOUT CHALLENGES?
The Department of Pharmacology has always supported and expected excellence in teaching and research.

PLEASE DESCRIBE YOUR PROFESSIONAL INTERESTS?
Pharmacology & Toxicology, Neuroscience, Immunology, and Medical Education

WHAT ARE SOME OF YOUR OUTSIDE INTERESTS?
Grandchildren and hiking

IN WHAT WAYS ARE YOU ENGAGED WITH THE GREATER KANSAS PUBLIC?
As an educator

DO YOU HAVE AN INSIGHT OR PHILOSOPHY THAT GUIDES YOU IN YOUR PROFESSIONAL WORK?
My teaching philosophy requires a teacher to be far more than a lecturer but someone who is available to guide students to become life-long learners. A good teacher is someone who prepares "first class" material and then presents, discusses and guides the students through the material in a manner that students can integrate basic concepts into their life-long profession. The part of teaching that I enjoy most is the one-on-one interaction with students. I have and still do spend enormous hours on weekends and evenings walking around the computers and helping students actually understand rather than just memorize pharmacology. Throughout my career I have always been very active in tutoring and advising minority and disadvantaged students. Every Saturday during the medical pharmacology course, I give a review organized by the Supplemental Instruction program of the Cultural Enhancement & Diversity/COE Office.

IF YOU COULD CHANGE ONE THING ABOUT THE WORLD (OR THE WORLD OF MEDICINE/SCIENCE), WHAT WOULD IT BE?
Less bureaucracy

WHAT IS THE BIGGEST CHANGE YOU'VE EXPERIENCED IN YOUR FIELD SINCE YOU WERE A STUDENT?
Expansion of information

WHAT DO YOU SEE AS THE FUTURE OF MEDICINE?
There will continue to be fewer individuals with the strong commitment to the profession.

WHAT PARTICULAR SKILLS ACQUIRED DURING YOUR GRADUATE CAREER DO YOU FIND MOST VALUABLE IN YOUR PROFESSIONAL CAREER TODAY?
Problem solving skills

WHAT ONE PIECE OF ADVICE YOU WOULD GIVE TO:
MEDICAL STUDENTS:
Develop a strong work ethic and a passion for learning.
GRADUATE STUDENTS:
Develop a strong work ethic and a passion for discovery.
RESIDENTS:
Develop a strong work ethic and a passion for patient care.
JUNIOR FACULTY:
If I knew then what I know now...I wouldn’t change anything because I have enjoyed each step of the process. There is no magical way but you must have a passion for teaching and discovery and then be willing to work very-very hard.

WHAT DO YOU BELIEVE IS THE KEY REASON THAT LED TO YOUR SELECTION OVER ALL OTHERS FOR BEING PRESENTED ONE OF THE PRESTIGIOUS TEACHING AWARDS – MANY OF THE STUDENT VOICE AWARDS?
Expecting excellence from students and providing assistance in attaining excellence.

AS A VIRTUAL MENTOR, PLEASE OFFER YOUR ADVICE TO NEW AND/OR JUNIOR FACULTY ON A TOPIC OF YOUR CHOICE.
TOPIC:
WRITING EFFECTIVE QUESTIONS
ADVICE:
Students learn what is asked on examinations. Therefore, it is essential to create concise learning objectives that direct students to what they need to know and then write challenging but fair questions that require problem-solving skills rather than mere memorization of facts. Examination questions are as valuable as a learning tool (formative) as they are an evaluation tool (normative). Students learn the most from questions that they miss on real examinations that they take for credit. The success of our department and my own individual success in teaching have been through the use of multiple examinations over the same topic. Then these questions are made available for learning via the computer with further supplement instruction provided by reviewing these questions with the students prior to their next sitting for an examination over the same topics. The best questions are those that involve either “clinical vignettes” or “experimental findings”. Questions should require more than a single piece of information to get the right answer and should focus on principles rather than mere facts. Although, medical students also need to know numerous facts to be able to understand and apply principles towards answering questions involving clinical or experimental settings. Well designed “drill & practice” computer exercises with individuals willing to spend “one-on-one” or small-group tutorial time with students sets the tone for an enthusiastic learning environment that demands excellence from teacher and students alike.