Karen Spear-Ellinwood, PhD, JD

Assistant Professor, Obstetrics and Gynecology - (Educator Scholar Track)
Director, Faculty Instructional Development

Karen Spear-Ellinwood, PhD, JD

Academic / Professional Bio: 

Karen Spear-Ellinwood practiced law for 13 years before entering the education profession. She earned her JD from Brooklyn Law School (1986), and her PhD and EdS (Education Specialist) degrees from the University of Arizona College of Education. She is particularly interested in education technologies to enhance both teaching and learning practices. Dr. Spear-Ellinwood leads faculty instructional development efforts for the Office of Medical Student Education for faculty, affiliate faculty and residents who teach in preclinical years and is lead program faculty for the Teaching Scholars Program. In collaboration with the Director of Faculty instructional development, Chris Cunniff, MD, and in consultation with Susan Ellis, EdS, she developed the Teaching Scholars Program. Dr. Spear-Ellinwood develops the workshop materials and coordinates teaching scholars activities throughout the year. She also serves as a research mentor for Teaching Scholars and presents at least one seminar per year in the AMES/OMSE FID Series.Areas of focusWith Gail Pritchard, PhD, Dr. Spear-Ellinwood develops and implements the instructional development programs and activities for residents (RAE Program; RAE Orientation). She is a member of the CBI (Case-based Instruction) Team co-directed by John Bloom, MD, and Paul St. John, PhD, and, in addition to facilitator training, assists in conducting eduaction research on the integration of ThinkShare™ and GroupShare in the CBI curriculum at the UA College of Medicine. With Susan Ellis, EdS, Karen conducts training for CBI facilitators, focusing on instructional methods and eTools. She also conducts qualitative research on teaching and learning methodologies, with a focus on reflective teaching strategies, learning and practice.Areas of interestRole of reflection/metacognition in learning and teachingEducational technologiesSelf-regulated learningMentoring education research by faculty and residentsEducational strategiesInstructional development