Dr. Susan Glick graduated from Brown University with a bachelor of science in chemistry. She received her medical degree from the Pritzker School of Medicine and completed residency training at Barnes Hospital/Washington University School of Medicine. Following residency, Dr. Glick joined the faculty at Washington University, St. Louis and was Director of the Ambulatory Medicine Clerkship. She then moved to Stanford University where she worked as a clinician educator. She subsequently directed the Women Veterans Comprehensive Health Center and served as residency program site director at University of California San Francisco. Dr. Glick returned to Chicago in 1999 to lead the newly established integrated Primary Care Internal Medicine Residency Program at Rush University and then Cook County Hospital. In 2005, Dr. Glick received an NIH-sponsored K07 Cultural Competence and Health Disparities Academic Award to develop curricula that would improve the ability of practicing and future physicians to care for patients who come from diverse backgrounds. Dr. Glick found a home for her work as she joined the faculty in the Department of Medicine in 2005.
Since then, Dr. Glick has participated in Department’s tripartite mission of clinical care, education and research. As a clinician, Dr. Glick is particularly interested in patient-centered care, in complex and undifferentiated medical illness, and in team-based care, which she coordinates across the full range of medical and surgical specialties. As an educator, Dr. Glick is known for her rigorous, practical, hands-on approach to medical education that integrates both the old-fashioned art and modern science of clinical medicine. Together with Dr. Michael O’Connor, she developed and implemented the Foundations in Clinical Medicine course to transition second year medical students to the clinical years. She is currently pursuing a Master of Health Professions Education at the University of Illinois at Chicago. As an investigator, Dr. Glick is particularly interested in physician education to improve teaching, learning and clinical care. She is currently conducting a systematic review of the literature to determine the outcomes of the flipped classroom and has developed a conceptual framework to better understand the flipped classroom model of instruction. She is also working on a project to assess self-directed learning.