Rural Clinical Education Coordinator

Rural Clinical Education Coordinator

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• 11/2/2026

Elmira

1 LECOM Place

Elmira

NY

United States of America

Onsite

Administrative and Support

Full-time

Description

JOB SUMMARY: The Rural Clinical Education Coordinator is responsible for developing, coordinating, and expanding clinical education opportunities for medical students and residents in rural and medically underserved communities throughout New York State. The coordinator will establish and strengthen partnerships with rural healthcare organizations, and will assist in developing a comprehensive rural clinical education network capable of providing medical students with high-quality longitudinal clinical experiences. This includes developing opportunities for third and fourth year medical students to complete multiple core rotations, and potentially the majority or entirety of their third-year core clinical curriculum within a rural health environment. The coordinator will recruit and support rural physician preceptors and faculty, develop competency-based rural medicine curricula, expand rural workforce pathway programs, and assist in identifying opportunities for new graduate medical education (GME) programs and residency positions in underserved communities. The goal of the Rural Clinical Education Coordinator is to create a sustainable medical education-to-rural-workforce pipeline that increases student exposure to rural medicine and strengthens the recruitment and retention of physicians in rural New York. The anticipated salary for the position is $75,000 annually.

CHARACTERISTIC JOB TASKS AND RESPONSIBILITIES: The following are a list of exercises that may be required as a full-time Rural Clinical Education Coordinator from time to time:

• Develop and expand clinical rotation opportunities throughout rural and underserved areas of New York State;

• Establish third-year core rural clinical rotations in disciplines including Family Medicine, Internal Medicine, Pediatrics, Obstetrics and Gynecology, Psychiatry, Surgery, and other required clinical experiences;

• Develop rural clinical education sites capable of supporting longitudinal student experiences and multiple core rotations within the same rural community or regional healthcare network;

• Coordinate student placement, scheduling, supervision, evaluation, and educational oversight at participating rural clinical sites;

• Work with clinical partners to ensure that rural rotations provide appropriate patient volume case diversity, supervision, and educational experiences;

• Establish and maintain clinical education partnerships with NYS rural regions, including, but not limited to: The Chautauqua Center and its clinical sites, Centralus Health, rural hospital and health systems, federally qualified health centers and community health centers, rural physician practices, behavioral health organizations, public health agencies, and other organizations serving rural and medically underserved communities;

• Identify additional healthcare organizations capable of participating in undergraduate and graduate medical education;

• Develop sustainable relationships between LECOM and rural healthcare organizations to support medical education and physician workforce development;

• Identify, recruit, credential, and support physicians and other qualified clinicians who can serve as rural clinical preceptors and faculty;

• Develop strategies to expand the number and geographic distribution of rural physician preceptors;

• Coordinate faculty appointments, orientation, educational resources, and ongoing faculty development;

• Provide training and support in clinical teaching, learner assessment, feedback, competency-based education, and supervision;

• Maintain regular communication with rural preceptors to identify educational needs and improve the clinical learning environment;

• Assist in developing a competency-based curriculum emphasizing the knowledge and skills necessary for successful rural medical practice. Curricular areas include, but are not limited to: rural primary care, preventive medicine and population health, chronic disease management, behavioral and mental health, social determinants of health, care of medically underserved populations, interprofessional and team-based care, healthcare access and resource limitations, rural emergency and acute care, care coordination and transitions of care, community health assessment, and rural healthcare systems and workforce challenges;

• Develop opportunities for students to participate in interdisciplinary clinical teams involving physicians, nurses, pharmacists, behavioral health professionals, social workers, public health professionals, and other healthcare personnel;

• Develop longitudinal rural training experiences that allow students to establish meaningful relationships with patients, physicians, healthcare organizations, and rural communities;

• Develop a model through which third-year medical students can complete multiple core rotations within a rural region while maintaining continuity of educational supervision and community engagement;

• Develop experiences that extend from undergraduate medical education into graduate medical education and eventual rural practice;

• Work with LECOM leadership, healthcare systems, hospitals, community health centers, and other clinical partners to identify opportunities for new residency programs and residency positions in rural and medically underserved communities;

• Assist organizations in evaluating the feasibility of establishing GME programs, particularly in primary care disciplines such as Family Medicine, Internal Medicine, Pediatrics, Psychiatry, and other specialties important to rural healthcare delivery;

• Support planning activities associated with new residency development, including identification of clinical resources, faculty, patient populations, educational infrastructure, and potential funding opportunities;

• Develop and expand educational pathway programs designed to encourage students to enter rural medicine and ultimately practice in rural New York;

• Collaborate with colleagues, medical schools, healthcare organizations, community organizations, and rural communities to strengthen the educational pipeline into rural healthcare careers;

• Support recruitment initiatives targeting students with an interest in rural medicine and medically underserved communities;

• Develop opportunities for longitudinal mentoring between medical students, residents, rural physicians, and other healthcare professionals;

• Develop and maintain a comprehensive monitoring system for rural clinical education activities;

• Collect and analyze data related to clinical placements, participating sites, faculty recruitment, learner experiences, educational outcomes, and workforce development;

• Prepare periodic reports for LECOM leadership, grant administrators, healthcare partners, and other stakeholders;

• Use program evaluation data to identify opportunities for continuous quality improvement;

• Participate in scholarly activity so to enrich and broaden the student learning experience;

• Commit to being a representative of LECOM by being actively involved in the community, including, but not limited to, serving on Boards, participating in community fundraisers and overall outreach;

• Must be able to take direction and receive assignments from the Provost, Senior Vice President, and Dean of Academic Affairs or her designee;

• Must be available for work during the hours assigned with the expectation of 40 hours per calendar week when not on vacation, holiday or conference; and

• Accept other duties assigned/needed for the Institution’s needs.

EEO/AA/M/F/Vets/Disabled

Minimum Requirements

KNOWLEDGE, SKILLS, AND ABILITIES: Must possess required knowledge and be able to explain and demonstrate, with or without reasonable accommodations, that the essential functions of the job can be performed.

• Knowledge of student and patient’s privacy (i.e. FERPA, HIPAA…etc.);

• Follow proper OSHA and safety guidelines; Protect equipment (office, medical, facility);

• Strong communications skills are essential as well as computer literacy (MS Office Suit [i.e. Word, PowerPoint and Excel]) and accurate data entry skills;

• Excellent organizational skills;

• Must be accurate and attentive to detail;

• Must be trained and certified on the Institutional Data System;

• Maintain an established work schedule;

• Effective use of interpersonal and communications skills, including tact and diplomacy;

• Effective use of organizational and planning skills, including attention to detail and follow-through;

• Must be able to assess and prioritize multiple tasks, projects, and demands;

• Must maintain confidentiality of work-related information and materials;

• Establish and maintain effective working relationships;

• Be able to be flexible to accept other duties needed/assigned for the COM;

• The ability to work cooperatively and collegially with others, consistent with a workplace of dignity and respect and EEO rules and regulations;

• The ability to report to work as scheduled, ready to devote full attention and energy to the important work of LECOM; and

• The ability to accept work directives from managers and supervisors in a respectful and cooperative manner.

• Strong capabilities in healthcare partnership development, project management, clinical education coordination, physician and faculty recruitment, relationship management, program development, data collection and outcomes assessment, written and verbal communication, interdisciplinary collaboration, and rural healthcare workforce development.

MINIMUM QUALIFICATIONS: Education and experience equivalent to:

Bachelor’s degree in business administration or related field required, Master’s degree in healthcare administration, education, public health, business administration or related field with experience in medical education, healthcare administration, clinical education, graduate medical education, physician recruitment, rural health, or healthcare workforce development strongly preferred.

Successful incumbent will have demonstrated ability to develop partnerships among educational institutions, physicians, healthcare organizations, and community stakeholders. Strong organizational, project management, communication, and relationship-development skills. Ability to manage multiple clinical sites, educational partnerships, and learner placements simultaneously, and ability and willingness to travel throughout New York state, particularly to rural clinical training sites.