Administrative Contact
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Dr. Nixon is a Professor of Medicine and Pediatrics. He actively teaches in both the classroom and clinically at the University of Minnesota Medical School where he works with medical students, residents and fellows. As Vice Chair for Education his work also extends into continuing medical education and faculty development. He has been involved with clinical education since joining the faculty at the University of Minnesota Medical School in 2000. He has been involved as the assessment system has evolved from a tiered grading system, to pass/fail and most recently to EPA based assessments. Along the way he has worked to support faculty, most recently with a peer observation program that is structured to provide faculty with low stakes, supportive guidance to develop their teaching and feedback skills. Throughout his career he has worked to study and report on the clinical learning environment to better understand it and share knowledge with the broader educational community.
Fazio SB, Ledford CH, Aronowitz PB, Chheda SG, Choe JH, Call SA, Gitlin SD, Muntz M, Nixon LJ, Pereira AG, Ragsdale JW, Stewart EA, Hauer KE. Competency-Based Medical Education in the Internal Medicine Clerkship: A Report From the Alliance for Academic Internal Medicine Undergraduate Medical Education Task Force. Academic Medicine. 2018; 93 (3): 421-427. PMID: 28930762.,
LJ Nixon, SP Gladding, BL Duffy, Describing Failure in a Clinical Clerkship: Implications for Identification, Assessment and Remediation for Struggling Learners. 2017. Journal of General Internal Medicine. 2017; 32 (4), 379-379,
Allen S, Olson A, Menk J, Nixon LJ. Hypothesis Driven Physical Examination Curriculum. The Clinical Teacher. 2017; 14: 417–422,
Nixon LJ, Ryder HF, Alexandraki I, Lyons MD, McEwen KA, DeWaay DJ, Lang VJ, LaRochell, J. Abstracts from the proceedings of the 2015 annual meeting of the clerkship directors of internal medicine (CDIM). Teaching and Learning in Medicine. 2016; 28 (3): 339-344.,
Nixon LJ, Gladding SP, Duffy B. Describing failure in a clinical clerkship: implications for identification, assessment and remediation for struggling learners. Journal of General Internal Medicine. 2016; 31 (10): 1172-1179.,
Research focus is in medical education. Including clinical reasoning, assessment and teaching strategies.