Title: Intern PReparedness using INnovations in Teaching (ImPRINT)
Location: Stanford University Department of Anesthesiology
Dates: 2011-2014
Role: Founder, co-director, and instructor
Description: Blended-learning course designed to utilize a flipped classroom with online material and simulation activities. Course content is to prepare first year residents for common clinical scenarios and life as an intern.
Time involved: 50 hours for development; 50 hours of preparation annually; 60 hours of instruction annually
Number of students: 17; PGY-1
Evidence for teaching effectiveness: Student cumulative DASH. Presented findings via poster presentation at American Society of Anesthesiologist’s annual meeting. Findings include an increase in medical knowledge from ImPRINT. This is an ongoing research study. Verbal feedback from exit interviews of graduates include “best part of intern year,” “most valuable education experience of intern year,” and “can we have ImPRINT every week?”
Funding: $28,000 support from Stanford Department of Anesthesiology
Supplement: Curriculum Development, Videos, PBLDs, Simulation Scenarios, Cognitive Aids (Available by request)
Press: Teaching Commons
Title: Anesthesia Crisis Resource Management (ACRM)
Location: Stanford University Department of Anesthesiology
Dates: 2011-2014
Role: Instructor
Description: Simulation course to teach crisis management skills to anesthesia residents.
Time involved: 160 hours of instruction annually
Number of students: 70; PGY 2-4
Evidence for teaching effectiveness: course evaluation forms.
Title: EVOLVE
Location: Stanford University Department of Anesthesiology
Dates: 2011-2014
Role: Instructor
Description: Simulation course to teach crisis management and supervision skills to anesthesia residents.
Time involved: 70 hours of instruction annually
Number of students: 70; PGY 2-4
Evidence for teaching effectiveness: course evaluation forms, study in progress.
Title: Airway management for pain proceduralists
Location: Stanford University Department of Pain Medicine
Date: 10/2012
Role: Instructor
Description: Didactic and simulation-based education of basic airway management for pain proceduralists.
Time involved: 1 hour of preparation; 2 hours of instruction
Number of students: 6; PGY 4-7
Evidence for teaching effectiveness: informal verbal feedback.
Title: Anesthesia Residency
Location: Stanford University Department of Anesthesiology
Dates: 2013-2014
Role: Clinical preceptor
Description: Training anesthesia residents in perioperative management.
Time involved: 35 hours of preparation annually; 300 hours of implementation annually
Number of students: 30; PGY 2-4
Evidence for teaching effectiveness: Informal verbal feedback from students.
Title: Anesthesia Newbie Course
Location: Stanford University Department of Anesthesiology
Dates: 2013-2014
Role: Instructor
Description: Simulation course to teach introductory skills of anesthesiology to new residents
Time involved: 10 hours of instruction annually
Number of students: 26; PGY 2
Evidence for teaching effectiveness: course evaluation forms.
Title: Libero lecture series
Location: Stanford University Department of Anesthesiology
Dates: 2013-2014
Role: Lecturer
Description: Didactic lecturer for board review. Topics include: double lumen tube positioning, ABGs in COPD, etc.
Time involved: 10 hours of preparation; 10 hours of lecturing annually
Number of students: 70; PGY 2-4
Evidence for teaching effectiveness: course evaluation forms, study in progress.
Title: Multidisciplinary Crisis Resource Management (MCRM)
Location: Stanford University School of Medicine
Dates: 2013-2014
Role: Course founder, co-director, and instructor
Description: Simulation course to teach crisis management skills to anesthesia and surgical residents.
Time involved: 20 hours for development; 5 hours of preparation annually; 5 hours of instruction annually
Number of students: 10 annually; PGY 3-6
Evidence for teaching effectiveness: to be presented at ASA 2014 New Orleans, LA.
Funding: $4,900 grant from Stanford Society of Physician Scholars
Award: Best Educational Abstract at Stanford University Department of Anesthesiology, Perioperative and Pain Medicine Research Dinner, Stanford, CA
Supplements: Curriculum Development, scenarios, and instructional design (Available on request)
Title: Stanford anesthesia medical education and simulation elective
Location: Stanford University School of Medicine
Dates: 2014
Role: Course founder, co-director, and instructor
Description: Month long elective to train residents in the basics of simulation-based medical education.
Time involved: 20 hours for development; 5 hours of preparation annually; 20 hours of instruction annually
Number of students: 1 annually; PGY 4 or above
Evidence for teaching effectiveness: course evaluation forms.
Supplements: Syllabus and student reflection
Title: CA-1 Orientation
Location: Duke University
Dates: 2014-
Role: Co-director and instructor
Description: Simulation course to teach introductory skills of anesthesiology to new residents.
Time involved: 10 hour for development, 10 hour of preparation annually; 15 hours of instruction annually
Number of students: 14 annually; PGY 2
Evidence for teaching effectiveness: course evaluation forms.
Supplements: Curriculum Development, scenarios, and instructional design (Available on request)
Title: Anesthesia Residency
Location: Duke University Department of Anesthesiology
Dates: 2014-
Role: Clinical preceptor
Description: Training anesthesia residents in perioperative management.
Time involved: 45 hours of preparation annually; 400 hours of implementation annually
Number of students: 30; PGY 2-4
Evidence for teaching effectiveness: Informal verbal feedback from students.
Title: Utilizing Social Media for Medical Education
Location: Duke University Department of Anesthesiology
Date: 2014-
Role: Lecturer
Description: Lecture on using social media to enhance medical education.
Time involved: 5 hours of preparation; 1 hours of implementation annually
Number of students: 30; PGY 2-4
Evidence for teaching effectiveness: Informal verbal feedback from students, live tweeted @ankeetudani
Title: Twitter-augmented Journal Club Series
Location: Duke University Department of Anesthesiology; #AnesJC
Date: 2015-
Role: Co-founder, moderator
Description: Developed a curriculum to utilize twitter to augment journal club discussion
Time involved: 30 hours of development; 10 hours of preparation per session; 10 hours of implementation per session; four session annually
Number of students: 30; PGY 2-4
Evidence for teaching effectiveness: In progress. Website link
Title: Residents as Teachers
Location: Duke University Department of Anesthesiology
Date: 2015-
Role: Lecturer
Description: Lecture on Residents as teachers
Time involved: 5 hours of preparation; 1 hours of implementation
Number of students: 28; CA 2-3
Evidence for teaching effectiveness: Informal verbal feedback from students, live tweeted @ankeetudani
Title: Anesthesia Crisis Resource Management (ACRM)
Location: Duke University Department of Anesthesiology
Dates: 2015-
Role: Course Founder, director and instructor
Description: Simulation course to teach crisis management skills to anesthesia residents.
Time involved: 20 hours of development, 60 hours instruction annually
Number of students: 28; CA-2s and CA-3s
Evidence for teaching effectiveness: course evaluation forms #1, #2.
Title: Non-technical Skills
Location: Duke University Department of Anesthesiology
Date: 2015-
Role: Lecturer
Description: Mini-lecture on Non-technical skills with small group work and hands-on scoring using ANTS behavioral marker system
Time involved: 5 hours of preparation; 1 hours of implementation
Number of students: 12; CA-1s
Evidence for teaching effectiveness: Evaluation form
Title: Resident wellness, burnout, and mindfullness
Location: Duke University Department of Anesthesiology
Dates: 2015-
Role: Lecturer
Description: Mini-lecture on physician burnout, wellness, and mitigations to burnout including practice with mindful meditation.
Time involved: 5 hours of development, 1 hour of implementation annually
Number of students: 14; CA-1s
Evidence for teaching effectiveness: Informal verbal feedback from students
Title: PGY-1 Orientation to Anesthesia Procedural Skills
Location: Duke University Department of Anesthesiology
Date: 2015-
Role: Instructor
Description: Simulation-based course teaching basic anesthesia airway and intravascular access skills
Time involved: 1 hour of preparation; 1 hour of implementation
Number of students: 10; PGY-1s
Evidence for teaching effectiveness: Informal verbal feedback
Title: Creating and utilizing an educator portfolio
Location: Duke University Department of Anesthesiology
Dates: 2015-
Role: Lecturer
Description: Lecture and instruction on how to create, maintain, and utilize an educator portfolio
Time involved: 5 hours of development, 1 hour of implementation annually
Number of students: 14; PGY-5s (Fellows)
Evidence for teaching effectiveness: Informal verbal feedback from students
Title: Teaching Scholars Program
Location: Duke University Department of Anesthesiology
Date: 2016-
Role: Co-Director
Description: Year long course to teach effective teaching and education scholarship
Time involved: 5 hours development; 15 hours preparation annually; 12 hour of implementation annually
Number of students: 2; PGY-4s
Evidence for teaching effectiveness: Survey and informal verbal feedback