Title: Internal Medicine clerkship

Location: Mercy Catholic Medical Center, Darby, PA

Dates: 2009-2010

Role: Clinical resident preceptor

Description: A clerkship for medical students in internal medicine

Time involved: 15 hours of preparation annually; 150 hours of implementation annually

Number of students: 10; MS 3-4

Evidence for teaching effectiveness: Awarded ‘Transitional Resident of the Year’ for excellent teaching skills. Informal verbal feedback from students.

 

Title: Anesthesia 300 (Stanford anesthesia operating room clerkship)

Location: Stanford University School of Medicine

Dates: 2010-2014

Role: Clinical preceptor

Description: A clerkship for medical students in clinical anesthesiology

Time involved: 5 hours of preparation annually; 50 hours of implementation annually

Number of students: 5; MS 3-4

Evidence for teaching effectiveness: Informal verbal feedback from students.

 

Title: Full OR simulation: Preview to anesthesia

Location: Stanford University School of Medicine

Dates: 2012-2014

Role: Course founder, co-director, and instructor

Description: A course designed to increase exposure to the field of anesthesiology for preclinical medical students 

Time involved: 20 hours for development; 5 hours of preparation annually; 5 hours of instruction annually

Number of students: 20 annually; MS 1-3

Evidence for teaching effectiveness: Presented findings via poster presentation at Post-Graduate Assembly meeting for anesthesiologists. Findings included a positive impact of the course on increasing exposure to the field of anesthesia to preclinical medical students.

Funding: $2,000 grant from Stanford Society of Physician Scholars

 

Title: Anesthesia 306 (Critical care clerkship)

Location: Stanford University School of Medicine

Dates: 2013-2014

Role: Simulation instructor

Description: Simulation activity during clerkship to teach pharmacology of commonly used vasoactive agents.

Time involved: 2 hours of implementation annually

Number of students: 5; MS 3-4

Evidence for teaching effectiveness: Informal verbal feedback from students.

 

Title: Surgery 300A (Surgery core clerkship)

Location: Stanford University School of Medicine

Dates: 2013-2014

Role: Simulation instructor and lecturer

Description: A clerkship for medical students in general surgery

Time involved: 5 hours for development; 1 hour preparation annually; 2 hours instruction annually

Number of students: 12; MS 3-4

Evidence for teaching effectiveness: Collection in progress.

Supplement: Video Lecture on Perioperative Pain Management

 

Title: Anesthesia 202 (Anesthesiology and pathophysiologic implications for the perioperative patient)

Location: Stanford University School of Medicine

Dates: 2013-2014

Role: Instructor

Description: Didactic and simulation-based education of basic airway management.

Time involved: 3 hours of implementation annually

Number of students: 35; MS 2

Evidence for teaching effectiveness: Informal verbal feedback from students.

 

Title: Anesthesia Lunch & Learn

Location: Stanford University School of Medicine

Dates: 2013-2014

Role: Facilitator

Description: Facilitate discussion on topics presented by students

Time involved: 7 hours of implementation annually

Number of students: 20; MS 3,4

Evidence for teaching effectiveness: Informal verbal feedback from students.

 

Title: Anesthesia 400C (Duke anesthesia operating room clerkship)

Location: Duke University School of Medicine

Dates: 2014-

Role: Clinical preceptor

Description: A clerkship for medical students in clinical anesthesiology

Time involved: 5 hours of preparation annually; 50 hours of implementation annually

Number of students: 10; MS 4

Evidence for teaching effectiveness: Informal verbal feedback from students.

 

Title: Medical Student Maintenance of Clinical Acumen (MOCA)

Location: Duke University School of Medicine

Dates: 2015-

Role: Course co-founder, co-director, and instructor

Description: A simulation-based course designed to maintain clinical skills for third year medical students while away from direct patient care

Time involved: 5 hours for development; 0.5 hours of preparation annually; 4 hours of instruction annually

Number of students: 10 annually; MS 3

Evidence for teaching effectiveness: Informal verbal feedback