Teaching activities
Clinical teaching
I am a hospitalist for both adults and children, and I work with learners in both capacities. I firmly believe that educators should be able to meet the needs of patients and learners simultaneously on rounds. I believe in creating a safe learning environment for residents and students, having a deliberate method for asking questions to residents and students to stimulate learning, and teaching the use of Bayesian reasoning to better understand diagnostic processes.
Medical Education Pathway
I participated in this pathway throughout residency, and took over as curriculum designer and leader in 2014. This longitudinal pathway harnesses the expertise of our institution's community of practice to cover multiple topics core to medical education including feedback, assessment, giving presentations, using technology, elaborative interrogation, education scholarship, and many more. Residents who participate in the track also receive dedicated mentorship and complete a MedEd scholarly project. An overview of the program can be found here: Medical Education Pathway
Quality Improvement
The Med-Peds QI curriculum was changed to a longitudinal, experiential model in 2015. Residents work in clinic-based teams and use real patient data to try and improve care delivery. We use the Model for Improvement as our QI framework, with residents learning QI tools throughout the project. An overview of the UC Med-Peds QI curriculum can be found here: UC Med-Peds QI
Clinical Competency Committee
The Internal Medicine clinical competency committee (CCC) has undergone several iterations in the last few years, with a recent focus on standardization and faculty training. I am part of a team that is building a faculty development curriculum aimed at training CCC members in standard data review and group processes. We hope this will improve the quality of our decisions and improve our validity argument for how assessment data are used.
Simulation training
I am part of two groups that work on using simulation to improve training. One group is trying to improve resident skill with paracentesis. I worked with this group to develop and validate a curriculum and novel assessment tool that combined a checklist, entrustment score, and global score. Another group is piloting in-situ simulation for emergencies with adult patients cared for at CCHMC.
Mentoring, advising, and coaching
I serve as a mentor to all 28 Med-Peds residents with regard to QI projects, scholarly projects, and career choices. I serve as a scholarly methods mentor for all Master Teacher Program track residents, though many also have specific content mentors for their projects. Office hours are held several times per month to allow track residents to ask questions about their projects. I also serve as a faculty mentor to the NMPRA executive committee residents, providing input during monthly conference calls and at national meetings. I help advise medical students who are hoping to match into Med-Peds with regard to application strategies and personal statements. I also help with clinical coaching based on CCC feedback to learners. I believe these are all different skills with different levels of direction being given to the learner.
Point of Care Ultrasound (POCUS)
I help direct and teach a hands-on POCUS workshop at the American College of Physicians (ACP) Ohio meeting every year. The workshop consists of brief didactics followed by scanning of standardized patients to learn cardiac, lung, abdominal, and vascular scans. I also teach a session on identification of deep vein thrombosis for the UC internal medicine POCUS elective.
