TEACHING | silveriolining

DIRECT TEACHING

In order to teach bias and confounding, I presented a pretend study in which one of my coresidents studied the cat-scratch:percentage-of-body-covered-in-catnip ratio... and then discussed potential bias and confounders in the study design.

In order to discuss odds and risk ratios, I surveyed my fellow residents about their party plans the night before and then tallied their answers in order to calculate the odds of paying attention to my lecture based on their party attendance the previous night.

I have several lectures about vaginal bleeding, each of which explores a branch of this decision and diagnosis tree.

Lectures

Statistics Ethics

Obstetrics EMS Sepsis

Pulmonary EMS Toxicology

Psychiatry EMS Stroke

Transfusion Reactions Cirrhosis

Orthopedics Airway interventions

Asymptomatic Hypertension

Compilation of illustrated teaching points. Each teaching point:
1) Highlights a particular complaint or abnormality seen and treated in the Emergency Department.
2) Discusses mechanism and physiology.
3) Reviews treatment options.

Compilation of cases requiring "visual diagnosis."
Includes:
1) Patient photographs
2) Radiologic images

Compilation of cases requiring "visual diagnosis," including:
1) Patient photographs
2) Radiologic images

Compilation of cases requiring "visual diagnosis."
Includes:
1) Patient photographs
2) Radiologic images

Compilation of cases requiring "visual diagnosis," including:
1) Patient photographs
2) Radiologic images

Bedside

"Outstanding teacher of medical students and junior residents, providing insigtful critiques of their presentation skills and working hard to keep them involved in ED codes, procedures, etc"

-Jeanne Noble, MD

"Wonderful positive impact not only on student teaching and learning (which she did consistently and well) but also on ... efficiency of patient care."

-Michael Callaham, MD