Arevalo, Theodore VSchool of Medicine |
|
| 7/1998 - Present | Staff Physician | University Health System, University Hospital, San Antonio, TX |
| 7/1998 - Present | Assistant Professor/Clinical | University of Texas Health Science Center at San Antonio, Medicine, San Antonio, TX |
| Year | Degree | Discipline | Institution |
| 1992 | MD | Medicine | Baylor College of Medicine Houston , TX |
| 1987 | BS | Biology (Summa Cum Laude) | St. Mary`s University San Antonio , TX |
| Internship | Internal Medicine | Wilford Hall Medical Center Lackland AFB , TX |
|
| Postdoctoral Training | Hyperbaric Medicine | USAF School of Aerospace Medicine Brooks AFB , TX |
|
| Postdoctoral Training | Aerospace Medicine | USAF School of Aerospace Medicine Brooks AFB , TX |
|
| Residency | Internal Medicine | Wilford Hall Medical Center Lackland AFB , TX |
| Date | Description | Institution | # Students |
| 9/2013 - Present | Clinical Pharmacology | The University of Texas Health Science Center | 72 students |
| This selective is an essential course in Drug Prescribing and Therapeutics for future interns in any specialty. It is an excellent opportunity to brush up on drug therapy before entering residency and to avoid causing harm to the patients through mis-prescription of drugs. The drugs of the major therapeutic areas and how they are used are reviewed by specialists from the Departments of Medicine, Psychiatry, Surgery, and Pharmacology. Particular emphasis is placed on the use of drugs in clinical scenarios. I provide a two hour lecture on anticoagulants, six times per academic year. | |||
| 7/2012 - Present | Clinical Skills | The University of Texas Health Science Center | |
| Longitudinal Preceptorship program is a means to provide early clinical exposure for medical students during their first 3 semesters of training. Each and every new first year medical student is matched with a faculty clinician with whom they meet with in a clinical setting for a few hours approximately once every other month. Students begin by shadowing their preceptors at the beginning of the academic year; however, as the students develop clinical skills in the simulation labs, their longitudinal preceptors encourage them to complete some of their own focused patient histories and physicals on selected real patients during their visits. This program is the principal mechanism by which our students are first introduced to clinical applications of medicine with real patients early in their studies. | |||
| 7/1998 - Present | Individual Instruction | University of Texas Health Science Center at San Antonio | |
| 7/1998 - Present | Individual Instruction | University of Texas Health Science Center at San Antonio | |
| 7/1998 - Present | Medicine Clerkship | The University of Texas Health Science Center | |
| In this clerkship, I teach and train students and residents in the knowledge, skills and attitudes needed to care for adult patients with medical disorders in the hospital. As for my role as attending, I am responsible for teaching the students and residents data-gathering through history and physical examination, diagnostic decision-making to include differential diagnosis and appropriate diagnostic test selection and prioritization of patient problems. My responsibilities also include teaching and supervising bedside procedures, including paracentesis, thoracentesis and lumbar puncture. Teaching venues include bedside teaching, observation of student interview/physical examination, and impromptu lectures to ward team. I train two to three third year medical students, one fourth year medical student, one resident, and two interns, four to five months a year which totals 24 to 35 trainees per year. For many of these students, I will be asked to write a letter of recommendation for their residency application. It has been long recognized that the daily bedside presentation is a convention that is learned on the inpatient ward services. This skill has proved to be very challenging for students to learn just by observing other team members and by trial and error, in a context of variable attending expectations. With input from the Division of Hospital Medicine faculty, I have created a basic guide for students on the bedside presentation to help students get started. I give a presentation reviewing this guide at the Medicine Clerkship orientation. | |||
| 7/1998 - Present | General Medicine Ward/Subinternship UH/VA | The University of Texas Health Science Center | |
| Inpatient Internal Medicine ward service. As ward attending for this sub-internship, I teach one fourth year medical students four to five months per year which totals four to five trainees per year. As attending, I help students learn advanced techniques of the physical examination, advanced diagnostic decision making to include management plans of common and complex medical problems, increased medical knowledge and proficiency in relating medical literature to patient management, and proficiency in performing and interpreting clinical procedures. Teaching venues include bedside teaching, observation of student interview/physical examination, and impromptu lectures to ward team. For many of these students, I will be asked to write a letter of recommendation for their residency application. As a faculty that works nights on a regular basis, I am also an instructor for the Night Float Service elective. In this elective, I triage patients for students to evaluate in the Emergency Room, where they do a complete history and physical, discuss their conclusions regarding the patients needs including diagnostics and therapeutics, place orders for the patients and create a History and Physical document. I also guide them on the challenges and safety issues as a night worker, and tips on how to make it a rewarding professional aspect of being a physician. | |||