| 9/2010 - Present |
Professor, Department of Neurology |
University of Texas Health Science Center at San Antonio, Neurology, San Antonio, TX |
| 9/2007 - Present |
Director of Education, Department of Neurology |
University of Texas Health Science Center at San Antonio, Neurology |
| 7/2004 - Present |
Faculty, Center for Biomedical Neuroscience |
University of Texas Health Science Center at San Antonio - Graduate School of Biomedical Sciences, Neurology |
| 6/1998 - Present |
Chief, Neurology Section, Medicine Service |
South Texas Veterans Healthcare System, Audie L. Murphy Division, Medicine, San Antonio, TX |
| 7/1990 - Present |
Neurology Residency Program Director |
University of Texas Health Science Center at San Antonio, Medicine |
| 7/1990 - Present |
Staff Physician |
Medicine Service, Section of Neurology, South Texas Veterans Healthcare System, Audie L. Murphy Division, Medicine, San Antonio, TX |
| 8/1988 - Present |
Staff Physician |
University Health System, Medicine |
Cerebrovascular Disease -
Clinical treatment trials, carotid/vertebral ultrasonography |
Community Education -
American Heart Association, local secondary school education programs about Career Choices in Medicine, Neurology, Stroke, and Prevention of disease. |
Director of Education - Neurology -
My focus interest in the area of Neurology education relate to resident, graduate, and medical student training/education where I am continuing to work on areas of development for our resident curriculum to meet and maintain the Accreditation Council for Graduate Medical Education (ACGME) standards. I have focused much work in this area over the past years as this process has gone through major changes involving three phases of transition to becoming a more competency based review with outcomes measures. As Neurology Clerkship Director, I am active in the medical student curriculum development and teaching for all four years of medical students. As a member of the Executive Committee for the Neuroscience Track in the Graduate School of Biomedical Sciences we provide a combined curriculum for neuroscience graduate students and neurology residents. As co-chair of the Neuroscience Track Dual Degree and Clinical Liaison Committee we will work to further integrate students into the MD/PhD programs. I have participated in the Medical School Admissions Committee, Guidelines for Resident Supervision GMEC subcommittee, Neurology and Medical Student Mentoring Programs. Our Integrated Education Program in Neurology (IEPN) continues successfully integrating competencies at all levels of education. I am active in the Consortium of Neurology Program Directors (CNPD) and Consortium of Neurology Clerkship Directors (CNCD) committees at a national level at the American Academy of Neurology. |
Medical Education Curriculum Develeopment -
Medical Education Curriculum Develeopment -
Integrated Education Program in Neurology (IEPN):
Development with incorporation of the Core Competencies that spans from education of the patient / family, students (medical, graduate neuroscience, physician assistant, podiatry, PharmD), non-neurologist, neurology resident and faculty, and CME programs for ongoing neurology education. |
Neurology for the non-neurologist -
Curriculum review and development for medical, dental, nursing, physical and occupational therapy. |
Residency Program Developement -
As Residency Program Director I am the liaison with the Graduate Medical Education (GME) and Dr. Bready for all Neurology training programs. I oversee and ensure the quality of didactic and clinical education in all sites that participate in the program, I visit and review the physical facility, curriculum, as well as approve a local director at each participating site who is accountable for resident education. I monitor resident supervision at all participating sites. I am involved in the interview and selection process for all of our program faculty as I participate in the evaluation of program faculty and approve the continued participation of program faculty based on evaluation.
I prepare and submit all information required by the ACGME, including but not limited to the program information forms (PIF) and annual program resident updates and ensure that the information submitted is accurate and complete. I developed and wrote the goals and objectives for our program rotations and review these with our residents and faculty annually for updates and revision. I meet with each resident individually for a semiannual evaluation of performance with feedback and review of the resident portfolio.
In accordance with ACGME guidelines I implement policies and procedures consistent with the institutional and program requirements for resident duty hours and the working environment, including moonlighting. These are reviewed and discussed at our initial Orientation and revisited several times during the year during resident and faculty meetings. If there are issues of questions or concerns they are addressed on an individual basis at the time of need. I monitor resident duty hours by having the residents fill out monthly questionnaires along with GME and ACGME surveys.
Fatigue is monitored by the residency program director, senior residents, faculty mentors and attending along with discussions with all residents at our residency program director / resident meetings. Schedules are adjusted as necessary to mitigate excessive service demands and/or fatigue. There is a jeopardy system that allows us to access quickly back up support if needed. I monitor the need for and ensure the provision of back up support systems when needed. I developed and implemented Neurology Program Specific Policies which include ensuring compliance with grievance and due process procedures as set forth in the Institutional Requirements. I provide verification of residency education for all residents and comply with selection, evaluation and promotion requirement for residents, disciplinary action, and supervision.
I have developed and implemented a comprehensive evaluation process that was favorably evaluated by the ACGME site visitor in the past. This includes faculty evaluation of resident performance that occurs in a timely manner during each rotation with documentation and feedback. This concludes with a final written evaluation letter for each resident |
Resident Education Curriculum Development -
American Academy of Neurology (AAN) Case Log Pilot Project as a part of the Accreditation Council for Graduate Medical Edcuation (ACGME) Outcomes Projects - 2002.
Participation in the AAN Consortium of Neurology Program Directors Case Log Project with teaching residents how to use the ACGME case log for neurology, input and data collection of case log data, evaluation of the system with a group from other Univeristy institutions with feedback to the AAN and ACGME with the pilot results. |
| Date |
Description |
Institution |
# Students |
| 9/2009 - Present |
MD/PhD Neuroscience Course |
|
5 students |
| Co-Course Director - I am involved in the review and development as Co-Course Director of a new course for the MD/PhD Students to enhance their experience and expand the infomration and challenge of the fundamentals of neuroscience course for this group of students. This will entail curriculum development and review for a literature driven course with small group discussions led by specialists in each field. Meetings for the development of this course are in session with plans to have curriculum and course resady for the approval process submission for next AY. |
| 2/2009 - Present |
Individual Instruction |
UTHSCSA and STVHCS |
|
|
| 7/2005 - Present |
Neuroscience - Neurology Clinical Practicum |
|
4 students |
| Course Director - Neuroscience Track-Interdisciplinary Programs-
Neurology Clinical Practicum
This began as an interdisciplinary advanced elective in which graduate students attended clinical lectures from the Neurology Resident series (Epilepsy, Movement Disorders, the Thalamus, Parkinsons Disease, Alzheimers Disease, Stroke, Sleep, etc.) In addition, graduate students they participated in at least two enrichment activities related topically to the lectures they attend (case presentations, diagnostic training sessions, or clinical observation sessions.)
Now this has developed into more of a Clinical Practicum in Neurology. I am the Neurology Course Director, and with the David Morilak have developed a small course that expands on our previous one. I will be meeting with each participant to help design and individualize the best experience. The new Clinical Practicum involves diagnosis and treatment of patients with disorders of the nervous system (central, peripheral, and autonomic nervous systems.) Including neurodegenerative disorders (Alzheimers disease, Parkinsons disease), cerebrovascular disease, Sleep, Epilepsy, Neuromuscular, movement disorders, multiple sclerosis, infections of the brain and spinal cord, etc. This exposure will be achieved through active participation in clinical rounds, case presentations, and case strategies. There are inpatient experiences at University Hospital (Neurology wards, Epilepsy Monitoring Unit, Neurology Consultations), General Neurology outpatient clinics, and specialty clinic. All activities
will be supervised by faculty from the Department of Neurology. |
| 7/2000 - Present |
Medical Student Course (ACES) - Neurology Small Group Sessions |
UTHSCSA |
180 students |
| I organize and participate in this course of teaching small groups of medical students.
These sessions have a two-fold educational value - teaching medical students and teaching residents/faculty how to teach.
The main idea of these small group sessions (10 medical students per room) is to teach students in a one-onone setting to get hands-on experience examining neurological patients with abnormal findings. Each student has a turn to test the abnormal part of the examination and speak to the patient about their history. After watching a video on the normal neurological examination, students rotate through 4 stations each day with 5 days of sessions including neurology faculty from UTHSCSA and Wilfor Hall Medical Center, residents, fellows and private practitioners from the community.
I train the residents, fellows, physician extenders, and faculty how to approach this type of teaching setting. |
| 7/1996 - Present |
Rotation Student Supervision |
South Texas Veterans Healthcare System |
|
|
| 8/1990 - Present |
Rotation Student Supervision |
UTHSCSA |
|
|
| 7/1990 - Present |
Rotation Student Supervision |
UTHSCSA |
|
|
| 7/1990 - Present |
Neurology Resident Orietation |
UTHSCSA |
10 students |
| Neurology Resident Orientation is a three hour presentation that I do for the neurology residents and fellows once each year. Many faculty also attend to review the new policies and procedures. This includes review of all rotations, policies, schedules, process of operation, lectures, ACGME and GME standards including duty hours, fatigue, etc. |
| 7/1990 - Present |
Neurology Resident Lecture Series |
UTHSCSA |
18 students |
| I developed and designed of this lecure series curriculum with participation as a lecturer in a 10 session series annually including the following topics: Headache, Neurological Case Presentations, Neurology Residency Issues, Stroke and Cerebrovascular Disease, Organ Transplant, How to Teach Medical Students, Ethics in Neurology, Core Competencies in Neurology, Pain Management, and End-Of-Life Issues.
The design and curriculum of this conference was developed with national standards and input from the senior residents and faculty along with the Resident Education Committee.
Residents work on the curriculum and development of each of the series, each resident is given increasing responsibility for participation in giving lectures. The senior residents give more talks with higher complexity, while the junior residents give more basic topics in fewer slots. The resident will attain a knowledge in the basic sciences from a combination of standard lectures in our neurology resident basic science lecture series and a graduate neuroscience course. This provides the basic science information from which to build clinical neurology. The standard resident lecture series includes the following topics: neuroanatomy, neuropathology, neurophysiology, neuroimaging, neuropsychology, neural development, neurochemistry, neuropharmacology, molecular biology, genetics, immunology, epidemiology and statistics. These lectures are given by neurology, neuro-radiology, neuro-ophthalmology, psychiatry, pediatric neurology, and visiting faculty; in addition to neurology and psychiatry residents. The fundamentals of neuroscience graduate course rounds out their exposure to basic science curriculum. |
| 8/1989 - Present |
Neurology Emergency Cases and Critical Case Series |
UTHSCSA |
12 students |
| This includes 18 sessions (one hour each) per year) - I developed the curriculum for, participate, and lecture in the series (2 lectures per year). This series is designed to allow the incoming residents education in areas of neurological emergencies and critical care setting cases within their first few months as a neurology resident. It serves as an update and review for the more senior residents. |
| 8/1988 - Present |
Rotation Student Supervision |
University Hospital and South Texas Veterans Healthcare System |
|
|
| 8/1988 - Present |
Individual Instruction |
UTHSCSA and STVHCS |
|
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