Anatomy, Embryology, and Neuroscience -
With more than 17 years of teaching experience in disciplines spanning gross anatomy, embryology and neuroscience, I have extensive expertise in integrating basic anatomical concepts with clinical application for the future health care professional. These skills are instrumental in design and development of innovative curricula required in modern medical education. |
Biomedical Research / Bioinformatics -
Learning & Memory, Plasticity, Hippocampus, Neurotrophins, Aging, Alzheimer's disease. |
Statutes regulating the use of human specimens -
As a member of the state of Texas Anatomical Board, I have extensive knowledge regarding the use and care of donated human specimens. I serve as the campus expert for rules and regulations involved in utilizing human specimens in education and research. I also have extensive knowledge concerning the processes involved in human preservation, care, and cremation of donated specimens. |
Struggling Students -
Since 2004, I have supervised struggling student help sessions in the gross anatomy laboratory. I have extensive expertise in advising, counseling, and conveying challenging concepts to groups of students in most need of extra help. I developed and taught similar help sessions in medical neuroscience in 2008, providing extra help to those students in danger of failing the course. As a long time member of the medical preclinical promotions committee and later as Chair, I have expertise in identifying struggling students and understand the extent of issues that impede a student's smooth transition and progress in a new learning environment. |
Technology -
I have broad expertise in the use of technology in education. Integration of computer hardware and software in medical education can significantly enhance student experience. Through this knowledge, I have developed or participated in numerous projects that involve novel integration of technology and education with significant impact on student learning experience. Most recently, this has translated into a state of the art digital anatomy lab integrated into the new Academic and Learning Teaching Center building using the visualization and simulation super technology, BodyViz. |
| Date |
Description |
Institution |
# Students |
| 4/2016 - Present |
Masters' Thesis Directed |
UT Health Science Center |
|
|
| 9/2014 - Present |
Neuroanatomy |
The University of Texas Health Science Center |
|
| Course Director |
| 1/2011 - Present |
CIRCLE Curriculum - Anatomy Discipline Coordinator |
|
230 students |
| Coordinate and consult with the module directors of the CIRCLE curriculum to integrate concepts related to Anatomy in the basic science and clinical instruction across the preclinical and clinical undergraduate medical education. |
| 1/2011 - Present |
CIRC 6013 - Musculoskeletal and Dermatology |
|
230 students |
| The goal of the Musculoskeletal System and Dermatology module is to use an integrated approach in delivery of basic science and clinical concepts, offered to a sophomore medical student as a combination of small group interactions, anatomical dissection, self-directed study, on-line tutorials, and practice of clinical skills. Students will gain foundational knowledge of structure and function of these systems in normal and abnormal conditions, resulting in a comprehensive understanding of pathophysiology of common musculoskeletal and dermatologic disorders.
Students will apply learned basic and clinical concepts of this module to accurately evaluate, diagnose, treat, and manage musculoskeletal and dermatologic conditions during their clinical clerkships. |
| 1/2011 - Present |
CIRC 5003 - Language of Medicine |
|
230 students |
| The goals of this module are for students to master the vocabulary, knowledge of structure and conceptual bases of anatomy that serve as the foundation for the following systemic modules. Students will also master the basic principles of development of organ systems from the trilaminar embryonic disc, which will help them to understand normal adult structure as well as the cause of congenital abnormalities. Students will learn to apply knowledge of basic science in the solution of clinical problems. Students will be introduced to the principles of professionalism and ethical attitudes towards the patient/human donor which are to form the basis of their practice of medicine. Communication and teamwork skills will be taught and practiced in the context of the laboratory dissection team of four students. |
| 9/2010 - Present |
Anatomy of the Newborn |
The University of Texas Health Science Center |
6 students |
| Course Director - Elective offered to the health professional student to enhance knowledge of newborn anatomy. Typically, 2 to 6 senior medical students sign up for this elective in the spring semester. |
| 9/2008 - Present |
Regional Anatomy |
The University of Texas Health Science Center |
2 students |
| Course Director - Senior elective in advanced anatomy offered during the spring semester. Advanced anatomical topics are explored in one on one or small group setting. |
| 5/2006 - Present |
|
University of Texas Health Science Center at San Antonio |
|
|
| 7/2005 - Present |
Advanced Anatomy |
The University of Texas Health Science Center |
90 students |
| Co-Course Director - Advanced Anatomy Senior Medical Elective. I serve as Co-Course Director and Lab Director. Advanced Anatomy course is an elective for senior medical students which entails 40 contact hours and involves 80 to 110 students yearly. Students participating in this course are responsible for discussion of advance anatomy topics, preparation and presentation of prosection dissections, and serving as teaching assistance in Medical Gross Anatomy and Embryology course for first year medical students. Students are required to attend lectures, set-up practical examinations, and assist with grading of the practical examination. This course enables senior medical students refresh their knowledge of anatomy prior to start of their residencies and to gain essential teaching experience. As Co-Course director, I help direct and produce instructional videos using HD camera and editing software to prepare high quality teaching modules which the senior students use to instruct first year medical students. These teaching modules are added to a library of instructional material available for viewing online by first year medical students and faculty. I also oversee and aid in student preparation of dissections and lead them in discussions of clinically relevant advance anatomy topics. |
| 8/2004 - Present |
|
University of Texas Health Science Center at San Antonio |
|
|
| 1/2002 - Present |
Neuroscience |
The University of Texas Health Science Center |
230 students |
| Medical Neuroscience course for medical students. I serve as Team Instructor in the Medical Neuroscience course for first year medical and graduate students. This course entails 90 contact hours. This course integrates anatomy, physiology, & neuroscience concepts complemented by small group discussions and laboratory sessions. An interactive digital atlas and question bank provide enhancement and reinforcement of concepts. As an instructor in this course, I designed and oversee weekly help sessions for students struggling in the course. I also designed 4 new lecture and 3 lecture hours of course overview material. As team instructor, I also help to oversee teaching assistants in the course and prepare them to teach the material to first year students. |
| 7/2001 - Present |
Gross Anatomy & Embryology |
The University of Texas Health Science Center |
3 students |
| Graduate student course in Gross Anatomy & Embryology. I serve as Co-Course Director. This course enrolls several graduate students in the Department of Cellular and Structural Biology and runs simultaneously with Medical Gross Anatomy & Embryology. Graduate students serve as teaching assistants in the course. I oversee their preparation of prosection dissections, lead them in discussion of important anatomical topics to be taught to the first year medical students, and serve as a mentor in their educational and career goals. Majority of the graduate students enrolled in this course are Master`s in Anatomy students with the goal of becoming medical students. |
Abstract |
| Chilton, T, Rahimi, OB. Variation in the azygos venous system: a cadaveric study of patterns of vessel termination: Accepted as poster presentation. American Association of Clinical Anatomists meeting; 2016 Jun.
|
| Kang, WB, Wengel, C, Peterson, JD, Catalani, B, Rahimi, OB. Integrating anatomy into clinical care of patients for 24/7 learning through videos: Poster and demonstration presentation at the 10th Annual Innovation in Health Science Education Conf; 2014 Feb.
|
| Rahimi, OB, Bartanuszova, M, Moore, CM. Using anatomical variants to enhance students' understanding of normal anatomy and embryology: Accepted as poster presentation. American Association of Clinical Anatomists regional meeting; 2013 Oct.
|
| Peterson, JD, Catalani, B, Wengel, C, Rahimi, OB, Kang, W. Upper extremity nerve block training videos: Accepted as poster presentation. American Association of Clinical Anatomists regional meeting; 2013 Oct.
|
Journal Article |
| Peterson, J, Wengel, CE, Catalani, B, Rahimi, OB, Kang, WB. Brachial plexus peripheral nerve block training videos MedEdPortal 2014 Dec;.
|
| Peterson, j, Wengel, CE, Ctalani, B, Rahimi, OB, Kang, WB. Nerve blocks for the femoral nerve and its branches MedEdPortal 2014 Sep;.
|
| Williams, V, Bartanuszova, M, Rahimi, OB, Moore, CM. A rare variant of the great cardiac vein International Journal of Anatomical Variations 2013 Jul;6:112-114.
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