| Date |
Description |
Institution |
# Students |
| 7/2013 - Present |
Hematology |
The University of Texas Health Science Center |
220 students |
| The goal of this course is to expose students to the pathogenesis and pathophysiology of disease and disorders as they pertain to the specialty of hematology. During the module, the first year medical students will come to appreciate the basic science foundation for the clinical practice of Hematology. Students will gain an understanding of the medical non-medical factors that affect the hematology system. As 1 of 32 Team-Based Learning facilitators, I facilitate and provide guiding information to 2 groups of first-year medical students, 8 students/group. Interactive discussions center around synthesizing clinical information with fundamentals of medicine as presented during preceding didactic sections. 2 cases discussed x 2 contact hours each = 4 hours. 2 cases x group faculty preparation via briefing/debriefing before/after each session, 2 hours each = 4 hours. 4 cases x 2 hours solo preparation each = 4 hours. |
| 7/2013 - Present |
MEDICINE- BEHAVIOR AND SOCIETY LONGITUDINAL MODULE |
The University of Texas Health Science Center |
220 students |
| The Medicine, Behavior, and Society module explores the areas of history, law, ethics, clinical, social and cultural contexts of medicine as well as human behavior & development over the lifespan (cognitive, social and emotional development from infancy to death). The course focuses on global issues such as the health care system and on local issues such as the physician-patient relationship. Students will be introduced to communication skills, professionalism, research, and cultural competency. As 1 of 32 Team-Based Learning facilitators, I facilitate and provide guiding information to 2 groups of first- or second-year medical students, 8 students/group. Interactive discussions center around synthesizing clinical information with fundamentals of medicine as presented during preceding didactic sections. |
| 7/2013 - Present |
Molecules to Medicine |
The University of Texas Health Science Center |
220 students |
| The Fundamentals: Molecules to Medicine module provides the foundation for subsequent courses and clinical practice. Through active, collaborative learning activities which may include, but are not limited to, laboratory, small group, and clinical case sessions the students gain a deeper understanding of the homeostatic structure of molecules, cells, and tissues. Students develop problem-solving skills in a multidisciplinary approach to human health and disease. As 1 of 32 Team-Based Learning facilitators, I facilitate and provide guiding information to 2 groups of first-year medical students, 8 students/group. Interactive discussions center around synthesizing clinical information with fundamentals of medicine as presented during preceding didactic sections. I teach a total of 16 students. 7 cases discussed x 2 contact hours each = 14 hours. 7 cases x group faculty preparation via briefing/debriefing before/after each session, 2 hours each = 14 hours. 7 cases x 2 hours solo preparation each = 14 hours. I also meet with students 1 on 1 to provide feedback regarding clinical and teamwork development, totaling 2 hours. |
| 7/2013 - Present |
Attack and Defense |
The University of Texas Health Science Center |
220 students |
| The Attack and Defense module is an integrated and innovative look at microbiology, immunology, and infectious disease including public and international health issues. Students are prepared for clinical encounters requiring diagnosis, treatment, and preventive measures for immunological conditions and disorders and infectious diseases by fostering critical thinking skills. The learning environment promotes professional identity formation, effective communication and professionalism. Students acquire a broad understanding of normal and abnormal immune system function through active, collaborative leaning activities which may include, but are not limited to laboratory, small group, and clinical case sessions. As 1 of 32 Team-Based Learning facilitators, I facilitate and provide guiding information to 2 groups of first-year medical students, 8 students/group. Interactive discussions center around synthesizing clinical information with fundamentals of medicine as presented during preceding didactic sections. 7 cases discussed x 2 contact hours each = 14 hours. 7 cases x group faculty preparation via briefing/debriefing before/after each session, 2 hours each = 14 hours. 7 cases x 2 hours solo preparation each = 14 hours. I also met with students 1 on 1 to provide feedback regarding clinical and teamwork development, totaling 2 hours. |
| 7/2013 - Present |
Circulation |
The University of Texas Health Science Center |
220 students |
| The Circulation module provides an integrated approach to the basic and clinical science concepts related to the cardiovascular and hematopoietic systems. Students acquire a broad understanding of normal structure and function of the cardiovascular and hematopoietic systems including the cardiac cycle, cardiovascular pressures and flows, nutrients and oxygen delivery, hematopoiesis, and the hemostasis system through active, collaborative learning activities which may include, but are not limited to, laboratory, small group, and clinical case sessions. A comprehensive, multidisciplinary overview of the pathophysiology, epidemiology, biostatistics, interpretation of diagnostic tests, and pharmacotherapeutic and other therapeutic principles related to cardiovascular and hematopoietic disorders is included. As 1 of 32 Team-Based Learning facilitators, I facilitate and provide guiding information to 2 groups of first-year medical students, 8 students/group. Interactive discussions center around synthesizing clinical information with fundamentals of medicine as presented during preceding didactic sections. 4 cases discussed x 2 contact hours each = 8 hours. 4 cases x group faculty preparation via briefing/debriefing before/after each session, 2 hours each = 8 hours. 4 cases x 2 hours solo preparation each = 8 hours. |
| 7/2013 - Present |
Renal & Male Reproductive |
The University of Texas Health Science Center |
220 students |
| The Renal and Male Reproductive module is a comprehensive overview of the structural and urologic components of the renal and the male reproductive system. Students gain a deeper understanding of glomerular and tubular function and pathology, as well as acute and chronic kidney injury and also benefit from a multidisciplinary approach represented by adult and pediatrics, and biochemistry. A broad understanding of normal and abnormal renal and male reproductive system function is achieved through active, collaborative learning activities that may include, but are not limited to laboratory, small group, and clinical case sessions. As 1 of 32 Team-Based Learning facilitators, I facilitate and provide guiding information to 2 groups of first-year medical students, 8 students/group. Interactive discussions center around synthesizing clinical information with fundamentals of medicine as presented during preceding didactic sections. 4 cases discussed x 2 contact hours each = 8 hours. 4 cases x group faculty preparation via briefing/debriefing before/after each session, 2 hours each = 8 hours. 4 cases x 2 hours solo preparation each = 8 hours. I also met with students 1 on 1 to provide feedback regarding clinical and teamwork development, totaling 2 hours. |
| 7/2012 - Present |
Respiratory Health |
The University of Texas Health Science Center |
220 students |
| The Respiratory Health module integrates basic science and clinical concepts related to respiratory health disease. A comprehensive study is conducted of the normal structure and function, pathophysiology/pathology, clinical manifestations, and interpretation of diagnostic tests for respiratory diseases. The student is immersed in a multidisciplinary study of pharmacotherapeutic approaches to treatment, interventional therapies, the use of evidence-based medicine and research, epidemiology, and prevention in the field of respiratory health. Students acquire a broad understanding of normal and abnormal respiratory system function through active, collaborative learning activities which may include, but are not limited to laboratory, small group, and clinical case sessions. As 1 of 32 Team-Based Learning facilitators, I facilitate and provide guiding information to 2 groups of first-year medical students, 8 students/group. Interactive discussions center around synthesizing clinical information with fundamentals of medicine as presented during preceding didactic sections. 3 cases discussed x 2 contact hours each = 6 hours. 3 cases x group faculty preparation via briefing/debriefing before/after each session, 2 hours each = 6 hours. 3 cases x 2 hours solo preparation each = 6 hours. I also met with students 1 on 1 to provide feedback regarding clinical and teamwork development, totaling 2 hours. |
| 7/2009 - Present |
Internal Medicine Housestaff Lecture Series |
University of Texas Health Science Center at San Antonio |
50 students |
| I am a lecturer on topics "GERD, Dyspepsia", "Perioperative Evaluation" and "Billing/Coding 101" for the Internal Medicine Housestaff Lectures. Each lecture is one hour long and is interactive. These are given annually. |
| 7/2008 - Present |
Post Graduate Rotation Supervision |
Audie Murphy VA Hospital |
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| 7/2008 - Present |
Medicine Clerkship |
The University of Texas Health Science Center |
|
| Internal Medicine Inpatient Wards at Audie L. Murphy VA Hospital. 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. |
| 7/2008 - Present |
General Medicine Ward/Subinternship UH/VA |
The University of Texas Health Science Center |
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| Inpatient Internal Medicine ward service. As ward attending for this sub-internship, I teach one fourth year medical student 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. |
