Schindler, Kevin CSchool of Medicine |
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Dr. Schindler is an associate professor who is board certified in Internal Medicine. Dr. Schindler is a hospitalist at the University of Texas Health Science Center at San Antonio and currently works primarily at the Audie L. Murphy Veteran?s Affairs Hospital. The focus of Dr. Schindler`s academic career has been teaching trainees of many disciplines at multiple levels of their training. He has been an attending on the inpatient medicine ward service for the past 8 years. He instructs and supervises medical students, internal medicine residents and interns, physical medicine and rehab trainees, psychiatry trainees, as well as nurse practitioners.
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| 9/2015 - Present | Associate Professor/Clinical | The University of Texas Health Science Center at San Antonio/VA, Medicine, San Antonio, TX |
| 10/2008 - Present | Medical Staff | Audie L. Murphy VA Hospital, Medicine, San Antonio, TX |
| Year | Degree | Discipline | Institution |
| 2008 | Residency | Internal Medicine | The University of Texas Health Science Center at San Antonio San Antonio , TX |
| 2006 | Internship | Internal Medicine | The University of Texas Health Science Center at San Antonio San Antonio , TX |
| 2005 | MD | Medicine | The University of Texas Health Science Center at San Antonio San Antonio , TX |
| 2001 | MS | Clinical Gerontology | Baylor University Waco , TX |
| 2000 | BA | Chemistry | Baylor University Waco , TX |
Clinical Skills- My role as a Module Co-director in the medical school curriculum is to instruct students in proper history-taking, physical examination, and clinical reasoning skills. During my instruction with both medical students and internal medicine residents, an emphasis is placed upon improved physician-patient communication, emphasis on evidence-based physical examination, and judicious use of technology. As Medical Director of the HEB Clinical Skills Center, areas of focus will be development and assessment of these skills during all four years of medical school and interdisciplinary instruction |
| Date | Description | Institution | # Students |
| 7/2013 - Present | Medicine Clerkship (gen) | The University of Texas Health Science Center | 220 students |
| Each internal medicine clerkship rotation, I deliver two lectures to the internal medicine clerks. One lecture is on the inpatient management of congestive heart failure. The other lecture is on the diagnosis and treatment of community acquired pneumonia. | |||
| 4/2013 - Present | MSIII Bedside Teaching Rounds | Audie L Murphy VA Hospital | 6 students |
| Approximately once a month, I volunteer to lead beside rounds with six third-year medical students. The emphasis is on physical examination skills with an opportunity to observe and give feedback to each of the participating students. This activity was developed in response to student feedback that student physical examination skills were not being adequately assessed and there was not enough bedside teaching during the internal medicine clerkship. According to 2014 survey data, when clerkship students were asked if VA Bedside Rounds improved their physical examination skills, 88% of students responded "most of the time". Each session has 6 students, with approximately 10 months of the year for a total of 60 students per year. | |||
| 11/2011 - Present | Clinical Skills | The University of Texas Health Science Center | 450 students |
| I am the Module Co-director of the longitudinal Clinical Skills Module which teaches MSI (approximately 225 students) and MSII (approximately 225 students) the basic and advanced history-taking and physical examination skills. As module co-director in the new School of Medicine CIRCLE curriculum, I am responsible for curriculum development and implementation. Curriculum development has required collaboration with each of the systems-based module directors to produce active learning experiences for students while teaching them basic and advanced history-taking and physical examination skills. As part of the Clinical Skills Module development, the Longitudinal Preceptorship program was created. This program pairs first-year medical students with faculty members, and it allowed the students to start interacting with patients within the first few months of medical school, which directly addressed one of the concerns raised by the Licensure Committee on Medical Education (LCME) during their site visit. The module utilizes the Clinical Skills Center extensively with activities including standardized patient exams, objective structured clinical exams (OSCEs), inanimate models, and examining patients with actual disease. Activities include an emphasis on interactivity, web-based activity, small groups, and collaboration with other parts of the curriculum. As part of the course, I personally lead didactics sessions on "The Medical Interview", "Introduction to Medical Equipment and the Clinical Skills Center", "The Patient Write-up and Oral Presentation", "Focused Physical Examination and Differential Diagnosis Formation", as well as leading debriefing sessions after standardized patient encounters in which pertinent positives and negatives from the case are discussed and differential diagnoses are formed. I personally developed approximately 20 softchalk web-based activities to enhance the learning at the Clinical Skills Center. I have also developed eight physical examination videos to be used by the students when learning the basic physical examination. As part of the module, I am also assigned to a first-year medical student each year, who I meet with approximately nine times over their first two years of medical school. The goals of the visits progress from shadowing to conducting interviews to physical examinations to write-up and oral presentation and discussions of differential diagnosis over the two years. Enrollment in the module is 225 student per year and the module lasts two years. Therefore, at any one time, 450 students (MSI and MSII) are enrolled in the module. A particular student progressing through the module will receive approximately 10 hours didactic lecture, 40 hours of lab time for honing history and physical examination skills on standardized patients and actual patients, and 12 hours of standardization patient assessments and differential diagnosis building activities. Because there are multiple sessions for the class, this equates to approximately 6 hours lecture, and 244 hours of total lab time for the module directors per class. | |||
| 7/2010 - Present | Individual Instruction | School of Medicine | |
| 7/2008 - Present | General Medicine Ward Attending | University Hospital and Audie L. Murphy VA Hospital | 3 students |
| Internal Medicine Inpatient Wards at Audie L. Murphy VA Hospital. I teach and train medical residents and interns the knowledge, skills and attitudes needed for the management of general internal medicine patients on inpatient wards at the hospital. As for my role as attending, I am responsible for teaching the interns 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 resident interview/physical examination, and impromptu lectures to ward team. A typical ward team has 3 residents, I serve as attending about five times per year, for a total of 15 learners per year. | |||
| 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. | |||
Electronic/Web Publication |
| Schindler KC. Acute Tubular Necrosis. Decision Support in Medicine: Hospital Medicine 2012 Jan. Available from: www.decisionsupportinmedicine.com . |