DePaul, Scott AndrewSchool of Medicine |
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| 7/2015 - Present | Internal Medicine Residency Site Director | University of Texas Health Science Center at San Antonio, Medicine, San Antonio, TX |
| 11/2013 - Present | Assistant Professor/Clinical | University of Texas Health Science Center at San Antonio, Medicine, San Antonio, TX |
| 10/2013 - Present | Staff Physician | South Texas Veterans Health Care System, Medicine, San Antonio, TX |
| Year | Degree | Discipline | Institution |
| 2009 | Residency | Internal Medicine | San Antonio Uniformed Services Health Education Consortium Wilford Hall, Lackland AFB , TX |
| 2007 | Internship | Internal Medicine | San Antonio Uniformed Services Health Education Consortium Wilford Hall, Lackland AFB , TX |
| 2006 | MD | Medicine | University of Pittsburgh School of Medicine Pittsburgh , PA |
| 2002 | BA | Biology (Magna Cum Laude, Honors Program) | University of San Diego San Diego , CA |
| Date | Description | Institution | # Students |
| 7/2016 - Present | Internal Medicine Residency Quality Improvement Project | UT Health San Antonio | 16 students |
| Facilitate a cohort of 14-16 Internal Medicine residents working on a quality improvement project. The group meets for 2.5 hours every five weeks, with additional work on tasks between meetings. Project undertaken by the group for the 2016-2017 academic year involves Improving Safety and Appropriateness of Peripherally Inserted Central Catheters. Work thus far lead to a presentation at a national meeting (SGIM). | |||
| 3/2016 - Present | Epidemiology | The University of Texas Health Science Center | 15 students |
| Clinical epidemiology is the basic science of clinical medicine that makes predictions about individual patients based on the occurrence of clinical events in larger groups of similar patients. It utilizes strong scientific methods to ensure that the predictions are accurate. Essential concepts and methods of clinical epidemiology are presented as they pertain to obtaining answers to clinical questions and guiding clinical decision-making. I facilitate a small group didactic covering a journal article that falls into one of the major study design categories---RCT, cohort, etc. | |||
| 7/2015 - Present | MS4 Noon Report | UT Health San Antonio | 8 students |
| Facilitator for discussions of cases presented by fourth year medical students in a conference setting. Each session lasts about an hour. Cases are from patients currently admitted to the hospital and our discussion focuses on diagnostic reasoning and management. I lead these sessions 2-3 times per year. | |||
| 7/2015 - Present | Individual Instruction | UT Health San Antonio | |
| 1/2015 - Present | Musculoskeletal & Dermatology | The University of Texas Health Science Center | 16 students |
| The Musculoskeletal and Dermatology module provides a comprehensive study of the development, structure, and function of the musculoskeletal and integumentary systems. Students acquire a broad understanding of normal and abnormal musculoskeletal and dermatologic function. Diagnostic and therapeutic techniques in the management of musculoskeletal and dermatologic disorders are discussed. I facilitate a small group session for 2 hours (with an additional 1 -hour preparatory session and a 1- hour debrief) each Thursday for 15--16 students from the 2nd year medical school class. My role is to guide the students through a series of activities related to a clinical case and to share my clinical expertise. In addition to the time spent on the day of the small group sessions, there are additional hours spent during the week in preparation (reading, activity organization, etc.). | |||
| 11/2014 - Present | Digestive health & Nutrition | The University of Texas Health Science Center | 16 students |
| The Digestive Health and Nutrition module provides an overview of the basic science and clinical concepts related to digestive health and nutrition. Students gain a deeper understanding of the normal structure and function of the digestive system, as well as pathophysiology/pathology, clinical manifestations and interpretation of diagnostic tests as they relate to digestive health and nutrition. This comprehensive study includes pharmacotherapeutic approaches to treatment, interventional therapies, psychosocial aspects of digestive disease, the use of evidence-based medicine and research, epidemiology, and prevention in the field of digestive health and nutrition. I facilitate a small group session for 2 hours (with an additional 1 -hour preparatory session and a 1- hour debrief) each Thursday for 15--16 students from the 2nd year medical school class. My role is to guide the students through a series of activities related to a clinical case and to share my clinical expertise. In addition to the time spent on the day of the small group sessions, there are additional hours spent during the week in preparation (reading, activity organization, etc.). | |||
| 9/2014 - Present | Endocrine & Female Reproductive | The University of Texas Health Science Center | 16 students |
| The Endocrine / Reproductive module provides a comprehensive study of the normal structure and function of the endocrine and reproductive systems as well as the clinical manifestations of endocrine and reproductive disorders. Innovative learning methods allow students to develop critical thinking skills and gain a deeper understanding of the role of the endocrine system in regulation of metabolic activity, water and electrolyte balance, the endocrinology of the menstrual cycle, pregnancy, as well as human reproduction. I facilitate a small group session for 2 hours (with an additional 1 -hour preparatory session and a 1- hour debrief) each Thursday for 15--16 students from the 2nd year medical school class. My role is to guide the students through a series of activities related to a clinical case and to share my clinical expertise. In addition to the time spent on the day of the small group sessions, there are additional hours spent during the week in preparation (reading, activity organization, etc.). | |||
| 7/2014 - Present | Individual Instruction | University of Texas Health Science Center at San Antonio | |
| 7/2014 - Present | Medicine Clerkship (gen) | The University of Texas Health Science Center | |
| I present two, hour long lectures to each set of MS3's rotating on the Internal Medicine Clerkship. The first is "Obstructive Lung Disease", focusing on COPD and Asthma diagnosis and management. The second is "Altered Mental Status" and provides a framework for evaluating the altered patient. | |||
| 7/2014 - Present | Mind, Brain & Behavior | The University of Texas Health Science Center | 16 students |
| The Mind, Brain and Behavior module provides a comprehensive introduction to the normal anatomy, development, physiology and radiological features of the human nervous system and its pathologic disorders. Through active learning methods, students practice clinical assessment of the nervous system while learning the major features of common neurological, neurosurgical, psychiatric and psychological disorders and pharmacological approach for the nature of the experience of the brain. I facilitate a small group session for 2 hours (with an additional 1 -hour preparatory session and a 1- hour debrief) each Thursday for 15--16 students from the 2nd year medical school class. My role is to guide the students through a series of activities related to a clinical case and to share my clinical expertise. In addition to the time spent on the day of the small group sessions, there are additional hours spent during the week in preparation (reading, activity organization, etc.). | |||
| 6/2014 - Present | MEDICINE- BEHAVIOR AND SOCIETY LONGITUDINAL MODULE | The University of Texas Health Science Center | 16 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 are introduced to communication skills, professionalism, research, and cultural competency. I facilitate a small group session for 2 hours (with an additional 1 -hour preparatory session and a 1- hour debrief) each Thursday for 15--16 students from the 2nd year medical school class. My role is to guide the students through a series of activities related to a clinical case and to share my clinical expertise. In addition to the time spent on the day of the small group sessions, there are additional hours spent during the week in preparation (reading, activity organization, etc.). | |||
| 2/2014 - Present | Internal Medicine Intership Readiness Elective | The University of Texas Health Science Center | 15 students |
| I give two presentations for fourth year medical students in the Internal Medicine readiness course. Each session is comprised of 15-20 students going into internal medicine as a specialty. One session is on obstructive lung disease, focusing on COPD and asthma, which will account for most cases of lung disease they encounter in clinical practice. The other is on altered mental status, a broad topic with many possible etiologies. I provide them with an efficient, logical way to evaluate the altered patient. Each of these sessions is 1 hour. | |||
| 11/2013 - Present | Post Graduate Rotation Supervision | UT Health San Antonio | |
| 10/2013 - Present | Medicine Clerkship | The University of Texas Health Science Center | |
| Internal Medicine Inpatient Wards at the Audie L. Murphy VA hosptial. In this clerkship, I supervise, teach, and train students to acquire the knowledge, skills, and attitudes needed to care for adult patients in the hospital. My responsibilities include teaching the students data gathering through history and physical examination, diagnostic decision making to include differential diagnosis and test selection, and prioritization of patient problems. I am also responsible for teaching and supervising bedside procedures to include paracentesis, thoracentesis, and lumbar puncture. Teaching venues include bedside teaching, observation of student interview/physical examination, and impromptu lectures to the ward team. I work with 2--3 third year medical students per ward rotation. | |||
| 10/2013 - Present | General Medicine Ward/Subinternship UH/VA | The University of Texas Health Science Center | |
| As ward attending for this sub--internship, I help students learn advanced techniques of the physical examination, diagnostic decision making to include management plans of common and complex medical problems, increased medical knowledge and proficiency in reviewing pertinent medical literature, and proficiency in performing clinical procedures. Teaching venues include bedside teaching, observation of student interview/physical examination, and impromptu lectures to ward team. As an attending on the inpatient service at the Audie L. Murphy VA, I work with fourth year sub-interns 2--3 times per year. I supervise their patient care and also offer didactic teaching on topics pertaining to their patients. Many of these students will ask me to write a letter of recommendation for their residency application. | |||
| 3/2013 - Present | Physical Exam Rounds | Audie L. Murphy VA Hospital | 6 students |
| Model, observe and teach physical exam techniques at the bedside with two to six medicine clerkship students at the VA Medical Center. Sessions generally last 1 hour and I personally run these 1-2 times per month. | |||
Journal Article |
| DePaul S. Working at the VA Provides an Eye-Opening Experience Military Medicine 2017 Aug;70(8):38-39. |