LEARNER, DOCTOR, TEACHER
ABOUT ME
After twenty grades and two degrees, I am still in love with learning! Yet, as I have advanced from college grad, to medical student, to {first generation} resident physician, I have also fallen in love with teaching. This site is a brief overview of my training, experience, and skill-set in medical education, learning innovation, and mentorship.
MY EXPERIENCE
UNDERGRADUATE MEDICAL EDUCATION COMMITTEE
Sept 2016 – May 2020
Served as a full voting member at monthly meetings of UMECC with input contributed on topics including curriculum redesign, quarterly and yearly performance dashboards, syllabus approvals, and annual program reviews.
9 WEEK SELF-DIRECTED MEDICAL EDUCATION ROTATION/COURSE
Jan 2020 - March 2020
Gained a foundational basis in fundamental teaching and learning for use within an academic medicine context. Illustrated engagement and growth as an effective teaching professional via relevant readings, directed reflection, guided discussion, and practical applications of teaching. Durable products included a formal didactic lecture delivered to the class of 2023, a formalized teaching portfolio, and a brief “intern as teacher” handout to be shared with future colleagues.
MEDICAL EDUCATION RESEARCH
Jan 2019 - April 2019
Longitudinal Content Design Team, “Integrated Illness Scripts and Longitudinal Clinical Decision Making”
IMMERSION LEARNING: PROJECT DESIGN AND FACILITATION
May 2017 - Aug 2017
Created and facilitated a 2 week long immersive group learning project, with final capstone presentation, entitled “A History of Medicine and Winston-Salem”. This project was built to include learning objectives such as: critical knowledge gathering and research skills, interpersonal communication and community engagement, and an appreciation, interpretation, and application of the Arts.
CLINICAL COACH AND SMALL GROUP COUNSELOR
July 2017
Instructed and coached local high school students interested in healthcare in medically related enrichment activities, including anatomic dissection, cardiac physiology, and basic clinical skills (vital signs, cardiac auscultation, etc.)
“NEAR-PEER” TUTOR AND CLERKSHIP NAVIGATOR
Jan 2019 - May 2020
Provided one on one tutoring for students struggling with Year 3 shelf exams and served as a tour guide and peer resource for students onboarding to Year 3 clinical rotations, with specific interest and focus on the pediatric clerkship.
INDIVIDUALIZED LEARNING AND MINDFULNESS AS WELLNESS TOOLS
Jan 2018 - Jan 2020
Developed and delivered 3 student guest lectures on topics of “Learning Style Integration and the VARK Model (02/18), “Resilience, Vulnerability, and M1 Year” (07/18), and “Wellness, Coping, and STEP 1 (11/18)”
WELLNESS CURRICULUM AS COACHING: A NOVEL MODEL
July 2019- May 2020
Developed and delivered a small-group debrief series, wherein MS4 student "coaches" and 8-10 MS3 participants discussed difficult or emotionally taxing experiences from the 3rd year clinical curriculum. This initiative received recognition and publication at the national level from The Gold Foundation (click the gold icon on the left to read the full publication).
EDUCATION
August 2012- May 2016
BA: WAKE FOREST UNIVERSITY
DEPT. FOR THE STUDY OF RELIGIONS
Earned Bachelors degree in Religious Studies with focus on Religion in Politics. Graduated Summa Cum Laude with Honors. Honors thesis completed on the topic of historical, societal, and political implications of religion's impact on scientific discovery.
July 2016 - May 2020
MD: WAKE FOREST SCHOOL OF MEDICINE
Earned MD with intent to pursue graduate medical training in the field of pediatrics. Inducted to Alpha Omega Alpha and Gold Humanism Honor Society during M4 year.
July 2020- June 2023
RESIDENT PHYSICIAN: VANDERBILT UNIVERSITY MEDICAL CENTER
Currently completing graduate medical training with the Vanderbilt Pediatric Residency Program with intent to participate in the program's medical education academic community.
MY SKILLS
DIDACTIC LECTURE DELIVERY
PEER-TO-PEER MENTORING AND TEACHING
EXPERIENTIAL LEARNING DESIGN AND DELIVERY
ANNUAL PROGRAM AND QUARTERLY DASHBOARD REVIEW
SMALL GROUP FACILITATION
CREATIVE AND REFLECTIVE WRITING
Teaching Philosophy
My teaching enacts my belief in empathy and relationships, not only with me as a facilitator but also between peers. Relationship is the basis of learning and teaching.
Inclusion: Everyone should feel respected, seen, and that their presence within the sphere of my teaching has purpose! Additionally, their emotions in the sphere of experiential learning are valid and should be debriefed as part of the learning process.
Learning occurs through problem-solving and “semantic networking”, wherein foundational information and clinical themes are constantly organized and reorganized by the learner.
My job in the classroom or on the wards is to emphasize knowledge for practice and to facilitate multimodal learning opportunities (student as teacher, chalk-talks, bedside teaching, etc). Students are encouraged to build connections between both related and unrelated material; this is “how to think” in medicine!
What constitutes learning is a student’s ability to increasingly build connections between these seemingly disparate topics. As both learner and teacher, my assessments of this learning are in constant iteration.