Role: Curriculum designer & SIM session facilitator
Date: Fall 2024, Spring 2025, Fall 2025
Time: 60-90 minutes
Audience: Internal Medicine PGY-1-2 (categorical)
As part of a structured simulation curriculum for trainees, I facilitated PGY-1 rapid response and PGY-2 code management sessions, and developed and facilitated PGY-2 simulation sessions focused on mixed shock scenarios and ventilator alarm troubleshooting. These sessions used high-fidelity simulation at the BWH STRATUS SIM Center to provide trainees with hands-on practice in managing acute, high-stakes inpatient events.
Learning Objectives:
Demonstrate a systematic initial approach to rapid response scenarios, including assessment, stabilization, and team communication.
Apply ACLS principles during simulated code events with attention to rhythm recognition, high-quality CPR, and task delegation.
Differentiate and manage mixed shock states through integration of hemodynamic data, exam findings, and response to interventions.
Recognize and troubleshoot ventilator alarms by identifying underlying mechanical, patient-related, and physiologic causes.
Strengthen crisis resource management skills, including closed-loop communication, prioritization, and leadership under pressure.
Role: Curriculum designer & Small-group facilitator
Date: July-September 2024
Time: 60 minutes
Audience: Internal Medicine PGY-1 (categorical and prelim)
As part of a 10-week intern bootcamp designed to prepare new IM interns for common ward-based clinical scenarios, I developed and facilitated case-based sessions on shock recognition, antibiotic stewardship, and electrolyte management.
Learning Objectives:
Identify and differentiate major types of shock using clinical data, exam findings, and hemodynamic clues.
Select appropriate empiric and targeted antibiotics through application of stewardship principles and infection-specific considerations.
Recognize common electrolyte abnormalities and formulate management plans grounded in underlying pathophysiology.
Apply structured decision-making frameworks to complex, evolving clinical cases.
Build confidence in early stabilization and evidence-based treatment through facilitated case discussion.
Course: INMD 7103: Becoming a Doctor III
Role: Curriculum designer & Small-group facilitator
Date: August 25-26, 2022
Time: 90 minutes
Audience: MS4 students
In this workshop, students were provided an opportunity to explore end-of-life care from the perspectives of chaplains, ethicists, and social workers.
Learning Objectives:
Develop skills to navigate conversations around end-of-life care from perspectives other than the biomedical.
Understand patient perspectives regarding end-of-life care and its relationship with spirituality and faith.
Recognize the work of non-physicians in providing end-of-life care - e.g. chaplains, social workers, palliative care, music therapists, and more.
Be able to apply the principles of bioethics in the setting of end of life care.
Developed an "End-of-Life Care Checklist" - inspired by Daily ICU Rounding checklists.
Course: PED 7501: Pediatrics Clerkship
Role: Curriculum designer & Small-group facilitator
Date: AY 2022-2023
Time: Longitudinal over a 4-week long clerkship
Audience: MS3 and MS4 students
In this two-part curriculum, students were asked to explore the intersection of racism and pediatrics while on their core pediatrics clinical clerkship.
Curriculum Structure:
Module 1: Complete visual reflection, written reflection, or action item.
Module 2: Complete additional reflection assignments or participate in a facilitated discussion board with classmates.
Course: MS1 Orientation
Role: Small-group facilitator
Date: August 17-19, 2020
Time: 120 minutes
Audience: MS1 students
In this anti-racism summer reading program, adapted from University of Washington School of Medicine, incoming MS1 students were assigned the book Fatal Invention by Dorothy Roberts and asked to reflect in facilitated small-group discussion sessions.
Learning Objectives:
By the end of the summer reading program and small group discussion, incoming medical students will be able to identify that race was created as a social construct and is not a biological risk factor for disease.
By the end of the summer program and small group discussion, incoming medical students will endorse having a better understanding of the role of race in medicine.
By the end of the summer reading program and small group discussion, incoming medical students will be able to approach the rest of their medical education with awareness of how race is used and misused in medical education and clinical care.