Date: October 2016 Contact Information

Other Teaching Service

University of Maryland Emergency Medicine Residency

Oral Board Preparation Course

American Academy of Emergency Medicine

Philadelphia, Pennsylvania

Oral Board Preparation Course

Maryland Chapter, American College of Emergency Physicians

Baltimore, Maryland

Oral Board Preparation Course

Maryland Chapter, American College of Emergency Physicians

Baltimore, Maryland

Oral Board Preparation Course

American Academy of Emergency Medicine

Philadelphia, Pennsylvania

Oral Board Preparation Course

American Academy of Emergency Medicine

Philadelphia, Pennsylvania

Oral Board Preparation Course

Maryland Chapter, American College of Emergency Physicians

Baltimore, Maryland

Oral Board Preparation Course

American Academy of Emergency Medicine

Philadelphia, Pennsylvania

Oral Board Preparation Course

American Academy of Emergency Medicine

Philadelphia, Pennsylvania

Oral Board Preparation Course

American Academy of Emergency Medicine

Philadelphia, Pennsylvania

Oral Board Preparation Course

American Academy of Emergency Medicine

Philadelphia, Pennsylvania

Oral Board Preparation Course

American Academy of Emergency Medicine

Philadelphia, Pennsylvania

June 1998–present Emergency Medicine Resident Cardiology Curriculum

Constructed this self-study teaching module for use by emergency medicine residents during cardiology/CCU rotations (1997); currently used by emergency medicine residents at University of Maryland; the topics for the curricula were used for an issue of Emergency Medicine Clinics of North America, which I guest edited, entitled “Emergency Cardiology: Challenges, Controversies, and Advances.” This issue was published in November 2005. The curriculum also led to the publication in February 2006 of an issue of Cardiology Clinics entitled “Emergency Cardiac Care: From ED to CCU,” which I guest edited. This text is now used as the curriculum for the cardiology/CCU rotation for emergency medicine residents. I guest edited an updated version of this journal issue which was published in 2012 entitled.
June 1999–present First-Hour Conference (FHC) Curriculum

FHC is a weekly conference series consisting of four curricula: (1) weekly discussions of recent review articles in emergency medicine, (2) Emergency Medicine Written Board and Core Curriculum review lectures (November through February), (3) monthly ECG conferences, and (4) risk management in emergency medicine (July-August). Since its inception, FHC has been the highest rated hour of conference in our emergency medicine residency curriculum. The reading portion of the curriculum consists entirely of recent review articles from the medical literature. On a monthly basis, I review the medical literature and choose two articles for the residents to read each week pertaining to a monthly subspecialty in emergency medicine (e.g., emergency cardiology, emergency neurology). Then another faculty member or I conduct weekly small-group teaching sessions utilizing the Socratic method to facilitate learning the important concepts from the articles.

The ADP is a faculty development program designed for residents who intend to pursue a career in academic emergency medicine. The program teaches/promotes skills in the following areas: (1) teaching, including lecturing, small-group teaching, and bedside teaching, (2) medical manuscript writing and editing, (3) research, including how to conduct research, write a research manuscript, and present an abstract at a research meeting, (4) involvement in state and national specialty societies and their committees. Residents who have participated in the ADP have excelled in the early part of their academic careers.

The Geriatric Emergency Medicine Curriculum was designed to teach emergency medicine residents about the spectrum of diseases present in the elderly population and the special needs of this growing population. The program is presented in two parts: (1) a series of case studies directed by one of the emergency medicine attending physicians at the VA Hospital and (2) a series of lectures focusing on the special needs, deadly diseases, and atypical presentations in the elderly population. This curriculum led to the publication of the May 2007 issue of Clinics in Geriatric Medicine pertaining to “Emergency Care of the Elderly Patient,” which I guest edited. In 2008 I incorporated curriculum into the current FHC Curriculum noted above.

The Leadership in Medicine Curriculum is a series of monthly small-group discussions that focus on the development of leadership skills. Residents read chapters from textbooks, journals, and course curricula on leadership and discuss the readings with the preceptor. The readings focus on communication skills, conflict resolution, team building, qualities of successful leaders, and tips for motivating co-workers. The curriculum was delegated to another faculty member in June 2006.

The Introduction to Emergency Medicine Curriculum is designed to teach the new emergency medicine interns during the first month of residency the basics of emergency medicine practice and the approach to the critically ill patient. The curriculum consists of 4 days of lectures and workshops, spread out over 4 weeks each July, as follows:

Week 1―lectures that teach interns how to manage patients with the following common symptoms or signs: chest pain, dyspnea, headache, abdominal pain, altered mental status, weakness/dizziness, pelvic pain, and vaginal bleeding.

Week 2―lectures and workshops designed to teach the basics of ECG interpretation as well as workshops to teach splinting of orthopedic injuries and how to use the slit lamp for eye examinations.

Week 3―lectures followed by workshops that introduce the intern to the use of ultrasound in the emergency department.

Week 4―lectures pertaining to airway management in the emergency department (standard intubation, difficult/complicated airway management, and rapid-sequence intubation) followed by a cadaver lab that enables the interns to obtain hands-on experience in standard intubation as well as the use of “rescue” airway devices.

In July 2010, I handed off oversight of this ongoing curriculum to a junior member of our faculty, who went on to become our Residency Program Director.
Published September 2003 ECGs for the Emergency Physician

Since my own residency, I have maintained a personal teaching file of ECGs of various levels of diagnostic difficulty. This file was published as ECGs for the Emergency Physician by BMJ Books in September 2003. This is the first book of its kind in emergency medicine—a teaching file of ECGs completely relevant to the specialty of emergency medicine (i.e., not primary care or cardiology) and focused on intermediate and advanced levels of ECG knowledge, not on the beginning student in electrocardiography. The book is used by our residency and others as the basis for ECG curricula and ECG competency assessments; it is also used for students in ECG workshops and board review courses. Based on excellent sales worldwide, the book is now in its seventh printing by Blackwell Publishers. The book has been translated into Portuguese, Polish, Japanese and Chinese, and it remained on the “Bestsellers List” of the American College of Emergency Physicians Bookstore and Blackwell/Wiley Publishers from early 2005 through 2007. Blackwell/Wiley Publishers published a second volume of this book (ECGs for the Emergency Physician Volume 2) in March 2008. This volume has been translated into Polish, Japanese, and Chinese, and was on the “Bestsellers List” for Blackwell/Wiley Publishers from 2008-2010.

The Debate of the Week was an educational internet-based forum in which faculty and resident physicians in our program debated controversial clinical and non-clinical topics. On a weekly or biweekly basis, I posted a question for the residents to debate. Residents and faculty members were encouraged to reply to the debate online and, as often as possible, to cite original research articles to support their practice. This resulted in an evidence-based method for all members of the residency to learn from each other’s practice and reassess their practice patterns. Each of the online debates drew 150 to 200 “hits.” In August 2005, Dr. Peter Rosen, editor-in-chief of the Journal of Emergency Medicine, recommended that the content of the Forum debates serve as the basis for a series of review articles in a new section of the Journal entitled “Best Practices in Emergency Medicine,” for which I serve as section editor.

This advanced emergency electrocardiography course was created for emergency physicians and other acute health care providers. It is a 2-day, 9-hour course designed to teach advanced ECG interpretation skills to practicing emergency physicians. The course is taught in a combination of workshops and lectures, covering dysrhythmias, causes of sudden death, myocardial ischemia and infarction, and subtle clues to deadly disease, which are not part of the normal curriculum in emergency medicine training. The course provides advanced practice, pearls, and pitfalls in ECG interpretation. These courses were taught in June, August, and October 2006 and in January 2007 for an emergency physician group in Florida (Florida Emergency Physicians, an emergency medicine group consisting of approximately 100 practitioners who staff 9 emergency departments in the Orlando area).

Giant Steps in Emergency Medicine is an innovative educational conference that was presented every summer from 2007-2010. It consisted of four half-day sessions on advanced, cutting-edge, clinical topics, with additional educational workshops directed at the seasoned emergency physician. The conference was taught by myself and three other faculty members and offered more than 20 CME credits to the 75-100 annual attendees. After 2010, we discontinued the conference in order to focus our efforts on other educational curricula.

Beginning in April 2007, I created and directed a daily curriculum that provided faculty and residents in our program a Pearl of the Day. Each day of the week, 365 days of the year, members of our Program are emailed a single, cutting-edge piece of knowledge related to emergency medicine. The content covers the entire spectrum of emergency medicine. More than 10 members of our faculty participate in this daily-pearls teaching program.

Beginning in October 2007, I began hosting and editing a monthly online audio podcast CME program for emergency medicine physicians. The program is housed on the popular emergency medicine education website www.EMedHome.com. Each month I interview emergency physicians from our own faculty or from around the country regarding cutting-edge topics in emergency medicine. Topics include controversies, myths, best practices, and literature reviews. I add commentary in many cases, and I also provide some of these updates myself. After I edit the podcast, it gets posted as a monthly feature on EmedHome with CME questions that I write. Listeners can obtain 1.5 hours of CME credit per podcast. This program is widely advertised to emergency medicine physicians in the American Academy of Emergency Medicine and the American College of Emergency Physicians and attracts many international listeners as well.

In July 2008, I established a faculty development fellowship for graduates of our residency program; one or two of these fellows also serve as graduate-level chief residents for the emergency medicine residency. The fellows acquire training in various forms of teaching, including lecturing, small group teaching, bedside teaching, and procedural teaching. They also learn about curriculum design and attend national courses in faculty development. Training in research is encouraged. A full reading curriculum is incorporated into the fellowship as well as attendance at the School of Medicine’s Faculty Development Workshop Series. The fellows who serve as chiefs acquire additional training in leadership skills via leadership curricula that are made available to them. Our residency is one of only a few emergency medicine programs in which the chief residents are graduates of the program rather than senior residents. Our program is unique in which the chief residents receive fellowship training in faculty development.

This course was created for emergency physicians and other acute care providers to address issues pertaining to care of the critically ill patient in the emergency department. It is a 2-day, 12-hour CME course that covers a spectrum of critical care topics. The course is sponsored by Florida Emergency Physicians. I designed this course and teach it along with two other emergency physicians who have expertise in critical care. The course is conducted every June in Orlando.

This course was created for emergency physicians and other acute care providers to address issues pertaining to risk management in the practice of emergency medicine. It is a 2-day, 14-hour CME course that covers an assortment of clinical topics as well as focused legal topics that are relevant to emergency medicine. The course is sponsored by Florida Emergency Physicians. I designed this course and teach it along with an MD/JD and an RN/JD every winter in Orlando.

Beginning in September 2011, I began sending out to our Department a weekly video-cast of an ECG case with educational information on ECG interpretation. These cases have become internationally popular, and they are now viewed by not only our own Department but also by alumni around the country, numerous other residency programs, and international faculty and trainees. By April 1, 2015, the video site had recorded 1,013,744 page views from 201 countries and had been watched for a total of 6,249,265 minutes. The videos were being translated into Turkish, Spanish, Persian, and Hebrew. The original video site, www.ekg.umem.org was upgraded to a new site, www.ecgweekly.com on January 1, 2015 which continues to see an expanding audience to date.

This online advanced emergency electrocardiography course was created for emergency physicians and other acute health care providers. In November 2011 I videotaped a 6-hour “Advanced Electrocardiography for the Emergency Physician” course that was endorsed by the American College of Emergency Physicians, and they provided 9 CME credits for viewers. By March 2014, the course had been purchased by 943 providers around the world. The course was posted on the popular emergency medicine education website www.EMedHome.com. In March 2014, the course was expanded to 7 ½ hours and 10 CME credits in a second edition of the course, entitled “The Premiere ECG Workshop.” As of July 2016, this 2^nd edition of the course has been purchased by > 800 providers.

This is an innovative educational conference that was presented for the first time in November 2011 and has become an annual conference on our campus. It consists of one full day of didactic lectures focused on high-risk topics and risk management topics in emergency medicine. A pre-conference day is devoted to educational workshops, including workshops on electrocardiography, ultrasound, procedures, airway management; and a post-conference cardiology or critical care symposium. Over 100 health care providers attended each year, including attendees from South America, South Africa, and Australia.

I serve as host of a weekly series of podcasts in which one other member of the faculty and I discuss the latest literature in emergency resuscitation. These podcasts are posted on an emergency medicine website (www.resuscitation-conference.com) and have an audience of several thousands of health care providers around the world.

July 2009–June 2010 Unrestricted Educational Grant

Saudi Arabian Cultural Mission

Washington, DC

Total Award: $71,607

For the training of one Saudi physician in our emergency medicine residency. My contributions toward securing this award included appealing to the Residency Review Committee–Emergency Medicine (RRC) to receive permission to expand our residency by one position and to provide justification to the RRC that we have sufficient resources to provide training for the extra resident. After RRC approval was obtained, I was responsible for interviewing and recruiting the applicant. The funds are used for faculty development, educational equipment, and curriculum development for the residency and medical student programs.

Saudi Arabian Cultural Mission

Washington, DC

Total Award: $139,364.87

For the training of two Saudi physicians (a PGY-1 and a PGY-2 resident) in our emergency medicine residency. I was responsible for interviewing and recruiting the applicants. The funds are used for faculty development, educational equipment, and curriculum development for the residency and medical student programs.
July 2011–June 2012 Unrestricted Educational Grant

Saudi Arabian Cultural Mission

Washington, DC

Total Award: $203,813.76

For the training of three Saudi physicians (a PGY-1, a PGY-2, and a PGY-3 resident) in our emergency medicine residency. I was responsible for interviewing and recruiting the applicants. The funds are used for faculty development, educational equipment, and curriculum development for the residency and medical student programs.
November 2011 Conference creator and director: The Crashing Patient: Resuscitation and Risk Management Conference

This CME conference is conducted annually on our campus, beginning in November 2011. 100% of net profit is contributed to our Department.

Net income: $4619.84
July 2013–June 2014 Unrestricted Educational Grant for Research Scholars Program

Saudi Arabian Cultural Mission

Washington, DC

Total Award: $170,730.14

For the training of two Saudi physicians in our emergency medicine residency. I was responsible for interviewing and recruiting the applicants, and for providing them personal supervision during clinical shifts and mentoring in the residency application process. Both of the Research Scholars successfully Matched in 2014 into our Residency Training Program. The funds are used for faculty development, educational equipment, and curriculum development for the residency and medical student programs.
October 2013 Conference creator and director: The Crashing Patient: Resuscitation and Risk Management Conference

This CME conference is conducted annually on our campus, beginning in November 2011. 100% of net profit is contributed to our Department.

Net income: $24,831
October 2014 Conference creator and director: The Crashing Patient: Resuscitation and Risk Management Conference

This CME conference is conducted annually on our campus, beginning in November 2011. 100% of net profit is contributed to our Department.

Net income: $23,664
July 2014–June 2015 Unrestricted Educational Grant for Research Scholars Program

Saudi Arabian Cultural Mission

Washington, DC

Total Award: $83,878.15

For the training of one Saudi physician in our emergency medicine residency. I was responsible for interviewing and recruiting the applicant, and for providing him personal supervision during clinical shifts and mentoring in the residency application process. The Research Scholars successfully Matched in 2015 into an emergency medicine residency. The funds are used for faculty development, educational equipment, and curriculum development for the residency and medical student programs.
July 2015–June 2016 Unrestricted Educational Grant for Research Scholars Program

Saudi Arabian Cultural Mission

Washington, DC

Total Award: $120,000

For the training of two Saudi physicians in our emergency medicine residency. I was responsible for interviewing and recruiting the applicants, and for providing them personal supervision during clinical shifts and mentoring in the residency application process. One of the two Research Scholars successfully Matched in 2016 into an emergency medicine residency. The funds are used for faculty development, educational equipment, and curriculum development for the residency and medical student programs.
October 2015 Conference creator and director: The Crashing Patient: Resuscitation and Risk Management Conference

This CME conference is conducted annually on our campus, beginning in November 2011. 100% of net profit is contributed to our Department.

Net income: $6439.05