Teaching Activities
Teaching/Learner Support:
-Resident Education (OB/GYN and Pediatrics) - Duke University Hospitals 2021 - current
- 9/2021: Pediatric Resident Noon Conference: “Prepubertal Vaginal Bleeding," Large group lecture:15-20 Pediatric residents, 60 minutes, 1x/year;
- 10/2021: OBGYN Resident Didactics:“Current Management of Menopause," Large group lecture: 15-20 OBGYN residents, 60 minutes, 1x/year
- 3/2022 OBGYN Resident Didactics: "Vulvar Dystrophy and Vaginitis," Large Group lecture: 15-20 OBGYN residents 60 minutes, 1x/year
- 4/2022 - 2023 REI and Gyn One fellow didactics: “Current Management of Menopause, small group lecture; 3 fellows and 1 resident; 60 min, 1x/year
- 4/2023 REI fellow didactics "AUB in the Pediatric population" small group lecture; 3 fellows and 1 resident; 60 min 1x/year
- Small group lecture: 7-10 OB-GYsN residents, 60 minutes, 1x/year Examples:“primary and preventative care,” “shoulder dystocia drill,” “Vaginitis and STI’s, “Prenatal Care,” “Management of Abnormal Labor and Induction of Labor,” “CREOG Board Review: Practice Management”
- Large group lecture: 15 –20 OB/GYN residents; 60 minutes 1x/yearExamples: “Benign Breast Disease” “Menopausal Health”, Wellness didactics: “The Third Thing,” “Nurturing the Whole Self,”“Fostering Empathy through Narrative Medicine,”“Abnormal Uterine Bleeding in Adolescents,”“Obstetrical complications,”“Topics in Pediatric Gynecology,” “Coding in the Ambulatory Environment”
- 2014 –2021 Large group lecture: 20-30 Pediatric residents, 60 minutes, 1x every other year. “OB/GYN Basics for the Pediatrician”
Pre-Clinical Medical Students; Duke University Medical School 2021 - present
- 2021 Faculty Facilitator for Body and Disease Reproductive Medicine sessions; 90-100 students; 120 minutes; 1x/year diagnostic reasoning session(Abnormal vaginal bleeding); team-based education sessions (Contraception; Emergency Contraception)
- Large group lectures: 150-200 students/year; 60 minutes; 60 hours course preparation
- Curricula example:https://media.med.unc.edu/tec/found/rep/BenignGYNDisease/story.html
- Healer’s Art Instructor: 2019 -2021
- 4/2022 -Transition to OB/GYN residency course - multiple small group sessions 6-8 students; 60 minutes; Health Systems science; Residents as Teachers: Goal setting; Feedback; Obstetrical Skills
- 2012-2017: Transition to OBGYN residency: Small group sessions -15-20 students, 90-minute sessions; once/yearExamples: “Obstetrical Skills,” “Oral Contraception and the Menstrual Cycle,”“Anatomical Dissection”
- 2014 –2021: Clerkship -small and large group work: Team-Based Learning, OB/GYN SHELF review, individual longitudinal clinical preceptorships approximately 6 3rd year students, and 4-6 4th year students per year
Coding in the Ambulatory Environment: 2012 -2020
- Developed a Coding Handbook for OB-GYN residents, used by 28 residents/year to acquaint them with coding for billing purposes; 10 hours curriculum development 92. Core Curriculumin Ambulatory OB/GYN:2012 (still used by UNC OBGYN residency upon my departure in 2021)
- 30-minute small group sessions for 5-8 learners; topics include primary care, professional development, practice management, ambulatory GYN, and prenatal care; 20 hours of curriculum development.
- Co- developed an integrated clinical experience with didactic sessions and assessments, including observed structural clinical experiences (OSCE) in inpatient gynecology, surgery, family medicine and internal medicine; 40 hours of curriculum development.
- Developed, planned, and executed a Menopause Specialty Clinic one half day per week beginning in July of 2016 staffed by an experienced Obstetrician/Gynecologist on faculty at UNC. I have successfully transitioned this program to Duke as well with the opening of the Center for Menopause at our Arrington clinic facility in Morrisville, NC. Created a didactic curriculum on various topics related to menopausal health based on a resident survey which assessed their self-reported knowledge and confidence regarding caring for menopausal patients. Developed a validated test of knowledge-based questions to assess curricular effectiveness; 60 hours curricular development.
- Curricula example: story.html
- Developed, planned, and executed a Pediatric and Adolescent Clinic 1 ½ days per month beginning in July of 2019 staffed by an experienced Obstetrician/Gynecologist on faculty at UNC. Created a didactic curriculum on various topics related to PAG. I have successfully transitioned this service over to Duke University Hospitals 1/2 day week
- Pediatric Adolescent Gynecology Web Ed (PAG Web ED) cases -Developed several cases available nationally as part of the North American Society of Pediatric and Adolescent Gynecology curriculum available on-line to members and other educators.
Development of Assessment Tools and Methods:
- Observed Structured Clinical Experiences (OSCE) 8 cases currently used in UNC OBGYN clerkship since 2016.
- Midterms and final exams in Reproductive Block of Medical Sciences for Pre-Clinical Medical Students atUNC School of Medicine: 2016 –2021.
- Validated test of knowledge-based questions to assess curricular effectiveness for Menopause Specialty Clinic for OBGYN residents: 2016
Duke University
- Medical Education Leadership team member:Director of Instructional Design: 2021 - 2022
- Vice Chair of Education for Department of OBGYN - 7/2022 - present
- working on several programs including the Pre-clinical Undergraduate Medical Education in Reproductive Medicine, and the Transition to residency course for 4thyear medical students, Residency Ombudsman, and GME Curricular design
University of North Carolina
Residency:
- Rotation Director of Ambulatory OB/GYN: 2014 –2021
- Member, OB/GYN Residency Clinical Competency Committee: 2014 –2021
- Clerkship Co-Director: 2014 –2018
- Reproductive Medicine Co-Course Director: 2016 –2021
- Course Director, Ambulatory OB/GYN Women’s Health Selective (4thyear elective): 2018 to 2021