04 wint anes alum single pgs - Department of Anesthesiology - Duke ...

DUKE ANESTHESIOLOGY ALUMNUS | 11
Jeffrey Taekman, MD, with Stan—a
human patient simulator.
mental commitment to education is perhaps
measured best by the number of senior faculty
whose professional careers are focused on
medical education and the training of students,
residents, and fellows. Many faculty have educational
leadership roles at Duke, including the
Vice-Dean for Educational Technology and
Chairs of the Duke Medical School Curriculum
Subcommittees on Intensive Care and Third-
Year Research. Several individuals have
received national recognition for leadership
participation in a number of organizations
focused on education and testing, including the
Society for Education in Anesthesia, the
National Board of Echocardiography, the
Association of University Anesthesiologists
Educational Advisory Board, and the Society for
Technology in Anesthesia. Last, several faculty
members serve as examiners for the American
Board of Anesthesiology and the ABA/ASA Joint
Council on In-Training Examinations.
Undergraduate Education
Duke University undergraduates are par-
ticularly welcome to join a basic science laboratory
during a summer session or participate
in clinical care research as part of an
internship. We also frequently allow students
to “shadow” us for a day to gain an appreciation
for the daily work of the anesthesiologist.
Undergraduate Medical
Education
Duke anesthesiologists are major contributors
to the medical school curriculum.
Faculty members also serve on the medical
school admissions committee (Drs. Kathryn
King, John Booth, John Eck, Merel Harmel,
Adeyemi Olufalabi, Dianne Scott, and Chris
Young) and the Executive Committee of the
Medical School Admissions Committee (Dr.
King).
As the medical school undergoes a major
curriculum revision, Duke faculty have been
instrumental in the design of the third year (Dr.
Debra Schwinn), while others (Drs. King, Bryant
Stolp, Jonathan Mark, and Jeffrey Taekman)
continue on the Curriculum Committee.
Further, Dr. Taekman is the associate dean for
instructional technology.
Exciting changes are occurring as the medical
school curriculum is revised. Stay tuned for
a feature article in the summer edition of the
Alumnus, documenting the increased exposure
of Duke medical students to anesthesiology and
perioperative medicine.
First-Year Curriculum.
Drs. King and Harmel have functioned as
mentors in the PRACTICE (Progressive
Responsibilities and Competencies Through an
Integrated Clinical and Curricular Experience)
course. Dr. Stolp has served as the course director
for the physiology course, a popular course
with the medical students. In addition, Drs.
Richard Moon, Mark, and Young lecture in the
physiology course. Drs. Booth and Schwinn lecture
in the first-year pharmacology course and
serve as small group discussion leaders.
Second-Year Curriculum.
During the second year, students rotate
through their core clinical rotations. Many faculty
members participate in the course as clinical
supervisors in the operating room or as
didactic lecturers. Dr. Stuart Grant organizes the
three-day anesthesiology portion of the surgery
core course, an important rotation that introduces
anesthesiology to every medical student.
Third-Year Curriculum.
Dr. King is the administrative director for
the department’s third-year study track,
Anesthesia, Surgery, and Environmental
Physiology, which attracts several students a
year. She is developing a continuum of information
about the third year, which is being
used during the first two years of the medical
school curriculum for all Duke medical students.
Fourth-Year Curriculum.
The fourth-year electives offer medical students
the most extensive exposure to our specialty.
The department continues to offer three
electives in the fourth year: a critical care elective,
directed by Dr. Young, a clinical elective,
directed by Dr. Peter Dwane, and a research
elective, which is an independent clinical or
research study project with a faculty member.
Many faculty members provide clinical supervision
for these courses, as well as support in the
form of didactic lectures.
Residents and CRNAs provide exposure
and clinical experience for the students on the
electives, and this is perhaps the most valuable
part of the rotation for the students. The
Departmental Teaching Scholars serve as mentors
during the clinical elective and supervise